Secondary School System Research Articles

Innovative trends in political science education: Implications for teaching government in senior secondary schools in Nigeria

The teaching of government in Nigeria’s secondary school system has been frosted with challenges resulting in poor performance of students in external exterminations, and failure on their parts to imbibe the culture of social and political assets for national development. These challenges are traceable to poor motivation and a lack of innovative strategies. This paper presented analytical research on related innovative trends in the field of political science education and their implications for teaching government subjects in senior secondary schools in Nigeria. The study adopted the qualitative research method by reviewing documents in the web of science database. It was observed that the traditional method of teaching government teachers usually adopt has been identified as one of the causes of students’ poor performance in government subjects. Conversely, the adoption of innovative strategies has been applauded as one of the ways of enhancing learners’ performance in the teaching and learning experience in various subjects in developed countries. The study sought to answer the question: how could these innovative techniques be effectively implemented in government instructional delivery to enhance students’ performance in senior secondary schools in Nigeria? Based on the finding that due to the differences in the ways teachers deliver their lessons in the classroom and the varying in its findings the study recommends that teachers, instructors, and intending government teachers should endeavour to incorporate the trending innovative techniques in their instructional delivery in order to boost students’ performance in government subject and also consolidate their comprehension and knowledge retention in government.

A comparative assessment of secondary school students' satisfaction with ICT studies: Implications for managing secondary school education for global competitiveness in post COVID-19 era

Technological advancement has ushered Computer studies which is also regarded as Information and Communication Technology (ICT) instruction into educational curriculum. The aim of ICT studies in secondary school system is to equip every student with the prerequisite skills and competence to function effectively in the contemporary society that is characterized by emerging technologies. Therefore, the main objective of this research was to assess students’ satisfaction with ICT instruction in secondary schools in Calabar Metropolis, Cross River State, Nigeria. Three research hypotheses were formulated to give direction to the study. The study sample was 5245 students drawn from the population of Senior Secondary (SS) 2 and Senior Secondary (SS) 3 classes across public and private schools in 2019/2020 academic session. A survey research design was adopted for the study. The instrument for data collection was a questionnaire entitled "Secondary School Students' Satisfaction with Computer Studies Questionnaire (SSSSCSQ)". The data collected were analyzed using population t-test and independent t-test. The major findings indicated that secondary school students' satisfaction with ICT instruction was not significantly differ with respect to school ownership, gender and school location. It was recommended among others that the Government at various levels, Non-Governmental Organizations (NGOs) as well as Parents Teachers Association (PTA) should improve in their efforts towards provision of both hardware and software ICT facilities to sustain blended pedagogy in Post Covid-19 era.

PERFORMANCE A RESULT OF THE IMPACT OF THE NEW FACET LEADERSHIP STYLE IN THE SECONDARY SCHOOLS OF MAURITIUS

The Mauritian Government has been investing massively in the education sector (Subrun & Subrun, 2015) so as to produce a new generation of innovative leaders. School leaders and their leadership styles play an important role in casting a quality future workforce by creating a conducive working environment leading to job satisfaction and performance. The output of the secondary schools is the future of the tertiary education system. Thus, tertiary education depends entirely on the output of the secondary school system. The quality output in the secondary system ultimately leads to quality input in the tertiary education system and finally, it supplies a quality output of students in the job market and a good workforce. In view to investigate whether there is an impact of the New Facet Leadership Style on performance, the New Facet Leadership Style comprising of Instructional leadership, Transformational leadership, Moral leadership, Participative leadership, Managerial leadership and Contingency leadership style along with the transformational leadership style was scrutinized in the Mauritian state and private secondary school. Data was gathered from 500 partakers of the secondary school system. The present study analyses the impact of the various socio-psychological in relation to the New Facet Leadership Style, work culture, the attitude of the members towards their job, occupational self-efficacy, selfconcept on job satisfaction and performance through the SPSS and the SPSS AMOS. Structural Equation Modeling has been used as the confirmatory tool to gauge the impact of the New Facet Leadership Style and its impact on performance.

