Junior College Mathematics in View of the President's Report

1950 ◽  
Vol 43 (4) ◽  
pp. 149-152
Author(s):  
Houston T. Karnes
Keyword(s):  
Secondary School ◽  
Formal Education ◽  
Junior College ◽  
School Program ◽  
General Curriculum ◽  
Student Body ◽  
Small Church ◽  
Senior College ◽  
Church School ◽  
The One

Most junior college teachers are conversant with the development of the junior college in this country, as well as the controversy with regard to its relationship to the secondary school on the one hand and to the senior college on the other. The junior college is relatively new and the debates have been frequent and long over its classification and the curriculum it should offer. Being new was not the only reason for the controversies; the fact of variation in type had a great deal to do with it. There was the so-called finishing school for women, the small church school, the state school serving as a feeder for its university, and the schools which were formed simply by adding two years to the existing secondary school program. This variation in type hindered the formulation of general curriculum patterns. Beyond this the junior college, formed by adding two years of work to a secondary school program, had the most difficult problems in its heterogeneous student body—that is, students who were planning to go on to a senior college and those who were ending their formal education with the fourteenth year.

Engels in de Basisschool

1979 ◽  
Vol 6 ◽  
pp. 95-110
Author(s):  
J.A.M. Carpay
Keyword(s):  
Higher Education ◽  
Elementary School ◽  
Secondary School ◽  
Foreign Language ◽  
School System ◽  
Formal Education ◽  
The Other ◽  
School Subjects ◽  
The One ◽  
Near Future

Since the introduction of the "Mammoth", the law that has reorganized our secondary school system, every elementary school pupil gets some forro of higher education. On the one hand this has in a certain sense decreased the importance of the elementary school, which used to be all the formal education the majority of Dutchman received, but on the other hand the elementary school has gained in importance as nowadays it has to prepare students for an educational system, which before long will require pupils to spend nine to ten years at school. In spite of differences of openion as to what consequences this change might have, thereis aggerment on a certain number of points, among which the position thai one has to determine for each of the different school subjects, what subject or parts of subjects belong in the elementary school programme and which ones in secondary education. Among the new subjects that for different reasons stand a good chance of being introduced in the "new style" elementary school is the teaching of a first foreign language. The reason for this is that it is felt that in the near future every Dutchman will need communicative knowledge of at least one foreign language. As attaining this goal requires time, it has been proposed to distribute the time needed for learning a foreign language over elementary and secondary schools. The bill that will be introduced to Parlement later this year will contain a paragraph on English in the elementary school. This paper gives some arguments for and against the introduction of English in the elementary school.

scholarly journals Estudio sobre la implicación de las familias en el desarrollo de los procesos de enseñanza y aprendizaje

2014 ◽  
Vol 14 (1) ◽  
pp. 61
Author(s):  
David Molero
Keyword(s):  
Formal Education ◽  
School Life ◽  
Student Body ◽  
The Family ◽  
The One ◽  
Los Grupos

RESUMENEste artículo es una parte de un estudio de tipo descriptivo que se está realizando en la provincia de Jaén sobre la implicación de las familias en los procesos de enseñanza y aprendizaje de sus hijos e hijas. La muestra estudiada está compuesta por estudiantes de primer ciclo de Educación Secundaria Obligatoria (n = 411) y por sus respectivos padres o madres. Por un lado se analiza la valoración que el alumnado hace de la implicación de sus familias en su vida escolar, y por otro, se estudian las actuaciones que los padres y madres llevan a cabo para implicarse en la educación de sus hijos e hijas. Hemos diferenciado los factores que intervienen en la implicación de la familia en la educación formal tras realizar un análisis factorial del instrumento utilizado. Finalmente se comparan los resultados obtenidos en cada uno de los grupos analizados, para de esta manera determinar si las opiniones del alumnado coincide con la de sus familias.ABSTRACTThis article is a part of a study of descriptive type that is realized in the province of Jaén on the implication of the families in the processes of education and learning of his sons and daughters. The studied sample is composed by students of the first cycle of Secondary Obligatory Education (n = 411) and by his respective parents or mothers. On the one hand there is analysed the valuation that the student body does of the implication of his families in his school life, and for other one, there are studied the performances that the parents and mothers lead to end to be involved in the education of his sons and daughters. We have differentiated the factors that intervene in the implication of the family in the formal education after realizing an analysis factorial of the used instrument. Finally there are compared the results obtained in each of the analysed groups, for hereby to determine if the opinions of the student body he coincides with that of his families.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

