The 4C Honors Framework: Defining Features for Advanced Coursework in Secondary Schools

THE British Association report on Post-War University Education (see NATURE, December 19, 1942) contains some excellent suggestions. The plea for the further extension of residential facilities at the modern universities, for example, is fully justified by experience in the University of Reading, which was a pioneer in this field. Nor will anyone dissent from the Committee's premise that a scientific career should be broadly based upon the “humanities”. One must, however, disagree with the conclusion which is drawn that a study of the “humanities” should be included as an essential part of the university 'honours courses' for science students. All freshmen will, before entering their honours course, have enjoyed some six or seven years of secondary education, and it is in the secondary school that the essential foundations of a general education should have been laid. The period available is ample, if wisely used, to stimulate any intellectual interests of which the student is capable, and of laying a foundation upon which he should be able to develop those interests by leisure reading.

Różne sposoby rozumienia pojęcia parametru przez uczniów gimnazjum w toku badań długoterminowych w trakcie zintegrowanej nauki matematyki i informatyki

The study assessed the teachers’ differentiated instruction (DI) practices in teaching mathematics in inclusive classes in secondary schools in Makambako Town Council. This study specifically focused on exploring the teachers’ understanding and resource limitations towards the practices of DI in teaching mathematics in inclusive classrooms in secondary schools. The phenomenology study design, informed by the qualitative approach, was employed. The data for the study were collected through interviews and classroom observations. Fifteen participants, including eight teachers, four heads of schools, and three ward educational officers, were used as a sample size for the study conducted in 4 public secondary schools. The collected data were analysed thematically. Ethical clearances were obtained from the respective organs to maintain ethical issues, whereby informants filled out informed consent forms. The study findings revealed multiple DI understandings and resource limitations as among the stumbling blocks towards teachers’ practices of DI in teaching mathematics in inclusive classes. Resources like the availability of mathematics teachers, materials, and time were found to be the major resource challenges towards the practices of DI in teaching mathematics. Based on the findings, the study concludes that for the successful practice of DI, efforts have to be made to address these resource challenges. Therefore, the study suggests hiring more mathematics teachers in secondary schools and providing them with guidance on implementing DI effectively. The government should provide sufficient materials for improving mathematics teaching in inclusive classes.

The study investigated emotional intelligence and test anxiety among secondary school students in Egor Locality of Edo State, Nigeria with a view to guide them to overcome the usual fear syndrome associated with examinations.The study adopted a descriptive survey design.The target population consisted of 6069 (six thousand and sixty-nine) students in the 10 (ten) public Senior Secondary Schools in Egor Local Government Area of Edo State, Nigeria. A sample size of 380 (three hundred and eighty) secondary school class 2 students, were randomly selected from five randomly selected secondary schools in the study area. Two instruments, the Schutte self-report Emotional intelligence test (Schutte et al., 1998) and the Test Anxiety Questionnaire (Nist & Diehl, 1990) were adapted to collect data for the study. Mean, Standard Deviation, Pearson Product Moment Correlation and t-test were adopted to analyse the data. Findings indicated a moderate level of test anxiety among the students, though not found to be dependent on the sex of students. A non-significant negative correlation was also found to exist between emotional intelligence and test anxiety. Based on the findings, it was recommended that the government should continue to deploy professional counsellors to schools to assist in improving the usual fear syndrome associated with examinations among students. In addition, school counsellors as a routine service, should provide students with skills to improve emotional intelligence and strategies that would help to overcome test anxiety.

Purpose: The paper examined self-esteem and depression as correlates of suicidal tendencies among secondary school students in Ondo State, Nigeria. Three research hypotheses were used. Design/ Methodology/ Approach: The research employed a descriptive survey design with correlation analysis. The study population comprised all students in secondary schools in Ondo State. Samples of 450 students in the senior classes in secondary schools were selected through a multistage sampling procedure. Purposive and simple sampling was used to select male and female students in two senatorial districts, and five local government areas were chosen in each district. These local government areas were sampled, with nine schools included. 450 students were selected, 50 per school. A correlation matrix was used as the main inferential statistical method to analyse data. Findings: The study findings show that self-esteem and suicidal tendency have a positive relationship and that depression and suicidal tendency have a weak but significant relationship. There is also a moderate positive relationship between self-esteem and depression. The resultant conclusion was that self-esteem and depression are related to suicidal tendencies among secondary school students in Ondo State. Research Limitation: Cross-sectional data preclude definitive causal conclusions regarding relationships among variables. While the research can identify associations between factors (e.g., management practices and safety performance), it cannot conclusively establish cause-and-effect relationships Practical Implication: The study suggests that parents, teachers, and school counsellors should assist students in maintaining emotional stability and good mental health, enabling them to live well-adjusted lives. Social Implication: The government should assist young people by providing incentives that make life more meaningful, such as bursary awards, free secondary education, and other programmes. Originality/ Value: The primary novelty of this finding lies in the counterintuitive positive relationship between self-esteem and suicidal tendency, which contradicts the predominant theoretical framework. This unexpected result challenges established assumptions and opens new theoretical directions for understanding suicidal behaviour.

