Higher Secondary School Students

This exploratory study examines the written corrective feedback (WCF) practices of English as a foreign language (EFL) teachers in the context of upper secondary school in Spain. Research on such practices within such context has been less common in comparison with studies on the effectiveness of WCF in students’ second or foreign language (L2) writing and learning. This study thus modestly aims to fill this gap by scrutinizing the types of WCF offered by four EFL teachers in the two upper Secondary Education courses of a Spanish state high school. To this end, a total of 60 texts written by students of the two courses that are part of this educational stage in Spain were collected, and analyzed using Ellis’ (2009a) classification of WCF types and strategies as a starting point. Results indicate teachers’ general preference for negative, unfocused, local, and direct WCF in line with similar studies of EFL teachers’ WCF. These findings point to some possibilities and limitations of WCF for EFL upper Secondary school teachers and learners in Spain.

EDUDIA aims to bridge the gap between countries in Africa by promoting research and organising conferences. That is the reason for rotating the conferences among countries in Africa yearly. We desire to make available research reports in Africa to researchers and general readers. That will enable cross-fertilisation of ideas. The book contains articles from different disciples. It is a reflection of the multidisciplinary nature of EDUDIA's conferences. EDUDIA continues to attract scholars from various disciplines from all over the world to its conferences. I, therefore, implore all teacher educators to be part of this mass movement and have their articles published in globally visible publishing outlets. In view of these developments, I recommend this book as a must-read for everybody, irrespective of discipline. Finally, I am grateful to the co-editors for making possible the publication of this Book of Proceedings.

Purpose: The purpose of this study is to examine and compare the impact of single-parent and extended family structures on the development of aggressive behaviour in children. By reviewing existing literature, the study aims to explore the underlying mechanisms through which family dynamics influence child aggression, including factors such as parenting styles, socio-economic status, and emotional support and also to provide insights into how different family environments either contribute to or mitigate aggressive tendencies in children, offering implications for future interventions and policy development aimed at supporting family structures and promoting healthier behavioural outcomes.

Design/Methodology: This study employs a comprehensive literature review to analyse the relationship between family structures specifically single-parent and extended family households and aggressive behaviour in children. We looked for articles published by using the primary databases; Google Scholar, Research Gate, Academia, SSRN, Shodhganga, PubMed, Rayyan, and Elsevier. The words like aggressive behaviour, Single family, parenting, extended family, and parenting style were used for searching articles

Findings: The findings suggest that single-parent households, often facing greater socio economic and emotional stress, may be linked to higher rates of aggression in children, while extended families offer protective factors through additional caregiving and role modelling. The review also emphasizes the importance of cultural and contextual variations, which play a crucial role in determining family dynamics and their influence on child behaviour.

Paper Type: Systematic literature review.

The present study has been conducted to explore the status of development of spiritual intelligence among D.El.Ed. students. 92 students were selected as the sample for the study. Spiritual Intelligence Scale (SIS) developed by K. S. Misra was used to collect the data from students of D.El.Ed. I and III semester. t-ratio was computed to analyze the data. The significant gender, and locality differences in spiritual intelligence score are found. Male students are found more spiritually intelligent than females. Urban students had greater spiritual intelligence than rural students. No significant difference was found in the spiritual intelligence of D.El.Ed. I and III semester students.

The present study was probed to find the significant relationship between study habits and academic achievement of higher secondary school students with reference to the background variables. Survey method was employed. Data for the study were collected from 300 students in 13 higher secondary schools using Study Habits Inventory by V.G.Anantha ( ) and the Quarterly Achievement Test Questions. The significant difference between the means of each pair of group was computed using Standard Deviation, 't' test, ANOVA and Pearson's Co-efficient Correlation. The findings were established and tabulated from the analysed data. The finding shows that there was no significant difference between study habits and academic achievement of higher secondary school students. Finally, Interpretations were given by the investigator based on the findings.

This exploratory study examines the written corrective feedback (WCF) practices of English as a foreign language (EFL) teachers in the context of upper secondary school in Spain. Research on such practices within such context has been less common in comparison with studies on the effectiveness of WCF in students’ second or foreign language (L2) writing and learning. This study thus modestly aims to fill this gap by scrutinizing the types of WCF offered by four EFL teachers in the two upper Secondary Education courses of a Spanish state high school. To this end, a total of 60 texts written by students of the two courses that are part of this educational stage in Spain were collected, and analyzed using Ellis’ (2009a) classification of WCF types and strategies as a starting point. Results indicate teachers’ general preference for negative, unfocused, local, and direct WCF in line with similar studies of EFL teachers’ WCF. These findings point to some possibilities and limitations of WCF for
EFL upper Secondary school teachers and learners in Spain.

