Top PDF Improving literacy in secondary schools : guidance report

Improving literacy in secondary schools : guidance report

Improving literacy in secondary schools : guidance report

• Combining vocabulary development with spelling instruction. For example, highlighting morphological patterns that determine complex spelling of subject specific vocabulary. 21 When using the tiers of vocabulary model, one complexity relates to Tier 2 words that are “false friends,” in that they are used in multiple subjects, but have different meanings in each. Exam command words often fit within this category. The existence of false friends demonstrates why it is important for subject teachers to develop confidence teaching what words mean in their subjects and may present a challenge for some whole school literacy approaches, such as a cross-subject ‘word of the week.’
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Report summary Improving literacy in secondary schools: a shared responsibility

Report summary Improving literacy in secondary schools: a shared responsibility

The importance of literacy has been recognised by governments across Europe and beyond. A recent European Union report spoke of a ‘literacy crisis that affects every country in Europe’: If smart growth is about knowledge and innovation, investment in literacy skills is a prerequisite for achieving such growth… Our world is dominated by the written word, both online and in print. This means we can only contribute and participate actively if we can read and write sufficiently well. But, each year, hundreds of thousands of children start their secondary school two years behind in reading; some leave even further behind their peers... Literacy is about people’s ability to function in society as private individuals, active citizens, employees or parents... Literacy is about people’s self-esteem, their interaction with others, their health and employability. Ultimately, literacy is about whether a society is fit for the future. 9
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Improving literacy at transfer between primary and secondary schools

Improving literacy at transfer between primary and secondary schools

11.40 Practice focus 1: Primary and secondary schools Mark Sherin, Lyndhurst Primary School, Southwark, using radio broadcasting to help children improve their literacy skills at transfe[r]

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Improving behaviour in schools : guidance report

Improving behaviour in schools : guidance report

Undestanding pupils better can be more effective than relying on a default response (see Box 1). How can we get to know our pupils? Consider your school context and the system that would work for you. Is it possible to structure your school such that someone knows each pupil, their strengths and interests? Can this be managed for some pupils, if not all? In primary schools and special schools, the class teacher may be able to provide this role. In secondary schools, an existing pastoral system might be a good place to start to proactively support your pupils to respond well to influences in and out of school that could affect their behaviour. At the teacher level, regularly and intentionally focusing small amounts of time working on relationships with individual pupils can have a big impact. This could be as simple as asking about their weekend or how their football team is performing.
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Literacy Guide for Secondary Schools: Literacy Guide for Secondary Schools National Literacy Trust, August

Literacy Guide for Secondary Schools: Literacy Guide for Secondary Schools National Literacy Trust, August

• The SRE framework provides a wide variety of activities which are used in pre, during and post reading stages to enhance pupils’ enjoyment and reading for meaning (p. 101-102). Kispal (2008), Effective Teaching of Inference Skills for Reading, NFER report: “The ability to draw inferences predetermines reading skills; that is, poor inferencing causes poor comprehension and not vice versa” (p. 6). The report states that inferencing can be practised outside the domain of reading with pupils of all ages and that one way of cultivating these skills in young readers and reluctant readers is to do it in discussion, orally. It suggests using ‘reciprocal teaching’ and ‘think-aloud’.
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Literacy Guide for Secondary Schools 2012-2013

Literacy Guide for Secondary Schools 2012-2013

• The SRE framework provides a wide variety of activities which are used in pre, during and post reading stages to enhance pupils’ enjoyment and reading for meaning (p. 101-102). Kispal (2008), Effective Teaching of Inference Skills for Reading, NFER report: “The ability to draw inferences predetermines reading skills; that is, poor inferencing causes poor comprehension and not vice versa” (p. 6). The report states that inferencing can be practised outside the domain of reading with pupils of all ages and that one way of cultivating these skills in young readers and reluctant readers is to do it in discussion, orally. It suggests using ‘reciprocal teaching’ and ‘think-aloud’.
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GUIDANCE IN SECONDARY SCHOOLS CATHY HOWIESON SHEILA SEMPLE

