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Open Access
Article
Publication date: 12 October 2022

Christina Löfving, Anna-Lena Godhe and Johan Lundin

The paper aims to investigate and describe the complex and dynamic dilemmas teachers are facing connected to students' net-based out-of-school activities.

Abstract

Purpose

The paper aims to investigate and describe the complex and dynamic dilemmas teachers are facing connected to students' net-based out-of-school activities.

Design/methodology/approach

The authors draw on the notion of dilemmatic spaces when thematically analyzing focus group interviews conducted with 41 teachers at three lower secondary schools in Sweden.

Findings

Two themes capture the teachers' dilemmas concerning their students´ net-based out-of-school activities: negotiations of content and negotiations of professional identity. When teachers take part in professional discussions where dilemmatic spaces are recognized, rather than focusing on either being for or against digitalization, they are enabled to express a multifaceted view of professional identity.

Research limitations/implications

This study is a starting point for further studies investigating how pedagogical and didactic decisions are made in a digital time.

Practical implications

The findings are expected to be helpful to policymakers in understanding teachers' work. Also, teachers can be empowered by taking the departure in the findings and discussing how to handle dilemmas fruitfully.

Originality/value

In a rapidly changing digital society, it is important to investigate what dilemmas teachers face in their work in order to learn from them. This study is a significant contribution.

Details

The International Journal of Information and Learning Technology, vol. 40 no. 1
Type: Research Article
ISSN: 2056-4880

Keywords

Abstract

Details

SDG4 – Quality Education
Type: Book
ISBN: 978-1-78769-423-1

Content available
Book part
Publication date: 8 February 2021

Abstract

Details

Combatting Marginalisation by Co-creating Education
Type: Book
ISBN: 978-1-80043-451-6

Open Access
Article
Publication date: 3 February 2021

David Mathias Paaske, Olman Segura-Bonilla and Jairo Hernandez-Milian

The purpose of this paper is to challenge the current educational methods taking place in Danish lower secondary school by introducing the concept of education for sustainable…

Abstract

Purpose

The purpose of this paper is to challenge the current educational methods taking place in Danish lower secondary school by introducing the concept of education for sustainable development (ESD) to help managers and teachers facilitate an action-oriented approach aimed at potentiating the level of sustainability and environmental awareness.

Design/methodology/approach

This conceptual paper is based on the relevant literature and examines the necessity to move beyond traditional education curricula by offering a new practical sustainable framework for facilitating ESD at Danish lower secondary schools. A particular focus relates to evaluating and adopting sustainable approaches in the educational literature that is sufficiently sensitive to practical changes in Danish lower secondary teaching methods.

Findings

With the purpose of generating awareness about climate change and students’ ecological footprint to lower secondary school students in Denmark, it was found that embedding ESD in the Danish curriculum would be an important tool for this purpose. The authors outline practical recommendations for managers at the lower secondary school level.

Originality/value

This conceptual paper addresses the core issue of traditional education in Danish lower secondary schools by suggesting to adopt the educational framework of ESD. To this end, the authors have offered a variety of specific practical suggestions accordingly to how traditional education can be redesigned by focusing on action-oriented learning and future-oriented ESD. Furthermore, the authors propose that certain educational components of smart cities might promote an underlying commitment to meet the core issues of climate change, as this has yet to be examined. The research on ESD for managers at the Danish lower secondary school level is fairly limited to date.

Details

Journal of Work-Applied Management, vol. 13 no. 1
Type: Research Article
ISSN: 2205-2062

Keywords

Open Access
Article
Publication date: 13 June 2023

Aklilu Alemu

Background: Most children in low-income countries complete their elementary education with low competency in essential reading, writing, and arithmetic skills. Besides, about 250…

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Abstract

Background: Most children in low-income countries complete their elementary education with low competency in essential reading, writing, and arithmetic skills. Besides, about 250 million students are not learning the basics, most of whom have spent at least four years in school, and this failure is coined the global learning crisis. This study aimed to examine educational quality management practices perceived by secondary school teachers.