Vocational guidance is intended to aid young people in choosing an occupation, preparing them for it, finding an opening in it, and building up a career of efficiency and success. It is apparent in Nigeria that young people are ill-prepared for entry into the world of work. They are inadequately oriented in educational institutions to the extent that they do not understand their own abilities, interest, and values. As a result of the failure of the educational system in helping the youths realise their potentialities, they prefer choosing high-level jobs or prestigious careers. The youths, being the future hope of a nation's development, require information that will make them take initiative and take decisions to solve problems and improve service and performance. This paper, therefore, examines the concepts of vocational guidance as well as empowerment against the backdrop of its significance for sustainable development. An attempt was also made to highlight the roles of a guidance counselor, that of parents and teachers in youth empowerment for national development. The government at all levels should focus on job creation and invest in the development of youths for them to exhibit their talents maximally for effective participation in democratic governance for sustainable development.

not have existed. Indeed, one has to ask what the present status of Aboriginal and Torres Strait Islander people might have been without Commonwealth directions and their supporting funds. These specific policies and programs, while an essential factor in the educational achievements of Aboriginal and Torres Strait Islander people, provide a clear indication that we have not been adequately or appropriately included in the education directions of mainstream systems and institutions.

The cultural gathering represented in Oltenia (and also at national level) a mean of extracurricular education, frequently used by cultural societies, associations and institutions, supported by state's authorities, with the purpose of transmitting the complete general culture or, by case, to form a minimal culture within the ranks of the population. Starting from the idea that popular education was a concept and a pre-war solution, which in the interwar period knew qualitative changes we propose to approach the subject from two perspectives. The first treats the resurrection of the cultural movement in the first part of the Romanian interwar period and highlights the continuation of the pre-war tradition of transmitting the culture within the ranks of the population thru cultural societies and institutions. In this phase, the cultural gatherings have, in general, a similar typology in the urban or rural environment. The second perspective is focused on the analysis of village cultural gatherings in the peak period of movement of cultural houses (the 30s of the XXth century), because, in the urban area, the typology of the gatherings did not change very much compared with the previous period. On the other hand, in the rural area, the implementations of the complex strategy of modernisation of the villages through the institution of the cultural house, conceived by Dimitrie Gusti and the Sociologic School from Bucharest and enforced into practice by the "Prince Carol" Royal Cultural Foundation, determined a typological diversity of the cultural gatherings, corresponding the specific realities and necessities of rural population. The subject is constructed through the analysis, mainly, of documentary materials from primary sources like documents from local archives and secondary source like scientific and cultural journals of the time, reports of some cultural associations etc., aiming the realisation of an overview of the cultural gathering in Oltenia.

Publicació del document de Bones Pràctiques del Cercle d'Economies Feministes 'Desentramant desigualtats: Experiències i pràctiques concretes entorn de la interseccionalitat'.

En el marc de la participació d'Almena Cooperativa Feminista en el Cercle d'Economies Feministes hem realitzat el mapeig de bones pràctiques d'organitzacions dins de l'ESS. Un document que es nodreix de cinc entrevistes, a més de diferents reflexions compartides en la jornada 'Desentramant desigualtats: propostes feministes interseccionals enfront de l'edat, l'origen, la classe i les capacitats', organitzada pel Cercle i realitzada el 21 d'abril de 2023 en el Centre Cívic Cotxeres de Sants.

L’objectiu d'aquest treball és reflectir la diversitat i interseccionalitat que existeix dins de les organitzacions i les diferents eines metodològiques que s'usen per a fer front a les desigualtats.

S'han realitzat cinc entrevistes entre maig i juny de 2023 a diferents col·lectius: Acció Perifèrica, Fundació Enllaç, CIA Brots i Les n(H)eures, Sindicat de Mares en la Diversitat Funcional i Perifèria Cimarronas. Totes elles treballen, des de la interseccionalitat, temes tan diversos com l'antiracisme, la classe, el capacitisme, la salut mental, l'envelliment i la dissidència sexual, usant eines com l'art, la incidència política i social, la cultura i la visibilització per a rendir compte de les seves situacions específiques i lluitar contra els efectes de la violència.

El Cercle d'Economies Feministes, del qual forma part Almena Feminista, de l'Ateneu Cooperatiu de Coòpolis, vol que aquesta compilació de bones pràctiques sigui una via per a visibilitzar i manifestar el suport a aquells treballs o espais que permetin denunciar i sanar col·lectivament les violències d'aquest sistema.

One of the best state syllabus school in Trivandrum-Madhava Vilasom Higher Secondary School Thundathil

Madhava Vilasom Higher Secondary School, located in Thundathil, is a well-established educational institution in the state of Kerala, India. The school has earned a reputation for its commitment to academic excellence, holistic development, and community engagement. Though not as widely known outside the region, it plays a vital role in providing quality education to students in its locality.

