First Year Of Secondary Education Research Articles

Representations of the English as a Lingua Franca Framework: Identifying ELF-aware Activities in Portuguese and Turkish Coursebooks

The international role of English has made it the most taught foreign language in the world. As a result, standard native varieties have thrived as models within the field of English language teaching, particularly Standard British English and Standard American English, and alongside, the cultures associated with them. Although the majority of English language learners are part of Kachru’s Expanding Circle, teaching materials have continued to focus on native speaker models, neglecting many of the times other examples of successful communication among non-native speakers. Bearing this in mind, it is critical that teaching materials take on a more ELF-aware perspective, where intercultural communicative competence and intercultural awareness are fomented. In view of this, a comparative analysis was conducted between coursebooks in Portugal and Turkey. A locally published (LP) and an internationally published (IP) coursebook of the first year of secondary education from each country was analyzed. The aim of this analysis was twofold: to identify the similarities and differences between (1) Portuguese and Turkish EFL coursebooks and (2) LP and IP coursebooks in Portugal and Turkey, as far as an ELF-aware approach is concerned. After comparing the coursebooks and verifying that much can still be done for a more ELF-aware pedagogy, various implications are put forth for the sake of a more critical approach towards materials development.

“Escole” : Programa de intervención para la atención en el déficit de la comprensión lectora

The deficit of reading comprehension is a problem that is evident in students from primary level and even up to higher level. The ESCOLE project proposes various strategies to improve the levels of reading comprehension (literal, inferential, and reflective) based on the recreation and dramatization of short Peruvian stories: Paco Yunque and El Nino de Along the Sky.This program develops an integrated intervention in coordination with all educational agents. Its purpose is to carry out activities that allow students to enhance reading skills that include all the levels required for comprehension. That is to say, it is intended to develop their capabilities in a comprehensive way so that they become competent in all academic areas.ESCOLE is aimed at students in the first year of secondary education; however, it can be applied to any human group, as it is versatile, entertaining and does not require sophisticated materials for its execution.

Visión de sí y de otros en adolescentes a partir de la elaboración de memes basados en la lectura de 'Alicia en el país de las maravillas'

The present study shows the perception that a group of teenagers between 12 and 13 years old have of themselves and of others. They live in the urban area of Mexico City and are in their first year of secondary education in a private middle-class school. The study has been carried out through 85 memes made after the reading of Alice in Wonderland. This is a quantitative research that shows who are the figures of authority and what are the fears that adolescents have today. It also shows the amount of words that young people need to convey a complete idea through a meme, and their concerns for the social problems they see or have been involved in. All this is discovered through a character or scene selected by the students after reading a universal literature classic assigned in Spanish class. This study seeks to show how it is possible to unite the so-called high culture with technoculture in the classroom to reflect cultural information about adolescents. This study is presented as a proposal for innovation, applicable to other educational levels and to other classic literature texts, where the main characteristic is the development of empathy for others.

Gender Differences in Sport Spectatorship and (Fe)male Adolescents’ Gender Identity, Experienced Pressure for Gender Conformity and Gender Role Attitudes

We study (fe)male adolescents’ interest in watching sports as a spectator using logistic multilevel analyses based on a representative sample of 5837 Flemish (Belgian) pupils in the first year of secondary education. To uncover the mechanisms behind the ‘gendering’ of passive sports consumption, this study evaluates how the gender gap (characterized by higher male involvement) relates to the gender identity, experienced pressures for gender-conforming behavior and gender role attitudes of the students. Results indicate that the gender gap in interest is to a large extent related to the studied mechanisms. The findings have implications for research on the feminization of sports fandom and call for further analysis of the processes behind the gender gap in consumption of different sports with masculine or feminine connotations and of on-site and TV spectatorship.

Patterns of cybervictimization and emotion regulation in adolescents and adults.