Methods: The study employed a multilevel mixed-method design. Employing a simple random sampling technique, the researcher selected 251 teachers from 10 secondary schools in the research regions. He collected data through a researcher-designed questionnaire, school standards, and student achievement records from November 2018 to March 2019. He analyzed data from a questionnaire using frequency, percentage, mean, Pearson correlation, and exploratory factor analysis. The document review concerning quality management was analyzed using content analysis to triangulate the quantitative findings.

Results: At the school level, the study revealed the impracticality of laboratories. Besides, incompetent and unmotivated teachers and students ran the education business from the input side. At the same level, principals' management practices on staff development and encouraging parents to support their schools were low. The principals' management practices in the teaching-learning process were also undesirable at the classroom level. Overall, the study revealed incredibly insufficient input, process, and output management in the study context.

Conclusion: Hence, the study concluded that it is difficult to achieve the very objectives of producing creative, critical, and problem-solving individuals through this type of educational provision and its management. Due to this, it is not easy to achieve quality education for all goals.

Details

Emerald Open Research, vol. 1 no. 3
Type: Research Article
ISSN: 2631-3952

Keywords

Content available
Book part
Publication date: 9 October 2019

Linda Chisholm

Abstract

Details

Teacher Preparation in South Africa
Type: Book
ISBN: 978-1-78743-694-7

Open Access
Article
Publication date: 29 August 2022

Jimmy Ezekiel Kihwele and Jamila Mkomwa

The study explored the impact of the King and Queen of Mathematics Initiative (KQMI) in promoting students’ interest in learning mathematics and improving their achievement. The…

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Abstract

Purpose

The study explored the impact of the King and Queen of Mathematics Initiative (KQMI) in promoting students’ interest in learning mathematics and improving their achievement. The specific objectives of the study focused on the impact of the initiative in promoting interest in mathematics, assessing the contribution of the initiative to students’ achievements and investigating challenges encountered by the initiative.

Design/methodology/approach

The study used a case study design with a mixed-method approach. One ward secondary school was involved. The sample size was N = 79, where 77 were grade three students in a science class and two teachers. Data collection involved documentary review, observation and interviews. Data analysis employed both content analysis and a dependent t-test to determine the effect size of the initiative.

Findings

The findings revealed that KQMI had a significant impact on improving performance in mathematics among students (t (71) = −7.917, p < 0.05). The study also showed that male students improved their performance more than their counterparts throughout the KQMI. The mathematics teacher revealed that students still need assistance to solve mathematical questions with different techniques to develop the expected competencies.

Research limitations/implications

The initiative was conducted only in one school, limiting the findings’ generalization. Also, the innovation faced different challenges, such as accessing adequate resources and students with little knowledge of mathematics, which the initiative aimed to address.

Practical implications

Pedagogical innovations enhance the promotion of students’ interest in learning mathematics and hence improve their performance. Also, through pedagogical innovations, teachers improve their teaching skills and practices from students’ feedback.

Originality/value

The KQMI is a new pedagogical innovation modified from the existing innovations such as game-based method, task design, mobile learning and mathematics island.

Details

Journal of Research in Innovative Teaching & Learning, vol. 16 no. 1
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 1 December 2014

Peter Hatherley-Greene

Student transitions from secondary to tertiary education have attracted global attention as universities and colleges of higher education seek to improve student retention. Over…

Abstract

Student transitions from secondary to tertiary education have attracted global attention as universities and colleges of higher education seek to improve student retention. Over the course of one academic year, I documented the transitional experiences of first-year male Emirati students at a college of higher education in a rural location of the United Arab Emirates (UAE). In this paper I describe four categories of cultural border crossing experiences – smooth, managed, difficult, and impossible – with easier and smoother crossing experiences associated with close congruency (related to the students’ self-perceived attitude and scholastic preparedness as broadly reflected in their competence in their second language, English) between the predominantly Arabic life-world associated with Emirati families and government schooling and the dominant Western/English language culture in institutes of higher education. Additionally, I describe and evaluate students’ cultural border crossing experiences with some Foundation program faculty, finding that those teachers who developed a classroom culture based on Kleinfeld’s (1975) notion of ‘warm demandingness’ and caring rapport-building appeared to have the most positive impact upon the students. Implications from this research have the potential to positively impact both the student and faculty classroom experience in the Gulf tertiary classroom, in addition to improving overall student retention rates.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 11 no. 2
Type: Research Article
ISSN: 2077-5504

