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This paper explores the longitudinal development of the phrasicon (i.e. phraseological lexicon) of French-speaking learners of Dutch in two different educational settings: Content and Language Integrated Learning (CLIL) and traditional foreign language learning contexts (non-CLIL). We followed 195 pupils and analyzed a corpus of 390 written texts gathered at two data collection points: at the beginning of their fifth year of secondary school education (Grade 11) and at the end of their sixth year (Grade 12). We examined both frequency and accuracy of the phrasicon. Whilst SLA research often supports the fact that learners at a higher proficiency level have a larger phrasicon and that CLIL learners' overall language competence is higher than their non-CLIL peers, our results show no significant increase in the frequency of use of phraseological units in CLIL; a significant decrease for two categories (referential phrasemes and lexical collocations) is even noticed. non-CLIL learners display no significant change in the use of various types of phrasemes. Regarding accuracy, both CLIL and non-CLIL learners' phrasicon become more accurate (fewer errors) over time in more than 50% of the categories. Here again, no statistically significant improvement was noted among the groups between the two data collection points. [ABSTRACT FROM AUTHOR]

This paper recounts the experiences of 24 primary and secondary teachers from a number of minoritised groups in the education system in England, using interview data collected for a project exploring the retention of minority teachers. The teachers' experiences of racism are discussed alongside other intersectional aspects of their identities – including gender, class, accent, and the subject they taught – to emphasise the variety of racisms experienced by these teachers. The stories of teachers, both early in their careers and with decades of teaching experience, provide powerful evidence of the cumulative effects of racism experienced by teachers and the continued power of race with the education system in England. [ABSTRACT FROM AUTHOR]

Drawing from an ethnography, this paper evaluates the motivations of Black American and Black immigrant parents when selecting high schools for their millennial teenage children in a segregated city and suburbs of New York. Black middle class parents encounter racial exclusion in the areas of work and residence. However, more research is needed to understand how they negotiate segregated schools. Analysis of interviews with 60 Black middle class parents suggests that choosing schools reveals parents' strategies of intergenerational mobility for their Black children. Urban parents believed that contact with a racially diverse student body was a key indicator of school quality. Black American suburban parents who chose their local school exhibited faith in the curricular diversity of public schools, while immigrant parents believed in the superiority of a private school education. This pattern exacerbated the economic vulnerability of immigrant families who pay high tuition costs in an already high tax suburbs. These findings demonstrate how racial inequity, class precarity, culture and space shape how Black families navigate the moving target of educating their children. [ABSTRACT FROM AUTHOR]

The capability approach provides a broader view of Vocational and Technical Education (VTE), acknowledging its multiple purposes, including citizenship preparation for discussing and challenging the rules and practices prevailing in society. Based on ethnographic data, this paper seeks to understand how two Chilean high schools conceptualise their students and VTE, concerning their students' marginalisation, linking this to citizenship education. Each school presented a different awareness of students' marginality situation, and it was possible to observe how this meant different actions associated with citizenship education. Findings show that in the school with greater awareness of students' marginality, VTE takes elements from the capability approach and provides active citizenship training, while at the school with lower awareness of marginality, students are trained in more passive citizenship. The importance of citizenship education for VTE, the significance of the capability approach to transforming this education, and its potential impact on public policies and the construction of society are discussed. [ABSTRACT FROM AUTHOR]

Teaching the thousand-year period of medieval European literature and six-hundred years of Old Czech literature in Czech secondary education is often confronted by two interrelated challenges: the subjects are traditionally taught through a chronological approach to literary history in the first year of school, while presenting language, literary genres, themes, and ideas that are distant and difficult to understand for contemporary readers, particularly the target student group (15--16 years of age). A majority of teachers are unwilling to deal with old literature in their lessons. Can we find a way to modify and improve this practice? In this paper we try to grasp the perceived difficulty and otherness of this corpus in a constructive way and show that it can be productively used, for example, by moving away from the traditional chronological framework and focusing on probing texts (especially narratives) that link the present to the past. We show this possibility through the example of the story of Bruncvík, comparing its medieval version to a more recent version by Alois Jirásek in his Staré pověsti české (Legends of Old Bohemia). [ABSTRACT FROM AUTHOR]

In the United States, opposition to traditional standardized tests is widespread, particularly obvious in the admissions context but also evident in elementary and secondary education. This opposition is fueled in significant part by the perception that tests perpetuate social injustice through their content, design, and use. To survive, as well as contribute positively, the measurement field must rethink assessment, including how to make it more socioculturally responsive. This paper offers a rationale for that rethinking and then employs provisional design principles drawn from various literatures to formulate a working definition and the beginnings of a theory. In the closing section, a path toward implementation is suggested. [ABSTRACT FROM AUTHOR]

This paper explores the complexities behind the educational decisions of Tibetan parents on sending their children to the interior cities for dislocated secondary education. Drawing on qualitative data through multiple methods, we find that their educational decisions are driven both by a rational calculation of the benefits and costs and by a moralised ideology of good parenting. Educational opportunities are prioritised over ethnic cultural learning in parents' decisions. However, parents hope their children will make up for this loss at a later life stage, at college and work. Parents' temporary compromises reflect their positioning of priorities at different life stages. This study offers a new lens to understand the politics of dislocated schooling in China from ethnic minority parents' perspective. [ABSTRACT FROM AUTHOR]

The Republic of Ireland has witnessed a transformative reform agenda in teacher education, stemming from internal trends, increased emphasis on supranational ranking indicators, and recommendations from national and international reviews of existing teacher education. As part of this reform agenda, the Teaching Council of Ireland has espoused models of higher education institution (HEI)-school partnerships, crystallised in Céim: Standards for Initial Teacher Education (Teaching Council, 2020) and Guidelines on School Placement (Teaching Council, 2021). Using critical discourse analysis, we unpack how language is directed to two key partners within the policies, namely higher education institutions and schools. Findings unpack a range of agendas at play that are undermining the notion of partnership, including how language can displace the roles and responsibilities of key stakeholders. We conclude with a call for further critical policy research in teacher education, given the wider policy and political influences at play. This paper offers a theoretical-oriented framework that can support a critical reading of such policies. [ABSTRACT FROM AUTHOR]