Research on cyberbullying has boomed in the past two decades. Findings from studies among adolescents suggest that they can be classified into distinct groups based on their cyberbullying experience, and that cyberbullying seems to be related to poor emotion regulation. So far, only a few studies have examined cyberbullying among adult workers and it is unclear whether cyberbullying develops similarly in that population. Therefore, in this study cyberbullying victimization was assessed in adolescents and adult workers simultaneously to address three aims: (1) to explore which groups can be distinguished based on their cyberbullying experience; (2) to analyze the associations of group membership with the way people regulate their emotions; and (3) to examine whether the results are comparable in adolescents and adults. Latent class analysis was used to analyze data from 1,426 employees and 1,715 adolescents in the first year of secondary education (12-13 years old). In each population, three profiles differing in their patterns of cybervictimization were identified: no cybervictimization (80%), work-related cybervictimization (18%), and pervasive cybervictimization (3%) for adults, and no cybervictimization (68%), similar-to-offline cybervictimization (27%), and pervasive cybervictimization (4%) for adolescents. Furthermore, these profiles differed in their use of emotion regulation strategies, with pervasive cyber-victims suppressing their emotions significantly more than other groups. Future research is needed to clarify the role of emotion regulation in cyberbullying as an antecedent or consequence of victimization.

The relationship between class attitudes towards peers with a disability and peer acceptance, friendships and peer interactions of students with a disability in regular secondary schools

Students with a disability in inclusive classes often face problems with peer acceptance, friendships and peer interactions. In this paper, the relationship between these difficulties in social participation and the attitudes that typically developing adolescents hold towards peers with a disability at the level of the class was explored. A cross-sectional study was performed involving 1866 typically developing peers, 86 children with autism spectrum disorder (ASD) and 61 children with sensory and/or motor limitations (FYS) in their first year of secondary education. Results showed that students with ASD as well as students with FYS were less accepted by peers, had fewer reciprocal friendships and were less engaged in peer interactions than their typically developing peers. The attitudes of typically developing adolescents towards their peers with a disability at the level of the class were neutral. The relationship between class attitudes and peer acceptance, friendships and peer interactions of students with ASD and FYS was moderated by type of disability. For adolescents with FYS, a significant positive relationship was found; for adolescents with ASD, no significant relationship was detected.

¿Aplican los Alumnos las Estrategias de Aprendizaje que Afirman Aplicar? Control de la Comprensión en Textos Expositivos

En este trabajo se evaluan las estrategias declaradas en el autoinforme y el control de la comprension lectora (metacomprension) en una prueba con textos cientificos breves manipulados en 118 alumnos de educacion secundaria en Madrid. El objetivo de esta investigacion es verificar el grado de correlacion entre lo declarado por cada alumno y el desempeno real ejecutado en la prueba. Los resultados evidencian una asociacion significativa, aunque baja. De las once subescalas valoradas segun lo que los alumnos declaran, solo tres, control emocional, recuperacion y organizacion de la informacion, resultan significativas en el modelo explicativo construido mediante regresion logistica, no estando presente las estrategias metacognitivas. Se propone el uso conjunto de instrumentos de autoinforme y del desempeno de tareas para valorar el uso real de las estrategias de aprendizaje.

Social disadvantage, subjective well-being and coping strategies in childhood: The case of northeastern Brazil

The study presented here focuses on northeastern Brazil and aims to analyse the relationship among children's situation of social disadvantage -as reported by children-, subjective well-being and coping. The sample analysed comprises 864 pre-adolescents in the final year of primary and first year of secondary education (age range 10–15) attending 27 randomly-selected state-run and private schools in the province of Ceará. The administered questionnaire contains: (a) items related to situations of multidimensional social disadvantage combined within an index, (b) three psychometric scales of subjective well-being, and (c) a measure of coping strategies and styles (cognitive-behavioural distraction, acting out and active strategies). Results indicate that the social disadvantage index predicts subjective well-being as measured by any of the three indicators used here; however, the perception of social disadvantage reported by children using different indicators seems to increase with age. Children reporting situations of greater social disadvantage according to this index exhibit significantly lower subjective well-being scores; children using the distraction coping strategy tend to display higher scores and children using the acting out coping strategy tend to display lower scores on the subjective well-being indicators. Surprisingly, girls in this sample report using acting out coping estrategies more frequently than boys.