This paper aimed to compare the levels of violence tendency in three different types of high schools. The universe of the research consisted of the high school students in the province Konya, the sample group involved 280 male, 224 female students studying at the Vocational, Anatolian and Sport High Schools. In obtaining data, a personal information form and the Violence Tendency Scale (VTS) developed by Goka et al. (1995) were used. The scale was made up of a four-point Likert type with 20 questions, varying from (1) “absolutely inappropriate” to (4) “absolutely appropriate”. The highest point from the scale was “80”, the lowest point was “1”. A high point shows that the students’ aggressiveness and violence tendencies are more. In accordance with the students’ points from the scale, the point between 1-20 as “very poor”, the point between 21-40 as “poor”, the point between 41-60 as “good” and the point between 61-80 as “very good” were regarded in terms of violence tendency, the “...

This presentation aims to assist secondary school students in improving their studies and performance in school by adopting comprehensive study skills and habits. This is by demonstrating to the student the importance of attending class on time, paying close attention to the lesson, taking time to study, and preparing for tests and the final examinations. In this way, the students improve their study skills and advance in their studies and future careers.

The greenhouse effect is one of the environmental issues which has been widely discussed in media and science education and in science curriculum. This study aimed to assess Bruneian high school students’ understanding of the GHE before formal teaching was conducted. This study involved 209 Year 9 and Year 10 students from a private school in Brunei Darussalam. The GHE Questionnaire, which consisted of two open-ended questions and five closed-ended questions, was used to probe the students’understanding of the important concepts of the GHE from seven aspects. The sources of the students’ knowledge concerning this issue were identified using a 3-scales Likert scale. Descriptive statistics were used to present the students’ responses to the instrument. This study found that the students held both informed and naïve conceptions of the GHE. Their knowledge about the definition and mechanism of the GHE was insufficient. The majority of the students demonstrated a conflation of ideas between the GHE and other environmental issues. This study suggests that teachers should focus on identification of students’ understanding of the GHE and build on these ideas as the basis for lesson plannin

Aquest qüestionari pretén valorar l'experiència dels estudiants dins del projecte d'Aprenentatge i Servei que promous. El qüestionari és confidencial i no trigaràs més de 15 minuts en respondre'l. T'agraïm la teva sinceritat perquè les dades recollides ens puguin ser útils per a millorar el projecte.

Geografie lingvistică Veveriță Moto: "Lui nu-i place Mioriţa/ Ştie oi cu mult mai breze,/ Ce-i arată veveriţa/ Şi cu el vor să voteze!" (ORBAN ŞI PROGRAMA ŞCOLARĂ de Valentin Ursu) Copil crescut la 700 m de pădure, despre care am scris () de mic am știut de veveriţe, care alergau prin arbori în comuna mea, Stâlpeni, dar nu se apropiau de om. Însă în anul 1972, după practica de astronomie făcută pe vârful Giumalău, în drum spre București, din Dorna Arini am purces în parcul din Vatra Dornei, unde veveriţele obraznice s-au apropiat mai mult de noi când ciocneam alunele cumpărate la chioșcurile din parc. Veveriţe scrisei? Pe "uliţa gâștei", acum strada Primăriei, unde am învăţat practic, cu toate simţurile, ce sunt alunul și veveriţa Este vorba de mamiferul ăla rozător arboricol, de talie mică, cu blană roșcată sau neagră pe spate și albă pe piept, cu coada lungă și stufoasă (Sciurus vulgaris). Şi românii zic veveriţă ca epitet dat unei fete zglobii, fără astâmpăr, dar și altei părţi secrete a ei! DEX '09 (2009) prezintă sec etimologia: "din sl.

The study was conducted to determine the secondary school students' perceptions on social integration and examine them in terms of certain variables. It was a descriptive study with survey methodology. The universe of the research consisted of the students studying at secondary schools in Mardin city center during 2016-2017 educational year. The sample included four distinctive schools and the participants were randomly selected among Imam Hatip High Schools, Anatolian High Schools, Science High Schools and Vocational and Technical High Schools. The data from 1035 students were collected from the randomly selected branches of the grade levels in the aforementioned schools. The data on the social integration levels of high school students were collected through the "Social Integration Scale". The research results indicated that the secondary school students had moderate level of perceptions with regard to social integration and the students’ levels of social integration...

