1,477 results on '"Enseignement secondaire"'
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2. Les conseils de continuum: vers un collectif situé au service de l'orientation.
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VALENTE, GABRIELA, LABBÉ, SABRINA, CIOBANU-GOUT, VARVARA, MARENGO, NAÏMA, VIDALLER, VANESSA, and CASSAGNES, MARIE
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COUNSELING in higher education , *INFORMATION sharing , *HIGHER education , *SECONDARY education , *FORUMS - Abstract
The continuum councils established within the framework of the ACORDA project serve as departmental forums dedicated to discussions and local initiatives. The project was initially conceptualized with the goal of uniting the various stakeholders in the guidance process. It's aim was to foster collaboration and provide support, ultimately facilitating a more successful transition for students into higher education. This article delves into the role of continuum councils, drawing insights from data gathered during two council sessions within the same department. The findings underscore that these councils serve as a valuable platform for cultivating collective engagement among diverse participants, facilitating the exchange of experiential knowledge, and fostering a shared understanding of guidance principles. [ABSTRACT FROM AUTHOR]
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- 2024
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3. As representações de civilidade nas páginas do jornal estudantil "Folha Juvenil" (Cuiabá-MT-BR).
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de Sá, Elizabeth Figueiredo, de Castro, Thalita Vargas, and Ferreira, António Gomes
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YOUNG adults ,HIGH school students ,COLLECTIVE representation ,STUDENT unions ,THEATER students - Abstract
Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2024
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4. Typologie des difficultés langagières en classe de secondaire au Burkina Faso : contribution pour une remédiation à l’aide d’outils technologiques d’autorégulation.
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TOUGRI, Hamado
- Subjects
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SECONDARY education , *HIGH schools , *TEACHING , *SELF regulation , *COMMUNICATION - Abstract
In Burkina Faso, the teaching/learning of oral expression exists in official French secondary school programs. Oral expression is not always taught in secondary school classes in certain establishments as evidenced by the blank pages of teaching notebooks concerning its teaching-learning (G. A. Kaboré, 2018). However, language difficulties of various natures exist among learners at this level of education. However, the observation is that the practices of teachers in teaching-learning and the evaluation of oral expression, based most of the time on oral presentations appear little effective and do not seem to evolve in step with the learning needs of students. The qualitative research methodology is used to carry out this work, that is to say the one which carries out an a posteriori analysis of the empirical data collected in the field (M. Larini and C. Barthès, 2018). Also, the study uses data from observation of oral expression lessons in three secondary school classes as part of the thesis work of H. Tougri (2022) to produce a typology of the language difficulties encountered by students. On the basis of this typology and having regard to the essential importance of ICT in education, the present contribution propose a variation of learning situations through rational use technological self-regulation tools in order to improve students' oral communicative skills. [ABSTRACT FROM AUTHOR]
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- 2024
5. LA CONCEPCIÓN DE LA DISCIPLINA GEOGRÁFICA DESDE EL ALUMNADO PREUNIVERSITARIO EN ANDALUCÍA ¿SERÁN LAS NUEVAS DIRECTRICES EDUCATIVAS UN CAMBIO EN LA ENSEÑANZA DE LA GEOGRAFÍA?
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Sillero Medina, José Antonio and Menjíbar Romero, Mario
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SECONDARY education ,COMPULSORY education ,HUMAN geography ,COLLEGE students ,EDUCATIONAL surveys - Abstract
Copyright of Didáctica Geográfica is the property of Grupo de Didactica de la Geografia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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- 2024
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6. Factors associated with teacher job satisfaction: An investigation using TALIS 2018 Data.
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Diagne, Djily
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JOB satisfaction of teachers ,TEACHER-student relationships ,TEACHERS' salaries ,TEACHERS' workload ,CAREER development - Abstract
Copyright of Swiss Journal of Educational Research / Schweizerische Zeitschrift für Bildungswissenschaften is the property of University Library of Bern and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
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7. Une CAP en littératie : récit d’une expérience prometteuse.
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Giguère, Marie-Hélène, Lussier, Carole, Godmaire, Chantal, and Posso, Sabine
- Abstract
Copyright of Revue Hybride de l'Éducation (RHÉ) is the property of Universite du Quebec a Chicoutimi, Departement des sciences de l'Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
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8. Faire collaborer des élèves dans une situation d’enseignement comodal au secondaire : vers des compétences interactionnelles reconfigurées ?
- Author
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FENOGLIO, Prisca and CADET, Lucile
- Abstract
Copyright of STICEF is the property of Sciences et Techniques de l'Information et de la Communication pour l'Education et la Formation and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
9. Bien-être scolaire et relations sociales des collégien·ne·s au temps de la COVID-19.
- Author
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Mercier, Cendrine, Florin, Agnès, Zanna, Omar, and Constans, Stéphanie
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SECONDARY education ,SECONDARY schools ,DISTANCE education ,WELL-being ,TEENAGERS - Abstract
Copyright of Journal of the Canadian Association for Curriculum Studies is the property of Journal of the Canadian Association for Curriculum Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
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10. Doesn't the north wind move the windmills? Epistemic racism: mathematics is white, male, and European.
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Antonio da Silva, Marcio
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MATHEMATICS education , *HISTORY of mathematics , *RACISM , *MATHEMATICIANS , *MATHEMATICAL logic , *MATHEMATICS textbooks , *RACE , *TEACHING , *ELECTRONIC textbooks , *ETHNICITY - Abstract
This paper addresses the intersectionality theme in mathematics education to clarify the existing epistemic racism. Through the presentation of excerpts from Brazilian high school mathematics textbooks, more specifically the pages that deal with the history of mathematics, we argued that, in these analyzed textbooks, mathematics is European, male and white, because the narrative constructed by the creators of these books reproduces the Eurocentric logic of mathematical knowledge, erasing other histories of mathematics and creating a very specific narrative about the construction of human knowledge. The analyses were intersectional as a fundamental concept, as multiple aspects, such as gender, ethnicity, race, and nationality, were taken into consideration. The discourse analysis was the analytical tool that made it possible to look at the math textbooks and describe how the materialization of discourses about teaching and learning occurs, producing a history of mathematics teaching in our time; of what is idealized and what is invisibilized. The 24 volumes of the eight collections approved in PNLD 2018 were analyzed. Using the Atlas TI software, six characteristics were investigated: (i) the content addressed; (ii) the continent of origin of that character; (iii) whether it was a quote in text form or whether, in addition to the text (character's name), there was also a figure or photo; (iv) gender; (v) race; (vi) name. We found 554 references to scientists and mathematicians, showing that, in the analyzed books, mathematics is constructed by white and European-origin men. [ABSTRACT FROM AUTHOR]
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- 2023
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11. LA PARTICIPACIÓN EN EL ENTORNO LOCAL A TRAVÉS DEL APRENDIZAJE-SERVICIO EN LA ADOLESCENCIA: EJERCICIO Y CONSTRUCCIÓN DE CIUDADANÍA.