Bibliotherapeutic book club intervention to promote reading skills and social–emotional competencies in low SES community‐based high schools: A randomised controlled trial

Reading skills and social–emotional competencies are two important skills for both academic achievement and long‐term quality of life. The present study evaluated the effects of a school‐based intervention to promote reading skills and social–emotional competencies in young adolescents from urban, low socioeconomic status (SES) communities in their first year of secondary education. A small group intervention was conducted, using book clubs in which students read and discussed literature with the objective to enhance reading attitude, reading comprehension and social–emotional competencies. Participants were randomly allocated to either the book club intervention condition (n = 50) or a business‐as‐usual control condition (n = 40). Results revealed that the intervention group accrued significant greater gains than the control group in (recreational) reading attitude, reading comprehension and social emotional competences.HighlightsWhat is already known about this topic The transition from primary to secondary education is accompanied by a sharp decline in reading attitude and a rise in demands on young adolescents' social–emotional competencies. Qualitative research suggests book clubs can be an educational tool to enhance both reading behaviour and social–emotional skills. What this paper adds A bibliotherapeutic book club intervention can be an effective tool to improve reading attitudes, reading comprehension and to strengthen social–emotional competencies in young adolescents from low SES areas. Implications for theory, policy or practice This study supports the inclusion of bibliotherapeutic book clubs in the secondary education curriculum as a mean to address both reading behaviour and social–emotional competencies, two skills that are important for adolescents' academic success.

A longitudinal study of learning conceptions on the transition between primary and secondary education

Research shows that learning conceptions are susceptible to change during possible critical transitions in students’ school careers: such as the transition from primary to secondary education and the transition from secondary to higher education. This study aims to determine whether students’ learning conceptions developed during the four years of transition between primary and secondary education. The study consists of four measure moments in a longitudinal multilevel design and is based on a sample of 102 students. The results show that changes are present in students’ learning conceptions during the last years of primary education and the first years of secondary education. Where change occurs, it is primarily a negative trend: avoidance orientation increases significantly when development orientation decreases. Boys develop a more negative conception towards school and learning than do girls. Deep processing activities, which focus on metacognitive skills, decrease from as early as one year before students leave primary education, when they are 11 years old, and continue to decrease until the end of the second school year of secondary education, when they are 14 years old.

Socializing Agents for Sport and Physical Activities in Teenage Students: Comparative Studies in Samples From Costa Rica, Mexico, and Spain.

The aim of this study is to analyze a set of socializing agents for sport and physical activities and to establish their relationship with leisure time sport and physical activities behaviors and practice patterns in samples of teenage students with different sociocultural backgrounds. The sample included 2168 students in their first year of secondary education, 423 of them being from Costa Rica, 408 from Mexico, and 1337 from Spain (1052 male students, 1037 female students, and 79 students who did not specify gender) aged 11-16 years old (M = 12.49; SD = .81). A validated questionnaire with questions about leisure time sport and physical activities and socializing agents was used. Descriptive, inferential, and multinomial logistic regression analyses were carried out with SPSS 17.0 to compare all three countries. Costa Rica had the most active students, best friends' inactivity, and unsupportive parents being the agents predicting inactivity and a low level of sport and physical activities. Mexico has a high dropout rate and inactive students exceed active ones; no agent predicts inactivity or sport and physical activities pattern. Spain has the highest level of sport and physical activities practice, and parents, siblings, and friends are predicting agents of inactivity together with unsupportive parents and friends.

Ouderbetrokkenheid van ouders met een kind in het eerste jaar vmbo

Abstract Parental involvement in the first year of secondary education. Parent beliefs on their roles, expectations, efficacy, wishes and behavior at the start and at the end of the school year When schools want to strengthen parental involvement it is important to know more about the aspects influencing this. The current study explores whether the views, efficacy, wishes and expectations from parents can affect parental involvement. Understanding the decision of parents whether or not to become involved in the learning of their child and school is essential for schools in developing and improving their policies with regard to parental involvement. The ultimate goal is to strengthen educational success in students. The current study measured the parental role construction, efficacy, time and energy, the perception of invitations, and parental involvement at the beginning of the first year in secondary school (N = 201) and in the end of that school year (N = 52). The questionnaire was largely based on the empirically tested model by Hoover-Dempsey (2005). It is expected that whether or not parents decide to play an active role in the education of their child (both at home and at school) is related to the perceived role of parents, and the extent to which they score high on efficacy. Available time and energy is seen as a mediating variable. Items from the scales used by Hoover-Dempsey were translated into Dutch and were found to be reliable and usable to measure the constructs in the Dutch context. Perceived role and the degree to which parents consider themselves competent were positively related to parental involvement. Parents who were more likely to help their child with education were more involved in school, an important predictor of school success. The extent to which parents thought it was important to cooperate with the school was also positively related to parental involvement. The intermediating role of available time and energy of parents, as suggested in the model of Hoover-Dempsey, was not found in the current study.