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El test Big Eight + 12 és un test situacional que persegueix mesurar les competències d'empleabilitat en joves de entre 12 i 18 anys. El test s'estructura en 5 historietes que presenten entre 5 i 7 situacions amb 5 possibles respostes. El jove ha de contestar quina seria la resposta que més probablement donaria en aquella situació. Les competències bàsiques d'empleabilitat són competències necessàries per accedir a una feina, ser capaç de mantenir--la i de promocionar--se. Es tracta de competències molt bàsiques que s'aprenen en el decurs de la socialització, primordialment en el si de la família i a l'escola. Pares i mestres ajuden als nens/es a desenvolupar--les a través del modelatge, de la instrucció directa, o de fer--lo participar en activitats que afavoreixen el desenvolupament d'aquestes competències. El grup IARS ha desenvolupat un model de 8 competències (Arnau, Marzo, Jariot i Sala, 2013 1 ) que està essent validat, i que pretén oferir un marc de treball per poder reflexionar i millorar les pràctiques educatives que es desenvolupen als CRAEs. Tal com s'ha comentat, aquest model es basa en 8 competències: AUTORGANITZACIÓ: Planificar, gestionar i desenvolupar una tasca/treball tenint en compte els objectius de cada treball i cuidant tots els detalls. Els elements de competència que estarien inclosos en l'Autoorganització són: 1. Planificar objectius; 2. Gestionar el propi temps i altres recursos per a dur a terme tasques més eficients; 3. Dur a terme una estratègia proactiva per desenvolupar les tasques amb eficàcia; 4. Ser metòdic CONSTRUCCIÓ DEL PROJECTE PROFESSIONAL: Identificar i analitzar les necessitats de formació i d'experiència per obtenir un treball, mantenir--lo i promocionar en el mercat de treball de manera proactiva. Els elements de competència inclosos en la construcció del projecte professional són: 1. Definir i prioritzar els objectius professionals; 2. Conèixer la professió i els canvis que es donaran en el lloc de treball, els requeriments laborals, la formació professional...etc.; 3. Avaluar les necessitats i capacitats formatives pròpies; 4. Confiar en les pròpies capacitats per aprendre; 5. Emprendre accions formatives al llarg de la 1 Arnau L, Marzo M, Jariot M i Sala J, (2014). Learning basic employability competence: a challenge for the active labour insertion of adolescents in residential care in their transition to adulthood European Journal of Social Work, 17(2), 252--265 Metadata, citation and similar papers at core.ac.uk

The Mathematics in Indigenous Contexts project was undertaken in a rural Western NSW site from 2003-2005. The project demonstrated the potential of shared ownership of mathematics curriculum development among Aboriginal and non-Aboriginal community members as a way of enhancing the understanding and respect of each group for the other as well as developing the mathematical knowledge of primary and secondary students in the community. In 2005 – 2006, the Building Community Capacity project sought to identify key aspects of meaningful engagement between schools and Aboriginal communities in the development and implementation of contextualised, relevant and connected mathematics curriculum and teaching and learning strategies to enhance Aboriginal students’ mathematics outcomes. This project utilised the success of the Mathematics in Indigenous Contexts project in the rural western NSW site as the entry point for its investigation in this same site. This paper describes the Building Co...

En aquesta recerca s'analitzen-des d'un enfocament educatiu inclusiu-les pràctiques més habituals vinculades a l'elaboració d'adequacions curriculars individualitzades per als alumnes amb necessitats educatives especials, a Catalunya, amb la finalitat d'identificar els aspectes que haurien de ser objecte de millora. La recerca s'ha fet en dues fases: En la primera, o estudi previ, s'han formulat les hipòtesis de treball i s'ha elaborat el qüestionari que, un cop validat, s'ha enviat a tots els Equips d'Assessorament Psicopedagògic (EAP) de Catalunya. En la segona fase s'han analitzat les dades recollides en les diferents respostes del qüestionari. RESUMEN En esta investigación se analizan-desde un enfoque educativo inclusivo-las prácticas más habituales relacionadas con la elaboración de adecuaciones curriculares individualizadas para los alumnos con necesidades educativas especiales, en Cataluña, con la finalidad de identificar los aspectos que deberían ser objeto de mejora. La investigación se ha desarrollado en dos fases: En la primera, o estudio previo, se han formulado las hipótesis de trabajo y se ha elaborado el cuestionario, que una vez validado, se ha enviado a todos los Equipos de Asesoramiento Psicopedagógico (EAP) de Cataluña. En la segunda fase se han analizado los datos recogidos en las distintas respuestas del cuestionario.