This paper discusses carnivorous plants in biology education. It presents the results of a content analysis of the Czech curriculum and textbooks for teaching the thematic area of Plant Botany intended for students of secondary education. The aim of the research was to find out whether specific teaching about carnivorous plants is present in these documents and, if they are, to clarify its nature. Eighteen textbooks for the second level of primary school and two textbooks for upper secondary schools were analyzed. The results of the content analysis show that the concept of carnivorous plants does not exist in the Framework Educational Program for Primary Education, but there are themes that can be developed through the teaching of carnivorous plants. In 67% of the textbooks for primary education there was at least one mention of carnivorous plants, with the most frequent mention being of the round-leaved sundew as a plant found in Czech peat bogs, followed by information on how they “hunt”, what other functions the leaves have, or “why these plants are carnivorous”. Both textbooks analyzed for secondary schools contained brief information about carnivorous plants. The results showed no association between the frequency of information on carnivorous plants and the number of pages, valid Ministry of Education, Youth and Sports endorsement, the designated year, the year of first publication, and the authors of the textbooks. [ABSTRACT FROM AUTHOR]

In this paper we present an approach to employing pervasive technologies, such as IoT and mobile technologies, in secondary education. The goal is to develop a comprehensive methodology, IoT infrastructure and a mobile application that would enable secondary students to test their knowledge in interaction with a smart environment. We have developed a series of assignments that students solve using the Android application empowered with augmented reality that interacts with various QR codes, sensors, and actuators placed in a smart classroom. The evaluation of the developed system was done with the students of the Secondary School of Economics in Belgrade, Serbia. Students from the experimental group, after solving assignments using the developed mobile application in interaction with the smart learning environment, have tested their knowledge via an IoT test and filled out a questionnaire, while students in the control group solved the test in a traditional way. The results show that it is possible to increase the level of students' knowledge by integrating IoT and mobile technologies in the learning process. In addition, the results show that students are ready and interested in using pervasive technologies within their formal education. [ABSTRACT FROM AUTHOR]

Background: The growth of teaching practices conducted to promote cognitive activation and active participation in the classroom in recent years has become the epicentre of an active debate regarding their effectiveness. Objectives: This study is aimed to shed some light on this topic by empirically analysing the causes and consequences of more modern strategies in Spanish secondary schools. Methods: The database used in the study was PISA 2018. In order to analyse the causes behind the teaching style followed by teachers, a logit model was used. Likewise, to analyze the consequences that a modern teaching style has on students at the age of 15, we used propensity score analysis techniques. Results and Conclusions: Regarding the results obtained through a logit model, it is shown that the likelihood of a modern teaching style decreases if teachers work for a state school or if they usually apply traditional strategies. Similarly, this series of practices are shown to be more common in schools where teachers and students make greater use of digital devices. The second section of results, focused on analysing the effect this type of teaching strategies has on cognitive, non‐cognitive and wellbeing among students, show that, on the one hand, modern teaching style negatively affects students' performance in mathematics, science or language. On the other hand, modern teaching style has been shown to contribute to improving the students' well‐being, motivation and cooperation, only being significant the latter. Moreover, this teaching style contributes to reducing bullying among students. Lay Description: What is already known about this topic: Modern teaching style is gaining increased popularity.Teaching style is determined by students characteristics, performance and characteristics of the teacher and the class in general.There is not an agreed‐upon hypothesis on the impact of a modern teaching style on the academic results obtained by students. What this paper adds: This study analyses empirically the factors that explain modern teaching practices at secondary schools.Modern teaching practices are negative associated with more traditional practices, being more common this style between teachers that work at private school or use more digital services, among others.Reports the first analysis, taking into account teacher and students responses about teacher style, on the effects of modern teaching practice on cognitive, non‐cognitive and wellbeing among students. Implications for practice and/or policy: Knowing the factors behind the teaching style followed by teachers can be useful in trying to adapt teaching strategies to the needs of students.Modern teaching style can be good ally to promote collaborative practices among students.Modern teaching style should be complemented with traditional practices, like summaries previous class or advice students to achieve goals, which the literature has demonstrated to be effective to improve mathematics or reading competences.Teaching style adopted by the teachers can be decisive in improving the educational system as a whole. [ABSTRACT FROM AUTHOR]

International students in the secondary school sector are a particularly vulnerable group due to their age and status as unaccompanied minors. The establishment of friendships is an important component of the adjustment for these students as they transition into their new school environments. This paper presents issues related to friendships, investigated as part of a larger study examining the motivations, expectations and experiences of international students from the People's Republic of China studying in Australian secondary schools. Data were collected in two phases from 116 international students and 10 teachers using questionnaires and semi-structured interviews, and descriptive analyses employed. Because there is a paucity of information about the experiences of international secondary school students, this was an exploratory study that has contributed understanding of the lived experiences of a small group of international students from mainland China. The study identified that expectations regarding the establishment of friendships are not being met, and that international students from China are seeking more opportunities to form relationships with Australian peers. To reduce dissonance between expectations and experiences of studying in Australia, it is recommended that Australian schools work with both international and domestic students to provide authentic opportunities to build peer relationships. [ABSTRACT FROM AUTHOR]