GUIDANCE IN SECONDARY SCHOOLS CATHY HOWIESON SHEILA SEMPLE

First Level Guidance (FLG) In 1986, More Than Feelings of Concern strongly advocated the development of first level guidance in schools. FLG was defined as where staff who do not have a promoted guidance post accept a guidance-related role in relation to the care of a particular small group of pupils. An important aspect of this role was identified as regular daily contact to enable the teachers and pupils to develop a close relationship and so allow the FLG teacher both to offer encouragement and support to pupils and also to co-operate with promoted guidance staff where appropriate. A subject teaching role with the pupil group was seen as desirable. Although the delivery of PSE has come to be associated with FLG, this is not defined in More Than Feelings of Concern as a major component of FLG. The report argued that the role of FLG teachers is of such importance that it should be developed in every school. The recent training document “Managing Guidance” reiterates the case for FLG. It argues that one of the fundamental aspects of FLG is to provide a safe and supportive home base and that this has spin-offs elsewhere, including helping the personal growth of pupils which often leads to increased educational attainment. As both documents acknowledge, FLG activity is something that the best teachers have done in the past but they identify several critical differences:
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Practices and Challenges of Guidance and Counseling Services in Secondary Schools

Practices and Challenges of Guidance and Counseling Services in Secondary Schools

In addition to experts' review and discussion, forward and backward translation of the questionnaire items was made to minimize meaning differences in the two local languages used during data collection (Afan Oromo & Amharic). Hence, first the English version was translated to local languages with the help of both language experts. Then after the local languages versions of the questionnaire items were translated to English language so that valid instruments used for the collection of the required data for the study. Furthermore, to obtain additional information on the practices and the major challenges hindering the effective implementation of guidance and counseling services, interviews were conducted to collect data from key informants because they encourage exploration of the issues and allow pursuing information related to the practice and challenges of guidance and counseling services. Interviews were held only with the higher officials of the zonal/weredas educational bureau, guidance and counselors, and school principals. Following the completion of data collection, the coding was done for the completed questionnaire. Data analysis was made in line with answering the research questions raised. The data obtained from questionnaire was analyzed quantitatively using SPSS version 20 to report descriptive statistics such as frequency of student visit to counselor, percentage, mean scores and standard deviations. The qualitative data collected by interviews was also analyzed by thematic analysis approach. Qualitative data analysis was done for data collected from counselors, school principals and zonal/weredas educational bureau experts using the oral interview method.
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Improving e-safety in primary schools: a guidance document

Improving e-safety in primary schools: a guidance document

Teachers from the other case study school noted how many of their parents were unaware that their children were accessing age-restricted sites, and although there were unusually high levels of engagement with their parents in terms of attendance at parents' evenings, school productions and family learning weeks, when it came to trying to engage them with the e-safety agenda they had had little success. They had tried to run an e-safety session for parents where they were planning on showing them both the CEOP video they had shown the children and another one aimed at secondary age children, but only one parent had wanted to attend. The school was
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Improving Parent Involvement in Secondary Schools through Communication. Technology

Improving Parent Involvement in Secondary Schools through Communication. Technology

whether it be through an online gradebook system or emails between parents and teachers, can drastically improve their effort in school. Online gradebooks also allow for better understanding of how an overall grade is earned over the course of a marking period or entire school year. Traditional report cards only show final averages, but they do not show specific strengths and weaknesses of a student. A student earning a C in a class could be a student that does well on quizzes and tests in class but does not complete any work outside or school. Likewise, a student could do poorly on quizzes and tests, but earn a C from other work for the class. Both of these students would need to focus on vastly different skills to improve their grades, but with only a letter grade, a parent or student would not be able to determine what needs to be done. While this is not guaranteed, a parent who has access to this information could be more likely to start a conversation with his or her child about academics.
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Leading careers education information advice and guidance (CEIAG) in secondary schools

Leading careers education information advice and guidance (CEIAG) in secondary schools

This report summarises the findings of a set of six case studies, undertaken during November 2010, which explored the effective leadership of careers education information advice and guidance (CEIAG) in a small sample of secondary schools in England. The findings indicate that effective CEIAG is an extremely important component of school provision as it impacts upon students’ aspirations, achievement and therefore potentially their life chances and social mobility. The report describes different curriculum models, with the integration of CEIAG across the curriculum as the preferred approach allied to a strong emphasis on partnership working. The leadership and management of CEIAG follow a distributed model with staff operating at a variety of levels to secure its development and implementation. There is significant evidence of this model combining the skills of both teaching and non-teaching staff. The importance of strategic vision, continuing professional development and monitoring and evaluation is highlighted as substantial. The report concludes with a set of key message for both school leaders and policymakers.
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New Literacy Oriented Ict Guidance Module Era Of Industrial Revolution 4.0 In Improving Humanity Literacy Of Students