Cohort Size and Youth Earnings: Evidence from Ontario

This article studies a policy change in Ontario that reduced the duration of high school from five to four years. A result of this educational reform was the creation of the Ontario double cohort: the last cohort educated in the old secondary school system and the first cohort educated in the new one. Although they started school at different times, both cohorts graduated from high school in 2003. Four years later, Ontario experienced a 28 percent increase in new university graduates. By comparing the pre- and post-reform wage gap between new entrants and seasoned workers with a bachelor’s degree in Ontario versus that in the rest of Canada, I identify the impact of an excess labour supply shock on earnings. A triple-difference estimation using Canadian Labour Force Survey data suggests that the labour supply shock decreased the hourly wage rate by 7.6 percent among recent university graduates, which corroborates the result obtained using Canadian Census data. I also find that the labour supply shock decreases the proportion of university graduates taking a full-time job in the first year of their career. Moreover, I observe an increase in the proportion of recent university graduates working in small firms and landing in a low-paid occupation and industry. Last, I find that the depressing effect on wages is long-lasting. The negative impact on the wage rate persists for at least ten years after graduating from university.

Digital poverty in a country that is digitally powerful: some insights into leadership of girls’ schooling in India under Covid-19 restrictions

ABSTRACT This paper examines leadership challenges in managing digital power and digital poverty, in the delivery of schooling during the Covid-19 emergency lockdown in India. The article suggests that although India is considered a global leader in digital technology, its primary and secondary school system suffers from digital poverty with associated tensions for school leadership. The paper explores the nature of teaching and learning in a selection of girls’ schools in India during Covid-19. In the context of the pandemic, school leaders have had to respond quickly to remote learning, supporting teachers to facilitate the use of educational technology. Our research examined the experience of leadership in a cross section of schools from different geographical and socio-economic backgrounds. The respondents reflected on their engagement with digital literacy and remote teaching methodologies, and how the pandemic changed the classroom experience with little or no lead in time to adapt. The article examines how Indian women in positions of educational leadership perceive digital power or poverty and how it affects change and challenge in their leadership responsibility. Conclusions are drawn regarding educational practices operational at present and anticipate considerations which must be acknowledged to support virtual learning into the future.

Necessity of cambridge curriculum in development of the quality of the secondary education in Uzbekistan

This article is devoted to the studies on Cambridge curriculum and its implementation in Uzbek secondary schools. We deeply analyze how the quality of the education system of Uzbek secondary schools can be increased by using Cambridge experience.

Research on paramilitary management of students' daily behavior in secondary vocational schools-taking X military academy as a case

In recent years, secondary vocational education has played a fundamental role in the construction of a modern vocational education system and the cultivation of technical and skilled personnel. The quality of today's secondary vocational education is still unable to fully meet the needs of economic and social development. This paper takes the research on the problems and countermeasures of paramilitary management of students' daily behavior in X secondary vocational school as the theme. Selection 122 students and 5 school staff as the research objects investigates the current situation of paramilitary management of students' daily behavior in X secondary vocational school on the basis of camp order management, daily life management, classroom discipline management, attendance management, assessment reward and punishment management six dimensions. The study found that there are many problems in the process of paramilitary management of students. Dealing with the problem of paramilitary management of students' daily behavior in X secondary vocational schools, how to innovate the talent training model of secondary vocational schools, speed up the reform of the school-running system of secondary vocational schools, and enhance students' learning ability. Comprehensive literacy is a key point that needs to be addressed urgently in the development of secondary vocational education.

Training secondary school teachers in the South of Vietnam under the Saigon regimes (1955-1975)

The article focuses on analyzing the secondary teacher school training in the South of Vietnam under the Saigon regimes (1955-1975) in the two aspects: training in pedagogical universities and retraining in professional activities. This is an important aspect to study secondary school teachers in particular and teachers in general - a part of the Southern intelligentsia. The article consists of the three main contents. Based on the original documents stored at the National Archives Center II and the statistics and memoirs from interviews with historical witnesses, the article outlines the current situation of the secondary school teacher training and their professional improvement in the South of Vietnam from training objectives, processes, programs, and activities to training results. Secondly, the article points out the advantages and disadvantages of the secondary school teacher training. The outstanding advantage is the strict training process and preferential treatment. As a result, the secondary school teacher gains an important position in the classroom and is highly respected by society. The secondary school teacher also has many disadvantages. Typically, private secondary school teachers are almost untrained and not improved their professional knowledge. These disadvantages stem from inequalities between public and private secondary schools and policy constraints on secondary school teachers. Finally, the study evaluates the impact of the secondary school teacher training and their professional improvement on the movement of the secondary school system and the development of education in the South of Vietnam during this period.

