Grade Of Secondary School Research Articles

Curriculum leadership of cross-curricular teaching in lower secondary school – the Finnish principal as a mediator

ABSTRACT The study contributes to the nascent field of principals’ curriculum leadership of cross-curricular teaching. While principals’ curriculum leadership is often mentioned as a precondition when implementing cross-curricular teaching, it is a role rarely explored. This qualitative study examined Finnish Lower Secondary School (grades 7–9) principals’ experiences implementing cross-curricular teaching. Finnish principals are granted significant professional autonomy and trust from the curriculum and society. However, the latest national curriculum reform (2014) mandates them to implement cross-curricular teaching, providing only general guidelines and no extra funding or resources. Interviews with six principals were analysed hermeneutically to understand how they mediated within and between internal (e.g. faculty) and external (e.g. curriculum) demands. Non-affirmative education theory informed the analysis exploring curriculum leadership’s multi-level, interpersonal and mediating aspects. The implications are that principals’ curriculum leadership means complex mediation between affirmation and non-affirmation while considering epistemic practices (e.g. work agreements, teaching practices) and values (e.g. teacher autonomy). Collaboration on several educational levels (faculty, municipality) may support principals’ curriculum leadership when organizing new pedagogical practices, interpreting the curriculum, and evaluating student learning.

Survei Analisis Kebutuhan Pengembangan Lembar Kerja Peserta Didik Berbasis Socio Scientific Issues pada Materi Asam Basa

Socio Scientific Issues (SSI) is an approach that can be used to stimulate students' critical thinking in science learning, especially chemistry learning. This approach can be integrated in the students’ worksheet to help students to think critically and achieve learning objectives. The purpose of this study was to determine the responses of chemistry teachers and students of twelve grade secondary school based on the needs analysis of the development of Socio Scientific Issues on Acid-Base topic. The research method used was a survey method using a questionnaire research instrument. This research instrument is filled in through a google form containing several questions or written statements that must be answered by the respondent. The subject of the research were chemistry teachers and XII grade high school students. The results showed that most teachers and students were not familiar with the socio-scientific issue approach in chemistry learning. However, most teachers and students agree to the development of students’ worksheet on Acid-Base topic that supports to stimulate critical thinking skills and meaningful chemistry learning.

Effect of Guided-Inquiry Teaching Method on Academic Performance of Philippine Public Secondary School Grade 12 Students: A Quasi-Experimental Research

Effect of Guided-Inquiry Teaching Method on Academic Performance of Philippine Public Secondary School Grade 12 Students: A Quasi-Experimental Research

Особенности климата в классе и возможности его изучения у подростков

<p><em>The article is devoted to the problem of studying and evaluating the psychological climate in the class. It presents the results of a study on class climate variability in secondary school grades and the relationship of the peculiarities of its perception with the perfectionism of adolescents. Total of 167 students from four parallel 5th and three 7th grades aged 11-14 years participated in the study. The questionnaire “Climate in the class” (N.B. Shumakova, E.I. Shcheblanova, M.G. Sorokova, 2023) and a three-factor version of the perfectionism questionnaire (N.G. Garanyan, A.B. Kholmogorova, 2018) were used. The results show the significant variability of climate indicators in the parallels of 5th and 7th grades of the same school, which indicates the uniqueness of the learning environment created by the teacher. Perfectionism of adolescents is associated with their perception of teacher support and rivalry with classmates. The data obtained are important for interpreting the results of climate diagnostics in the class in the practical activity of psychologists.</em></p>

Comparing subject-specific mastery motivation in Hungary and the Republic of Moldova

Research on mastery motivation has documented its importance in personality development and school achievement, yet there is little research that examines school subject-specific motivation, specifically cross-cultural research. The objective of this study was to investigate the school subject-specific nature of mastery motivation in the context of middle and secondary school grades 5, 7, and 9 in Hungary (N = 1121) and Moldova (N = 939) in Reading, Math, Science, English as a foreign language, Music, and Art. The findings indicated that subject-specific mastery motivation (SSMM) domains in Hungary and Moldova have different paths across grade levels. In Hungary, there was a constant decreasing trajectory across all grades in all domains with the exception of English, whereas in Moldova, the decrease was identified in Math, English, Music, and Art between the fifth and the seventh grades but not between the seventh and the ninth grades, while Reading mastery motivation levels remained stable. Upon conducting a cross-cultural comparison of SSMM levels across the countries and grades, we identified only one statistically significant difference in science mastery motivation. The study attempts to explain the absence of cross-cultural differences not only through a conventional lens focusing on the unique characteristics of individual educational systems but also by considering the cultural values associated with each country.