- Author
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BÄR KWAST, BRENDA, ESCOFET ROIG, ANNA, and PAYÁ SÁNCHEZ, MONTSERRAT
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SERVICE learning ,VALUES (Ethics) ,COMPULSORY education ,TEENAGERS ,DIGITAL technology ,ADOLESCENCE - Abstract
Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
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12. International Students in Ontario Secondary Schools: Demystifying the Stereotype.
- Author
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Schecter, Sandra R. and Merecoulias, Maria
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SECONDARY school students ,FOREIGN students ,SECOND language acquisition ,SOCIAL adjustment ,WORLD citizenship ,SCHOOL failure ,LONELINESS - Abstract
Copyright of Comparative & International Education is the property of Canadian & International Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
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13. GENDER AND SECONDARY EDUCATION: TEACHER EXPERIENCES AND STRATEGIES.
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Helena Santos, Maria, Manuel Marques, António, and Delgado, Catarina
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TEACHER educators ,SECONDARY education ,TEACHER education ,GENDER ,WOMEN teachers - Abstract
Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
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14. ENSEÑAR A ENSEÑAR GEOGRAFÍA A DOCENTES EN TIEMPOS DEL COVID. UNA INVESTIGACIÓN EVALUATIVA.
- Author
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de la Fuente, María del Mar Felices and López Martínez, Manuel José
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TEACHER training ,SCHOOL environment ,SEMI-structured interviews ,QUALITATIVE research ,CONTENT analysis - Abstract
Copyright of Didáctica Geográfica is the property of Grupo de Didactica de la Geografia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
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15. Lectura literaria y canon en Educación Secundaria desde el paradigma del pensamiento del profesorado. Estado de la cuestión.
- Author
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López Rodríguez, Rosa María
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SECONDARY education ,TEACHERS ,READING - Abstract
Copyright of Didáctica. Lengua y Literatura is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
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16. Tipologías textuales, géneros discursivos y procesos cognitivos en tareas de escritura de Lengua Castellana y Literatura (4° de ESO): ¿cómo integran los libros de texto el currículo oficial?
- Author
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González Berrio, Sara and Marcos Miguel, Nausica
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SECONDARY education ,TEXTBOOKS - Abstract
Copyright of Didáctica. Lengua y Literatura is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
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17. Alternance codique langues nationales-français-espagnol : une forme de décolonisation linguistique dans l’enseignement secondaire en Côte d’Ivoire
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Kouakou Patrice BEHIBRO
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alternance codique ,décolonisation linguistique ,langues nationales ,espagnol ,français ,enseignement secondaire ,Language and Literature - Abstract
La politique linguistique des décideurs du système scolaire ivoirien a légitimé le français en tant que langue officielle, l’anglais comme langue vivante 1, l’allemand et l’espagnol, langue vivante 2. Par contre, les langues nationales ont été laissées pour compte. Cette situation de colonisation linguistique nécessite une décolonisation linguistique à l’instar de plusieurs pays africains tels que le Sénégal. Pour y arriver, nous avons proposé l’alternance codique langue nationale-français-espagnol dans l’enseignement secondaire. Pour ce faire, nous avons mené une enquête auprès des acteurs clés pour vérifier s’ils épouseraient cette vision de décolonisation linguistique. A cet effet, l’analyse quantitative a montré que 4/6 soit 66,66% des enseignants sont favorables à ce projet. Aussi certains élèves restent-ils pessimistes quant à sa faisabilité. Quant à l’analyse qualitative, elle a donné les raisons de ce refus. Alors, une sensibilisation et la formation des enseignants s’avèrent nécessaires pour parvenir à la décolonisation linguistique. Cela dit, notre objectif est de montrer que l’intégration des langues nationales dans l’enseignement de l’espagnol contribue à revaloriser l’identité culturelle et linguistique des ivoiriens.
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- 2022
- Full Text
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18. Buts d'accomplissement et stress en évaluation sommative: étude chez les adolescent·es du secondaire
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Alexandre Mabilon
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stress ,enseignement secondaire ,adolescent-es ,buts d'accomplissement ,évaluation sommative ,Education (General) ,L7-991 - Abstract
La prise en compte de l’impact émotionnel des évaluations sommatives sur le vécu scolaire des adolescent∙es amène à s’interroger sur la considération pour la note et ses conséquences. Dans cette idée, cette recherche tente d’appréhender le lien des buts d’accomplissement propres aux adolescent·es ainsi qu’à leurs relations (scolaires et familiales), avec le stress scolaire ressenti par ces adolescent·es, notamment au cours des évaluations sommatives. Les données récoltées prennent appui sur des mesures auto-rapportées à l’aide d’un questionnaire auprès de 163 élèves de 11ème année. Les résultats mettent dans un premier temps en lumière la part du stress scolaire expliquée par les buts d’accomplissement, et établissent dans un second temps la contribution de ces mêmes buts au stress en période d’évaluation sommative. Les analyses démontrent que la différenciation du stress scolaire et du stress lié aux évaluations notées est légitimée par les contributions hétéroclites des buts d’accomplissement selon le contexte. L’article souligne finalement la nécessité de s’intéresser à la considération des élèves pour la note ainsi que pour ses enjeux inhérents tant sur le plan personnel que relationnel et social. Il encourage l’idée d’une transition vers des évaluations soutenantes aux apprentissages – accompagnées d’une communication limpide des objectifs ainsi que des résultats – avec pour finalité une réduction des conséquences émotionnelles. En outre, il donne l’opportunité de prendre en considération les perceptions qu’ont les adolescent∙es des buts d’accomplissement adoptés par leurs pairs, leurs enseignant∙es, leurs parents.
