Social Relations in a Secondary School.

Social Forces ◽  
1968 ◽  
Vol 47 (2) ◽  
pp. 235
Author(s):  
Robert Dreeben ◽  
David H. Hargreaves
Keyword(s):  
Secondary School ◽  
Social Relations

Pedagogiczny testament Profesora Andrzeja Jaczewskiego

2021 ◽  
pp. 213-225
Author(s):  
Maciej Tanaś
Keyword(s):  
Secondary School ◽  
Digital Media ◽  
Social Relations ◽  
The Body ◽  
New School ◽  
Personal Accounts ◽  
Academy Of Sciences ◽  
Mature Person ◽  
Scientific Achievements

The article presents the enormous scientific, organisational and social achievements of Professor Andrzej Jaczewski – the doyen of Polish sexology, doctor and educator. The author recalls the awarding of the Medal of Merit for the Development of Polish Pedagogy, presented by the Chapter of the Committee of Pedagogical Sciences of the Polish Academy of Sciences. The author describes and analyses the various fields of the Professor’s activities, referring to available studies and insightful personal accounts. Undisputed, original and significant scientific achievements at the medical and pedagogical junctions, as well as beautiful accounts from his own life and accomplishments set new perspectives for pedagogical sciences, earning the Professor enormous respect from within and beyond his Polish and German academic cohort and peers. The Professor was and remains to many, a physician of the body, mind and spirit. With his unwavering passion and dedication to his students and the scouts, he truly exemplifies and models a path that seeks truth, beauty and doing good. There is a discussion about the shape of Polish education concerning errors in teaching science and biology, wasting children’s abilities in the sciences more than it is commonly believed, the problem of physical and mental “splitting maturation”, the role of adventure in scouting, “becoming” a mature person, the highest grades on secondary school-leaving certificates and young people’s lack of skills in communicating in other languages. In addition, the discussion addresses the competences needed to build social relations, personal courage and responsibility, tolerance and respect for other people, the ability to cooperate and build a community, the catalogue of values in the process of education, integration of education and upbringing processes, theatre, ballet, classical and opera music concerts, popular culture, as well as digital media and human rights to a life of value, sailing and education reforms. The conversation with professor Andrzej Jaczewski at his home in Ropki in the Beskid Niski leads to the conclusion: “We have to invent a new school. A school worthy of our dreams and the fate of our children and grandchildren”. The author treats it as the Professor’s pedagogical will.

Social Relations in a Secondary School

2006 ◽  
Author(s):  
Dr David H Hargreaves ◽  
David Hargreaves
Keyword(s):  
Secondary School ◽  
Social Relations

Social Relations in a Secondary School

1968 ◽  
Vol 16 (1) ◽  
pp. 81
Author(s):  
Lawrence Stenhouse ◽  
David H. Hargreaves
Keyword(s):  
Secondary School ◽  
Social Relations

scholarly journals Supporting the Transition from Primary to Postprimary Education in 2021: Perspectives from Irish Postprimary Practitioners

2021 ◽  
Vol 11 (9) ◽  
pp. 546
Author(s):  
Hilary O’Connor ◽  
Paul Flynn
Keyword(s):  
Secondary School ◽  
Social Relations ◽  
Continuing Professional Development ◽  
Social And Emotional ◽  
Sequential Mixed Methods ◽  
Data Collection Strategy ◽  
Semistructured Interviews ◽  
Multiple Challenges ◽  
Current Transition ◽  
Significant Milestone

The transition from primary to postprimary education is a significant milestone in children’s education and can be characterised by the multiple challenges that they experience, specifically the move from childhood to adolescence, from one institutional context to another, and from established social groups into new social relations. This research employs a theoretical framework that describes this transition from the perspective of secondary school inservice practitioners as they aim to help students to make a successful transition. An incremental, sequential mixed-methods data collection strategy took the form of an exploratory survey followed by qualitative semistructured interviews. Current transition practices in the context of the challenges presented in Irish secondary schools are reported on in five key areas: administration, social and emotional supports, curriculum support, pedagogical support, and management/autonomy of learning. The findings of this research also highlight a need to reflect on the purpose and timing of current practices, along with calls for continuing professional development programmes to be developed that specifically target the challenges faced by Irish inservice teaching practitioners. It is hoped that this paper will spark discourse relating to the development of transitional supports for students and associated training for those who are best placed to provide those supports.

scholarly journals Aspects of protection and social vulnerability of teenagers in public all-day schools

2020 ◽  
Vol 73 (suppl 1) ◽  
Author(s):  
Laurena Moreira Pires ◽  
Márcia Maria de Souza ◽  
Marcelo Medeiros
Keyword(s):  
Secondary School ◽  
Social Relations ◽  
Social Vulnerability ◽  
Social Study ◽  
Day School ◽  
Day Schools ◽  
Psychoactive Drugs ◽  
The Family ◽  
Harmful Use ◽  
Unequal Income Distribution

ABSTRACT Objective: identify and analyze aspects related to social vulnerability of a group of teenagers of a public all-day school with regard to harmful and abusive use of psychoactive drugs. Methods: a strategic social study, with a qualitative approach, was carried out with 49 teenagers of a public all-day secondary school. Focus groups were carried out between 2016 and 2017, and the resulting material was transcribed and analyzed by means of thematic content analysis, resulting in the following categories: The family I come from; Birds of a feather; If I’m studying, how can I work?; Drugs: a non-parallel universe. Results: social vulnerability was associated with unequal income distribution, fragile social relations affected by the harmful use of drugs and vulnerability of public all-day schools. Final considerations: all-day schools did not appear as an effective tool to break away with the context of social vulnerability regarding the use of drugs.