New Literacy Oriented Ict Guidance Module Era Of Industrial Revolution 4.0 In Improving Humanity Literacy Of Students

Abstract: Changes in ICT subjects to guide ICT at the junior secondary level demand a change in teaching materials that synergize with the needs of 21st century learning and are integrated with the new literacy capabilities of the industrial revolution era 4.0. The development of ICT guidance teaching modules has produced a module that is designed to teach students independently about ICT material but has more value in strengthening the new literacy capabilities of the industrial revolution era 4.0 namely big data literacy, technology literacy and humanity literacy. Modules are developed using the Four D‘s development model which states that results through the define phase have found the fact that module development is needed because problems are encountered related to the optimization of ICT learning outcomes and the lack of new literacy skills. Furthermore, in the develope phase displayed the results of module development in Microsoft Excel material, the results of the development were tested through experimental True Experimental Design, the purpose of experimental actions to determine differences in humanity literacy skills between the experimental groups. The results of the development have increased the literacy capabilities of the humanity of students with increasing patterns of critical thinking, creativity, communication and cooperation in carrying out the tasks of giving ICT. The purpose of this study was to analyze the increase in humanity literacy abilities of SMP Negeri 23 Padang students by using ICT guidance modules with literacy orientation, new to the era of industrial revolution 4.0.
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Assessing Assessment Literacy of Science Teachers in Public Secondary Schools in Ekiti State

Assessing Assessment Literacy of Science Teachers in Public Secondary Schools in Ekiti State

The literature on educational assessment is crammed full of assessment procedures that can be used to collect, synthesise and interpret information needed for decision making during teaching-learning process. These procedures range from ability tests such as achievement test that measures previous learning, aptitude test that measures potential for acquiring specific skill and intelligence test that measures potential to solve problems, adapt to changing circumstance and profit from experiences (Kaplan & Saccuzzo, 2005) to personality tests such as objective that provides a self-report statement to which a student can respond to and projective that provides an ambiguous test stimulus that requires non-specific responses (Neukrug & Fawcat, 2006) and informal assessment techniques such as observation that enables a teacher to identify, categorise and record behaviour in either a natural or a contrived situation and rating scale that enables a teacher to observe and indicate his or her evaluation of an observed behaviour or activity of a student during class lesson or practical period (Oosterhof, 2003). However, experts in this area (e.g. Mertler, 1999; Harlen, 2004) suggest the importance of using multiple assessment procedures to ensure that all students have the opportunity to show what they can do, noting that the greater the number of assessment procedures used in assessing an individual or a group of individuals, the greater the likelihood of obtaining a clear snapshot of the assessee(s).
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Strategies for Achieving ICT Literacy & Proficiency in the Rural Primary and Secondary Schools in Ghana

Strategies for Achieving ICT Literacy & Proficiency in the Rural Primary and Secondary Schools in Ghana

ICT literacy is mandated for all primary and secondary school students both by the African Deans Education Forum (ADEF) and its attendant UNESCO EFA (Education for All) goals for the African diaspora, as well as by the Millennium Development Goals (MDG), the Economic Commission for Africa, the Sustainable Development Goals (SDG), and by local Ministries of Education. All of the foregoing entities have stated that the ability to gain access to and use ICT is not a luxury, but a necessity for humanistic and economic growth; however, resources and funding for deploying ICTs with the limited appropriations largely allocated to urban areas with pre-existing infrastructure. In 2011, a United Nations report recognized the importance of Internet access, stating it should be a priority for all states to ensure citizens can get online: “the unique and transformative nature of the Internet enables individuals to exercise their right to freedom of opinion and expression, (and) a range of other human rights, and to promote the progress of society as a whole” (SOS Children’s Villages UK, 2014). Thus, schools in rural, underserved com- munities present special situations relative to meeting the mandate due to insufficient or nonexistent infrastructure, access, and training that requires ancillary initiatives over and above those currently provided in order to [bring them on] par with their urban coun- terparts. This paper provides the framework and strategies to address and correct the issue of disenfranchisement in ICT literacy and proficiency in Ghana’s rural primary and secondary schools.
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Principals as Literacy Leaders: A strategy for improving reading engagement and achievement in Australian schools

Principals as Literacy Leaders: A strategy for improving reading engagement and achievement in Australian schools

Leaders with Indigenous Communities (PALLIC). More recently, there has been a middle school program in which people from secondary schools and their feeder primary schools work together to look at reading in the transition years, and a program that focuses on getting parents more engaged and involved in their children’s learning. Programs have been offered in every Australian state, and in some cases multiple cohorts of participants have been involved in a single state.