The utility of non-formal education in addressing the school dropout phenomenon : a case study of Asifundeni Secondary School in Makonde District Zimbabwe

2020 ◽  
Vol 1 (3) ◽  
pp. 41-69
Author(s):  
Francis Muchenje ◽  
◽  
Pedzisai Goronga
Keyword(s):  
Secondary School ◽  
Formal Education ◽  
Sampling Technique ◽  
School Dropout ◽  
School Level ◽  
Research Approach ◽  
Community Members ◽  
Group Discussions ◽  
Secondary School Level

The study sought to explore students' views on the utility of non-formal education in addressing the school dropout phenomenon at secondary school level. Qualitative research approach was adopted and a case study design was utilised. The population consisted of all the students in the non-formal programme at the school from which a sample of 11 students (2 male and 9 female) was selected through purposive stratified sampling technique. Data were gathered through structured in-depth interviews and focus group discussions. Non-formal education was seen to address the school dropout phenomenon by providing school drop outs with an opportunity to continue their education and hence becomes a form of empowerment. A number of challenges such as lack of adequate tuition in some subjects, lack of conducive learning environment as well as negative perception of non-formal education held by pupils in the formal stream and community members were identified. The study recommends that the Ministry of Primary and Secondary Education should review the staffing situation in schools to ensure the availability of teachers in the various subjects in the non-formal stream. Schools should make an effort to provide appropriate learning facilities for students in the nonformal stream. Furthermore, schools should conscientise their communities on the importance of non-formal education.

Gender Non-traditional High School Study: Reasons for Choice and Evaluation of Experience

2017 ◽  
Vol 7 (3) ◽  
pp. 46-66
Author(s):  
Irena Smetáčková ◽  
Petr Pavlík
Keyword(s):  
High School ◽  
Qualitative Study ◽  
Secondary School ◽  
Thematic Analysis ◽  
Peer Groups ◽  
Male Students ◽  
School Program ◽  
School Study ◽  
Qualitative Thematic Analysis ◽  
Opposite Sex

Career choices of most pupils at the end of the primary school conform to gender norms. Only a few of them continue to study in a field traditionally considered appropriate for the opposite sex. The qualitative study presented here maps the reasons for such choices based on a sample of 25 female and 31 male students who study gender-atypical secondary school program for one to three years. The data were collected using a questionnaire with open-ended items and analysed using the qualitative thematic analysis. The results revealed that the reasons for school choices of boys and girls differ to certain extent. Their situation also differs with respect to the support they receive from their close ones and the acceptance by their classmates. The parents of girls disapproved of their choices more often than the parents of boys. Girls were also ridiculed more frequently by their peer groups.

Unifying Secondary School and Junior College

1938 ◽  
Vol 9 (2) ◽  
pp. 68
Author(s):  
A. J. Brumbaugh
Keyword(s):  
Secondary School ◽  
Junior College

Hawks and Doves in the Education of Aboriginal Children

1982 ◽  
Vol 10 (4) ◽  
pp. 50-55
Author(s):  
P. Degens
Keyword(s):  
Secondary School ◽  
Total Population ◽  
Good Time ◽  
White Children ◽  
Aboriginal Population ◽  
Educational Issue ◽  
Special Programs ◽  
The One ◽  
The Military ◽  
Aboriginal Children

