Suchergebnisse

Purpose: The present paper seeks to examine the enrolment and dropout percentage of children in India, supported with empirical findings up to secondary level. Although, the study is general in nature, but the emphasis has been laid on the girl child education, which is one of the greatest concerns in the Indian school education sector. Some of the aspects studied include, enrolment and dropout of children during the period of study, under both boys and girls category, their corresponding growth rate in enrolment, their corresponding decline rate in dropout and many other allied aspects.Scope: The study is confined to secondary level education and the findings have direct bearing on the Indian school education system. Given the population size of India and the socioeconomic conditions of the country, there is a need to observe caution, while generalizing the findings for other countries.Methodology/Approach: The present study is purely based on the analysis of secondary data retrieved from the official website of the Ministry of Human Resource and Development, Govt., of India. The data lasts for the decade 2001-02 to 2010-11 and was retrieved on October 02, 2014. Since the data on the website stands up-dated up to the year 2010-11, as such the findings simply reflect a trend in the enrolment and dropout percentage in India and may show variation by the time figures are updated.Findings: The study reveals that during the period of study, the enrolment percentage of girls has improved over two fold to that of boys. As, compared to 18,17% increase in the overall enrolment of boys, the enrolment percentage of girls increased by 40,52% during the decade. The corresponding growth surely reflects the changed mindset of male dominated Indian social setup towards the girl child. Even, the average annual dropout percentage of girls remained better to that of boys, as the girls recorded a corresponding decline in their dropout percentage by 3,53%, while as in case of boys the dropout percentage declined by 2,54% annually. Despite all these positives, the discouraging part is that compared to 57,39% boys, 60,39% girls' dropout by or before reaching the upper primary level and against 78,40% boys, 81,72% girls' dropout by or before reaching the secondary level.Social Implications: Given the new and changed world order, no country can afford to remain elusive of basic formal education, what is commonly known as elementary education and so holds true of India. The study is a positive indicator of the growing awareness among Indian masses towards the promotion of girl child education, but still there is lot yet to be done to reduce the dropout percentage between upper primary and secondary level for both boys in general and girls in particular.

Education is one of the most important factors in achieving the developmental goals of our nation. Advancement in the educational sector had made the administration of educational institution complex. E-governance helps to reduce the complicacy and enhance the overall administration. The main aims of E- governance is to enable the government agencies to improve the relationship between the citizens and government by the use of modern Information and Communication Technology (ICT). E-governance also plays important role in the educational sector. E-governance in education provides new ways of communicating with the students, new ways of imparting education and new ways of organizing and delivering information and service. The implementation of ICT may increase broad participation of the students in the process of achieving good educational goal at all levels by providing the possibility online discussion groups and by enhancing the rapid development and effectiveness of learning method. Educational institute may have various requirements that include computerization and management of process such as registration, admission, student information, classes, time table, transport, attendance, library, salary, examination, performance, grades. In this study an attempt has been made to analyze the various Government records and trace the present situation of e-governance in the field of secondary education of West Bengal.

"Ziel des vorliegenden Beitrags ist es, den theoretischen und forschungsmethodischen Zugriff eines laufenden, interdisziplinären Forschungsprojekts (FUnDuS) zur Entwicklung und Förderung von Argumentationskompetenz Heranwachsender näher zu erläutern sowie erste Befunde vorzustellen. Mit der argumentativen Diskurs- und Textstrukturierungskompetenz von Schüler(innen) jenseits des Grundschulalters wird ein Forschungsdesiderat adressiert, welches mit Rückgriff auf psychologische und linguistische Ansätze sowie mithilfe einer systematischen Verzahnung von qualitativen und quantitativen Methoden bearbeitet wird. Im Zentrum steht dabei die Frage, inwiefern die für den Bildungserfolg bedeutsame Argumentationskompetenz schichtabhängig variiert und welche Rolle proximalen Merkmalen der Eltern-Kind-Interaktion (insbes. dem Discourse Acquisition Support System) zukommt. Die bisherigen Auswertungsarbeiten, die vorrangig um die Prüfung der psychometrischen Qualität der neu entwickelten Testverfahren und Fragebögen kreisten, sind ermutigend und deuten in Einklang mit unseren theoretischen Überlegungen darauf hin, dass sowohl in den kognitiven und sprachlichen Facetten der Argumentationskompetenz als auch in den elterlichen Strategien der Unterstützung kindlicher Argumentation eine erhebliche Varianz zu beobachten ist, die nur in Teilen mit der sozialen Herkunft der Familie vorherzusagen ist." (Autorenreferat)

