ImPALLA--A New Approach to Secondary School Language Arts

1970 ◽  
Vol 59 (4) ◽  
pp. 534
Author(s):  
William M. Gordon ◽  
Philip A. Whitesell ◽  
Donald Joy
Keyword(s):  
Secondary School ◽  
Language Arts ◽  
New Approach

New Approach for Comparison of Countries’ Achievements in Science Olympiads

2018 ◽  
Vol 12 ◽  
pp. 53-68
Author(s):  
Mile JOVANOV ◽  
Marija MIHOVA ◽  
Bojan KOSTADINOV ◽  
Emil STANKOV
Keyword(s):  
Secondary School ◽  
Eastern Europe ◽  
Computer Science ◽  
Secondary School Students ◽  
School Students ◽  
New Approach ◽  
Government Institutions ◽  
South Eastern Europe ◽  
The Government ◽  
Valuable Content

There are several International Olympiads for secondary school students (for example, mathematics, physics, chemistry, biology and informatics). These Olympiads are not just a science competition, but a means to care for talent in the particular science. The goal of this paper is to identify the necessary topics important for good results at these international contests, and to compare the contest systems for the countries in South Eastern Europe, in the field of Informatics (Computer Science), as a region that is one of the prominent world regions in the context of high results in the international competitions. Here, we provide comparison through detailed analysis of several countries, and further we present a new approach that may be used to compare the achievements of the countries based on the results that students achieved at these competitions. Finally, we present an application of this approach on the results of some of the discussed countries compared to Macedonia. We strongly believe that the paper will provide a valuable content and approach for the entities involved in the organization of the contests, to measure their results compared to other countries, to use the information for improvement, and to use their achievements to raise awareness among the government institutions and companies in order to get support from them.

scholarly journals SMK BAHANG STUDENTS PERCEPTIONS REGARDING RECYCLING PROGRAM

2019 ◽  
Vol 4 (33) ◽  
pp. 162-182
Author(s):  
Oi Min Chong ◽  
Mohammad Tahir Mapa
Keyword(s):  
Secondary School ◽  
Waste Management ◽  
Solid Waste ◽  
Solid Waste Management ◽  
Developed Countries ◽  
Descriptive Statistics ◽  
Quantitative Approach ◽  
Recycling Rate ◽  
Design Review ◽  
New Approach

The issue of solid waste management through recycling programs in our country has long been debated. However, the issue is still not taken the proper attention. recycling rate is still low at only 11 per cent compared to developed countries has reached 70 percent. The situation is alarming because its impact on health and sanitation as well as an area of the landfill is increasingly limited. Therefore, one of the steps that can be taken to solve the problem is through the implementation of various recycling programs in schools. This study was conducted to identify the perception and involvement of various recycling programs. Recycling is an effort to collect, process and reuse of materials use. This study uses a design review by applying the quantitative approach. Data were analyzed using SPSS by using the questionnaire. Descriptive statistics with the percentage obtained for use in the analysis of the study. The sample involves four students who were randomly selected in a secondary school in order to get feedback on the implementation of a recycling program. The results showed that students know the various recycling programs and they are well aware of the importance of recycling for analyzing the theories, but this practice is quite difficult. The overall analysis shows that perception and involvement of the recycling program is low. Therefore, all parties should school their energy and effort to make students aware of the importance of the implementation of recycling programs in order to solve the garbage problem in the school which in turn foster the practice of recycling among students. It is expected that the school can design a comprehensive new approach to attract the attention and interest of students to the various recycling programs, as well as to educate students to love the environment and maintain the cleanliness of the school grounds.

scholarly journals Measuring Stereotype Threat at Math and Language Arts in Secondary School: Validation of a Questionnaire

2021 ◽  
Vol 12 ◽  
Author(s):  
Sylwia Bedyńska ◽  
Piotr Rycielski ◽  
Magdalena Jabłońska
Keyword(s):  
Secondary School ◽  
Language Arts ◽  
Stereotype Threat ◽  
Latent Variables ◽  
General Factor ◽  
Negative Consequences ◽  
School Students ◽  
Multiple Group ◽  
Confirmatory Factor ◽  
Nationally Representative

A stereotype threat arises when a negative stereotype about group to which an individual belongs is activated. It affects the achievement and interest of students in a particular academic domain, e.g., girls at math or boys at language arts. Hence, it is important to assess the level of stereotype threat at school (STaS) in order to identify the vulnerability of students to its negative consequences. This study devised and validated two parallel versions of the STaS scale: girls in mathematics and boys in language arts in a nationally representative sample of Polish secondary school students (N = 1,241; 13–16 years). The results of a confirmatory factor analysis (CFA) in a complex sample approach showed one general factor. Furthermore, a multiple-group CFA confirmed metric invariance and partial scalar invariance. The variances for boys and girls were equal. This suggests that the construct of stereotype threat is similarly conceptualized by both genders despite being in different domains. Finally, the comparison of means of latent variables revealed a higher level of stereotype threat among boys in the language domain than girls in mathematics. Possible theoretical and practical implications are discussed.

Seeing Academically Marginalized Students’ Multimodal Designs From a Position of Strength

2017 ◽  
Vol 34 (2) ◽  
pp. 104-134 ◽  
Author(s):  
Kate T. Anderson ◽  
Olivia G. Stewart ◽  
Dani Kachorsky
Keyword(s):  
Secondary School ◽  
Language Arts ◽  
Literacy Practices ◽  
Ways Of Knowing ◽  
Marginalized Students ◽  
School Students ◽  
Multimodal Texts ◽  
Low Expectations ◽  
History Of ◽  
Rhetorical Force

This article examines multimodal texts created by a cohort of academically marginalized secondary school students in Singapore as part of a language arts unit on persuasive composition. Using an interpretivist qualitative approach, we examine students’ multimodal designs to highlight opportunities taken up for expanding literacy practices traditionally not available to lower tracked students. Findings examine the authorial stances and rhetorical force that students enacted in their multimodal designs, despite lack of regular opportunities to author complex texts and a schooling history of low expectations. We extend arguments for the importance of providing all students with opportunities to take positions as designers and creators while acknowledging systematic barriers to such opportunities for academically marginalized students. This study thus counters deficit views of academically marginalized students’ literacy practices by demonstrating their authoritative stance taking and enacting of layered positionalities through multimodal designs in which they renegotiated ways of knowing and doing in their classroom.

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