Governments in Sub-Saharan Africa (SSA) are expanding access to high school education, which is a perpetuation of the previous focus on basic education. This study applies qualitative comparative analysis (QCA) using data from seven countries from 2010 to 2020 to examine the potential conditions of fee-free policies at the high school level. Five potential conditions are analyzed. They include the regime type, electoral competition, ideological lineage, economic conditions, and social context. The findings indicate the significant influence of electoral competition and a high level of lower secondary school enrolment for the adoption of fee-free policies. The absence of electoral competition leads to a lack of fee-free policy. The paper explains how elections, one indicator of representative democracy, motivate political leaders to initiate social policies. Additionally, the study challenges the relevance of two important explanations for expansionary social policy in the literature--the partisan theory of policy outcomes, and the economy. [ABSTRACT FROM AUTHOR]

Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequity in learning. But national data and international test outcomes may mask the hidden inequities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers, we examine teachers' beliefs, curricular design and actions in ethnic minority and Kinh majority classrooms. We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices – that produce different learning outcomes for minoritized students compared to Kinh students. These findings suggest that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects. [ABSTRACT FROM AUTHOR]

Foundation of quality examination is based on the key features of validity and reliability of question papers. Question papers of examination boards in Pakistan—usually these features as contents of a question paper—are written by a single paper setter. To address these issues, Federal Board of Intermediate and Secondary Education (FBISE) recruited and trained senior faculty members to write, review, and moderate multiple-choice question (MCQ) items which are the key components of its question papers. Fitness of these items was determined through field testing and analysis using standard measuring indices. Aggregate item survival rate has been 43% despite relaxed limits of difficulty index (DIFI) and discrimination index (DI). However, the questions with extraordinarily low or high DIFI values were found to be associated with other problems as well. Moreover, apart from utility of point biserial (pbs), mutual relationship of distractor efficiency (DE) and DIFI is also discussed. And based on these attributes, these questions were declared fit or unfit for future use or review respectively. [ABSTRACT FROM AUTHOR]

In contexts where schooling is delivered through a language of instruction (LoI) that is unfamiliar to learners, it has repeatedly been observed that students are reluctant to speak, passive, or even silent. This is commonly attributed to lack of understanding of the language in use in the classroom. Although this is, undoubtedly, an important part of the explanation, this paper presents findings from a thematic analysis of lesson observations, interviews, and ethnographic field-notes from two secondary schools in Tanzania to argue that we should also be paying much closer attention to the socio-emotional environment. Specifically, this paper demonstrates the prevalence of feelings of fear and shame in students’ experiences of learning and how these emotions contributed to students’ silence. However, it also shows that the impact of these emotions was not the same for all students. Informal classroom ‘rules’ were found to govern how different groups of students were expected to behave in response to questions from teachers, meaning that the risks of speaking English were greater for some students than others. As such, the prevalence of fear and shame is argued to compound existing inequalities amongst students, thus hindering progress towards equitable, inclusive and safe education for all. [ABSTRACT FROM AUTHOR]

This paper considers the subjectivation of students in light of the increasing amounts of digital data that are now being produced within schools. Taking a lead from critical data studies and the sociology of numbers, the paper draws on staff interviews in three Australian secondary schools to explore the various types of student data being generated, and the forms of student subjectivities that result. In particular, the paper contrasts the 'holistic' possibilities that some school leaders and administrators ascribe to data in terms of expanding the capacity to 'know' students, against the limited ways that data is actually being used within the schools. Most notably, the paper details how digital data appears to be configured within schools' official data procedures and practices to build student subjectivities and position students in narrow terms of performance and attendance. The paper also highlights how teachers make practical use of these limited data 'profiles' in a relational manner – as a way of stimulating dialogue with students to know them better, rather than a source of precise calculation. In this sense, the paper considers how 'data' might be reframed in educational discourse as a practical starting-point for teacher inquiry and professional judgment rather than an imagined source of all-encompassing knowledge. [ABSTRACT FROM AUTHOR]

In Rwanda, young women lag behind men in terms of accessing opportunities in science. Gender stereotyping and the nature of the curriculum are among the many factors that discourage them from choosing to study science subjects in secondary school and subsequently, at university. This paper aims to explain why girls in Rwandan secondary schools are less likely to choose science subjects than their male counterparts. Using an interdisciplinary qualitative methodology and drawing on both feminist theory and a case-study approach, this paper casts light on women's experiences in their quests to study science subjects in secondary schools and later at university. The study reveals several factors behind female students' subject selection in secondary school, including the influences of male students and the impact of sexist comments from teachers and in the curriculum itself. These findings fill important research gaps on the intersection between gender and science-related subjects in Rwandan secondary schools and other similar contexts. [ABSTRACT FROM AUTHOR]

The analysis uses a unique series of surveys of school students in Scotland, covering the whole of the second half of the twentieth century, to investigate whether educational reforms can reduce inequalities of educational progress and attainment, and the role of school history in mediating these intentions. This period included the policy reforms that ended selection for public-sector schools between the mid-1960s and the early 1980s. Information on school attended enables the analysis to investigate whether and how the histories of schools interact with national policy. The main conclusions are that inequality of attainment and progression fell throughout the half century, but that the change was slow. Although policy may have created the conditions under which this equalisation took place, it probably was not its main cause, and the ways in which policy had its impact was modified by schools' histories. The paper also illustrates the ways in which a series of surveys can be used to understand social change, and the compromises which have to be made to achieve comparability over a long period of time. [ABSTRACT FROM AUTHOR]