Factors in preventing violence in schools

Relevance. It becomes important to search for factors and determine their role in the organization of a favourable educational environment in schools in Kosovo, to develop a methodology that contributes to the prevention of violence among schoolchildren based on mutual help and mutual respect. Purpose. The purpose of the article is to substantiate the factors that can influence the eradication of bullying, mobbing and cyberbullying in the school environment of Kosovo. Methodology. The methodological approach of the research is based on theoretical methods (comparative analysis, synthesis and generalization of theoretical data); empirical (questionnaires, testing, observations, surveys, heuristic conversation, dialogue, discussion, psychological and pedagogical trainings, seminars, debates); diagnostic (pedagogical observation and pedagogical experiment (diagnostic, formative, control). Results. In the course of an experimental study conducted at the stage of ascertainment among students of 6-9 grades in Lower Secondary School No. 1, Lower Secondary School No. 2, Lower Secondary School No. 3, problems of violence between schoolchildren in classes were identified, and methods of creating a favourable educational environment to prevent bullying were outlined. A methodological toolkit was developed to improve the educational environment, which will contribute to the eradication of bullying among students of 6-9 grades. In particular, four elements of creating a favourable educational environment were highlighted: creating a favourable psychological climate, updating the content of education and learning technologies; favourable about food environment; providing opportunities for development. The outlined levels were assessed at high (5 points), medium (4 points) and low (1-3 points) levels. Conclusions. After conducting an experimental study, promising directions for improving the favourable educational environment in schools in Kosovo were formed. The practical value of the work lies in the development of methods of organization and implementation of a favourable educational environment in schools in Kosovo, which contributes to the eradication of bullying among students.

Tracing the longitudinal role of orthographic knowledge in spelling development from primary to upper‐secondary school

BackgroundPhonological processing skills have been found to contribute to spelling development across different orthographies; however, less is known about the role of orthographic knowledge. This longitudinal study explores the contribution of phonological and orthographic knowledge to spelling development in a semi‐transparent orthography (Swedish) across a period of 10 years.MethodsA group of Swedish speaking children were assessed on phonological recoding (phonological choice‐task), orthographic knowledge (choice‐task) and spelling (dictation task) in primary school (grade 2, age 8, total N = 99), secondary school (grade 8, age 14, N = 99) and again in upper secondary school (year 2, age 17, N = 79). Furthermore, spelling in a natural writing assignment was collected in upper secondary school. Spelling scores from grade 8 (dictation) and year 2 in upper secondary school (dictation and text) were included as dependent variables in three sets of hierarchical regression analyses. In the first step spelling performance in grade 2 was included to control for the autoregressive effect. In the second step, orthographic knowledge and phonological recoding from grade 2 were entered into the model in order to test for the longitudinal prediction.ResultsTest scores within and across ages were significantly correlated in bivariate analysis. Regression analysis revealed that orthographic knowledge in grade 2 was a unique longitudinal predictor of spelling performance across time‐points (secondary and upper secondary school) and assessment formats (dictation and text), beyond the contribution of the control variables.ConclusionsThis study confirms the role of early orthographic knowledge in Swedish spelling development throughout the school years assessed in standardized dictation tasks as well as in naturalistic writing assignments.

The development of citizenship in adolescents: The struggle between the influence of the Family, the peer group and the public school

The purpose of this research was to show that the differences in the social context in which adolescents live and study, as well as the people with whom they interact, exert different types of influence on their thinking, among other things, about the importance of citizenship, their stance on reporting a crime or abuse, and the reasons for voting for a political party or candidate. To collect the data, a questionnaire of "citizen opinions and attitudes" was designed with multiple-choice answers with a Likert-type scale, which inquires about some topics that arise from the concept of citizenship and are developed during the secondary level of public education in Mexico. A sample of 323 adolescents attending the three secondary school grades at the end of the 2021-2022 school year was studied. The case studies consisted of two public schools of the general modality, which had different academic grades and levels of marginalization. The results showed that the characteristics of the social context and the socializing agents with whom the students lived encouraged ways of thinking that were opposed to the citizenship competencies sought by the educational institution.