When I first moved to Coffs Harbour in 1972, I quickly became aware of the problems facing Aboriginal children in the school and community. Now, ten years later, seems a good time to review the position.Statistically there have been changes. The Aboriginal population in Coffs Harbour Shire is 1.6% of the total population, namely: males 200, females 194, total 394.The new Tyalla Primary which opened next to Orara High in 1978 has 29 Aboriginal pupils, while the Aboriginal population of Orara High itself has increased from 10 to 31 students (2 being in Year 11) in keeping with this school’s growth from only Years 7 – 9 in 1973, to a full secondary school by 1976.It appears that attitudes among teachers and white children have polarised. There are the ‘hawks’ and the ‘doves’. When these terms were invented during the Eisenhower years in the U.S.A., it was easy to tell a ‘hawk’ from a ‘dove’. The ‘hawks’ were those who favoured warlike measures and confrontation, while the ‘doves’ were those who wanted peace talks and mutual disarmament. These days it has become difficult to differentiate in the military aviary but in this educational issue there seems to be a marked line of division. On the one hand there are those who condemn as ‘racist’ any special programs of financial aid to assist Aboriginal children, ‘the hawks’, and on the other those who blame a white-dominated society for the problems Aboriginal children face, ‘the doves’.

Composition learning at a music school on the example of the School Composers’ Club at the K. Szymanowski Primary and Secondary Music Schools in Wrocław

2020 ◽  
Vol 7 (1(11)) ◽  
pp. 155-166
Author(s):  
Adam Porębski
Keyword(s):  
Formal Education ◽  
School Curriculum ◽  
School Age ◽  
School Subject ◽  
Music School ◽  
Music Schools ◽  
School Year ◽  
Secondary Music ◽  
To Come ◽  
The One

It is no use looking for the educated musicians who were given a chance to come into longer contact with composition as a school subject being part of their formal education. Meanwhile, fascination with an act of creation and willingness to get familiar with music “from the inside” accompany school-age people. It is then that first, bashful compositional attempts are made. Over time, pupils search for new sounds on their instruments, improvise, experiment, get familiar with music literature. Such attempts should not go unnoticed – an observant pedagogue will easily notice creative predispositions in their pupils. In this article, the author shares his pedagogical experiences gained while giving composition classes at the K. Szymanowski Comprehensive Primary and Secondary Music Schools in Wrocław. The idea of promoting the art of composition was fully implemented in the form of the School Composers’ Club, founded in the school year of 2016/2017, the activity of which is based on the author’s original school curriculum, a system of individualized education and various forms of young composers’ presentations. The Club’s activity assumes, on the one hand, preparing pupils to take up compositional studies and, on the other one, fostering their general musical development enriched with creative competences.

Citizenship outside the Classroom

2002 ◽  
Vol 44 (3) ◽  
pp. 1-14
Author(s):  
Penny Harwood ◽  
Caroline Davey
Keyword(s):  
Young People ◽  
Young Women ◽  
Formal Education ◽  
Developmental Process ◽  
Research Methodologies ◽  
Good Citizenship ◽  
The One

In the context of an increasingly pluralist and in some ways troubled society, work was undertaken to investigate the role of formal education and non-educational organisations in building good citizenship in girls and young women (9-19 years old). Different stages in the developmental process are identified, and the paper describes a number of ways in which experiential and attitudinal information was obtained from the range of respondents: these included a Citizen's Forum and quantitative omnibus research. Methodologies to involve the young people in focused and relevant debate during the one-day Forum were developed and are discussed.

scholarly journals The Effects of Kagan Cooperative Learning Structures in Teaching Subject–Verb Agreement among Rural Sarawak Learners

2019 ◽  
Author(s):  
Chong Xin Txin ◽  
Melor Md Yunus
Keyword(s):  
Cooperative Learning ◽  
Secondary School ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Structured Interviews ◽  
School Students ◽  
Cooperative Teaching ◽  
Verb Agreement

Even after undertaking years of formal education to acquire the language in schools, having a poor command of English remains a problem faced by most Malaysians, especially students in rural schools of Sarawak. Based on the error-analysis carried out by recent research, subject–verb agreement (SVA) is one of the most frequent errors committed by students. To overcome this problem, teachers should significantly improve students’ mastery of SVA in the English language through effective teaching methods. Therefore, this research was conducted to explore the effects of Kagan Cooperative Learning Structures in teaching SVA among rural Sarawak learners. In this study, 35 Form 4 students were selected from a secondary school in the Belaga District, Sarawak as the research participants. Questionnaires and semi-structured interviews were used as data collection tools. Overall, findings demonstrated that students showed positive feedback after the intervention was implemented. Results of this research will hopefully provide insights to secondary school students, teachers and the community in the cooperative teaching and learning of grammar.

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