The use of targeted additional funding for school‐age education, intended to improve student attainment, is a widespread phenomenon internationally. It is slightly rarer that the funding is used to improve attainment specifically for the most disadvantaged students – often via trying to attract teachers to poorer areas, or encouraging families to send their children to school. It is even rarer that funding is used to try and reduce the attainment gap between economically disadvantaged students and their peers, and almost unheard for the funding to be intended to change the nature of school intakes by making disadvantaged students more attractive to schools. These last two were the objectives set for Pupil Premium funding to schools in England. The funding started in 2011, for all state‐funded schools at the same time, so there is no easy counterfactual to help assess how effective it has been. The funding is a considerable investment every year and it is therefore important to know whether it works as intended. This paper presents a time series analysis of all students at secondary school in England from 2006, well before the funding started, until 2019, the most recent year for which there are attainment figures. It overcomes concerns that the official attainment gap between students labelled disadvantaged and the rest is sensitive to demographic, economic, legal and other concurrent policy changes. It does this by looking at a stable group of long‐term disadvantaged students. It is argued that this group would have attracted Pupil Premium funding if it had existed in any year and under any economic conditions. After 2010, these long‐term disadvantaged pupils became substantially less clustered in specific schools in their first year and throughout their remaining school life. This improvement cannot be explained by economic or other factors used in this paper, and so it looks as though the Pupil Premium has been effective here. The picture for the attainment gap at age 16 is more mixed. It is partly confused by changes in the grading of assessments in 2014 and again from 2016. The reasons why the improvements are less clear than at primary school are discussed, and they involve the nature of evidence available to secondary schools to help them improve the attainment of their most disadvantaged students. [ABSTRACT FROM AUTHOR]

Approximately 1.3% (42,555 pupils) of secondary school pupils in England are autistic and there are numerous reports of poor academic and social experiences among this group. The intense interests that form part of an autism diagnosis relate to an increased focus on specific topics or objects and are reported to positively impact learning when effectively embedded into teaching. However, there is very little research into how interests may be used to support learning in secondary schools and little analysis of whether the utilisation of intense interests is conceptualised and implemented as an inclusive practice. This scoping review explored how intense interests are used to support the learning of autistic adolescents and provides a conceptual analysis of the six papers identified, all from the United States. Three applications of intense interests were reported: power cards, lunch clubs and responding to joint attention. A within-child, deficit-focused perspective was consistent throughout all papers, with the aim being to improve the 'appropriate' target behaviour of autistic children. There is limited research overall, and so further research is needed to examine how intense interests can be implemented in practice in more inclusive ways. [ABSTRACT FROM AUTHOR]

Research background: The employment rate of young individuals in the labour market has considerably decreased in developed countries recently. Due to lower labour capital, skills, and generic and job-specific work experience, youth consider finding suitable job challenging. If they fail to succeed in the labour market soon after graduation, it leads to long-term unemployment, unstable and low-quality jobs, and even social exclusion. Purpose of the article: This paper aims to analyse the unemployment rate of high school-graduated students and the factors impacting this unemployment rate, such as GDP per capita, total unemployment rate, apartment price per square meter and results from state exams. Identifying the determinants affecting youth unemployment is crucial for theoretical knowledge and for policymakers to ensure youth inclusion in the economic mainstream. As a result, society can reduce social and economic costs and avoid structural problems in the future. Methods: Data about 464 Slovak high schools from National Institute for Certified Educational. Data include the graduate unemployment rate for each high school in Slovakia. Furthermore, two logistic regression models have been developed to investigate the impact of selected factors on high school graduates' unemployment rate immediately after graduation and nine months after graduation. Findings & value added: This paper indicates the existence of statistical dependency between unemployment of high school graduates and overall unemployment rate in the region, GDP per capita in the region, quality of high school education and cost of living in the region immediately after graduation. Analysis of the period nine months after graduation has shown the important decline of education quality provided by high schools. To reduce youth unemployment, the state should focus primarily on improving overall unemployment itself by implementing a dual-learning system, simplifying business opportunities, making part-time work available, or introducing lifelong learning to help transform the economy into a knowledge base. [ABSTRACT FROM AUTHOR]

Reducing school dropout rates has been a challenging policy problem in an effort to improve educational participation and attainment in developing countries. This paper examines the differences in school dropout rates among the 5–20-year olds across three major caste/ethnic groups in Nepal using nationally representative survey data. Findings suggest sizeable differences witnessed by the indigenous and especially lower-caste Dalit groups when compared to the historically privileged Hindu groups. The use of Fairlie's non-linear regression-based decomposition technique helps ascertain the major sources of these differences. Parental occupations, age, marital status and mountains, hills and far-western regions of residence are found to help explain such differences. The paper underscores the role of public policies on affirmative action and area-based, conditional cash transfer initiatives as well as effective public awareness campaigns to improve the educational participation of these otherwise historically disadvantaged caste/ethnic groups in Nepal. [ABSTRACT FROM AUTHOR]

Staying on in national school to gain some second-level education became a feature of the Irish education system during the late nineteenth century and continued until the 1980s. Following the establishment of Ireland's Department of Education in 1924, the classes in national schools which provided second-level instruction became known as 'secondary tops'. At their peak, there were more than 80 secondary tops in Ireland. Nonetheless, few academics have seriously considered the place of secondary tops within the history of Irish education. The aim of this paper is, therefore, to examine the origins and purpose of secondary tops. It also charts the growth of secondary tops from the 1920s and finally explores the impact of the 1960s reform period on their subsequent decline. This paper argues that, until the 1960s, secondary tops were an important component of Irish second-level schooling, providing one of the few opportunities for educational advancement. [ABSTRACT FROM AUTHOR]

The focus of this investigation was to see how simulated chemistry practicals affected the performance of male and female students at secondary level. The simulations of ten (10) chemistry practicals were developed. The researcher gave an orientation of three (03) days to the students and teachers about the use of simulation to conduct the chemistry practicals. After orientation, students performed chemistry practicals in the laboratory supplemented with simulations according to the time table in ten (10) weeks. The nature of the research was experimental. The quantitative data was collected and examined. Fifty eight (28 males and 30 female) students were selected as a sample. One(1) male and one female(1) secondary school was chosen to observe the effect of simulation on the performance of male and female students in three aspects i.e. written paper, oral viva and practical manual related to chemistry practicals. At the end practical examination i.e. post-test was taken on the pattern of Peshawar Board of Intermediate and Secondary Education (PBISE). An Independent sample t- test was applied for the comparison of two groups. From the result of an independent t-test it was found that simulations and gender have no relationship. Therefore, null hypothesis was accepted on the basis of the result of an independent sample t- test. It is concluded that both male and female are equally benefited from simulated software. [ABSTRACT FROM AUTHOR]

