an article by Grace Chi En Kwan, Marko M. Skoric and Wee Kim Wee (Nanyang Technological University, Singapore) published in Computers in Human Behavior Volume 29 Issue 1 (January 2013)
Abstract
This study examines the phenomenon of cyberbullying on Facebook and how it is related to school bullying among secondary school students in Singapore, aged 13–17.
We also focus on generic use of Facebook and risky Facebook behaviours as the predictors of cyberbullying and victimisation on Facebook.
1,676 secondary students, from two secondary schools, participated in a pen and paper survey. The findings show that the intensity of Facebook use and engagement in risky Facebook behaviours were related to Facebook victimisation and Facebook bullying, respectively.
Moderately strong positive relationships between school bullying and Facebook bullying, as well as between school victimisation and Facebook victimisation, were also uncovered.
Showing posts with label secondary_schools. Show all posts
Showing posts with label secondary_schools. Show all posts
Wednesday, 2 January 2013
Wednesday, 21 November 2012
Sequential attrition of secondary school student interest in IT courses and careers
an article by Catherine Lang, (Swinburne University of Technology, Hawthorn, Australia) published in Information Technology & People Volume 25 Issue 3 (2012)
Abstract
Purpose
This paper aims to present results of interviews with Australian students in junior, middle and senior secondary-school. It also aims to provide a current insight into the declining diversity of the information technology (IT) student cohort that is not captured in the existing literature. Educational psychology theories of self-efficacy shed light on the development of like and dislike towards aspects of IT, it also seeks to consider the career choice decision-making theories and models to understand the cost-benefit dimensions of career choice in young people in the twenty-first century. Socio-cultural factors that condition young women for their expected role in society also apply to career choice and build a theoretical framework for the research.
Design/methodology/approach
Qualitative research methodology of semi-structured focus group interviews were conducted with students of both genders from three different year levels. The interviews were analysed using a meta matrix approach aligned with themes suggested in the literature.
Findings
This research found that IT rarely entered their schematic repertoire of possible future careers, a schematic repertoire strongly influenced by parental opinion and habitus at all stages of education. While it would appear that there is a deficit in student knowledge of what an IT career involves beyond that of the most stereotypical portrayal of a programmer, this deficit of knowledge is evident in both genders. This research found a pattern of factors specific to Information Technology that encouraged some males to choose this career path and a pattern of inhibiting factors that had a stronger negative impact on young women than young men.
Research limitations/implications
It is apparent from this study that the lack of women in IT is not necessarily a gender issue, but an issue embedded in the image of the IT discipline, an image of lower status than most other professional careers.
Practical implications
A positive implication is that there is little differentiation between the genders in IT use, despite greater confidence in technical ability residing with males.
Social implications
A lack of diversity in a workforce is detrimental to creativity and future design. IT professionals, industry and academics need to work together to engender greater interest in this discipline and increase their focus on parents of students.
Originality/value
This paper adds to current theory by suggesting that parents remain the primary influencers to student career and course choices. A second important contribution to current theory is the perpetuation of the poor image that students hold of the IT profession.
Abstract
Purpose
This paper aims to present results of interviews with Australian students in junior, middle and senior secondary-school. It also aims to provide a current insight into the declining diversity of the information technology (IT) student cohort that is not captured in the existing literature. Educational psychology theories of self-efficacy shed light on the development of like and dislike towards aspects of IT, it also seeks to consider the career choice decision-making theories and models to understand the cost-benefit dimensions of career choice in young people in the twenty-first century. Socio-cultural factors that condition young women for their expected role in society also apply to career choice and build a theoretical framework for the research.
Design/methodology/approach
Qualitative research methodology of semi-structured focus group interviews were conducted with students of both genders from three different year levels. The interviews were analysed using a meta matrix approach aligned with themes suggested in the literature.