Fèlix Colomer: "Quan la gent té documentals a l'abast, se'ls mira… i repeteix!" quaderndelesidees.press/quan-la-gent-te-documentals-a-labast-sels-mira-i-repeteix/ Fèlix Colomer (Sabadell, 1993) estudia cinema a l'ESCAC, l'Escola Superior de Cinema i Audiovisuals de Catalunya, on s'especialitza en muntatge. És muntador de pel•lícules documentals com Peret i l'origen de la rumba catalana o Et toca a tu. Ha format part de l'equip de muntatge d'El rey de la Habana, d'Agustí Villaronga, i de No quiero perderte nunca, d'Alejo Levis. Sasha és la seva primera pel•lícula com a director, realitzada com a projecte de final de carrera, i guanya premis allà on va. A Sabadell, una sala comercial el va programar al principi de l'estiu, i el boca a orella va ser tan fort que la programació va passar d'una a tres setmanes. Com neix i com es realitza un documental com Sasha? Sasha neix com un projecte de final de carrera. Jo sóc estudiant de l'ESCAC i quan fas quart curs pots triar de fer un projecte documental, una ficció, un curtmetratge o fins i tot un pilot d'una sèrie. Jo sempre havia tingut l'ímpetu de voler fer un documental, tot i que la meva especialitat és el muntatge, i tot i així m'animo a tirar endavant una idea com a director d'un documental, i agafo el cas del Sasha perquè és un cas que tinc molt proper: la família que l'acull aquí són els meus tiets i fa sis anys que he tingut l'oportunitat de conèixer-lo. Havia tingut altres idees abans però no eren bones, no anaven enlloc, i aquí veig que aquesta pot tenir un fil conductor molt bo, una història, un personatge, unes contraposicions entre famílies, coses que agraden als professors, i ben aviat ho presento. Vaig fer un petit tràiler aprofitant l'acollida d'hivern (l'acollida d'abans de la d'estiu, que és quan es grava la pel•lícula) i una presentació oral. Finalment som uns quants que presentem documentals, i n'escullen quatre i ens donen uns diners per rodar la pel•lícula. Tot i que aquests diners eren insuficients: vam fer una

The main purpose of this study was to investigate the influence of categorization of school on the discipline of boys and girls in public secondary schools. Secondary information was obtained from different scholars to provide review of related literature to the study which was reviewed as per the study objective. Primary data for the study was collected through the use of questionnaires. The study targeted principals, guidance and counselling teachers and form four students (girls and boys) in public secondary schools. Descriptive survey research design was used in this study because it enabled the study to obtain information that described existing phenomena by asking individuals about their perceptions, attitudes, behaviour and values. Simple random sampling was used to sample 5 schools in each category of the schools totalling to 20 schools where 8 students were sampled from each schools. Census sampling was used to identify all the principals and heads of guidance and counselli...

Plenty of space in psychological literature was dedicated to professional orientation of students, where the role of school, peers, parents, material and social factors was more studied while the role of personality traits, goals, expectations, personal and social values was studied less. This paper is focused on preference of personal and social values that we have defined as certain goals which are important within the context of choice of faculty, and thus, the future profession. We used two lists of goals - 18 personal and 18 social, which were applied to the sample of 497 high school graduates, where the sample consisted of 37,4% boys and 62,6% girls. The study was conducted in the field, at the end of 2014/2015 school year, within standard school conditions. Preference and level of goal importance the respondents expressed by giving only one answer for each personal and social value at the 5-point Likert- type scale, which enabled application of descriptive statistics methods,...

Due to the variety of chatbot types and classi cations, students and advisers may experience confusion when trying to select the right chatbot that can more trust it, however, the classi cation of chatbots depends on different factors including, the complexity of the task, the response-based approach and the type of the domain. Since selecting the most effective chatbot is crucial for high schools and students, a semi-structured interviews in qualitative research were conducted with eight high school students in order to investigate the students 'perspectives on different seven responses of generative questions from the domain-speci c chatbot named HSGAdviser, comparing it with the ChatGPT. All questions were related to students' advising interests including university applications, admission tests, majors and more. The transcribed data were reviewed and examined by using the thematic analysis. However, the results reveal that most students found that HSGAdviser chatbot is easier, shorter, faster and more concise compared to ChatGPT, especially for Yes/No questions as students expect brief answers. However, some students found that certain crucial questions that can have a signi cance impact on their future, they would prefer the ChatGPT for more detailed information. The limitation of this study is the limited size of the participants. Nevertheless, in the future research, other high school students from different regions will participate in the study.

The materials presented in this report are for information purposes only. The information is provided solely on the basis that readers will be responsible for making their own assessments of the matters discussed. Readers are advised to verify all relevant representations, statements and information and to obtain independent advice before acting on information in this report. The Australian Learning Lecture (auspiced by the Koshland Innovation Fund) will not accept any liability for any loss or damages that may be incurred by any person acting in reliance upon the information.

Ali təhsil müəssisələrində sistemli olaraq uğur əldə edilməsində müəllim-tələbə münasibətləri ciddi rol oynayır. Müəllim-tələbə münasibətləri mahiyyətcə insanlararası davranışların tərkib hissəsidir. Bu münasibətlərin pedaqoji-psixoloji aspektləri, tələbə şəxsiyyətinin formalaşdırılmasının əsas istiqamətləri ilə bağlı aparılan müzakirələr yaradıcı axtarışların davamlı olmasını tələb edir. Dünyada gedən hərtərəfli inkişaf prosesləri qloballaşmanı nəzərə almaq şərti ilə xalqımızın ruhundan irəli gələn insani münasibətlərin ifadəsini yaradıcı şəkildə çatdırmağı zəruri edir. Xalqımızın qədim və zəngin mədəniyyəti, pedaqoji irsi sübut edir ki, Azərbaycanın milli dəyərləri bəşəri mahiyyətlidir. Bununla belə, ali məktəblərimizdə təhsilalanları yalnız həmin dəyərlər əsasında tərbiyə etmək qənaətbəxş hesab oluna bilməz. Təhsilalanların təlim-idrak fəallığını təmin etmək üçün beynəlxalq təcrübədən və informasiya kommunikasiya texnologiyalarının imkanlarından da yararlanmağın əhəmiyyəti böyükdür. Məqalədə bu fikir elmi-pedaqoji cəhətdən əsaslandırılıb.