This paper explores Indonesian secondary school teachers' conceptions of assessment in the context of assessment reform. Teachers working at different school level were interviewed both individually and in groups and their responses were analysed using the content analysis approach. Detailed examination of teachers' assessment propositions revealed that their perspectives about assessment embrace values, purposes, and understanding, and are marked by conceptions about the learner agency, accountability and improvement orientations. However, despite being considered important, the learner agency and accountability conceptions were often considered irrelevant. In addition, teachers reported tension with regard to their perceptions towards the reform and demonstrated a varied level of conceptual and practical understanding of the reform. The paper ends with a discussion of the complex nature of and tensions in the teachers' conceptions of assessment. Principal implications are discussed. [ABSTRACT FROM AUTHOR]

L1 grammar teaching worldwide often takes the form of traditional grammar teaching with decontextualized parsing exercises and rules of thumb. Some researchers have proposed enriching such forms of grammar teaching by relating traditional grammatical concepts to underlying metaconcepts from linguistic theory. The merits of such an approach have become apparent in recent intervention studies, but the question remains how teachers perceive such forms of grammar teaching, which is of particular importance for curriculum development. The present study investigated Dutch teachers' beliefs in focus groups and a national survey (N = 127). It is found that Dutch language teachers see important benefits of a metaconceptual approach to grammar teaching, particularly as a means to improve students' grammatical understanding. However, results also indicate that while teachers may see clear pedagogical and conceptual advantages of working based on underlying metaconcepts, their own teaching practice appears to be much more traditional. This discrepancy is explained by assuming that contextual factors have a restraining effect on what teachers can or want to do in reality. Once such contextual factors no longer play a part, teachers' views tend to be much more geared towards a metaconceptual approach. The paper concludes with some implications for future research. [ABSTRACT FROM AUTHOR]

The concept of engagement is a multidimensional construct that has long been used by researchers as a means of explaining student behaviour in classrooms and schools. However, the research using this construct within physical education has been particularly uneven. The goal of this paper was to examine the application of the concept of student engagement with the research literature on physical education. The scoping review was conducted using the boundaries of including the terms 'physical education' and 'engagement' in the title, being located specifically within physical education settings, and focused on student (rather than teacher) engagement. Analysis of the corpus of papers led to the conclusion that studies could be grouped into five categories, with each differentiated by source, involvement of theory, methodology, definitions of engagement, and intended audience. These were given the following labels: (i) studies involving operational and multi-dimensional definitions of engagement (ii) figurative studies (iii) single dimension studies, (iv) qualitative studies, and (v) reviews and practitioner-oriented papers. Given the considerable diversity in the application of the term engagement, it is recommended that future research in the field (no matter the intended audience), should consider the author's interpretation of the term formally somewhere in the introduction. In addition, it is proposed that future empirical research examining student engagement in physical education could also benefit from including evidence of both student self-perceptions about their engagement as well as observations of their in-class behaviours. [ABSTRACT FROM AUTHOR]

Considerable research has been conducted on the advancement of mobile technologies to facilitate vocabulary learning and acquisition in a second language (L2). However, whether mobile platforms lead to a comprehensive mastery of both receptive and productive vocabulary knowledge has seldom been addressed in previous literature. This study investigated English vocabulary learning from engagement with mobile-based word cards and paper word cards in the context of the Chinese university classroom. A total of 85 undergraduate students were recruited to take part in the study. The students were divided into two groups, a mobile learning group and a paper-based learning group, and tested on two word knowledge components: receptive knowledge of the form–meaning connection and productive knowledge of collocations. Both the digital and non-digital word cards enhanced L2 vocabulary learning, and the results showed that the mobile application (app) promoted greater gains than physical word cards. [ABSTRACT FROM AUTHOR]

The paper discusses the role of the government of the Kingdom of Croatia and Slavonia as a self-governing unit within the Austro-Hungarian Monarchy within creation of a public, general and compulsory system of public education. Based on the analysis of various statistical data, an attempt is made through selected indicators to establish basic theses about whether the initiated educational and school reforms were successful or unsuccessful in practice. An additional task of the paper is to provide more detailed indicators of the structure of education and schooling in the area of north-western Croatia by means of analysing statistical data. Although the emphasis is on public education, the paper presents basic data for other school and educational levels of secondary education as well, so that we can get the most complete picture of education as one of the most important areas in shaping a modern state. [ABSTRACT FROM AUTHOR]

The paper discusses the role of the government of the Kingdom of Croatia and Slavonia as a self-governing unit within the Austro-Hungarian Monarchy within creation of a public, general and compulsory system of public education. Based on the analysis of various statistical data, an attempt is made through selected indicators to establish basic theses about whether the initiated educational and school reforms were successful or unsuccessful in practice. An additional task of the paper is to provide more detailed indicators of the structure of education and schooling in the area of north-western Croatia by means of analysing statistical data. Although the emphasis is on public education, the paper presents basic data for other school and educational levels of secondary education as well, so that we can get the most complete picture of education as one of the most important areas in shaping a modern state. [ABSTRACT FROM AUTHOR]

