scholarly journals The role of Pedagogy in the Initial Training of Teachers of the Italian Secondary School Today

2021 ◽  
pp. 175-187
Author(s):  
Anna Bondioli ◽  
Maurizio Piseri ◽  
Donatello Savio
Keyword(s):  
Secondary School ◽  
Initial Training ◽  
School Today

Role of Different School Systems in Cognitive Abilities & Academic Achievement of Adolescents

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 25-41
Author(s):  
Sidra Iqbal ◽  
Mah Nazir Riaz
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
School System ◽  
Cognitive Abilities ◽  
Secondary School Student ◽  
School Systems ◽  
Raven's Standard Progressive Matrices ◽  
Post Hoc ◽  
Cambridge School

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

Perceived parental involvement and student engagement with homework in secondary school: The mediating role of self-handicapping

2021 ◽  
Author(s):  
José Carlos Núñez ◽  
Carlos Freire ◽  
María del Mar Ferradás ◽  
Antonio Valle ◽  
Jianzhong Xu
Keyword(s):  
Student Engagement ◽  
Parental Involvement ◽  
Secondary School ◽  
Mediating Role

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.

The special measures school and the ‘c’ word: A case study of the role of conformity, compliance chimera, and the power of community and context in a special measures secondary school in northern England

2017 ◽  
Vol 9 (2) ◽  
pp. 101-113
Author(s):  
Diann Hanson
Keyword(s):  
Secondary School ◽  
Children's Services ◽  
Economic Context ◽  
Economically Deprived ◽  
Children’S Services ◽  
The Uk ◽  
The Relationship ◽  
Methods Of Reconstruction

This article explores the relationship between capital and education through the experiences of a British secondary school following a grading by the Office for Standards in Education, Children’s Services and Skills that placed the school into special measures, considering the underlying assumptions and inequalities highlighted and obfuscated by the special measures label. The formulaic and ritualistic manner in which operational and ideological methods of reconstruction were presented as the logical (and only) pathway towards improvement is examined in an effort to disentangle the purpose of the ‘means-to-an-end’ approach within prevailing hegemonic structures, requiring a revisit to contemporary positioning of Gramscian concepts of ideology through the work of Gandin. The decontextualisation of schools from their socio-economic environments is probed in order to expose the paradoxes and fluidity of resistant discourse. The ambiguities between a Catholic ethos, neo-liberal restructuring and the socio-economic context of the school and the greater demands to acquiesce to externally prescribed notions of normativity are considered as a process that conversely created apertures, newly formed sublayers and corrugations where transformation could take root. Unforeseen epiphanies and structures of dissent are identified and will enrich the narrative of existence and survival in a special measures school in an economically deprived northern town in the UK.

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