Teacher-student relationships play a significant role in systematically achieving success in higher education institutions. Teacher-student relationships are essentially a part of interpersonal behavior. The pedagogical-psychological aspects of these relations and discussions about the main directions of student personality formation require constant creative research. Comprehensive development processes in the world require a creative transfer of the expression of human relations born from the spirit of our people, taking into account globalization. The ancient and rich culture, as well as the pedagogical heritage of our people, prove that the national values of Azerbaijan are based on humanity. Nevertheless, it cannot be considered satisfactory to educate students in our higher education institutions only according to these values. It is very important to take advantage of international experience and the possibilities of information and communication technologies to ensure the educational and cognitive activity of students. This view is scientifically and pedagogically substantiated in the article.

ADVERTIMENT. L'accés als continguts d'aquesta tesi doctoral i la seva utilització ha de respectar els drets de la persona autora. Pot ser utilitzada per a consulta o estudi personal, així com en activitats o materials d'investigació i docència en els termes establerts a l'art. 32 del Text Refós de la Llei de Propietat Intel•lectual (RDL 1/1996). Per altres utilitzacions es requereix l'autorització prèvia i expressa de la persona autora. En qualsevol cas, en la utilització dels seus continguts caldrà indicar de forma clara el nom i cognoms de la persona autora i el títol de la tesi doctoral. No s'autoritza la seva reproducció o altres formes d'explotació efectuades amb finalitats de lucre ni la seva comunicació pública des d'un lloc aliè al servei TDX. Tampoc s'autoritza la presentació del seu contingut en una finestra o marc aliè a TDX (framing). Aquesta reserva de drets afecta tant als continguts de la tesi com als seus resums i índexs. 2.2.2. Els continguts procedimentals * 53 2.2.3. Els continguts actitudinals , 57 Capítol V: Conclusions. ; 1. Discussió dels resultats 301 2. Valoració i noves perspectives de recerca 314 | f 3. Proposta d'un instrument de pautes d'autointerrogació per promoure la reflexió i t i Fautoavaluació 315.1 Referències bibliogràfiques 332 ANNEXOS Annex 1. Consideracions generals de l'etapa educativa de l'Educació Secundària Obligatòria. Annex 2. Consideracions generals específiques de l'avaluació del procés d'ensenyament ! aprenentatge a l'Educació Secundària Obligatòria. Annex 3. Descripció de la Taxonomia SOLO (Structured Observed Learning v Outcomes) de Biggs i Collis (1982). Annex 4. Consideracions generals de l'àrea curricular de les Ciències Socials, la ' Geografia i la Història a l'Educació Secundària Obligatòria. Annex 5. Formats d'entrevistes i transcripcions textuals de les entrevistes realitzades amb els professors i alumnes al llarg dels diferents moments del procés. ' Annex 6. Anàlisi individual de cada un dels professors en relació a les dimensions i ! ¡ categories d'anàlisi definides. Annex 7. Anàlisi individual de cada un dels alumnes en relació a les dimensions i categories d'anàlisi definides. Annex 8. Guions de camp (anotacions recollides sobre les impressions generades durant ¡ la realització de les entrevistes i les anàlisis realitzades). Annex 9. Documents escrits (programes, proves escrites i registres d'avaluació) lliurats pels professors de la mostra en relació a l'avaluació del procés d'ensenyament -\ aprenentatge i les anàlisis realitzades. í i Annex 10. Anàlisis corresponents al procés de triangulació de les dades. Annex 11. Anàlisis corresponents a l'estudi comparatiu dels professors. Annex 12. Planificació i procés seguit en l'elaboració de l'instrument. VI , •_ ^-^Terminologia ! /'-f; ¿ÏÉK. ' "-;1 \lfl3111 *Avaluar el rendiment acadèmic. *Avaluar l'aprenentatge final. *Qualifïcar. *Mesurar. * Seleccionar. *Avaluar el procés d'aprenentatge. *Avaluar el procés d'ensenyamentaprenentatge, procés didàctic, procés instructiu o procés educatiu. *Avaluació educativa o del sistema educatiu. .. .,:? -••"vlObjecte'd'aváJi^cíó*; -, -. ' Resultats finals (únics i puntuals) dels alumnes a partir del rendiment acadèmic. Resultats del procés d'aprenentatge dels alumnes coneguts i analitzats al llarg de diferents moments del procés i, generalment a partir del rendiment acadèmic. 