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- 2022
- Full Text
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19. Les types de microconcertations et les gestes professionnels d'ajustement en contexte de co-enseignement intensif au Québec.
- Abstract
Dans le cadre d'une recherche portant sur des dispositifs de co-enseignement intensif en enseignement secondaire, des observations réalisées en classe ont permis d'identifier 164 microconcertations entre co-enseignants, c'est-à-dire des moments où les deux enseignants se rencontrent en classe, au cours de l'action, pour échanger sur différents sujets. Utilisant la notion d'ajustement (Bucheton, 2009) pour analyser l'adaptation de l'enseignant à sa classe à partir du modèle des gestes professionnels en situation de coenseignement (Saillot et Malmaison, 2018), l'objectif de cet article est d'identifier, de catégoriser et d'analyser les différents types de microconcertations ayant cours durant les périodes de co-enseignement. Cet article présente une typologie de dix types de microconcertations : rétroaction ; planification ; coordination ; régulation ; modification ; validation ; correction ; vérification ; évaluation et enfin, la discussion. [ABSTRACT FROM AUTHOR]
- Published
- 2022
20. COMPETENCIAS DOCENTES EN EL USO DE SIMULACIONES VIRTUALES STEM: DISEÑO Y VALIDACIÓN DE UN INSTRUMENTO DE MEDIDA (CDUSV).
- Author
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GÓMEZ, ROSA, PALACIOS, ALICIA, MORENO-MEDIAVILLA, DANIEL, and BARRERAS, ÁLVARO
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TEST validity ,SECONDARY education ,TEACHER training ,SIMULATION methods in education ,TEACHER educators - Abstract
Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
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21. Low academic achievement as a predictor of test anxiety in secondary school students.
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Veríssimo, Lurdes, Dias, Pedro, Santos, Diana, and Carneiro, Alexandra
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ACADEMIC achievement , *SECONDARY school students , *TEST anxiety , *SOCIODEMOGRAPHIC factors , *PSYCHOSOCIAL factors - Abstract
The present study had two objectives: 1) to examine the differences between students with different levels of academic achievement (low, average and high) in Anxiety/Depression and Test Anxiety; and 2) to test the predictive effect of academic achievement on test anxiety. Data were collected in two moments. In time 1, the sample was comprised of 305 students. The students were aged between 15 to 18 years, attending secondary school. The assessment protocol consisted of a Socio-demographic Data Sheet, the Youth Self-Report and the Cognitive Test Anxiety Scale. Students with low academic achievement presented higher test anxiety than students with average and high academic achievement. Low academic achievement on time 1 predicted higher levels of test anxiety on time 2 when186 participants remained in the study. Results suggest the importance of early psychological intervention with students with low academic achievement, and the relevance of promoting the development of skills that enable students to manage their test anxiety. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
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22. Description du processus d’élaboration d’une grille d’évaluation spécifique à une situation d’apprentissage et d’évaluation en contexte de modification des contenus d’apprentissage auprès d’élèves du secondaire présentant un trouble du spectre de l’autisme.
- Author
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Lamarche, Marie-Aimée and Durand, Micheline-Joanne
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AUTISM spectrum disorders ,CHILDREN with autism spectrum disorders ,SCHOOL environment ,RESEARCH methodology ,SECONDARY schools ,RESEARCH & development ,REFLECTIVE learning - Abstract
Copyright of Mesure et Évaluation en Éducation is the property of ADMEE-Canada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
- Full Text
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23. "We Just Try to Work With the Needs in Front of Us": How Teachers in Secondary Schools Enact Ontario's International Education Strategy.
- Author
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Bell, Nancy and Trilokekar, Roopa Desai
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HIGH school teachers ,SECONDARY school teachers ,FOREIGN students ,TEACHERS - Abstract
Copyright of Comparative & International Education is the property of Canadian & International Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
- Full Text
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24. Analyse de l’influence d’un dispositif de développement professionnel en écriture sur le rapport à l’écriture de personnes enseignantes de français au secondaire québécois
- Author
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Sirard, Anick and Sirard, Anick
- Abstract
Afin de mieux comprendre l’influence qu’un dispositif de développement professionnel en écriture offert dans un centre de services scolaire québécois peut avoir sur le rapport à l’écriture des personnes enseignantes de français au secondaire, nous avons réalisé une démarche de recherche suivant un devis séquentiel mixte. Trois objectifs spécifiques de recherche étaient poursuivis : 1) décrire les effets perçus de la participation à un dispositif de développement professionnel en écriture sur le rapport à l’écriture des personnes enseignantes de français au secondaire y ayant pris part, 2) identifier des contenus et des modalités susceptibles d’influencer le rapport à l’écriture et 3) analyser comment surviennent ces effets perçus. Un questionnaire a d’abord été rempli par les personnes volontaires (n = 14) issues de la population cible accessible (n = 27). La nature de la participation des personnes répondantes correspond soit à une journée d’introduction ou à une participation prolongée dans un groupe de codéveloppement. Ensuite, des entretiens semi-dirigés ont été menés auprès de six personnes enseignantes appartenant au second sous-échantillon (groupe de codéveloppement). Des tests non paramétriques réalisés à partir des données récoltées nous indiquent qu’une participation prolongée à un dispositif de développement professionnel en écriture influencerait davantage les dimensions conceptuelle, praxéologique et axiologique du rapport à l’écriture qu’une participation ponctuelle d’une journée. Toutefois, la variation des effets perçus déclarés s’avère dépendre d’autres variables que la nature de la participation puisque la part du discours de chacune des personnes enseignantes interviewées associée aux effets perçus sur chacune des dimensions du rapport à l’écriture semble idiosyncratique. Les dimensions conceptuelle et praxéologique sont celles sur lesquelles de plus grands effets sont perçus. Si un alignement semble s’être développé entre les conceptions ajustées
- Published
- 2024
25. Eficacia percibida en el desarrollo de las tutorías en educación secundaria
- Author
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León Carrascosa, Víctor, Fernández Díaz, María Josefa, León Carrascosa, Víctor, and Fernández Díaz, María Josefa
- Abstract