Following the German parliament's ratification of the UN Convention on the Rights of Persons with Disabilities (CRPD) in 2008, inclusive pedagogy has become increasingly relevant for educational science and educational policy. Empirical studies of classes which combine students with and without visual impairment mainly focus on questions of performance and well-being, while not directly examining classroom interactions. Our research seeks to address this notable lack of in-situ studies, using a selected case as an example and illustrating the potential of such an approach through reconstructing the contradictory expectations of inclusive teaching as a specific conflict of norms. This approach ought to demonstrate the potential insights to be gained by reconstructing and interpreting relevant communicative processes of meaning-construction. Based on transcribed interactions in an inclusive fifth-grade class, we interpret the scene of classroom instruction with regard to the normative conflict between the egalitarian promise of participation and a non-egalitarian focus on performance. Adopting a methodology of second-order observation, as outlined in Systems Theory, allows us to conduct an analysis of normativity in order to understand which norms prevail in interactions with students with and without visual impairment. At the center of the analysis is not only the common discrepancy between an inclusive school's policy and its interactive implementation. Rather, our interpretations also show how the ableist norm of performance is navigated and negotiated among all participants in classroom communication and how the multitude of norms and expectations surrounding inclusive teaching come into conflict, that is, in the paradoxical structural tension between the operational necessity of establishing a separation between students and the policy imperative of decategorization.

The study aimed to assess and find the relationship between the attitude of high school students towards mathematics and their level of achievement in the subject. It made use of the descriptive correlation design with a validated questionnaire and documentary analysis as its main data gathering tool. Gathered data were analyzed and interpreted using weighted mean, and Pearson r. The attitude towards mathematics as reflected by the responses of the students was described as positive. Moreover, the mathematics achievement of the students is approaching proficiency level. Results revealed that a student's attitude towards the subject is related to their performance in the subject. Studies related to the subject matter may be conducted to testify to the results of this current study. Additional variables may be included to enhance the scope.

This article discusses the development of transnational activities in the Chinese secondary school sector, particularly at the senior level. It describes how growth has outpaced quality control, and discusses the role that the China Centralised Government is likely to take in terms of future quality management.

The purpose of this study was to investigate the impact of a simulation-based learning environment on elementary school students' (11- to 12- year old) development of system thinking skills. The learning environment included interactive simulations using the Stagecast Creator software to simulate the ecosystem of a marsh. Simulations are an important tool in any effort to develop system thinking, because they have the potential to highlight the dynamic nature of systems. Before the implementation of the learning environment (over a period of 5, 90 minutes lessons) two written tests were administered to the students, investigating the development of seven aspects of system thinking. The same tests were administered after the implementation. Specifically, four of the tasks included in each test were associated with skills concerning the structure and the elements of a system and three were associated with the processes and interactions taking place within a system. The findings indicated that elementary school students have the potential to develop system-thinking skills. The proposed learning environment provoked considerable improvements in some system thinking skills during a relatively brief learning process. However, the learning environment was not successful in promoting feedback thinking. We interpret these results in view of the difficulties encountered by the students. We also discuss the implications of our findings for the design of learning environments.

Slovak school system has undergone a process of transformation from a centralist, social and unified school system to a democratic, diversified and humanistic school system. Based on the nature of ethical education, we believe that it creates a suitable space for the implementation of experiential forms and methods of education. Concerning ethical education, it applies more than in other subjects that the primary thing is not the amount of knowledge, but a direct reflection and the inner acquisition of attitudes for practical life.