1-Avaluació del procés d'ensenyament: objectius, continguts, activitats, metodologia, recursos didàctics, unitats didàctiques, planificació i pràctica docent (relació, ajustament, interacció, ajut educatiu, mecanismes d'influència educativa etc.) 2-Avaluació del procés d'aprenentatge. (Equival al mateix objecte d'avaluació de la casella anterior "avaluar el procés d'aprenentatge". -Administració educativa. -Centres escolars (organització general, gestió, recursos, relacions, clima etc..) -Òrgans de govern: Consell escolar, Claustre, Equip directiu etc. -Personal no docent. -Associacions de pares i mares... -Procés d'ensenyament -aprenentatge. -Programes i serveis específics. -El Projecte Curricular de Centre etc. "'Concepcions. sobre Mom's' entén ehprocés ' . No es té en compte l'anàlisi del procés, sí el resultat final. Com a un procés gradual i continu on es tenen en compte les anàlisis del procés seguit. L'avaluació en l'àmbit educatiu. Aquesta manera de portar a terme l'avaluació en diferents moments del procés ens remet i al model avaluatiu presentat per , ja que el fet de conèixer els resultats ! í aconseguits pels estudiants al llarg del procés ens permet prendre decisions per ! i introduir, si s'escau, els canvis i les modificacions oportunes en l'actuació educativa. ¡ ! Capítol I 2-L'avaluació des de la perspectiva constructivista del procés d'ensenyamentaprenentatge. En els plantejaments de la reforma actual que regulen l'educació secundària és contempla la concepció constructivista de l'aprenentatge i l'ensenyament. Dins d'aquest marc, el desenvolupament i l'aprenentatge humà són el resultat d'un procés de construcció de significats. El fet que un alumne aprengui un nou contingut davant una activitat educativa intencional significa que, partint dels coneixements previs dels quals disposa i a través d'unes activitats educatives que comporten diferents patrons F d'interactivitat, construeix significats, representacions i/o models mentals d'aquest nou contingut. No obstant això, si parlem del procés d'ensenyament -aprenentatge s'entén que els protagonistes d'aquest procés no només són els alumnes amb la seva activitat mental constructiva, sinó que també hi tenen un paper rellevant els professors. En primer lloc, perquè la responsabilitat i l'esforç que requereix la construcció de coneixement per part de l'alumne no s'activa de manera directa i de forma reactiva, sinó que depèn de com el docent presenta i enfoca els nous continguts a aprendre. En segon lloc, la funció del professor és ajustar-se a l'activitat constructiva i impulsar, mantenir i ampliar l'activitat presentada . I en tercer lloc, tenir present que la construcció i la interiorització dels continguts d'aprenentatge té lloc dins d'un procés d'interacció social. Per tant, l'aprenentatge no únicament emergeix de l'esforç de l'estudiant sinó que també depèn del grau, del moment i del tipus d'ajut i interacció que rep per part del professor, el qual a diferència dels models més tradicionals, adquireix el rol de facilitador i guia en el procés d'aprenentatge de l'alumne. Dins d'aquest plantejament, i tal i com apunta el disseny curricuíar base, pel professor no existeix el "mètode per excel•lència" és a dir, no es prescriu una metodologia d'ensenyament òptima o més adequada. L'ensenyament eficaç serà aquell que sigui L'avaluació en l'àmbit educatiu. assignarà una funció més de tipus social (presa de decisions referents a la promoció, acreditado i titulació dels alumnes). Abans d'acabar amb les anàlisis teòriques referents a l'avaluació sumativa o final ens agradaria exposar i debatre algunes de les consideracions emergides en base a la revisió i a la reflexió d'aquesta tipologia d'avaluació. En primer lloc, considerem que la majoria de controvèrsies i incoherències que existeixen dins de la temàtica general de l'avaluació del procés d'ensenyament -j ¡ aprenentatge són degudes, si bé parcialment, a la interrelació existent entre la implantació dels nous plantejaments curriculars i el model tradicional en què molts docents encara no han abandonat (Boud

Background: Changing norms have overburdened the educators. Our study aims to assess the levels of occupational stress among higher secondary school teachers and demographic, academic characteristics and relevant factors influencing it. Methodology: Cross sectional study was conducted in Thalassery block of Kannur district, Kerala. The block comprised of 38 schools with 516 teachers. Overall, 484 teachers participated in the study. Modified 'Manual for teacher's occupational stress scale' questionnaire was used. Results were analyzed using Chi square test, 't' test and one way ANOVA. Results: Males were 155 (32%) and females were 329 (68%). The mean age was 40.6 years. Four-fifth (81%) were from government and one-fifth (19%) were from private schools. Majority, 268 (55%), of teachers were found to have mild occupational stress. While, 171 (35%) had moderate stress and 45 (9%) had severe occupational stress. Stress was linked to vast syllabus, time constraint, outside interference, students' behavior, poor infrastructure and favoritism from authorities. Increased teaching experience and rising position in school were significantly associated with stress. Conclusion: All higher secondary school teachers in Thalaserry block of Kannur, Kerala felt occupational stress. Majority (55%) had mild stress, 35% had endured moderate and 9% suffered severe stress.