Referencias bibliográficas: • Alegre, O. M., Guzmán, R. y Arvelo, C. N. (2017). La tutoría y la inclusión en la formación del profesorado de educación primaria. Educatio Siglo XXI, 35(2), 43-64. • Álvarez González, M. (2010). La orientación y la tutoría en la transición educación secundaria universidad. En M. Álvarez González y R. Bisquerra (coords.), Manual de orientación y tutoría (CD-ROM). Barcelona: Wolters Kluwer Educación. • Álvarez Justel, J. (2017). La tutoría en Secundaria. Educatio siglo XXI, 35(2), 65-90. • Arias Aparicio, F. y Gentile, A. (2011). Calidad y reforma de la ESO en España. Madrid: Fundación Alternativas. • Arnaiz, P., De Haro, R. y Guirao, J. M. (2015). La evaluación en educación primaria como punto de partida para el desarrollo de planes de mejora inclusivos en la Región de Murcia. Revista Electrónica Interuniversitaria de Formación del Profesorado, 18(1), 103-122. • Bereziartua, J., Intxausti, N. y Odriozola, A. (2017). Acción tutorial en la transición del alumnado de las escuelas del medio rural a la educación secundaria. Tendencias Pedagógicas, 29, 189-190. • Bisquerra, R. (2012). Orientación, tutoría y educación emocional. Madrid: Síntesis. • Broc, M. A. (2011). Voluntad para estudiar, regulación del esfuerzo, gestión eficaz del tiempo y rendimiento académico en alumnos universitarios. Revista de Investigación Educativa, 29(1), 171-185. • Cano Ortiz, M., Mayoral, P., Liesa, E. y Castelló, M. (2013). Valoración de las funciones del profesor de orientación educativa en Cataluña. Revista Española de Orientación y Psicopedagogía, 24(3), 80-97. • Carvalho, M. y Taveira, M. D. C. (2014). El papel del profesorado en la toma de decisiones académico y profesionales del alumnado. Revista Española de Orientación y Psicopedagogía, 25(3), 20-35. • Castellano, E. A. y Pantoja, A. (2015). Las Tecnologías de la Información y la Comunicación (TIC) como recurso en la Acción Tutorial de Primaria. Revista Científica Electrónica de Educación y Comunicación e, INTRODUCCIÓN. El desarrollo de las tutorías es importante en el ámbito formativo y académico del alumnado. La tutoría debe atender las características y necesidades individuales de los estudiantes en los aspectos cognitivos, académicos, personales, familiares y profesionales que mejoren los procesos de formación. Para ello, el estudio pretende valorar la eficacia del desarrollo de las tutorías en Educación Secundaria Obligatoria y Postobligatoria y realizar un estudio diferencial en función de las distintas variables sociodemográficas seleccionadas (sexo, curso y tipo de centro). MÉTODO. Se ha aplicado un cuestionario a 4.254 estudiantes de la Comunidad Autónoma de Madrid. Dentro de las tutorías se analizan las funciones del tutor con el alumnado, las funciones del tutor con la familia, el desarrollo y la evaluación de las tutorías. RESULTADOS. Se evidencia una valoración de nivel medio sobre la eficacia del desarrollo de las tutorías, siendo los ítems centrados en las funciones del tutor con el alumnado (3,39) mejor valorados y los ítems que hacen referencia al desarrollo de las tutorías (2,92) los que obtienen medias más bajas. Asimismo, los estudiantes de los primeros cursos de la educación secundaria valoran con un nivel más alto la eficacia de las tutorías. DISCUSIÓN. Los resultados obtenidos sugieren que los aspectos que mayor grado de atención requieren en el desarrollo de las tutorías en los centros educativos son: la participación de la comunidad educativa (profesorado, alumnado y familias), el desarrollo de actividades académicas y profesionales, así como aquellas centradas en su desarrollo social y personal. Igualmente, la necesidad de plantear procesos de evaluación que mejoren la planificación y desarrollo de las tutorías y las programaciones de aula en los centros educativos., INTRODUCTION. Tutorials development is important in the formative and academic students environment. Tutoring should address the individual characteristics and needs of students in cognitive, academic, personal, family and professional aspects that improve learning processes. To this end, the study aims to assess the effectiveness of the development of tutorials in Compulsory Secondary and Post-compulsory Secondary Education and to carry out a differential study according to the different socio-demographic variables selected (sex, course and type of center). METHODS. A questionnaire has been applied to 4.254 students in the Autonomous Community of Madrid. In tutorials, the Functions of the Tutor with the Students, the Functions of the Tutor with the Family and the Development and the Evaluation of the tutorials are analyzed. RESULTS. There is evidence of an average assessment of the effectiveness of tutorials development, with the items focused on the Functions of the Tutor with the Student body (3.39) being given the highest rating and the items referring to the Development of the tutorials (2.92) being those that obtain the lowest averages. Likewise, students in the first years of Secondary Education value with a higher level the effectiveness of the tutorials. DISCUSSION. The results obtained suggest that the aspects that require the greatest degree of attention in the development of tutoring in Secondary Education High Schools are: the participation of the educational community (teachers, students and families), the development of academic and professional activities, as well as those centered on their social and personal development. Likewise, the need to propose evaluation processes that improve the planning and development of tutorials and classroom programming in schools., INTRODUCTION. Le développement des tutorats est important dans le domaine formatif et académique des étudiants. Les tutorats devraient cibler les caractéristiques et besoins individuels des étudiants dans les domaines cognitif, académique, personnel, familial et professionnel qui améliorent les processus de formation éducative. À cette fin, cette étude cherche à évaluer l’efficacité du développement des tutorats au niveau de l'Enseignement Secondaire Obligatoire et Post-obligatoire ainsi qu’à réaliser une analyse spécifique en prenant en compte les différentes variables sociodémographiques choisies (sexe, niveau éducatif et type d’établissement). MÉTHODE. Un questionnaire a été réalisé á 4.254 étudiants de la Communauté Autonome de Madrid. Dans les tutorats ont été analysées les Fonctions du Tuteur avec les Étudiants, les Fonctions du Tuteur avec la Famille, le Développement et l’Évaluation des tutorats. RÉSULTATS. L’analyse expose une évaluation de niveau moyen au sujet de l’efficacité du développement des tutorats, étant les questions au sujet de Fonctions du Tuteur avec les Étudiants (3,39) les mieux évaluées, tandis que les questions sur le Développement des Tutorats (2,92) ont été les questions ayant obtenu le résultat moyen le plus bas. Aussi, les étudiants des premiers niveaux du Secondaire ont valorisé l’efficacité des tutorats avec un niveau plus haut. DISCUSSION. Les résultats obtenus ont permis d’identifier comme sujet d’attention les plus urgents autour du développement des tutorats dans les établissements éducatifs: la participation de membres de la communauté éducative (enseignants, élèves et familles), le développement des activités académiques et professionnelles, et les activités qui ont pour fin le développement social et personnel. Également, il existe un besoin d’établir des processus d’évaluation qui améliorent la planification et le développement des tutorats et les programmes des établissements éducatifs, Depto. de Estudios Educativos, Fac. de Educación, TRUE, pub
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- 2024
26. Une activité d’apprentissage au musée pour consolider l’apprentissage de cinq concepts communs de la société, la maîtrise de la compétence « Interpréter une réalité sociale » et l’acquisition des opérations intellectuelles pour le cours d’Histoire du Québec et du Canada de la quatrième secondaire
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Marchand, David and Marchand, David
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- 2024
27. Evidence Based Teaching in Secondary Schools
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Samuel Stones, Professor Jonathan Glazzard, Samuel Stones, and Professor Jonathan Glazzard
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- High school teaching, Effective teaching, Enseignement secondaire, Enseignement efficace, secondary education
- Abstract
A comprehensive guide to support, challenge and develop understanding of evidence-based teaching. Trainee teachers need to understand what is meant by ′evidence based teaching′ and how this influences and shapes teaching in classrooms today. This book explores what we mean by ′evidence′ in education and how education researchers trial and evaluate teaching methods. It introduces key contemporary strategies used in schools and links back to the research and literature to help trainees connect theory to practice. Supports new teachers to have the confidence to critically evaluate new teaching strategies and to understand how to discern what works for them in their classroom.