Determining the Anticipation Times of Athletes Participating and Non-Participating in Volleyball, Handball, and Basketball School Sports at Secondary Schools

The aim of this study is to find out the anticipation times of fifth-to eighth-grade students who participate and those who do not participate in school sports in volleyball, handball, and basketball in secondary schools, and also to determine whether the anticipation time varies according to gender, different speeds and sports experience of students participating in school sports. A total of 267 athletes (150 girls and 117 boys) participated in volleyball, handball, and basketball from the 5th to 8th grades of secondary schools, and a total of 214 athletes (90 girls and 124 boys) who did not participate in school sports in these branches were studied. The “Basin Anticipation Timer” device measured the anticipation time. As a result of the analysis, it was found that female students participating in school sports have better anticipation time than that of male students. The anticipation times of students participating in school sports were determined at speeds of 5 m/s and 8 eight m/s with average constant, absolute, and variable errors of (0.018, 0.044, 0.059) and (0.017, 0.041, 0.055), respectively. Even though the 8 m/s error results seem better than the 5 m/s results, no statistically significant difference was found between them.

Methodology of organizing music lessons in 5-7 grades of general secondary schools based on new technologies

In this article, the methodology of the music teacher's organization of music lessons in the 5th-7th grades of general secondary schools on the basis of new technologies is explained.

The Role of Music Pedagogy in the Effective Teaching of Music in the 5th-7th Grade of General Secondary School

This article is based on the results of the pilot test of the dissertation, in which the role of music pedagogy in the effective teaching of music in 5-7 grades of general secondary schools is highlighted. The methodology encompasses a blend of descriptive, categorical, declarative, and instructive approaches. This paper will examine key aspects of music pedagogy, the basic principles of music teaching, and methods and techniques that will help create effective and interesting music teaching.

Methodology of Organizing Music Lessons in 5-7 Grades of General Secondary Schools Based on New Technologies

In this article, the methodology of the music teacher's organization of music lessons in the 5th-7th grades of general secondary schools on the basis of new technologies is explained. This comprehensive exploration emphasizes the significance of an individualized teaching approach in music pedagogy, focusing on tailoring education to each student's unique needs, interests, and abilities. The method involves conducting individual diagnoses, employing diverse teaching methods, incorporating musical preferences, adapting to learning paces, and providing additional resources. The main part delves into the importance of lesson planning, goal setting, assessing student progress, interactive teaching, and fostering support and motivation. It emphasizes diverse activities within lessons to stimulate interest and underscores the importance of an individualized approach.

Social inequality in completion rates in higher education: Heterogeneity in educational fields.

This article examines how social disparities in dropout rates vary by educational field. Previous studies have shown that first-generation students, in general, have lower higher education completion rates than their fellow students. Less is known, however, about how such disparities vary between educational fields. We distinguish between general and field specific cultural capital and find that general cultural capital mainly operates through academic preparedness in upper secondary school, and after controlling for upper secondary school grade point average (GPA), students with parents with higher education degrees in a different field than themselves do not complete their degrees more often than first-generation students. More field-specific advantages of having a parent with a similar education are nonetheless visible in many fields also when we compare students with equal grades. Our analyses of Norwegian register data on the entire student population (N≈400,000) show that the social inequalities are largest in fields that are both soft and pure, like humanities and social science, and that in soft and applied educational fields, like teaching and social work, the social differences are small and insignificant after controlling for GPA from upper secondary school. In fields classified as hard, it is only the students with parents with a similar education who complete their initial degree more often than first-generation students. We suggest that status group formation, field-specific cultural capital and micro-class reproduction may all contribute to explaining these patterns.

The Effectiveness of Mindfulness-Based Cognitive Behavioral Therapy Focused on Anger Management on Suicidal Thoughts in Male Students

Objective: The aim of the present study is to determine the effectiveness of mindfulness-based cognitive behavioral therapy (CBT) focused on anger management on suicidal thoughts in male students in the first grade of secondary school in Chabahar County. Methodology: The present study utilized a quasi-experimental design with a pre-test and post-test framework. The statistical population of the study comprised all male students in the first grade of secondary school in Chabahar County during the 2022-2023 academic year. A sample of 30 male students who scored higher on the Beck Suicidal Ideation Scale (2004) was randomly selected and then divided into two groups: an experimental group and a control group (15 students each). The experimental group received ten sessions of mindfulness-based CBT focused on anger management, while the control group received no intervention. The Beck Suicidal Ideation Scale (2004) was used to collect data, and the data were analyzed using analysis of covariance (ANCOVA) in SPSS 22 software. Findings: The results of the present study showed a significant difference in the mean scores of suicidal thoughts between the experimental group and the control group in the post-test stage (p < 0.01). Conclusion: The findings of the present study suggest that mindfulness-based CBT focused on anger management can be effective in reducing suicidal thoughts among students.