scholarly journals When language mixing is the norm: documenting post-muda language choice in a state school in Barcelona

2019 ◽  
Vol 2019 (257) ◽  
pp. 109-135
Author(s):  
Adriana Patiño-Santos
Keyword(s):  
Secondary School ◽  
Working Class ◽  
Social Relations ◽  
Language Choice ◽  
Language Of Instruction ◽  
Academic Task ◽  
Language Mixing ◽  
Language Alternation ◽  
New Speakers ◽  
Shed Light

Abstract This article studies the language uses of a group of new speakers of Catalan at a secondary school in a metropolitan working class area of Barcelona, who have experienced their linguistic mudes as a consequence of having being schooled in the Catalan education system from an early age. As shown in previous research on children of economic migrants in Catalonia, these students internalize and reproduce the language distribution of Catalan and Spanish that they are exposed to in their immediate environment. This will vary according to the locality in which they find themselves, in our case, a working class neighborhood in which Catalan is reserved as the vehicular language of instruction, while Spanish dominates as the language of social relations. The article adopts a language socialization perspective to give account of the linguistic competences these multilinguals display when carrying out an academic task. Translanguaging, in the form of language alternation and language mixing from the various repertoires that these students have at their disposal, emerges as the norm among them and their teachers in this school. This article embraces the idea that documenting the linguistic practices of new speakers can shed light on actual linguistic uses and trajectories after the linguistic muda takes place.

scholarly journals The relation between the exposure to mobbing and burnout levels of secondary school teachers

2018 ◽  
Vol 10 (4) ◽  
pp. 355-366
Author(s):  
Rasim Tösten ◽  
Yunus Emre Avcı ◽  
Veysel Okçu
Keyword(s):  
Secondary School ◽  
Social Relations ◽  
Emotional Exhaustion ◽  
Secondary School Teachers ◽  
Maslach Burnout Inventory ◽  
Personal Accomplishment ◽  
School Teachers ◽  
Work Related ◽  
Medium Level ◽  
Research Population

ABSTRACT This study was conducted to determine the relation between the level of burnout and the level of exposure to mobbing. The research is in relational survey model. The population of the research is composed of 1153 secondary school teachers working in Siirt city center in 2014-2015 academic year.As the number of teachers included in the research population is not high, sampling was not madeand 354 of the distributed scales were analysed. In the study, “Negative Acts Questionnaire” Scale developed by Einarsen and Raknes (1997) was used to measure the frequency of teachers’ exposure to mobbing behaviours. To determine the teachers’ burnout levels“Maslach Burnout Inventory” (MBI- Educators Survey) developed by Maslach and Jackson (1981) was used. The results showed that teachers are exposed to negative behavioursunder the sub-dimensions of “work related mobbing” and “mobbing directed at social relations” at "occasional" level. With regard to the burnout levels of the secondary school teachers, the highest value is observed in “emotional exhaustion” sub-dimension while the lowest is in “depersonalization"; and the personal accomplishment is at moderate level.Asa result of the research, basedon the perceptions of the teachers, a positive and medium levelof relation was determined between the “work related mobbing” and “mobbing directed at social relations” sub-dimensions of mobbing and “emotional exhaustion” and “depersonalization" sub-dimensions of  burnout, while the relation with  the personal accomplishment  dimension was at a negative and medium level. As a result of the regression analysis, it was found out that both sub-dimensions of mobbing significantly predict all the dimensions of burnout subscales.

scholarly journals Walk More towards Active Leisure, Tourism, Culture, and Education

2019 ◽  
Vol 11 (11) ◽  
pp. 3174
Author(s):  
Javier Cachón-Zagalaz ◽  
Amador J. Lara-Sánchez ◽  
José Luis Ubago-Jiménez ◽  
Carmen González-González de Mesa ◽  
Francisco José López-Gallego ◽  
...  
Keyword(s):  
Secondary School ◽  
Teacher Knowledge ◽  
Social Relations ◽  
Secondary School Students ◽  
Qualitative Methodology ◽  
State Of The Art ◽  
School Students ◽  
New Approach ◽  
Active Leisure ◽  
Primary And Secondary School

Background: This article addresses the following question: why don’t primary and secondary school students perform urban walks or hikes during cultural and tourist visits of the cities they live in, when engaging in physical activity (PA)? The aim is to demonstrate that exploring cities on foot is a different, important, and necessary way to perform PA, that leads to improving social relations and exposing individuals to culture; in particular, teachers would be trained for this. Methods: qualitative methodology based on exploratory observation; state-of-the-art literature review; design of a didactic proposal in the form of an Urban Walk. Results: existence of publications on related activities in many countries including Spain; development and implementation of the Urban Walk; opinions of its future teachers and their knowledge of the possibilities and advantages of this proposal and its relationship with different knowledge subjects. Conclusions: the Urban Walk facilitates future teacher knowledge of cities and provides a new approach to PA; physical-cultural activities that complement the proposal need to be designed.

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