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- 2022
28. Diseño de un cuestionario para la Evaluación de las competencias de los Docentes de Educación Secundaria (SEVADES). Aplicación a los centros de Educación Secundaria de Santander.
- Author
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MANUEL DIAZ-SARACHAGA, JOSÉ
- Subjects
- *
SECONDARY school teachers , *HIGH school teachers , *LITERATURE reviews , *TEACHER attitudes , *SECONDARY education , *SECONDARY schools - Abstract
Whether the identification of attitudes and behaviors good teachers should have is a daunting task, the assessment of these aspects, which is normally undertaken by students or agencies exterior to schools, is even more so. This study devised a new rating system to appraise the competences of secondary school teachers (SEVADES) through an in-depth literature review and questionnaires collected from 22 secondary education institutions in Santander (Spain). The application of the new tool aimed to self-evaluate 88 teachers from private and state schools, who obtained an average score of 8.341 points (Very good). For state secondary schools, scarce differences between the assessment of managers and teachers were reported. Regarding private institutions, managers slightly outperformed lecturers' scores. Whilst Leadership was the most appreciated attitude, Vocation was assigned the lowest rates. [ABSTRACT FROM AUTHOR]
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- 2022
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29. FILAS, VAIAS, ASSUADAS E DESACATO: A INDISCIPLINA DISCENTE NO ENSINO SECUNDÁRIO ALAGOANO (1856- 1886).
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dos Santos, Ivanildo Gomes and Ananias, Mauricéia
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SOCIAL movements ,SECONDARY education ,POWER (Social sciences) ,NINETEENTH century ,YOUTH culture - Abstract
Copyright of Revista História da Educação is the property of Historia da Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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- 2022
- Full Text
- View/download PDF
30. Power, Privilege And Sex Education In Irish Schools, 1922-67: An Overview.
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O'Donoghue, Tom and Harford, Judith
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SEX education ,HISTORY of education ,CATHOLIC education ,CATHOLIC schools ,SECONDARY schools - Abstract
Copyright of Encounters in Theory & History of Education / Rencontres en Theorie et Histoire de l'Educacion is the property of Queen's University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
- Full Text
- View/download PDF
31. Compreender-se mutuamente leggendo et hablando des langues différentes este posibil? Certo! Les parcours pour le développement de compétences transversales et pour l'orientation (PCTO) et l'intercompréhension.
- Author
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Di Vito, Sonia
- Subjects
SECONDARY school students ,SECONDARY schools ,ACTION research ,TRANSVERSAL lines ,SECONDARY education - Abstract
Copyright of Synergies Italie is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
32. Propuesta didáctica de sintaxis para futuros maestros de primaria.
- Author
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Davis González, Ana
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PRIMARY school teachers ,PRIMARY education ,SPANISH language ,SYNTAX (Grammar) ,UNIVERSITY research - Abstract
Copyright of Didáctica. Lengua y Literatura is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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- 2022
- Full Text
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33. Quelles conceptions de l'ironie dans les manuels scolaires en collège et lycée?
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Charles, Florence and Godart-Wendling, Béatrice
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ORAL interpretation ,IRONY ,TEXTBOOKS ,SECONDARY education ,CONTINUITY ,MASTERY learning ,ELECTRONIC textbooks - Abstract
Copyright of Carnets: Revue Electronique d'Etudes Françaises / Revista Electrónica de Estudos Franceses is the property of Associacao Portuguesa de Estudos Franceses (APEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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- 2022
- Full Text
- View/download PDF
34. Olhar sociológico sobre o mundo: debates nas escolas secundárias. Reflexões e práticas no Norte e Centro do País.
- Author
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ALVES, ÂNGELA, LACERDA, BEATRIZ, COSTA, CÁTIA, PARENTE, CRISTINA, and AZEVEDO, NATÁLIA
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NONFORMAL education ,PEER teaching ,PRIMARY audience ,HIGH schools ,MENTORING ,COLLEGE students - Abstract
Copyright of Configurações is the property of Centro de Investigacao em Ciencias Sociais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
- Full Text
- View/download PDF
35. Description of the process of developing a rubric specific to a learning and evaluation situation in the context of modifying learning content for secondary school students with autism spectrum disorder
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Marie-Aimée Lamarche and Micheline-Joanne Durand
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adapted assessment ,autism spectrum disorder ,development research ,middle school ,rubrics ,aménagement à l’évaluation ,enseignement secondaire ,grille descriptive analytique ,recherche-développement ,trouble du spectre de l’autisme ,ensino secundário ,investigação-desenvolvimento ,organização da avaliação ,rubrica analítica ,transtorno do espectro do autismo ,Education - Abstract
The development of rubrics is a complex task that requires a good knowledge of the object of evaluation and the learning level of the students for whom it is intended. From the several types of rubrics used in school environments, the analytic rubrics and developmental rubrics prove to be especially appropriate choices to guide the judgment of the evaluators. By following the research and development methodology, the designers engaged in a reflective process which, after many round trips in the formulation of criteria, scale and descriptors, led to the development, validation and implementation testing of three prototypes of analytic rubrics. The results make it possible to identify the elements to be considered in the construction of this tool for pupils with autism spectrum disorder (ASD) in the first cycle of secondary school who present a great diversity of cognitive profiles.