Teachers Usage of ICT in Physics Instructions in Secondary School

This article examines the effects of social and ethnic classroom composition and tracking on students’ school satisfaction as an indicator of well-being and socioemotional outcomes in school. Analyses were based on a longitudinal school achievement study in Hamburg (Germany) with a sample of 5,941 students in 331 classes in secondary school. Multilevel analyses showed that, in classes with a more favorable social composition and a higher percentage of immigrants, students achieved higher levels of school satisfaction at the end of Grade 8. Regarding the developments of school satisfaction in Grades 7 and 8, the findings were similar but also indicated a stronger “confoundation” of compositional and tracking effects. It is concluded that because of segregation in secondary school, differential school environments do not only affect achievement but also emerge regarding socioemotional outcomes. Cross-level interaction analyses revealed gender-specific effects: Girls were found to be more susceptible to classroom composition and stronger benefit from attending academic tracks.

Talent and the development of talent have become increasingly dominant topics in the public sphere. Topics of talent also figure as important objectives for the education policies in Denmark, where various initiatives, including science centres for talents, annual talent camps and competitions, and not least resources and funding, are provided as part of this ‘new’ priority in education. This article examines, through an ethnographic approach of a talent class in a Danish secondary school, how the purpose of current educational policies focusing on talent are perceived and experienced. In addition to this analysis, the phenomena of establishing such classes as an integrated activity of ordinary schooling and of the labelling attached to being talented is discussed. The conclusion is that the use of the talent classes is a form of socially constructed differentiation with the cohort mainly constituted to those with cultural capital.

The development of 21st century skills in or rather through science teaching is on the agenda of many national and international school reforms aiming at creating so-called 21st century classrooms. In this context autonomous learning and practical relevance of science classes have been identified as important features, and education outside the classroom (EOtC) has been described as one way of providing such enriched classroom settings. We explore the relative importance of the four basic psychological needs (BPN), “perceived autonomy support”, “perceived competence support”, “student-teacher relatedness” and “student-student relatedness”, for the perceived practical relevance of the content (PRC) in science class in secondary school. We applied the same measures in normal and EOtC science classes, both in a short-term cross-sectional within-subject design study (A) and in a longitudinal between-subject design study (B). In order to account for the theoretical and empirical non-independence of the four BPN-explanatory variables, we used Bayesian ridge regression techniques. Our findings suggest that PRC in EOtC contexts is perceived higher than in normal classroom settings, both in the short-term as well as in the long-term designs. This can be best explained by the degree of perceived autonomy support by the students. In the short-term design, this holds true for both, the normal and the EOtC teaching contexts. In the long-term design, the relative importance of autonomy support can only be deemed statistically credible in the EOtC context. Perceived competence support and relatedness have no relative importance in the EOtC context. This suggests that science classes outside the classroom are less contingent on teacher-reliant or peer-related basic needs satisfaction. Thus, we can conclude that science teaching in EOtC fosters 21st century skills through more flexible, autonomous and collaborative settings and by being less teacher-centred.

SECONDARY SCHOOL TEACHERS KNOWLEDGE AND APPLICATION OF ICT IN TEACHING PHYSICS IN CALABAR MUNICIPAL, CROSS RIVER STATE

In this study, we explored how learning progressions were established in a context-based science teachingunit. A science class in secondary school was followed during a teaching unit in Biology, in which theEbola disease was used as context. Teaching was planned using the didactical model organizing purposes.Learning progressions were studied as continuity between teaching purposes, the science content andthe context in four sequential lessons. The analysis of teaching evidenced a considerable variation inhow learning progressions were constituted within lessons and showed how learning progressions coulddevelop between lessons through the combination of different teaching activities. By consistently mentioningand referring to Ebola, the teacher had a pivotal role in establishing relations between teachingpurposes, the content and the context. Furthermore, our results evidence the important role of the contextin supporting students’ learning of science content. Finally, we discuss concrete actions in the planning ofthe unit to improve lessons that evidenced a weaker connection to the context.

Journal Article Book Reviews Get access Studies in the Gospel According to Mark. For the Use of Classes in Secondary Schools and in the Secondary Division of the Sunday School . By De Witt Burton Ernest , Professor in the University of Chicago. Chicago : The University Press . 1904 . Pp. xxx, 248 . Price, $1.00. The Monist, Volume 15, Issue 3, 1 July 1905, Pages 478–479, https://doi.org/10.1093/monist/15.3.478 Published: 05 January 2015

petroleum, and natural gas, although obtained from the earth, are the products of plants which lived in former geological times.

The research aims to identify the characteristics of lexical competence development in schoolchildren using elements of gamification within the framework of foreign language learning. The article examines the effectiveness of applying gamification technology to enhance the level of lexical competence formation in secondary school pupils during English language learning. The novelty of the research lies in the fact that the authors have studied modern and innovative ways to develop English lexical competence in schoolchildren using gamification technology in foreign language classes, as well as elaborated a model for developing lexical competence in English classes in secondary school through elements of gamification. The main results of this research are as follows: the methodological potential of gamification in foreign language learning was identified; a set of tasks using elements of gamification was proposed for teaching English vocabulary in school; English vocabulary learning was modeled through the sequential integration of modern game technologies into the educational process.

The subject of this research refers to the attitudes of philosophy teachers towards today?s philosophy classes in secondary schools. The process of reforming secondary school education started in Serbia some twenty years ago. First, there was the reform of the curriculum and syllabus for the majority of vocational schools, and then, since 2018, a new curriculum and syllabus have started to be used in high schools as well. Not only have the curriculum and syllabus been changed, but also the approach to the teaching process. The changes relate to all the school subjects, including philosophy classes. The focus is on both, the subject learning outcome and the teaching unit outcome. Philosophy teachers described the experiences, impressions and thoughts about their philosophy classes.