Upotreba mobilnih telefona tokom nastave među učenicima srednje medicinske škole u Beogradu - studija preseka

The frequency of mobile phone (MP) use and the way students use them in school vary depending on the level of education, i.e., the age of the student, but also on the school, i.e., how it regulates its use. Many teachers stimulate the use of MPs during class, but by directing these activities to the topic being taught, knowing that an MP is an integral part of school supplies for a "digital native", both outside and inside the school. The purpose of this research was to determine the extent to which students used mobile phones in class and what their attitude was to the use of MPs during school activities and its impact on school performance. The research was designed as a cross-sectional study. The respondents were students of the Secondary Medical School in Belgrade, Zvezdara and represented a suitable sample, taken in one day in both teaching shifts, using an anonymous questionnaire filled in on a voluntary basis. A total of 152 students were included in the study, of which 114 (75.0%) were female. Most students were in the third grade of secondary school (45.4%). Respondents who expressed a higher degree of agreement with the claim that they used MPs in every class were significantly older (p=0.001) and had a significantly lower average grade (p=0.020). The statement that MPs had a negative impact on their concentration was agreed with by 59 students (38.8%), while 43 (28.3%) agreed that MPs distracted them from the important moments in class. The belief that MPs could contribute to the improvement of the teaching process quality was held by 126 (82.9%) respondents. Students who believed that MPs could contribute to the improvement of the teaching process quality agreed more with the claim that MPs had a negative impact on their attention (p<0.001) and concentration (p<0.001). Research has shown that almost a third of the students used MPs during class, even during every class, which was correlated with older age and lower average grades of students in the previous school year, as well as with the claim that they used it to suppress boredom. Younger respondents were more likely to believe that their mobile phone affected their concentration and success.

«ЕҢБЕККЕ БАУЛУ» ПӘНІН ОҚЫТУДА БАСТАУЫШ СЫНЫП ОҚУШЫЛАРЫНЫҢ ШЫҒАРМАШЫЛЫҚ ІС-ӘРЕКЕТІН ҚАЛЫПТАСТЫРУДЫҢ ЖОЛДАРЫ

The problem of shaping personality of a student possessing the skills of creative knowledge application in the educational process demands attention and investigation. A person equipped with such skills can enact changes in societal development and become an active participant in the process. To assess the relevance of the article, an analysis of regulatory documents and research by both domestic and foreign scientists working in this field was conducted. Consequently, definitions of the concept of "creative activity" were proposed. Additionally, the article described components essential for developing creative activities in young students, including motivational, creative-cognitive, and intellectual aspects, and outlined their criteria and indicators. The goal of the study is to identify methods for fostering creative actions in the educational process. These actions should be purposeful and principled, encourage unconventional thinking skills, and support universal learning activities that lead to various forms of self-expression. The experimental cohort comprised 63 students of 2nd grade (groups "A" and "B") of the General Secondary School № 49. The experimental work was divided into three stages: ascertaining, forming, and controlling. At the ascertainment stage, a new level was determined using the methodology of creative thinking by P. Torrens, while at the formation stage, three approaches were considered: project-based learning (PBL), utilization of media resources, and STEM learning. The results of the comparative analysis demonstrated the effectiveness of the work during the formation stage.