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- 2022
- Full Text
- View/download PDF
36. Description du processus d’élaboration d’une grille d’évaluation spécifique à une situation d’apprentissage et d’évaluation en contexte de modification des contenus d’apprentissage auprès d’élèves du secondaire présentant un trouble du spectre de l’autisme
- Author
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Marie-Aimée Lamarche and Micheline-Joanne Durand
- Subjects
aménagement à l’évaluation ,enseignement secondaire ,grille descriptive analytique ,recherche-développement ,trouble du spectre de l’autisme ,adapted assessment ,autism spectrum disorder ,development research ,middle school ,rubrics ,ensino secundário ,investigação-desenvolvimento ,organização da avaliação ,rubrica analítica ,transtorno do espectro do autismo ,Education - Abstract
L’élaboration d’une grille d’évaluation est une tâche complexe qui exige une bonne connaissance de l’objet d’évaluation et du niveau d’apprentissage des apprenants pour lesquels elle est destinée. Parmi les différents types de grilles d’évaluation qui sont utilisées en milieu scolaire, la grille descriptive critériée ainsi que la grille descriptive analytique s’avèrent des choix particulièrement appropriés pour guider le jugement des évaluateurs. En suivant la méthodologie de la recherche-développement, les concepteurs se sont engagés dans un processus réflexif qui, après de nombreux aller-retour dans la formulation des critères, des échelons et des descripteurs, a mené à l’élaboration, à la validation et à la mise à l’essai de trois versions d’une grille descriptive analytique. Les résultats permettent d’identifier les éléments à considérer dans la construction de cet outil pour des élèves du premier cycle du secondaire présentant un trouble du spectre de l’autisme (TSA) et une grande diversité de profils cognitifs.
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- 2022
- Full Text
- View/download PDF
37. LIDERAZGOS MEDIOS E INSTITUCIONAL PEDAGÓGICO EN EDUCACIÓN SECUNDARIA: UN ESTUDIO DE CASOS.
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MAUREIRA, ÓSCAR, GUIÑEZ, CARLA, and LIZAMA, CAMILA
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- 2021
- Full Text
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38. Desafios na educação matemática do ensino secundário em São Tomé e Príncipe: uma visão integradora.
- Author
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Borralho, António, Latas, Joana, and Barbosa, Elsa
- Subjects
PATH analysis (Statistics) ,TEACHERS ,SECONDARY schools ,STUDENTS ,MATHEMATICS ,DISCOURSE analysis - Abstract
Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
- Full Text
- View/download PDF
39. Aprender desde la perspectiva de las ecologías: una experiencia en Secundaria a través del teatro y de Tiktok.
- Author
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BLANCO MARTÍNEZ, ALFREDO and GONZÁLEZ SANMAMED, MERCEDES
- Subjects
- *
SECONDARY school teachers , *SOCIAL networks , *HIGH school teachers , *CLASSROOMS , *VIRTUAL reality , *SPANISH language - Abstract
This paper aims to analyse a didactic and innovative experience and to reflect on its implications within the frame of learning ecologies. We will be describing how a Spanish Language and Literature Secondary school teacher transforms and enriches his educational practices while fostering new learning formats outside the physical classroom. In this case, the use of theatre makes sense as a potentially pedagogical tool together with the social network TikTok, the latter becoming a virtual environment offering new educational opportunities. A qualitative methodology based on observation and document analysis was used for this purpose, allowing us to gain a deep understanding of the object of study, its educational reality and its implications from the perspective of learning ecologies. Results show the value of long-life learning experiences, both for the teacher and for the participants, together with the impact on their identities. There is an evident need to use ICT resources such as TikTok in the classroom. These resources may encourage learning experiences, consistent with the sociocultural needs of the individuals, fostering curriculum enrichment, and stimulating a comprehensive and expanded idea of education in all levels. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
40. EXPERIENCIAS INICIALES DEL DESARROLLO Y SU RELACIÓN CON LOS PROCESOS DE APRENDIZAJE EN LA ADOLESCENCIA.
- Author
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REINALDO MARTÍNEZ-FERNÁNDEZ, J., CIRASO-CALÍ, ANNA, DE LA BARRERA, MARÍA LAURA, GARCÍA-RAVIDÁ, LAURA B., and QUESADA-PALLARÈS, CARLA
- Published
- 2021
- Full Text
- View/download PDF
41. Dix ans d’approche du français en Espagne par des enseignants en formation : la recherche-action
- Author
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Gemma Sanz Espinar
- Subjects
acquisition du français langue étrangère ,recherche-action ,formation de formateurs ,didactique du français langue étrangère ,enseignement secondaire ,Language and Literature ,Romanic languages ,PC1-5498 - Abstract
Dix ans de mémoires de master (TFM en espagnol) sur la didactique du Français langue étrangère (FLE) dans une perspective très particulière, celle des enseignants en formation dans le cadre d’une recherche-action, format de recherche qui est prôné dans les objectifs du TFM au master universitaire en formation des enseignants du secondaire en Espagne. Dans un premier lieu, nous allons présenter l’ensemble des mémoires de master soutenus à l’Universidad Autónoma de Madrid pendant cette décennie. Dans un deuxième lieu, il nous intéresse de mettre en lumière des résultats issus d’un certain nombre de ces recherches à propos des premiers stades de l’acquisition du français langue étrangère chez des adolescents hispanophones.