The paper examines a learning method in teaching website building technologies to students in a learning environment where a role-playing game from the practice of a software company is simulated. The data collection and evaluation of the results was carried out through the qualitative methods of participant observation, interviewing, content analysis and survey card. The article analyzes the state of the researched problem by reviewing the normative base of web design training at school, the scientific and educational literature on the methods of learning through role play and teamwork. A staging of the implementation of an experiment for web design training is presented, describing the general framework for organizing the learning process, the stages of conducting the research, as well as the plot and scenario of conducting. The final results of the research were analyzed on the basis of a discussion with students and data from survey cards. The training, according to the experiment, is in the form of a simulation game and takes place in six academic hours of 40 minutes in three consecutive weeks, passing through four stages. The work of two teams of students with representative roles was studied: manager, web designer, graphic designer, stylist and web programmer. The final product of the role-playing game is the development of a website, and its final result for the learning process is knowledge and skills acquired during the formal training by the teacher and the informal training between the students during their team work. [ABSTRACT FROM AUTHOR]

This paper contributes to the growing body of research that demonstrates uneven impacts of the COVID‐19 pandemic on educational outcomes of students from different socioeconomic status (SES) backgrounds. We evaluate the early impacts of COVID‐19 on student attendance in secondary school and show how these impacts depend on students' SES. We employ a quasi‐experimental design, using difference‐in‐differences (DiD) estimation extended to incorporate third‐order differences over time between low‐SES and other students, and pre‐ versus during‐COVID‐19, leveraging robust administrative data extracted from the registers of the Tasmanian Department of Education. Using data from multiple cohorts of secondary school students in government schools in Tasmania (N = 14,135), we find that while the attendance rates were similar pre‐ and during‐COVID‐19 for high‐SES students, there was a significant drop in attendance rates during COVID‐19 among socioeconomically disadvantaged students, demonstrating the more pronounced impacts of COVID‐19 for these students. The findings demonstrate that even "relatively short" lockdowns, as those in Tasmania in 2020 (30–40 days of home learning), can significantly affect the learning experiences of students from socioeconomically disadvantaged backgrounds. We discuss the implications of this for future pandemic planning in educational policy and practice and how this needs to be addressed in Australia's COVID‐19 recovery. [ABSTRACT FROM AUTHOR]

Although composing has been a significant part of formal classroom music education in England for over 30 years, there still remains uncertainty about how to teach and assess composing in secondary schools. This research investigates the under-researched area of teaching and learning of composing in upper secondary schools in England whereby students (aged 14–18) may opt to study music for a national qualification. Taking a mixed methodology approach, data were collected through a survey of 182 music teachers, interviews with five prominent composer-educators, as well as research with five case study schools involving observations of teaching and interviews with teachers and students. This paper reports on three prominent beliefs about composers that seem to underpin teaching and assessment practices; firstly that composers have innate musical talents; secondly that composing is solely an individual process and finally that students must learn the 'rules' of composing before being creative. This article proposes that these perceptions do not reflect the diversity of composers' creative practices and may result in reinforcing stereotypes and myths about composers that have the potential to disadvantage certain students in the examination. [ABSTRACT FROM AUTHOR]

What happens when influential international organizations change their beliefs about policy? Do they effectively transfer their learning? This paper answers these questions through a comparative historical analysis of the influence of the World Bank on secondary education policy in Colombia. Although the World Bank radically changed its ideas about secondary education and actively disseminated them in Colombia by reshaping its lending priorities and technical assistance, domestic increasing returns of previous foreign recommendations prevented the adoption of new World Bank's lessons. This study shows that the influence of international organizations is substantially shaped by domestic politics. [ABSTRACT FROM AUTHOR]

This paper reports on concept images of 38 secondary school mathematics prospective teachers, regarding the evenness of numbers. Written assignments, individual interviews, and lesson transcripts uncover salient, erroneous concept images of even numbers as numbers that are two times "something" (i.e., 2i is an even number), or to reject the evenness of zero. The notion of concept image serves in the analysis of the findings, and the findings serve in offering two refinement notions: mis-in concept images that mistakenly grant non-examples the status of examples (e.g., 2i is an even number), and mis-out concept images that mistakenly regard examples as non-examples (e.g., zero is not an even number). We discuss possible benefits in distinguishing between these two refinement notions in mathematics education. [ABSTRACT FROM AUTHOR]

Modern Foreign Language (MFL) education has long been described as being 'in crisis' by virtue of a long decline in the numbers of students being entered for exams at age 16 and 18. Whilst this decline is generally attributed to policy, harsh grading and the rise of global English, this paper challenges this view by positioning the decline at the intersection of the feminising of the subject and an othering of the speakers of the languages taught. Using a loosely Foucauldian form of discourse analysis, academic literature, published reports on language needs and language teaching, and original qualitative data from two studies are drawn together. A feminising discourse around the subject of MFL is identified, juxtaposed with a masculinising discourse around education more generally, leading to the devaluing of the subject. Edward Said's orientalism is explored as a framework for the discussion of the media and public 'othering' of the speakers of the languages commonly taught and the 'fetishisation' of less commonly taught languages. It is argued that overcoming the decline in uptake of modern foreign languages will require reconceptualising of the problem at policy level and a change in the media and public discourses surrounding the subject. [ABSTRACT FROM AUTHOR]

In this paper, we describe an educational experience in the context of the Master's degree that is compulsory in Spain to become a secondary education mathematics teacher. Master's students from two universities in Madrid (Spain) attended lectures that addressed—emphasizing the concourse of a dynamic geometry software package—some historical, didactic and mathematical issues related to linkage mechanisms, such as those arising in the 18th and 19th centuries during the development of the steam engine. Afterwards, participants were asked to provide three different kinds of feedback: (i) working on an assigned group task, (ii) individually answering a questionnaire, and (iii) proposing some classroom activity, imagining it would be addressed to their prospective pupils. All three issues focused on the specific topic of the attended lectures. In the framework of Mason's reflective discourse analysis, the information supplied by the participants has been analyzed. The objective was to explore what they have learned from the experience and what their perception is of the potential interest in linkages as a methodological instrument for their future professional activity as teachers. This analysis is then the basis upon which to reflect on the opportunities (and problems) that this particular bar-joint linkages methodological approach could bring towards providing future mathematics teachers with attractive tools that would contribute to enhancing a STEAM-oriented education. Finally, the students' answers allow us to conclude that the experience was beneficial for these pre-service teachers, both in improving their knowledge on linkages history, mathematics, industrial, technological and artistic applications, and in enhancing the use in the classroom of this very suitable STEAM context. [ABSTRACT FROM AUTHOR]