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Different counselors, many options: career guidance and career plans in secondary schools

Different counselors, many options: career guidance and career plans in secondary schools

< Table 11 about here > Lower track students meeting with a counselor at the the employment agency are more likely to report a desired occupation and to have applied for an apprenticeship, and less likely to continue schooling. The frequency of the meetings with the employment agency does not show significant effects. Students that met more often with school counselors are more likely to report a desired occupation as well. There are no significant effects of school counselors on other career planning measures. Students with at least one work experience placement in their desired occupation are more likely to apply for apprenticeships, while a high number of placements is negatively related to applying for an apprenticeship. The experience of different job environments may indicate that finding a suitable apprenticeship is difficult because the student sees the need for revising his/her career plan or because it is difficult for the student to match his/her preferences with the available apprenticeships. Thus, advice by school counselors and adequate placements significantly affect career planning, though not in a linear way. Specifically, the employment agency shapes students’ career plan towards the labor market and away from continuing general schooling.
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On improving financial literacy

On improving financial literacy

ON IMPROVING FINANCIAL LITERACY 131 ON IMPROVING FINANCIAL LITERACY Levente Kovács – Ágnes Sütő 1 Improving financial literacy and skills is in the self interest of both the government and the financial sector. If banking customers select and use financial products and services consciously and ethically, they will promote and strengthen confi- dence in and respect for the government and the financial sector while payments discipline and tax compliance will improve. Thanks to smart customers, the ef- fects of a potential financial crisis can be mitigated; since panic responses, which can significantly multiply the harmful effects of a crisis, are less expressed among them. Overall, being knowledgeable in finances supports the reliable operation and growth of the economy. The objectives of PÉNZ7 matching the Pan-European Money Week programme are to improve financial literacy and enterprising skills from primary and secondary schools to universities. The Hungarian Banking As- sociation acknowledge committed people and institutions of outstanding perfor- mance by giving them the award Ambassador of Financial Culture. In this paper the ideas of earlier holders of the award describe the improvement of financial literacy and the impact of the PÉNZ7 programme.
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Literacy among the Secondary Schools Students in Malaysia

Literacy among the Secondary Schools Students in Malaysia

Index Terms—International adult literacy survey (IALS), literacy, Malaysia, secondary schools I. I NTRODUCTION Traditionally literacy has been defined as the ability to read and write. UNESCO’s definition of literacy refers to the ability to identify, understand, interpret, design, communicate, and learn to use printed and written materials relating to a variety of contexts. Literacy rate also is a key indicator for measuring human capital and the ability of nations to develop their human capital [1], [2]. Policy makers view literacy may increase the individual’s employment opportunities and access to education at a higher level. Basic concepts of literacy, which communicate via text and printing, are embodied in the goals and focus of each educational system in the world. In the education context in Malaysia, literacy proficiency is the foundation and most important goal of the national system of education.
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Media education and media literacy in secondary schools in Spain

Media education and media literacy in secondary schools in Spain

Se han consultado las siguientes bases de datos: Google Scholar, ScienceDirect, Dialnet, Scielo y Scopus. Las palabras empleadas en la búsqueda fueron «educación en medios», «alfabe- tización mediática», y «competencia mediática», así como sus homónimos en inglés «media education», «media literacy» y «media competence», teniendo en cuenta los operadores lógicos y las funciones especiales correspondientes de cada base de datos. En Google Scholar se obtuvieron 939 documentos que, tras limitar la búsqueda a los últimos 10 años, fueron 816, en ScienceDirect fueron 1,292, en Dialnet 60, en Scielo 20 y en Scopus 55. Para proceder a la selección se revisaron los abstracts y, en caso necesario, los artículos completos con el fin de decidir si la información que contenían estaba relacionada con el objetivo propuesto. Se realizó una bús- queda manual de las referencias bibliográficas de los artículos seleccionados con la finalidad de rescatar otros estudios potencialmente incluibles para la revisión. Fueron localizados a través de Google Scholar, y de ScienceDirect.
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Improving the Coverage of Private Elementary-Secondary Schools

Improving the Coverage of Private Elementary-Secondary Schools

We will determine the characteristics of the list frame and area frame by religious orientation (Catholic, Other Religious, Nonsectarian), school level (elementary, second[r]

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