- Published
- 2018
42. Quelle est la compétence émotionnelle d’étudiants qui s’initient à la pratique de l’enseignement au secondaire ?
- Author
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De Grandpré, Martine and Messier, Geneviève
- Subjects
Social Sciences and Humanities ,compétence émotionnelle ,Sciences Humaines et Sociales ,General Medicine ,enseignement secondaire ,stage ,formation initiale - Abstract
La formation initiale en enseignement au Québec accorde peu de place au développement de la compétence émotionnelle alors que de plus en plus de chercheurs soutiennent qu’elle est nécessaire pour enseigner (Lafortune, 2005 ; Lafranchise, 2010). Dans l’éventualité de proposer une formation plus adaptée aux besoins des futurs enseignants au secondaire, nous avons mené une recherche qualitative pour décrire leur compétence émotionnelle lorsqu’ils s’initient à la pratique. Les résultats indiquent que ces derniers vivent de nombreuses émotions négatives, qu’ils sont peu ou pas outillés pour les gérer, et peu ou pas conscients de l’impact de celles-ci sur leur tâche., Although an increasing number of researchers argue that teachers require emotional competence to perform their jobs, in Quebec, initial teacher training attaches little importance to its development. With the goal of providing training that is better adapted to the needs of future high school teachers of French and of the sciences, we asked 15 future teachers following their final stage, when they took charge of a classroom for the first time, to describe their emotional competence. Results indicate that, as they began their practice, they experienced many negative emotions for which they were poorly or not at all equipped to deal with. Future teachers were also mildly aware, or unaware, of the impact of these emotions on their practice.
- Published
- 2023
43. Educación sexual con enfoque de género en el currículo de la educación obligatoria en España: avances y situación actual.
- Author
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CALVO GONZÁLEZ, SORAYA
- Subjects
- *
SEX education , *COMPULSORY education , *EDUCATIONAL law & legislation , *INTERPERSONAL relations , *SECONDARY education - Abstract
The curricular transformations and the legislative changes occurred in the Spanish context do not seem to have addressed the demands that key organizations such as OMS or UNESCO have made about sex education. In the specific context of Spanish Secondary Compulsory Education, the present article taps into the past and present of concepts such as the body, emotions, interpersonal relationships and issues linked to equality and gender. To this end, we conducted a review of the educational legislation from the LGE of 1970 to the current LOMCE with a view to tapping into the most important implications of these legislative frameworks. This article also aims to picture the reality of the academic framework of sexology and sex education looked at as areas of knowledge, highlighting the most significant trends. Finally, we map out the current situation of sexual education as a theoretical body in secondary education. We also highlight the keys which might encourage the incorporation of sex education in the educational curriculum and in the initial and continuous training programs for education professionals. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
44. Les déterminants du décrochage dans l'enseignement secondaire : une revue de littérature.
- Author
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Vinciguerra, A., Nanty, I., Guillaumin, C., Rusch, E., Cornu, L., and Courtois, R.
- Abstract
Les déterminants individuels du décrochage ont fait l'objet d'importants développements dans la littérature récente. Notre objectif est de faire le point sur les connaissances scientifiques disponibles en ce domaine. L'article présent est une revue de littérature réalisée à partir de PsycInfo et basée sur un total de 50 articles publiés entre 2010 et 2017. Les performances scolaires et les conduites à risque précoces restent les meilleurs déterminants du décrochage. Anxiété, dépression et troubles externalisés peuvent jouer un rôle direct ou indirect dans la prédiction du décrochage. Le manque de soutien psycho-affectif favorise fortement l'intention de décrocher. Les biais méthodologiques nuancent l'importance du genre, des résultats scolaires, et du redoublement. Le développement des connaissances sur les relations entre différents déterminants, les profils d'élèves à risque et les temporalités à risque doivent permettre de mieux comprendre les trajectoires de décrochage et les processus à l'œuvre au sein de différents contextes scolaires. Dropping out of school is a research topic with various dimensions: non-graduation, school leaving, absenteeism, school failure and school refusal. It involves processes determined by various factors – individual, social, familial and institutional. Individual determinants have specifically been studied in the recent literature. They involve demographic and academic indicators, behaviors, attitudes and mental health of the student, as well as specific types of school refusal. The aim of our study is to update knowledge in this specific field, and highlight underlying problems and methodological issues raised in the literature. Dropping out of school is defined as leaving school without a qualification. It involves a process of specific disengagement, which is non-reducible to the negative counterpart of school commitment. The present article is a review of literature from PsycInfo on the individual determinants of dropping out of school. It is based on 50 articles published between 2010 and 2017, related to the following topics: school dropouts, school leavers, school refusal, and academic failure. Five exclusion criteria were used: studies with single factor analysis, literature review, sample excluding secondary education, sample of less than n = 100, non-general, non-mixed, or composed of a sociodemographic minority. School performance and early risk behaviors (substance use disorders, sexuality) remain the best determinants of dropping out throughout the duration of schooling. Psychopathological factors, anxiety, depression and externalized disorders can play a direct or indirect role in the prediction of dropping out. Lack of psycho-emotional support strongly supports the intention to drop out. Motivation has an unequal predictive value, depending on the type of construct or theoretical model used. Inappropriate beliefs, low self-esteem, pessimism, creativity appear as indirect determinants of dropping out. School burnout, understood as emotional, physical and mental exhaustion due to education, directly causes a break between the student and the school. Methodological bias can modify the significance of determinants such as gender, academic achievement and retention. Greater knowledge about the relationships between determinants, the profiles of at-risk students and temporalities should help clarify students' trajectories and the processes at work in different school contexts. Recommendations to educational staff are put forward regarding the detection of individual indicators of dropping out. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
45. SCHOOL CULTURE PRESCRIBED IN EXPERIMENTAL SECONDARY SCHOOL CLASSES IN PORTO ALEGRE (1959).
- Author
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dos Santos de Mello, Juliana Topanotti and Dallabrida, Norberto
- Abstract
Copyright of Revista História da Educação is the property of Historia da Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
- Full Text
- View/download PDF
46. Necesidades y habilidades de uso del diccionario en la Enseñanza Secundaria.
- Author
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Rico-Martín, Ana M. and González-Ortega, Mercedes
- Subjects
COMPULSORY education ,SECONDARY education ,QUESTIONNAIRES ,TEACHERS - Abstract
Copyright of Didáctica. Lengua y Literatura is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