Aggressive and Prosocial Peer Norms: Change, Stability, and Associations With Adolescent Aggressive and Prosocial Behavior Development

This longitudinal study examined the extent to which the development of prosocial and aggressive peer norms was related to individual prosocial and aggressive behavior development across the first year of secondary education (three waves, n = 1,134 adolescents from 51 classes, Mage = 12.66). A distinction was made between descriptive norms (the aggregated average peer-perceived behavior within the classroom) and status norms (the within-classroom correlation between peer-perceived popularity and behavior). Results indicated that descriptive norms represented a stable, static peer ecology, whereas status norms were somewhat more dynamic and changed across the school year. The development of descriptive and status norms was associated with initial levels of individual prosocial and aggressive behavior, whereas the development of status norms was also associated with the development of prosocial behavior.

English

In this paper we present the process of constructing a test for assessing student performance in geometry corresponding to the first year of Secondary Education. The main goal was to detect student errors in the understanding of geometry in order to develop a proposal according to the Van Hiele teaching model, explained in this paper. Our research methodology took into account reliability using Cronbach's alpha coefficient, as well as the construct validity, with the extraction of 13 factors that accounted for a high percentage of variance. This result leads us to conclude that the instrument constructed has the appropriate technical and pedagogical features to be considered an original and significant contribution to the field of geometry teaching. The final version of the test constructed after the extraction of factors is shown in the Appendix. Key words: Assessment, geometric concepts, mathematics curriculum, research, Van Hiele Model.

The effects of CLIL on mathematical content learning: A longitudinal study

Previous research has shown that content and language integrated learning (CLIL), an educational approach that offers content courses through more than one educational language, increases metalinguistic awareness. This improved insight into language structures is supposed to extend beyond the linguistic domain. In the present study, the question whether pupils who learn in a CLIL environment outperform their traditionally schooled peers in mathematics is investigated. In total, 107 pupils entered the study. All participants were in the first year of secondary education at a school in Ostend, in Flanders, the Dutch-speaking part of Belgium. Thirty-five pupils followed CLIL education in a foreign language (French) and 72 followed traditional education that was given in the native language (Dutch). All participants were tested using a mathematical test at the beginning of the year, after three months, and after ten months. The first measurement of the mathematical scores showed that the two groups did not differ. In accordance with our hypothesis, the CLIL group scored higher than the non-CLIL group after ten months. Surprisingly, an effect was also found after three months. To conclude, CLIL appears to have a positive impact on the mathematical performance of pupils even after a short period of time.

A research-informed dialogic-teaching approach to early secondary school mathematics and science: the pedagogical design and field trial of the epiSTEMe intervention

The Effecting Principled Improvement in STEM Education [epiSTEMe] project undertook pedagogical research aimed at improving pupil engagement and learning in early secondary school physical science and mathematics. Using principles identified as effective in the research literature and drawing on a range of existing pedagogical resources, the project designed and trialled a classroom intervention, with associated professional development, in a form intended to be suited to implementation at scale. The most distinctive feature of the epiSTEMe pedagogical approach is its inclusion of a component of dialogic teaching. Aimed at the first year of secondary education in English schools (covering ages 11–12), the epiSTEMe intervention consists of a short introductory module designed to prepare classes for this dialogic teaching component, and topic modules which employ the epiSTEMe pedagogical approach to cover two curricular topics in each of science and mathematics. A field trial was conducted over the 2010/2011 school year in 25 volunteer schools, randomly assigned to intervention and control groups. Within the intervention group, observation of lessons indicated that the level of dialogic teaching was higher for one of the topic modules than others. Evaluation focused on the effectiveness of the topic modules, each trialled in more than 10 classes containing a total of over 300 pupils, and compared with a group of similar composition. Overall, at this first implementation, learning gains under the epiSTEMe intervention were no greater, although for individual topic modules the effects ranged from small negative to small positive. No difference was found between intervention and control groups either in the opinion of pupils about their classroom experience or in changes in their attitude towards subjects.

