34,520 research outputs found

    Comparative teaching strategies In special relativity

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    Περιέχει το πλήρες κείμενοThe introduction of modern physics topics in secondary schools is one of the highest challenges in physics education. In this regard, a specific exercise has been carried out in the context of a dedicated Summer School involving both teachers with a Master in Education and secondary school students previously acquainted with these teachers. In the case of enlightening and overcoming conceptual and learning problems – with a deep insight to concepts and terms in contrast with common sense and everyday experience – a dedicated analysis of two different curricular proposals is outlined, showing possible weaknesses and strengths in both teaching frameworks and approaches

    Teaching PSHE in secondary schools

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    This Spotlight article looks at teaching PSHE in secondary school

    Reevaluating Teaching Strategies In Mathematics And Statistics !N Secondary Schools

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    Numerous studies had shown that rural students are lagged behind inmathematical subjects compared to their urban counterparts,particularly in developing countries. This argument is normallycharacterized and expounded by exposing the negative factors such asstudents\u27 attitude, cultural background, poor environment andfacilities, command of language, lack of graduate teachers as well aspoor mode of teaching methodologies. It has also been known thatthe single factor of "attitudinal problem" has chain-effects in their poorperformance in schools.This paper attempts to highlight some of the ways to arouse students\u27interest in leaming Mathematics and Statistics. Various teachingmethodologies suitable for rural students are discussed. Furthermore,the application of "contextual-based" teaching approach rather than the"content-based\u27 teaching approach is found to be more beneficial forrural students in the teaching of mathematical subjects

    Student-Centered Learning Opportunities For Adolescent English Learners In Flipped Classrooms

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    This study documents opportunities for diverse adolescent English learners to deeply engage with content and language in flipped learning environments. Through a linked description of teaching practices and student learning experiences in an urban New England high school, the study attempts to understand the potential of flipped instruction in preparing a traditionally underserved population for post-secondary education. Our research partner Patriot High School (PHS) is one of the New England schools implementing flipped learning. PHS represents a typical secondary school context for adolescent English learners: More than half of students speak a language other than English at home and the majority of students are from minority and low-income homes (Massachusetts Department of Elementary and Secondary Education, 2014). PHS is also an urban school committed to implementing student-centered learning strategies to meet the needs of its diverse students

    Transition Planning for Secondary LD Students

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    Despite increasing legal requirements in planning and documentation, transition outcomes for secondary LD students continue to fall short of pre-graduation expectations. As students move from the supportive and controlled environment of public school education systems to the less structured world of work or post-secondary education, a myriad of skills, supports, and coordinated efforts are needed for optimal outcomes. As the number of students qualifying for services continues to rise, analysis of the shortcomings and successes of the current special education transition strategies is becoming increasingly important. This meta-synthesis of the literature on transitioning secondary LD students investigates the realities of secondary transition planning and the difficulties in implementation

    Towards inclusion? Models of behaviour support in secondary schools in one education authority in Scotland

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    This article draws on data emerging from an evaluation of behaviour support strategies in secondary schools in an education authority in Scotland. The authors all work at the University of Glasgow. Jean Kane has research and teaching interests in the area of special educational needs; she offers consultancy to local authorities in the development of inclusive policies and practices in schools. Dr George Head has research and teaching interests in the area of social, emotional and behavioural difficulties and social inclusion; he is also an experienced teacher. Both Jean Kane and George Head are lecturers in the Faculty of Education. Nicola Cogan is a researcher at the Strathclyde Centre for Disability Research and has a background as a research psychologist in the health sector. In Scotland, the growth of behaviour support provision is closely related to broader policy on social inclusion. It is argued in this article that new models of behaviour support can be developed in the light of previous and related experience in the development of inclusive support systems in schools. The authors present a typology of behaviour support, drawing upon their evaluation of provision, and discuss the characteristics of the types of support that emerge. Using data from exclusion statistics, pupil case studies and interviews with teachers, managers, pupils and parents, Jean Kane, George Head and Nicola Cogan explore the implications of their work for future developments in support for pupils who present difficult behaviours

    The CASE Programme Implemented Across the Primary and Secondary School Transition in Ireland

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    This article has been made available through the Brunel Open Access Publishing Fund.In the Irish education system, there is little continuity between the primary and secondary education systems. The transfer between these systems is particularly problematic in the area of science. In order to alleviate some of these problems, as well as to enhance the cognitive development of students, the Cognitive Acceleration through Science Education programme was adapted for use and implemented across the primary–secondary school transition in Ireland. The programme was delivered in a variety of ways across the two levels, including the teacher and researcher teaching the programmes individually and team-teaching arrangements. The results on cognitive development measures showed that the students who were taught the programme in primary and secondary school made significant gains, when compared to the non-intervention group. There were also gains evident for students who only received one part of the programme (i.e. in either primary or secondary school). The greater gains, in terms of effect size, were evident at secondary school. The rationale, methodology and results are detailed in this paper

    Excellence for all: A gifted and talented approach to whole-school improvement

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    "This booklet is one of a series of publications designed to support secondary schools in developing Gifted and Talented (G&T) education as part of a whole-school approach to improving provision and outcomes for all pupils. They form part of a suite of National Strategies guidance and resources supporting school improvement and raising attainment." - Prefac

    Transition Planning -- Responsibilities and Strategies

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    This meta-synthesis of the literature, on transition planning for youth with disabilities, examines several important facets that impact the post school outcomes for students with disabilities. Eight specific areas have been highlighted that point out the common theme areas of this metasynthesis. Research recognizes the responsibilities of the regular and special education teachers to the secondary transition process and the roles of the student and parent are not minimized at all. Professional development and continuous training are needed and highlighted for teachers, counselors, administrators, parents and students. There are specific successful strategies and methods to apply to the transition planning process. Raising expectations will likely result in positive post school outcomes as well. However, it is only too often that teachers, counselors, parents, and students are ill prepared for secondary transitions from high school to employment or further training. Expectations are too low and students are not prepared to make decisions about their employment or training in spite of the fact that self determination and self advocacy are strong tools that can and will promote positive outcomes for students. Indeed, individualized transition planning and person centered planning are valuable tools

    Autism and the U.K. secondary school experience

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    This research investigated the self-reported mainstream school experiences of those diagnosed on the autistic spectrum compared with the typically developing school population. Existing literature identifies four key areas that affect the quality of the school experience for students with autism: social skills, perceived relationships with teaching staff, general school functioning, and interpersonal strengths of the young person. These areas were explored in a mainstream U.K. secondary school with 14 students with autism and 14 age and gender matched students without autism, using self-report questionnaires and semi-structured interviews. Quantitative analyses showed consistent school experiences for both groups, although content analysis of interview data highlighted some differences in the ways in which the groups perceive group work, peers, and teaching staff within school. Implications for school inclusion are discussed, drawing attention to how staff awareness of autism could improve school experience and success for students with autism attending mainstream schools
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