Tingkat kemampuan metakognitif siswa berdasarkan teori Swartz dan Perkinz merupakan tingkat kemampuan siswa terkait kesadarannya tentang proses dan hasil berpikirnya sendiri yang meliputi tacit use (penggunaan pemikiran tanpa kesadaran), aware use (penggunaan pemikiran dengan kesadaran), strategic use (penggunaan pemikiran yang bersifat strategis), reflective use (penggunaan pemikiran yang bersifat reflektif). Setiap siswa memiliki cara yang berbeda untuk melihat, mengenal, dan mengorganisasi informasi (gaya kognitif). Perbedaan gaya kognitif ini dapat mempengaruhi kemampuan siswa dalam memecahkan masalah. Penelitian ini bertujuan untuk mendeskripsikan tingkat kemampuan metakognitif siswa berdasarkan teori Swartz dan Perkinz yang bergaya kognitif field independent dan field dependent dalam memecahkan masalah matematika. Jenis penelitian ini merupakan penelitian deskriptif kualitatif. Subjek dalam penelitian ini terdiri dari empat siswa dengan ketentuan dua siswa bergaya kognitif fie...

This paper is being written as a result of a number of personal coincidences. In 1981, at the time when Kerevat National High School was in the news due to student riots and some staff dissatisfaction with the results and methods of the inspection of the school, the author of this paper was a lecturer at Goroka Teachers' College and extremely interested in school inspection. The author had worked as a federal inspector of education in Nigeria, written a master's thesis comparing school inspection in Nigeria with inspection in the United Kingdom. He has written several papers on school inspection, some of which were presented at previous ANZCIES meetings.

This paper will deliberate upon the relevance of guidance counselling as a 'whole school' responsibility in the context of recent policy and practice changes in the Irish post primary sector since the Government of Ireland Budget 2012. Pertinent issues including the complexities of delivering a whole school approach to guidance counselling during a period of resource rationalisation will be addressed through the findings from recent case study research [Hearne, L., Geary, T., & Martin, N. (2016). A single case study of a whole school approach to guidance counselling in an Irish post-primary school; Case report. Retrieved from University of Limerick website: http://www.ul.ie/soedu/sites/default/files/Hearne20et20 al20WSA20to20GC20Case20Report20UL%202016_0.pdf]. A single explanatory case study methodology investigated the complex phenomenon and interventions of whole school guidance counselling in a mixed gender school in the context of increasing demands for evidence-based data and methodological sophistication in lifelong guidance [European Lifelong Guidance Policy Network. (2015a). The evidence base on lifelong guidance; A guide to key findings for effective policy and practice, extended summary. Jyväskylä: Kariteam; Hearne, L. (2009). Towards an understanding of the measurement of individual progression in adult guidance (Unpublished doctoral dissertation).

Napról napra több kutatás erősíti meg, hogy nemcsak közelítjük, de át is léptük az ökológia krízishez vezető út küszöbét, így napjainkban a fenntarthatóságra nevelést segítő iskolai programok megvalósításának és népszerűsítésének rendkívül nagy jelentősége van. Számos országban évtizedek óta folyik ezen fenntarthatósági programok hatékonyságának magas, nemzetközi standardok szerinti értékelése. Bár hazánkban is számos publikáció született e területen, ezek gyakran csak egy-egy településen vagy megyében gyűjtött, kisszámú mintán alapszanak. Tanulmányunkban bemutatjuk a 2016 óta működő Fenntarthatósági Témahét (FTH) programsorozat keretein belül életre hívott Diákok és tanárok a fenntarthatóságról című kutatás során a 2021-ben kitöltött diákkérdőívek alapján kapott fontosabb eredményeket. Bemutatjuk a válaszadó diákok iskoláinak az iskolák országos megoszlási adataival való összevetését. Továbbá több, a környezettudatos szemlélet és viselkedés mérésére kidolgozott mutató (pl. NEP skál...

Internet usage has become an inevitable part of everybody's life in the modern age, but it has become a necessity and an addiction in every age group. Some people use the internet in excess and the addiction then starts to influence decision-making ability, concentration, attention span, etc to say the least. On the other hand, metacognition refers to our knowledge regarding cognitive processes and how to use them optimally to reach learning goals in varied situations with focus and full potential.