Findings
This research found that IT rarely entered their schematic repertoire of possible future careers, a schematic repertoire strongly influenced by parental opinion and habitus at all stages of education. While it would appear that there is a deficit in student knowledge of what an IT career involves beyond that of the most stereotypical portrayal of a programmer, this deficit of knowledge is evident in both genders. This research found a pattern of factors specific to Information Technology that encouraged some males to choose this career path and a pattern of inhibiting factors that had a stronger negative impact on young women than young men.
Research limitations/implications
It is apparent from this study that the lack of women in IT is not necessarily a gender issue, but an issue embedded in the image of the IT discipline, an image of lower status than most other professional careers.
Practical implications
A positive implication is that there is little differentiation between the genders in IT use, despite greater confidence in technical ability residing with males.
Social implications
A lack of diversity in a workforce is detrimental to creativity and future design. IT professionals, industry and academics need to work together to engender greater interest in this discipline and increase their focus on parents of students.
Originality/value
This paper adds to current theory by suggesting that parents remain the primary influencers to student career and course choices. A second important contribution to current theory is the perpetuation of the poor image that students hold of the IT profession.
Friday, 9 November 2012
Is a schools’ performance related to technical change? – A study on the relationship between innovations and secondary school productivity
an article by Carla Haelermans (Maastricht University, Netherlands and Delft University of Technology, Netherlands) and Jos L.T. Blank (Delft University of Technology, Netherlands) published in Computers & Education
Volume 59 Issue 3 (November 2012)
Abstract
This paper examines the relation between innovations and productivity in Dutch secondary schools.
Innovation clusters are directly included in the production model.
In order to correct for differences between schools, we add school type, region and year controls.
The results indicate that process innovations, teacher professionalisation innovations and education chain innovations are positively related to productivity, whereas new courses innovations and pedagogic innovations are negatively related to productivity.
The results also show that innovations are directly related to productivity, but also through student performance. The positive results of teacher professionalisation, education chain and process innovations are similar to what is found elsewhere in the literature.
Highlights
► Innovations are related to school productivity.
► Education chain and teacher professionalization innovations are positively related to productivity.
► New courses and pedagogical innovations are negatively related to productivity.
► Process innovations are positive, but not significantly related to productivity.
► Productivity is directly influenced by innovations and influenced by innovations through student performance.
Abstract
This paper examines the relation between innovations and productivity in Dutch secondary schools.
Innovation clusters are directly included in the production model.
In order to correct for differences between schools, we add school type, region and year controls.
The results indicate that process innovations, teacher professionalisation innovations and education chain innovations are positively related to productivity, whereas new courses innovations and pedagogic innovations are negatively related to productivity.
The results also show that innovations are directly related to productivity, but also through student performance. The positive results of teacher professionalisation, education chain and process innovations are similar to what is found elsewhere in the literature.
Highlights
► Innovations are related to school productivity.
► Education chain and teacher professionalization innovations are positively related to productivity.
► New courses and pedagogical innovations are negatively related to productivity.
► Process innovations are positive, but not significantly related to productivity.
► Productivity is directly influenced by innovations and influenced by innovations through student performance.
Thursday, 27 September 2012
Spoilt for choice, spoilt by choice: Long-term consequences of limitations imposed by social background
an article by Vicky Duckworth and Matthew Cochrane (Edge Hill University, Ormskirk) published in Education + Training Volume 54 Issue 7 (2012)
Abstract
Purpose
The purpose of this paper is to explore the choices learners have in steering their way through the educational system in the UK.
Design/methodology/approach
The paper draws on data from two studies, one conducted in a state secondary school and the other in a Further Education College, both based in the north-west of England. Both used interviews (either individual or focus-group) to collect data, which were then analysed using a grounded approach.
Findings
In linking the two studies the authors highlight how the impact of symbolic violence and the relations between groups and classes at school continue into the “choices” the learners make during adulthood and also into the learner’s working life, and that these “choices” are often a large-scale consequence of many “micro-choices” arising from day-to-day situations. The acts of symbolic violence described in the college group are not of themselves very different from those described by the school group, though the consequences for the school group cannot yet be known.
