scholarly journals Transforming secondary school libraries to meet the needs of the twenty first century learner

2021 ◽  
Author(s):  
Grace Achoy ◽  
Rachael Greene
Keyword(s):  
Secondary School ◽  
School Libraries ◽  
First Century ◽  
Learning Needs ◽  
Literacy Curriculum ◽  
School Students ◽  
Online Databases ◽  
Successful Execution ◽  
Major Transformation ◽  
Twenty First Century

Secondary school libraries in Trinidad and Tobago have undergone a major transformation through the successful execution of a Secondary Education Modernization Programme. (SEMP) This paper documents the achievements of the programme in upgrading the libraries’ learning environment to meet the needs of the twenty first century learner. The efforts of the Secondary School Libraries Unit to continue to provide for the learning needs of the nation’s twenty first century secondary school students through the implementation of a Library and Information Literacy Curriculum, provision of online databases, enhanced physical facilities and information resources are also discussed.

scholarly journals Supplying Basic Education and Learning to Sub-Saharan Africa in the Twenty-First Century

2018 ◽  
Vol 8 (2) ◽  
pp. 181
Author(s):  
Idowu Biao
Keyword(s):  
Secondary School ◽  
Basic Education ◽  
First Century ◽  
Sub Saharan Africa ◽  
School Age Children ◽  
School Age ◽  
School Students ◽  
Twenty First Century ◽  
Sub Saharan ◽  
Primary School Age

This article posits that schooling in Sub-Saharan Africa has so far failed to yield the results expected of it on twogrounds. First, the population of persons accessing both basic education and other levels of education is negligible incomparison with those who ought to access them (1 out of every 4 primary school age children; less than half of thequalified secondary school students; about 7% gross enrolment within higher education). Second, schooling hasfailed to deliver the kind of socio-economic development expected in the case of Sub-Saharan Africa as a highprevalence of poverty still exists and incongruity continues to exist between the education provided and thelivelihoods of Sub-Saharan Africans. Using this poor educational and development performance as justification, amore utilitarian, relevant and sustainable approach to basic education and learning is recommended for Africa goingforward. This recommended approach combines both the current school system with a special non-formal educationsystem for the purpose of delivering basic education and learning in Sub-Saharan Africa in the twenty-first century.

Modern Atrium Applied in the Adaptive Reuse of Old Building

2012 ◽  
Vol 209-211 ◽  
pp. 49-52
Author(s):  
Sheng Song ◽  
Xian Xin Song ◽  
Chun Hui Zhang
Keyword(s):  
Energy Conservation ◽  
Design Process ◽  
Adaptive Reuse ◽  
Integrated Design ◽  
First Century ◽  
Historic Buildings ◽  
Successful Execution ◽  
Twenty First Century ◽  
Integrated Design Process

The atrium space is widely found in nearly all types of architecture. In the twenty-first century, some of our values and objectives are being focused on ideas of the adaptive reuse of old building and sustainability. By selecting several cases allowing adaptive reuse of historic buildings into contemporary icons, this paper analyzes the strategies of applying atrium in the adaptive reuse of old building through the section of space and energy conservation, demonstrates the great potential that the atrium has to offer in this area. The conclusions show the “integrated design process” and sustainability can be attributed to successful execution of atria designs in the adaptive reuse.

Teachers’ perspectives of a new food literacy curriculum in Australia

2018 ◽  
Vol 118 (1) ◽  
pp. 48-61 ◽  
Author(s):  
Janandani Nanayakkara ◽  
Claire Margerison ◽  
Anthony Worsley
Keyword(s):  
Secondary School ◽  
Food Studies ◽  
Literacy Curriculum ◽  
School Students ◽  
Content Type ◽  
Teachers Perceptions ◽  
Food Literacy ◽  
Future Design ◽  
New Curriculum ◽  
Barriers And Challenges

Purpose Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined by teachers’ perceptions about the new curriculum contents, and barriers and challenges for its delivery. The purpose of this paper is to explore teachers’ views of a new food literacy curriculum named Victorian Certificate of Education Food Studies for senior secondary school students in Victoria, Australia. Design/methodology/approach A qualitative study design was used in this study. In total, 14 teachers who were planning to teach the new curriculum were individually interviewed in October-December 2016. The interviews were transcribed and analysed using the template analysis technique. Findings The majority of teachers appreciated the inclusion of food literacy and nutrition concepts in the new curriculum. However, half of the teachers had doubts about their readiness to teach it. Most teachers mentioned that they needed more training and resources to increase their confidence in teaching the curriculum. Practical implications These findings reveal that teachers need more awareness, resources, and guidance to increase their confidence in delivering the new curriculum. Provision of more resources and opportunities for training in food literacy concepts and instructional methods could facilitate its implementation. Originality/value These findings serve as an important first step to gain the perspectives of secondary school teachers’ opinions about the new curriculum. Moreover, these opinions and suggestions could inform the future design and implementation of similar food literacy curricula in Australia or elsewhere.

scholarly journals The Impact of Covid-19 Pandemic ‘Lockdown’ on Reading Engagement of Selected Secondary School Students in Nigeria

2021 ◽  
Vol 3 (1) ◽  
pp. 45-55
Author(s):  
Ibitola Oluwatoyin Adigun ◽  
Fadekemi Omobola Oyewusi ◽  
Kolawole Akinjide Aramide
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Online Survey ◽  
School Library ◽  
School Libraries ◽  
Reading Engagement ◽  
School Students ◽  
Significant Difference ◽  
The Impact