This paper aims to explore the issue of rural education in context, through the eyes of community educational leaders in a program run by the National Council for Education Development (CONAFE), who provide teaching services in marginalized rural communities in the state of Guanajuato, Mexico. A qualitative methodology was employed, with a focus group formed for discussion with participants. The results are presented along two lines of analysis: initiation into teaching from a perspective of subjectivity and training, and experience of the program's principles as a pedagogical ideal that has not been fully appropriated. Some overarching guidelines for action are proposed that may help to improve the program as part of its goal to offer quality education to Mexico's rural and marginal urban population. [ABSTRACT FROM AUTHOR]

This paper offers a systematic review of quantitative and qualitative studies that examine school supervision and its effects on quality in education. The objective of this work is to take stock of the effects of supervision on basic-level (primary and lower secondary) schools and identify supervisory practices that help or hinder educational improvement, based on which a typology of supervisors was constructed according to their role and observed impact. The findings show that school supervision has the potential to achieve an impact in improving the quality of education, provided it is not associated with inspectional practices and a system of support is developed to make timely recommendations and provide pedagogical support in schools. [ABSTRACT FROM AUTHOR]

Socially shared regulation contributes to the success of collaborative learning. However, the assessment of socially shared regulation of learning (SSRL) faces several challenges in the effort to increase the understanding of collaborative learning and support outcomes due to the unobservability of the related cognitive and emotional processes. The recent development of trace‐based assessment has enabled innovative opportunities to overcome the problem. Despite the potential of a trace‐based approach to study SSRL, there remains a paucity of evidence on how trace‐based evidence could be captured and utilised to assess and promote SSRL. This study aims to investigate the assessment of electrodermal activities (EDA) data to understand and support SSRL in collaborative learning, hence enhancing learning outcomes. The data collection involves secondary school students (N = 94) working collaboratively in groups through five science lessons. A multimodal data set of EDA and video data were examined to assess the relationship among shared arousals and interactions for SSRL. The results of this study inform the patterns among students' physiological activities and their SSRL interactions to provide trace‐based evidence for an adaptive and maladaptive pattern of collaborative learning. Furthermore, our findings provide evidence about how trace‐based data could be utilised to predict learning outcomes in collaborative learning. Practitioner notesWhat is already known about this topic Socially shared regulation has been recognised as an essential aspect of collaborative learning success.It is challenging to make the processes of learning regulation 'visible' to better understand and support student learning, especially in dynamic collaborative settings.Multimodal learning analytics are showing promise for being a powerful tool to reveal new insights into the temporal and sequential aspects of regulation in collaborative learning.What this paper adds Utilising multimodal big data analytics to reveal the regulatory patterns of shared physiological arousal events (SPAEs) and regulatory activities in collaborative learning.Providing evidence of using multimodal data including physiological signals to indicate trigger events in socially shared regulation.Examining the differences of regulatory patterns between successful and less successful collaborative learning sessions.Demonstrating the potential use of artificial intelligence (AI) techniques to predict collaborative learning success by examining regulatory patterns.Implications for practice and/or policy Our findings offer insights into how students regulate their learning during collaborative learning, which can be used to design adaptive supports that can foster students' learning regulation.This study could encourage researchers and practitioners to consider the methodological development incorporating advanced techniques such as AI machine learning for capturing, processing and analysing multimodal data to examine and support learning regulation. [ABSTRACT FROM AUTHOR]

The flipped classroom (FC) is becoming an increasingly popular teaching method in mathematics education. However, few studies have rigorously evaluated its effectiveness, and less so in countries where students' level of mathematics achievement is low. In this study, we evaluated the impact of an FC intervention in Saudi Arabia, the country with the lowest level of maths achievement in the last iteration of the Trends International Mathematics and Science Study TIMSS. A total of 281 secondary school students received eight weeks of algebra training using either FC or traditional instruction, and were tested on algebra problems taken from past national standardised tests, as well as on a measure of self‐efficacy. Students who received the intervention showed higher self‐efficacy but no significant difference in maths achievement was observed. Students' and teachers' perceptions of the intervention were positive. Practitioner notes: What is already known about this topic The flipped classroom is an increasingly popular teaching method in mathematics education.There is evidence that the method is beneficial for students.However, there have been very few rigorous evaluation studies of flipped classrooms and most were conducted in the US, Taiwan and China.Whether the beneficial impact of flipped classrooms can be generalised to other countries, particularly countries with low proficiency in mathematics, remains unclear. What this paper adds We evaluated the impact of the flipped classroom in Saudi Arabia, a country with low proficiency in mathematics and limited technological resources.We used a rigorous design (with a control group) and educationally relevant outcome measures.We found that a flipped classroom can have a positive impact on students' self‐efficacy, and that the method was perceived positively by both teachers and students.Based on interview data, we also documented the perceptions and concerns of the participating teachers. Implications for practice and/or policy Flipped classrooms showed promising results in a context which differs markedly from previous evaluations, suggesting that the method can be beneficial in a range of contexts.This positive impact was observed despite the intervention being relatively short (six weeks) and implemented by teachers previously unfamiliar with the flipped classroom method. [ABSTRACT FROM AUTHOR]