Estilos relacionales parentales: estudio con adolescentes y sus padres

Perceptions of parenting styles by parents and their 12-year-old preadolescents are studied One hundred seven parents and their adolescents enrolled in the first year of secondary education in one of four Catholic schools in Montevideo completed Affection, Rules and Requirements questionnaires. There were significant differences in parent perception in the critical / rejection and inductive factor subscale, depending on the gender of the adolescent. Preadolescent perceptions exhibit significant differences in indulgent and affection scales for father, and in affection, indulgent and inductive scales for mothers. Parents with a primary school education level appear significantly more inductive than those who were are university graduates.

Accurate, inaccurate, or biased teacher expectations: Do Dutch teachers differ in their expectations at the end of primary education?

In several tracked educational systems, realizing optimal placements in classes in the first year of secondary education depends on the accuracy of teacher expectations. The aim of this study was to investigate between-teacher differences in their expectations regarding the academic aptitude of their students. The sample consisted of 500 teachers (classes) who provided their expectations of 7,550 students in the final grade of Dutch primary education. We analysed the extent to which teachers differed in their expectations and in what contexts their expectations were biased, using multilevel random slope models. Multilevel analysis showed teacher expectation bias to be related to gender and socio-ethnic background of students. The differences among teachers in expectations for Turkish, Moroccan, and other foreign students with low-educated parents were larger than the average teacher expectation bias for these groups in the sample. When student characteristics were controlled for, we found that the teachers in our sample had higher expectations for students in high-performing classes or classes with only a small proportion of students from low-SES families. Teacher expectation bias for demographic groups, however, was found to be independent of the class population. The results indicate the importance of the teacher and the necessity of using multilevel models when investigating the complex nature of between-teacher differences in expectations of student performance.

Eficacia de dos programas de prevención del consumo de alcohol en función del tipo de aplicador

Currently, it is still unclear how to translate effectively programs validated in research for use in real-world contexts. Among the efforts being made to identify strategies which optimize the application of these programs in everyday practice are tests of the differential effectiveness of the programs depending on the application agent. Method: this study analyses the effects of two programs on alcohol use and its variables as a function of provider type. Two hundred students from the first year of secondary education were distributed among five experimental conditions: four treatment conditions, in which the two programs were applied by teachers at the school or external psychologists, and a control condition. Results: the results suggest that, for both programs, teachers obtain better outcomes in alcohol use and concern about addiction. Conclusions: teachers are the ideal application agents in terms of efficiency, and we discuss the implications for research and preventive practice.

What motivates early adolescents for school? A longitudinal analysis of associations between observed teaching and motivation

For many early adolescent students, motivation for school declines after their transition to secondary education. Increasingly, the decisive importance of teachers in shaping early adolescents' motivation is stressed; thus far, however, both longitudinal and observational studies on this topic have been scarce. The present study investigated how early adolescents' interactions with their maths teachers were associated with the development of their motivation for maths. In line with self-determination theory, videotaped teacher–student interactions were coded in terms of their being supportive or thwarting of the three fundamental human needs for autonomy, competence, and relatedness, i.e. in terms of their providing autonomy support, structure, and involvement. To assess need-supportive teaching, at four measurement time-points equally spread over the first year of secondary education, video analysis was conducted of, in total, 137 complete maths lessons in 20 maths classes (40% female teachers). To assess developments in motivation at each of the four measurement time-points, questionnaires were distributed to the 489 students (aged 12–13; 49.9% girls) in the 20 maths classes. Multilevel analysis did not indicate associations of autonomy-supportive teaching with any of the four motivational constructs incorporated in the study (autonomous motivation, controlled motivation, amotivation, and performance avoidance). For structure, associations in expected directions were found with autonomous motivation (positive) and amotivation (negative), but not with the other two motivational constructs. For teacher involvement, associations in the expected direction were found with all four motivational constructs. The findings are discussed in terms of their implications for research and educational practice.