- Full Text
- View/download PDF
47. TEST DE POTENCIAL EMPRENDEDOR: ADAPTACIÓN AL ESPAÑOL (ATE-S).
- Author
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BERNAL-GUERRERO, ANTONIO, CÁRDENAS-GUTIÉRREZ, ANTONIO R., and ATHAYDE, Y. ROSEMARY
- Published
- 2021
- Full Text
- View/download PDF
48. Power, Privilege And Sex Education in Irish Schools, 1922-67: An Overview
- Author
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Tom O'Donoghue and Judith Harford
- Subjects
piety ,History ,Social Sciences and Humanities ,éducation sexuelle ,Irlanda ,privilege ,educación secundaria ,Irlande ,piedad ,educación sexual ,enseignement secondaire ,Education ,secondary schooling ,piété ,Sciences Humaines et Sociales ,sex education ,privilège ,privilegio ,Ireland - Abstract
An overview of the thinking that led us to write our most recent book, Piety and Privilege. Catholic Secondary Schooling in Ireland and the Theocratic State, 1922-67, constitutes the substance of this paper. Our central argument is that during the period 1922-1967, the Church, unhindered by the State, promoted within secondary schools, practices aimed at “the salvation of souls” and at the reproduction of a loyal middle class and clerics. The State supported that arrangement with the Church also acting on its behalf in aiming to produce a literate and numerate citizenry, in pursuing nation building, and in ensuring the preparation of an adequate number of secondary school graduates to address the needs of the public service and the professions. This situation proved attractive to successive governments, partly because the great majority of the nation’s politicians and public servants were themselves loyal middle-class Catholics. In addition, the teaching religious played a crucial role in the State’s project of harnessing schools as part of its Gaelic nation-building project. This paper considers what we deem to be three distinctive aspects of our work. First, we detail how it is a contribution not just to the history of education in Ireland but also to the broader field of the history of Catholic Church and State relations in education in the English-speaking world for the period examined. Secondly, we deliberate on the research approach we adopted in generating our exposition. Thirdly, we outline our consideration of three aspects of the process of education in Catholic schools that have been neglected in many accounts to date, namely, the manner in which privilege, piety, and sex education were approached., Cet article offre un aperçu de la réflexion qui nous a conduit à écrire notre dernier livre, Piety and Privilege. Catholic Secondary Schooling in Ireland and the Theocratic State, 1922–67. Notre argument central est que durant la période 1922–67, l’Église, sans entrave de l’État, a promu au sein des lycées des pratiques visant le « salut des âmes » et à la reproduction d’une bourgeoisie et de clercs fidèles. L’État a soutenu cet arrangement avec l’Église agissant également en son nom en visant à former une population alphabétisée et sachant compter, en poursuivant la construction de la nation et en assurant la préparation d’un nombre de diplômés du secondaire suffisant pour répondre aux besoins de la fonction publique et les métiers. Cette situation s’est avérée attrayante pour les gouvernements successifs, en partie parce que la grande majorité des politiciens et des fonctionnaires du pays étaient eux-mêmes de fidèles catholiques de classe moyenne. En outre, l’enseignant religieux a joué un rôle décisif dans le projet de l’État, à savoir l’intégration des écoles dans le cadre de la construction de la nation gaélique. Cet article étudie ce que nous jugeons être trois aspects distinctifs de notre travail. Premièrement, nous détaillons comment il s’agit d’une contribution non seulement à l’histoire de l’éducation en Irlande, mais aussi au domaine plus large de l’histoire des relations entre l’Église catholique et l’État vis-à-vis l’éducation dans le monde anglophone durant la période en question. Deuxièmement, nous délibérons sur la démarche de recherche que nous avons adoptée pour développer notre travail. Troisièmement, nous élaborons sur trois aspects du processus d’éducation dans les écoles catholiques qui ont été négligés à date dans de nombreux comptes rendus, à savoir la manière dont le privilège, la piété et l’éducation sexuelle ont été abordés., El contenido de este artículo constituye visión general de las ideas que nos llevaron a escribir nuestro libro más reciente, Piety and Privilege. Catholic Secondary Schooling in Ireland and the Theocratic State, 1922-67. Nuestro argumento central es que durante el período 1922-1967, la Iglesia, sin trabas del Estado, promovió en las escuelas secundarias prácticas dirigidas a “la salvación de las almas” y a la reproducción de una clase media y clérigos leales. El Estado apoyó ese acuerdo con la Iglesia con el objetivo de producir una ciudadanía alfabetizada y aritmética, buscando la construcción de la nación y asegurando la preparación de un número adecuado de graduados de la escuela secundaria para abordar las necesidades del servicio público y Las profesiones. Esta situación resultó atractiva para los sucesivos gobiernos, en parte porque la gran mayoría de los políticos y servidores públicos de la nación eran fieles católicos de clase media. Además, la enseñanza religiosa desempeñó un papel crucial en el proyecto del Estado al aprovechar las escuelas como parte de su proyecto de construcción de la nación gaélica. Es posible destacar tres aspectos distintivos de nuestro trabajo. Primero, detallamos cómo fueno solo a la historia de la educación en Irlanda, sino también al campo más amplio de la historia de la Iglesia Católica y las relaciones del Estado en la educación en el mundo de habla inglesa en el período examinado. En segundo lugar, deliberamos sobre el enfoque de investigación que adoptamos al generar nuestra exposición. En tercer lugar, esbozamos nuestra consideración de tres aspectos del proceso de educación en las escuelas católicas que han sido descuidados en muchos relatos hasta la fecha, a saber, la manera en que se abordaron el privilegio, la piedad y la educación sexual.
- Published
- 2022
49. APRENDIZAJE COOPERATIVO, AUTOIMAGEN Y PERCEPCIÓN DEL AMBIENTE DE APRENDIZAJE EN EDUCACIÓN SECUNDARIA.
- Author
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SANTOS-REGO, MIGUEL A., LORENZO MOLEDO, MAR, GODÁS OTERO, AGUSTÍN, and SOTELINO LOSADA, ALEXANDRE
- Published
- 2020
- Full Text
- View/download PDF
50. L'enseignement de l'histoire en France a-t-il fait l'objet d'un «épistémicide»? Retour critique sur quelques présupposès de la pensée décoloniale.
- Author
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De Cocke, Laurence
- Subjects
CONSTITUTIONAL history ,CRITICAL thinking ,VOCATIONAL education ,FRENCH history ,NINETEENTH century - Abstract
Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2020
- Full Text
- View/download PDF
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