LER NÃO TEM FIM: UMA BREVE INCURSÃO POR ESTRATÉGIAS DE LEITURA NA SALA DE AULA

ABSTRACT: In this article, we start from the report of three experiences lived in IFPE Campus Recife to think about the teaching of literature in the integrated secondary school system. Our objective with this work is to discuss how the teaching of literature can stimulate the construction of knowledge in a perspective that calls the student, as a historical subject, to the encounter with (and by) language, mainly based on the thought of Candido (1988), Freire (1989) e Manguel (1997). We can highlight some issues that were central to our experiences: the importance of making room for the voices that populate the classroom; the urgency of the dynamics between language and reality, in the confrontation and in the encounters of the work of art with the lived life; and the valorization of authorship and multiple reading strategies as possible responses to problems such as apathy, curricular obstacles and time.

“Very easy, it’s an English class, therefore they should not rely on a French text”

Abstract In the context of additional language (AL) learning, teachers need to focus on the development of language proficiency as well as on high-level literacy skills, for example, comprehending and evaluating information and creating new meaning. From a plurilingual perspective, AL learners’ first language (L1) is conceputalised as a useful tool in the development of target language proficiency; however, limited information exists concerning AL teachers’ beliefs towards the use of the L1 for high-level literacy instruction despite its potential utility for complex skill development. The aim of the present exploratory study was to examine the beliefs of in-service teachers of English as an additional language (EAL) working in the Quebec primary and secondary school system in francophone Canada regarding plurilingual approaches for classroom literacy practices and to uncover the factors that influence their beliefs. An online survey was distributed to in-service EAL teachers (N = 57) working in the province of Quebec, Canada. Findings suggest that teachers believe that it is most beneficial to adopt a monolingual lens to literacy instruction, a belief that denies learners’ use of their L1 and this, in a bilingual country. Implications for teacher education programs that challenge a monolingual lens are explored.

Effects Of Mathematical Games on Senior Secondary Students’ Academic Performance in Mathematics in Ejigbo, Osun State, Nigeria

The secondary school system of education in Nigeria assumes the role of training and producing students for tertiary institutions and manpower for national development and world of work. The general poor academic performance of students in Mathematics has become a source of great concern to all the stakeholders in education particularly the Mathematics educators, parents and the government. Educational Game is one of the strategies that have been found to enhance the attitude and academic achievement of students in many subjects including Mathematics. But many Mathematics teachers lack the knowledge of the role of Mathematical Games. The study therefore, examined the effects of Mathematical Games on senior secondary students’ academic performance in Mathematics in Ejigbo, Osun State, Nigeria. The researchers adopted a quasiexperimental research design and used simple random sampling technique to select two senior secondary schools for the study. A total of 73 students (32 experimental and 41 control groups) were involved in the study. The experimental group was exposed to Mathematical Games during the teaching of Mathematics for a period of three weeks while the control group was not exposed to Mathematical Games. Mathematics Performance Test (MPT) was used for data collection on students’ academic performance. The findings of the study revealed that the use of Mathematical Games has a significant positive effect on the academic performance of the students in Mathematics; the use of Mathematical Games was beneficial to students irrespective of their gender and scoring ability. It was recommended among other things that government should provide Mathematical Games for secondary school students and Mathematics teachers should incorporate the use of Mathematical Games into the teaching and learning of Mathematics.