Several studies have decried the non-existence of functional school libraries in many primary and secondary schools in Nigeria. This inadequacy in school libraries made it extremely difficult for school librarians to foster the culture of reading in students through school library use and reading promotional activities. Moreover, library hours are not included in the school time table in many of the secondary schools in Nigeria. Thus, reading engagement has been on the decline among secondary school students in the country. Despite these challenges, some studies suggested that students will spend more time reading if they have more spare time. Therefore, this study investigated selected secondary school students’ reading engagement during the COVID-19 pandemic school lockdown. It was assumed that the availability of time during the period would motivate students to read since schools were closed and movement was restricted. The study adopted an online survey instrument (Questionnaire) administered to the students over 3-month period (April - June 2020). This instrument was adopted because there was total closure of schools throughout the country, thus the only means students could be reached at the time was through online. The questionnaire was sent to individual students and school online groups. Thus, the study was limited to students with information technology gadgets and online presence. The result revealed that there was no significant difference in the duration of time students spent reading during the lockdown and when school was in session. It also revealed that students read textbooks to prepare for examinations and to keep sound academically.

scholarly journals Harness Soft Skills to Everyday Life: A Scientific Technique to Gain Success

2019 ◽  
Vol 8 (12) ◽  
pp. 2141-2145
Keyword(s):  
Secondary School ◽  
Everyday Life ◽  
Secondary School Students ◽  
Soft Skills ◽  
Real Life ◽  
Employment Opportunity ◽  
First Century ◽  
School Students ◽  
Senior Secondary School ◽  
Senior Secondary

Twenty first Century skills comprise the skills and abilities that are required by every individual to attain success in life. These skills are also commonly known as Soft Skills and are not only a pre requisite for any employment opportunity but are also highly valued in any classroom or profession. Unfortunately, despite the huge importance laid on the development of these skills, there exists a gap between the skills required for the success in life and the skills harnessed in the classrooms. A study was undertaken to find out the attitude of the senior secondary school students and the application of the soft skills in their real life. The findings revealed that the attitude of the learners towards the acquisition of these skills is vagrant and so is their application of these skills in real life. The present study aims to find out if attitude of the senior secondary school students towards the soft skills is correlated to the application of these skills in the real life.

One Point of View: Passports to Opportunity

1986 ◽  
Vol 33 (9) ◽  
pp. 1
Author(s):  
B. Ross Taylor
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Elementary School Students ◽  
Information Society ◽  
Point Of View ◽  
First Century ◽  
School Students ◽  
Education Today ◽  
Twenty First Century

We are preparing today's elementary school students to live in the information society of the twenty-first century. In that society, whether one is a “have” or a “have not” will be determined largely by one' s education; the ability to do mathematics and solve problems will be essential. Today we have dramatic racial inequities in employment and income. We also have great disparities by race in students' achievement and participation in mathematics. To reduce the inequities in society tomorrow, we must address the disparitie in mathematics today. In my opinion, this challenge is the major issue in mathematics education today.

Principles and Standards (2001): March 2001

2001 ◽  
Vol 7 (7) ◽  
pp. 409-415
Author(s):  
Mary Lindquist ◽  
Douglas Clements
Keyword(s):  
Secondary School ◽  
Elementary School Students ◽  
First Century ◽  
School Students ◽  
Teaching Geometry ◽  
School Geometry ◽  
Grade 5 ◽  
The Subject ◽  
Geometry Teachers ◽  
Principles And Standards

At the beginning of the twentieth century, David Eugene Smith wrote a book about teaching geometry. Although it was written for secondary school geometry teachers, his preface describing why he wrote the book is applicable for all grades. He said that his book “… stands for vitalizing geometry in every legitimate way; for improving the subject matter in such a manner as not to destroy the pupil's interest; for so teaching geometry as to make it appeal to pupils …” (Smith 1911, p. iv). At the beginning of the twenty-first century, the Principles and Standards for School Mathematics (NCTM 2000) gives us guidance in revitalizing geometry for elementary school students. In this article, we share some of its messages for teachers of prekindergarten through grade 5.

scholarly journals Linking the Nature of Secondary School Students who are Highly Artistic with Curriculum Needs and Instructional Practice

2012 ◽  
Vol 22 (2) ◽  
Author(s):  
Victoria Visconti
Keyword(s):  
Secondary School ◽  
Visual Arts ◽  
Secondary School Students ◽  
Learning Needs ◽  
School Students ◽  
Problem Solving Skills ◽  
Docu Ments ◽  
Social And Emotional ◽  
Arts Programs ◽  
Differentiated Learning

This exploratory qualitative investigation examined the nature of 7 secondary school students who are highly artistic to link visual arts programs that best ac-commodate their learning needs. Instrumentation for data collection included 1 questionnaire, 3 in-depth semistructured one-on-one interviews, artwork docu-ments, observations, and field notes. Findings related to creativity, motivation, social and emotional perspectives, and cognitive processes supported the signifi-cance and benefits of visual arts in student growth. Results identified the development of critical thinking, problem-solving skills, risk-taking, meeting chal-lenges, transferability of skills, extending local and world connections, and environmental and societal concerns. Through artwork production and insight into their needs, students conveyed valuable suggestions for programming en-hancements and visual arts classroom settings. These findings are meaningful for educators and curriculum developers as they distinguish the importance of diver-sified and differentiated learning opportunities in engaging students who are highly artistic to meet their optimal potential, and suggest implications for educa-tional practice.

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