Stavovi učenika srednjih stručnih škola u Srbiji o upotrebi digitalnih tehnologija prilikom izvođenja hitne nastave na daljinu tokom pandemije kovida 19 iz predmeta sociologija

The method used in this research is an online questionnaire, which was conducted among students of the third and fourth grades of secondary vocational schools in the Republic of Serbia, on a sample of 586 students. The research included the broader context of teaching in secondary vocational schools, respectively students who attended sociology classes during the COVID-19 pandemic, and only one part of it is presented in the paper. In the researched period, the participants of the educational process had to adapt to the new conditions of the COVID-19 pandemic, in which it was ensured that the teaching took place in the safest possible way for all participants, and through the use of modern technologies. Compared to traditional teaching, teachers had to communicate with students through numerous platforms that were available to them free of charge, and as our research on students who attended sociology classes online showed that in 100% of cases they used audio and video recordings, zoom, viber, presentations that teachers sent to them via e-mail and social networks. While to a lesser extent they used Microsot times and significantly less edmondo, moodle and Kahoot. They also used all these online resources to the greatest extent via laptops and mobile phones and to a lesser extent tablets, as well as a few of them via desktop computers. Bearing in mind that the goal of this research was oriented towards investigating the advantages and disadvantages of online or hybrid sociology classes, it is necessary to say that the advantages stand out: that online classes are better and that is why it is easier to learn online, then that the more time they spend at home, and the more free time they have, which indicates a better balance between school and personal obligations. On the other hand, if we take into account that students were given the option not to answer the question if they think that online sociology teaching has no advantages, and we received only 342 answers out of a potential 586 students, we still conclude that a large number of students do not consider online sociology teaching to be took place during the COVID-19 pandemic satisfactorily. Although the online teaching of sociology, which took place in emergency situations, provides a lot of flexibility in teaching, the challenges and shortcomings that accompany it should not be overlooked, and according to the results of our research, there were some. The disadvantages that stand out the most are technical problems and bad internet, lack of motivation, concentration and lack of interest, poor mutual communication. The consequences of identified deficiencies can have a significant impact on learning such as unsatisfactory results and reduced efficiency, but also have long-term consequences for the development of students and their motivation to work in the future.

Social trust of youth in the shadow of the depopulation process

The article analyses selected results of an extensive study conducted as part of the ProEdUMW project − Scientific research in the service of local educational policy implemented in Ostrołęka by the Faculty of Education at the University of Warsaw. Two quantitative studies, conducted using the survey technique as part of the Ostrołęka educational observatory projects (covering the issues of teaching effectiveness, developing students’; social competences and equal educational opportunities in public primary schools in the city) and Democracy is OK! (strengthening the democratic culture of the school) were implemented in the 2021/22 school year. The first study was conducted in the eighth grades of all public primary schools in Ostrołęka, the second among students of the 2nd, 3rd and 4th grades of public secondary schools. The aim of the analyses of selected research problems was to acquire knowledge covering important issues for a city at risk of marginalisation and depopulation, such as: the attitude of young people to the city, their life plans, students’ trust in the institutions of the city and the state. Regardless of the positive attitude towards the city in which they study, young people do not plan to live there and leave it with very low levels of social capital. The aim of the entire ProEdUMW project was to support local educational policy, so the article ends with recommendations for school culture and practice that could help build young people’s social trust.

Metaphors of 6th Grade Students Regarding the Culture Concept Included in the Social Studies Curriculum

This research aims to reveal the metaphors used by 6th grade secondary school students regarding the concept of culture in social studies. In this qualitative research study, the researchers interviewed 80 students – 40 girls and 40 boys – regarding their metaphors concerning the concept of culture. We conducted content analysis to analyze the data collected. We categorized the metaphors under five titles. These categories are cultural element, heritage, leader, continuity, and unifying. The study observed that the students mostly associated the concept of culture with the concept of history and tradition and defined the concept of culture mostly through cultural elements. In addition, in the study, the researchers observed that the participants did not develop a negative metaphor about the culture and perceived the beneficial aspects of the culture. We can say that the social studies course and the curriculum successfully foster a favorable perception of culture.

Формирование иноязычной коммуникативной компетенции у школьников с использованием технологии смешанного обучения

The article presents a methodology for developing foreign language communicative competence of school-children in senior grades of secondary schools based on blended learning technology. The relevance of the study is determined by the special role of digital and media resources in improving the quality of teaching for-eign languages. The methodology is implemented on the basis of competence-based, communicative-cognitive and integrative approaches to teaching foreign languages to high school students. The article de-scribes the methodical system of interrelated teaching of all types of speech activity on the basis of the author's textbook using authentic materials and modern information technologies at foreign language lessons, which contribute to the increase of motivation, efficiency and individualization of the educational process of forming foreign language communicative competence of schoolchildren. The methodology is aimed at developing self-discipline, perseverance and motivation in students in order to achieve good results in the studied language.