The Implementation of Bill 212 in Ontario Schools: Implications for Black Students

In February 2008, Bill 212 (Progressive Discipline and School Safety) replaced Bill 81, the Safe Schools Act of June 2000 with regards to the behaviour, discipline, and safety of students. However, since Bill 212 has been in effect, suspensions and expulsions have been unfairly implemented against Black secondary students. Using anti-Black racism (ABR) framework, this commentary paper explores the effects of sections 306–311 of the Bill on Black students within Ontario's secondary school system. Based on this exploration, we will critically examine the way suspensions and expulsions have been employed through Bill 212 and the consequences of these disciplinary measures for Black students. We recommend alternative practices such as restorative justice and the integration of ABR framework to address students’ inappropriate behaviours in the educational system.

An Analysis of Equity in Secondary School Education: A Headteachers' Perspective

This paper deals with the perception of headteachers concerning an equitable secondary school education in Khyber Pakhtunkhwa (KP), Pakistan. Utilizing survey research methodology, the data were congregated from 36 headteachers via a questionnaire. The questionnaire had two components: component one sought participants' demographic information, whilst component two searched an equitable secondary school education-related practices, capabilities, and accountabilities of secondary school heads. The data were analyzed using one-way ANOVA and Correlation. The study originated that school heads could serve as pillars and advisers for school personnel in developing school system design, implementing in-out-school practices, providing school resources as a mentor, and advocating. It was concluded that there is a strong relationship between secondary school system design, in-out-school practices and secondary school resources.

Schooling, Interrupted

Among the concerns about youth wellbeing during the COVID-19 pandemic, one well-documented impact is youth motivation, particularly in relation to schooling. Yet many questions remain: How are youth experiencing motivation? What factors affect their motivation? How are youth differentially experiencing motivation? This article addresses young people’s experiences of motivation during the first wave of the pandemic as explored through participatory visual research. In Spring 2020, the Quebec private and public secondary school systems responded very differently to school closures. Private schools pivoted to distance learning within about two weeks, whereas public schools took almost two months to provide formal instruction. Bringing youth’s accounts of motivation into conversation with youth’s concerns about the inequities across the private and public school systems offers a rich opportunity to revisit Self-Determination Theory as an established theory of motivation. Youth’s analyses urge us to revisit the conceptualization of “structure” within this theory and how structure might offer a junction for accounting for more macrostructural inequalities within motivation research.

High schools and intergenerational mobility

While a large literature has documented substantial variation in social inequality based on levels of differentiation within secondary school systems, key mechanisms are largely untested. We explore the link between social inequality and intergenerational mobility in U.S. high schools. We describe patterns in intergenerational mobility in education and in social network composition across high schools in the U.S., using a sample of adolescents from the Add Health study. For each of the roughly 130 middle/high schools in our sample, we estimate intergenerational persistence coefficients: these describe the dependence of a child’s educational attainment on their parent's educational attainment. Using information on self-nominated friends of each sampled student, we also calculate measures of friend network segregation by mother's education: these indicate the degree to which the distribution of parental education differs between individual friend networks and the overall school population. We then estimate the impact of this form of social segregation on intergenerational mobility. We find that socially segregated schools are associated with lower intergenerational mobility. Precise measures of social segregation within the school show a greater impact on mobility than measures of spatial segregation in the county where the school is located. Schools may be able to affect intergenerational mobility through influencing the social networks that form among their students.

Analysing Diversion Processes in German Secondary Education: School-Track Effects on Educational Aspirations

Educational aspirations can be regarded as a predictor of final educational attainment, rendering this construct highly relevant for analysing the development of educational inequalities in panel data settings. In the context of the German tracked secondary school system, we analysed school-track effects on the development of educational aspirations. Using data from five consecutive waves of the National Educational Panel Study (NEPS), we selected a sample of high-performing students with initially high aspirations. Our results indicate that pupils in the nonacademic track or with a low social origin tend to lower their aspirations significantly more often than pupils in the academic track or pupils with a high social origin. With mediation analyses, we demonstrate that these differences can be attributed to learning environments at the school level. We also show that the downward adjustment of aspirations in the nonacademic track is less pronounced for students from highly educated families than for students from low-education family backgrounds.