In this paper we propose that the unpopularity of science in many industrialized countries is largely due to the gap between the subculture of science, on the one hand, and students' self-image, on the other hand. We conducted a study based on the self-to-prototype matching theory (Burke & Reitzes, 1981), testing whether the perceived mismatch between the typical representative of the science culture (the science prototype) and students' self-image is linked to not choosing science as a major. Fifty-four Dutch 9th-grade students currently choosing their subject majors (so-called profiles) completed a Dutch version of a questionnaire previously designed by Hannover and Kessels (2004), which measures students' perceptions of typical peers favouring different school subjects (prototypes for physics, biology, economics, languages) and students' self-image. Students chose a profile to the extent that they conceived of themselves as similar to the typical peer who likes the key subject of that profile. Fifty percent of variance was explained when using an aggregated science vs. humanities distance score and predicting whether a student had chosen a science- or a humanities-related profile. A comparison of Dutch students' description of the physics prototype with the German data from Hannover and Kessels (2004) revealed similar prototypes in both countries. The traits ascribed to the physics prototype were in line with science-related values and the culture of science as described by Merton (1973) and Traweek (1992), for example. The relevance of the perceived fit of the culture of science to students' selves for academic choices is discussed.

There have been dramatic changes in the concepts of democracy in European countries and throughout the world, which have led to the changes in attitudes between a person and a society. Globalisation has brought the culture of stereotypes, multicultural society, migration – these are only some aspects that indicate the growth of importance of civic education at every level of education in the modern world. To choose the most effective methods and forms of civic education, it is essential to analyse world experience and cultural traditions of every country, which are based on the ideals and values, and are the fundament of educational traditions. The aim of this article is to analyse the presence of civic education elements in the lower-secondary school curriculum, and to evaluate the possibilities of possible improvements.

'In der vorliegenden Studie wurde über den Zeitraum der Jahrgangsstufen 5 bis 7 untersucht, wie sich die schulischen Leistungen bei Schülerinnen und Schülern in homogenen Begabtenklassen eines Gymnasiums im Vergleich zu regulären Gymnasialklassen darstellen. In standardisierten Leistungstests erzielten die Schülerinnen und Schüler in den Begabtenklassen durchgängig bessere Leistungen in den Bereichen Rechtschreiben, Mathematik und Englisch als diejenigen der Vergleichsklassen. Zu Beginn der 7. Klasse war dieser Leistungsvorsprung in Mathematik teilweise auf den höheren Anteil an Jungen in den Begabtenklassen zurückzuführen. Unter Berücksichtigung der Geschlechtsverteilung in den Klassen als Kovariate zeigten sich dagegen keine bedeutsamen Unterschiede in den Jahreszeugnisnoten der Fächer Deutsch, Englisch und Mathematik. Die Ergebnisse verdeutlichen die Notwendigkeit von standardisierten Leistungserhebungen für die valide Erfassung der Leistungsentwicklung in fähigkeitshomogenen Gruppen.' (Autorenreferat)

Self-assessment has a direct impact on students' achievement. Through self-assessment students have the opportunity to assess themselves in regards to learning goals and assess their achievement. The purpose of our research is to reflect on the use of the self-assessment practices of students in schools, as well as the impact that student self-assessment has on their achievement. Another purpose of this research is to evaluate if students compare their knowledge with other students in the class and to evaluate if students during the self-assessment process can overestimate or underestimate themselves. Two hundred and two students, from four classes of seventh grade (n=112) and four classes of eighth grade (n=90) of lower secondary schools from five urban schools and five rural schools in Kosovo, in the subject Civic Education, participated in the research. The results show that there is a significant difference between seventh-graders and eighth-graders on the use of student self-assessment. There is also a difference between schools in the city and schools in the village. There is a significant difference between classes and based on residence even when the students are asked if they are encouraged to have self-confidence and be independent.

Received: 13 October 2021 / Accepted: 26 November 2021 / Published: 3 January 2022