Open Access
Article
Publication date: 8 June 2020

Andreas Åvitsland, Stein Erik Ohna, Sindre Mikal Dyrstad, Hege Eikeland Tjomsland, Øystein Lerum and Eva Leibinger

This paper evaluates the implementation of a school-based physical activity intervention and discusses how the intervention outcomes can be influenced by the implementation.

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Abstract

Purpose

This paper evaluates the implementation of a school-based physical activity intervention and discusses how the intervention outcomes can be influenced by the implementation.

Design/methodology/approach

In four of the nine lower secondary schools in which the intervention was conducted, the authors examined implementation fidelity, adaptation, quality, responsiveness and dose received. The authors conducted focus group interviews with teachers (n = 8) and students (n = 46) and made observations. Dose delivered was examined quantitatively, with weekly registrations.

Findings

Results showed that two out of four schools made few and positive adaptations, implemented the intervention with high fidelity and quality and responded positively. Four main factors were found to influence implementation: frame factors, intervention characteristics, participant characteristics and provider characteristics.

Research limitations/implications

A cross-sectional design was used and may not represent implementation throughout the whole school year.

Practical implications

In terms of large-scale implementation, the intervention may be generalizable. However, intervention criteria such as adequate facilities and a flexible timetable may be unattainable for some schools. The intervention can be adapted without compromising its purpose, but adaptations should be a result of cooperation between students and teachers.

Originality/value

Process evaluations on this topic are rare. This study adds to a limited knowledge base concerning what factors may influence implementation of school-based physical activity interventions for adolescents.

Details

Health Education, vol. 120 no. 2
Type: Research Article
ISSN: 0965-4283

Keywords

Open Access
Article
Publication date: 3 August 2021

Karly O.W. Chan, Maggie K.W. Ng, Joseph C.H. So and Victor C.W. Chan

A new academic structure for senior secondary and higher education was introduced to Hong Kong in 2009/2010. This paper aims to: (1) compare the cohort from the old academic…

Abstract

Purpose

A new academic structure for senior secondary and higher education was introduced to Hong Kong in 2009/2010. This paper aims to: (1) compare the cohort from the old academic structure (Cohort 2010) and the cohort from the new academic structure (Cohort 2015) on the 14 categories of generic competencies; and (2) compare these attributes among students from different divisions in a tertiary institution in Hong Kong.

Design/methodology/approach

Self-Assessment of All-Round Development (SAARD) questionnaires were distributed to students who took the two-year sub-degree programmes offered by the College of Professional and Continuing Education, The Hong Kong Polytechnic University in 2010 and 2015 on a self-administered basis. A total of 4,424 students have returned the questionnaires. Data were analyzed with t-test to compare between the two cohorts.

Findings

When comparing Cohort 2015 with Cohort 2010, significantly higher scores were observed on five areas such as global outlook and healthy lifestyle (p<0.05). Significantly lower scores were observed on the other five areas such as problem solving, critical thinking and leadership (p<0.05). Students from all divisions unanimously showed higher perceived rating on social and national responsibility but lower perceived rating on leadership (p<0.05).

Originality/Value

The elimination of one public examination, the newly included components such as Other Learning Experiences (OLE) and the compulsory Liberal Studies were believed to contribute partially to the diverse responses of the two cohorts. The dramatic change of the curriculum has not changed the examination culture in Hong Kong which may hinder the development of generic skills among students.

Details

Public Administration and Policy, vol. 24 no. 2
Type: Research Article
ISSN: 1727-2645

Keywords

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