Leadership style for Thailand 4.0 of school administrators affecting the implementation of the educational quality assurance system of schools at the secondary education level within the jurisdiction of Bangkok under a new educational quality assurance fr

This research aimed to 1) study and compare the leadership styles for Thailand 4.0 among school administratorsclassified by school status and size within the jurisdiction of Bangkok 2) study and compare operations in the educational qualityassurance system of secondary schools within the jurisdiction of Bangkok under the new educational quality assuranceframework classified by school status and size and 3) study the predictive power of the leadership style for Thailand 4.0 of schooladministrators impacting the implementation of the education quality assurance system under the new education qualityassurance framework, classified by school status and size within the jurisdiction of Bangkok affecting the implementation of theeducational quality assurance system of schools within the jurisdiction of Bangkok. The sample was 201 school administratorsand teachers. The research instruments were questionnaires. The research found that the leadership style for Thailand 4.0 withinthe jurisdiction of Bangkok of school administrators was at high level. The comparative results classified by overall status showedthat there was a statistically significant difference in style at .01 levels. When compared from the overall school size classificationwithin the jurisdiction of Bangkok, there was a statistically significant difference in style at the .05 level (2). The implementationof the educational quality assurance system at secondary schools within the jurisdiction of Bangkok under the new educationalquality assurance framework was at high level. The comparative results classified by overall status showed that there was astatistically significant difference in style at .01 levels. When compared by size of schools within the jurisdiction of Bangkok,there was a statistically significant difference at .05 levels (3). The results of a predictive power analysis of leadership style forThailand 4.0 among school administrators found that there were five components capable of forecasting operations in theeducation quality assurance system under the new framework for quality assurance for secondary schools within the jurisdictionof Bangkok under the new educational quality assurance framework, at 89% considere

Tracking, knowledge, and the organisation of secondary schooling: teachers’ representations and explanations

ABSTRACT Most European secondary-school systems are articulated by different forms of an academic-vocational divide that are critical in understanding the (re)production of social inequality. By providing distinct curricular and pedagogical codes and a markedly different distribution of knowledge between tracks, tracking leads to profound and distinct learning opportunities for students. The objective of this article is twofold: first, we wish to enquire into the relationship between tracking and knowledge distribution as explained and represented by teachers; second, we aim to identify the mechanisms explaining this relationship as acknowledged in these actors’ discourses and experiences. The analysis draws on 72 in-depth interviews with principals, coordination teams and tutors from lower-secondary education, the Baccalaureate and VET in eight schools in Barcelona. The results provide, on the one hand, a thick description of the dichotomised attributes that teachers assign to academic and vocational knowledge. On the other, we identify three principal mechanisms that, according to the school actors who were interviewed, explain the segmented distribution of knowledge between the Baccalaureate and VET: the stratification of the school system, the grammar of secondary schooling and the learning cultures of both tracks.

Going forward comprehensively

Fleshing out the definition of comprehensive education to include vital issues related to the act of teaching, this article considers reforms to be undertaken by practitioners alongside the political legislation required to achieve a fully comprehensive system of secondary schools. The effects of selection, such as the widening attainment gap, the impact of external testing and the culture of testing, together with the growth of setting and streaming are considered. There is a further examination of the relationship between the learner and the teacher, and the deeply influential results of segregation on children's self-image and readiness to learn. Finland is offered as a model of freedom from testing and successful, wholly non-competitive, mixed-ability teaching.

Development of Modern Trends in Higher and Secondary Professional School Based on Innovative Development

The article considers innovative processes taking place in modern socio-economic conditions in the system of higher and secondary professional education in the Russian Federation. The study points out negative factors that prevent the formation of innovative processes in the economy. They identify innovative ways of development in the system of higher and secondary professional schools and essential differences in the definition of significant trends of development. The study has defined a socially-oriented model as the most progressive model of innovative development of higher education institutions. It is the social-oriented model that allows us integrating scientific-research and professional-oriented assets creating an innovative environment in higher education. Other processes are typical for secondary vocational education, the main purpose of which is defined as providing the middle level of the Russian economy with highly skilled workers and specialists. The study has revealed that there are approach processes of the secondary vocational education system with production. Business structures are taking more active part in the organization of the educational process every year. In recent years, interregional centers of competence and vocational training centers have been created on the basis of professional educational organizations mean by innovative frameworks
 Keywords: innovation, higher education, secondary vocational education, educational institutions