Gamification is typically implemented digitally. However, digital gamification is not always possible because of limited resources and logistical problems. It is thus necessary to explore low‐threshold gamification methods that can be easily adopted in classrooms. One such method is non‐digital gamification using physical game design elements. Currently, the literature provides a limited understanding of the design and effects of non‐digital gamification. It is also unclear whether mixed gamification (ie, a combination of digital and non‐digital gamification) is better than purely non‐digital gamification. We explored these topics using an explanatory sequential mixed‐methods design to compare the effectiveness of non‐digital gamification in a face‐to‐face course and mixed gamification in a blended course in terms of student learning achievement, cognitive engagement and course satisfaction. Two secondary grade classes were randomly assigned to the mixed (N = 52) or non‐digital (N = 52) gamification conditions. Contrary to our expectations, the quantitative results showed that the two approaches improved the students' learning achievement to the same extent. Although the students in the non‐digital gamification condition reported significantly higher‐course satisfaction than those in the mixed condition, the improvement in student cognitive engagement was significantly greater in the mixed gamification condition than in the non‐digital condition. Through focus group interviews, we analysed the students' learning experiences and synthesised the factors that influenced student cognitive engagement and course satisfaction. Practitioner notesWhat is already known about this topic Gamification is increasingly being used to increase student engagement and enhance learning.Gamification studies have mostly focused on digital modes, which often require gamified digital platforms or applications.Non‐digital gamification can be an effective method to foster learning, but the design and evaluation of non‐digital gamification is at an early stage.What this paper adds We designed non‐digital and mixed (ie, a combination of digital and non‐digital) gamification programmes and compared their effects using an explanatory sequential mixed‐methods design.Both gamification approaches led to a similar improvement in learning achievement.While non‐digital gamification fostered students' course satisfaction, mixed gamification was more effective in improving students' cognitive engagement.Implications for practice and/or policy Non‐digital gamification can be an effective low‐threshold solution for instructors. It is worth further improving the non‐digital gamification approach in school settings as it is cost‐effective and can be transferred between classrooms.The benefits of mixed gamification should not be ignored because of its affordances that improve students' cognitive engagement. [ABSTRACT FROM AUTHOR]

School operates as a space/place where girls must navigate and negotiate different aspects of their identities further adding to the complexities of Black girlhood. The scantiness of sociological scholarship surrounding Black girls from the Dutch West Indies elucidates this article's importance. I conducted audio- and video-recorded interviews with nine Afro-Caribbean girls ages 14–17 years old. The interviews were interpreted using an Afro-Caribbean transnational feminist framework which specifically centres the lives of the girls. Findings reveal that Afro-Caribbean girls navigate school by negotiating their decisions about their hair, appearance, and dress to resist heteronormative ideas in Sint Maarten. This paper is a part of a larger project where I examined how Afro-Caribbean girls from the island of Sint Maarten conceptualise what it means to be a girl and to understand how they narrate, navigate, and negotiate their girlhood experiences. [ABSTRACT FROM AUTHOR]

Conceptualizations of language as translanguaging (Otheguy, García, and Reid 2015) help us to render wholeness out of languages and groups of speakers socially constructed as distinct. Yet in practice teachers are still compelled to identify students by dichotomous institutional labels for discrete proficiencies in named languages: identity labels that are inevitably hierarchical and connected to inequity. This paper examines how youth in a two-way DLBE program on the US-Mexico border conceptualized themselves and their peers quite differently – as non-dichotomous – and their bilingualism as more continuously emergent. Based on interviews in a multiyear ethnography, we argue that youths' conceptualizations of themselves as lingual (Flores 2013) people, rather than bilingual or monolingual, English learner or English proficient, are particularly important for serving our goals of equity in DLBE at the high school level. [ABSTRACT FROM AUTHOR]

Virtual chemistry laboratories (VCLs) are the alternative solutions of the physical laboratories, where students can virtually conduct their experiments with a lower cost, and in an efficient and safer way. Considering the importance of technology-enhanced learning and that of the experimental study, several VCLs have been proposed. However, the existing VCLs are static and only provide the simulation of pre-defined experiments, procedures, or safety procedures and cannot be adapted according to the students' level or new experimental tasks. In this paper, we proposed a dynamic virtual chemistry lab (DVCL) where instructors or experts are allowed to add a new chemical experiment by adding its apparatus, chemicals, glassware, and mechanism or add something new to its properties. We conducted a subjective study with field experts to investigate the effect of proposed DVCL in secondary school chemistry education. During evaluation, twenty-seven field experts were participated and evaluated the proposed DVCL with system usability scale (SUS)-questionnaire and by a simple questionnaire. The results showed that the proposed DVCL is very helpful for students' performance and mental modeling and also for effortlessly uplifting their knowledge for hands-on experiments. [ABSTRACT FROM AUTHOR]

The article explores the importance of considering "gender regimes" as strategic enclaves in the processes of mainstreaming comprehensive sex education policies in high school. The analysis is based on a diverse set of empirical data constructed in an ethnographic investigation carried out between 2017 and 2018 in a high school in Gran La Plata, Argentina. From the description of a gender regime called "virile" and within the framework of an institutional culture characterized as "normative", the paper reveals some limitations of a way of mainstreaming comprehensive sex education that here is called "curricular" and it offers some clues to consider in which ways an approach that considers the totality of institutional dynamics in their pedagogical dimension could enhance the scope of a policy aimed at combating gender inequalities. [ABSTRACT FROM AUTHOR]

This paper investigates motivation to learn and learning strategies in a sample of 353 Brazilian students in elementary and secondary education. Data were collected through the Motivation to learn scale and two Learning Strategies Assessment Scales, one for elementary school and another for high school. Learning goals and use of metacognitive strategies were predominant in the sample. Significant positive and negative correlations between the subscales were found. Two models emerged explaining 33% and 37% of the variance in the use of learning strategies that can be attributed to motivation to learn factors. The study underscores the importance of motivation to learn for engaging students in strategic behavior. [ABSTRACT FROM AUTHOR]