Research limitations/implications
The participants in the two groups are unconnected in that they attend different institutions and are at very different stages of their education. However the authors contend that there is a connection in terms of the participants’ experience of symbolic violence.
Originality/value
The paper draws attention to the existence of symbolic violence in everyday school life, and highlights how these instances can have significant impact.
Abstract
Purpose
The purpose of this paper is to explore the choices learners have in steering their way through the educational system in the UK.
Design/methodology/approach
The paper draws on data from two studies, one conducted in a state secondary school and the other in a Further Education College, both based in the north-west of England. Both used interviews (either individual or focus-group) to collect data, which were then analysed using a grounded approach.
Findings
In linking the two studies the authors highlight how the impact of symbolic violence and the relations between groups and classes at school continue into the “choices” the learners make during adulthood and also into the learner’s working life, and that these “choices” are often a large-scale consequence of many “micro-choices” arising from day-to-day situations. The acts of symbolic violence described in the college group are not of themselves very different from those described by the school group, though the consequences for the school group cannot yet be known.
Research limitations/implications
The participants in the two groups are unconnected in that they attend different institutions and are at very different stages of their education. However the authors contend that there is a connection in terms of the participants’ experience of symbolic violence.
Originality/value
The paper draws attention to the existence of symbolic violence in everyday school life, and highlights how these instances can have significant impact.
Friday, 8 June 2012
Concentration or Diffusion? The Changing Geography of Ethnic Minority Pupils in English Secondary Schools, 1999–2009
an article by Chris Hamnett (King’s College, London) published in Urban Studies Volume 49 Number 8 (June 2012)
Abstract
Britain has seen a significant increase in the size of its ethnic minority population over the past 20 years.
Because of the relatively youthful age structure of the ethnic minority population, the percentage of ethnic minorities in the school age-groups is much higher than its share of the overall population. Given the very uneven geographical distribution of ethnic minorities, this has raised concerns over the extent of school ethnic segregation.
This paper examines the changing distribution of ethnic minority secondary school pupils in England over the period 1999–2009.
It shows that, while there have been big increases in the percentage of ethnic minorities in those local authorities with existing concentrations, with ethnic minorities comprising over 50 per cent of pupils in 24 urban authorities in 2009, the dominant trend has been one of an increase in the percentage of ethnic minority pupils across the board combined with the increasing diffusion of ethnic minorities across all local authorities, rather than increasing concentration in a small number of authorities.
Abstract
Britain has seen a significant increase in the size of its ethnic minority population over the past 20 years.
Because of the relatively youthful age structure of the ethnic minority population, the percentage of ethnic minorities in the school age-groups is much higher than its share of the overall population. Given the very uneven geographical distribution of ethnic minorities, this has raised concerns over the extent of school ethnic segregation.
This paper examines the changing distribution of ethnic minority secondary school pupils in England over the period 1999–2009.
It shows that, while there have been big increases in the percentage of ethnic minorities in those local authorities with existing concentrations, with ethnic minorities comprising over 50 per cent of pupils in 24 urban authorities in 2009, the dominant trend has been one of an increase in the percentage of ethnic minority pupils across the board combined with the increasing diffusion of ethnic minorities across all local authorities, rather than increasing concentration in a small number of authorities.
Wednesday, 18 April 2012
Facebook usage patterns and school attitudes
an article by Bernadett Koles and Peter Nagy, (Business School, Central European University, Budapest, Hungary) published in Multicultural Education & Technology Journal Volume 6 Issue 1 (2012)
Abstract
Purpose
The purpose of this paper is to explore teenagers’ and young adults’ use of social networking sites (SNS), in light of certain personal, social and educational outcomes and attitudes.
Design/methodology/approach
Data were gathered on the basis of surveys, and were analyzed through a series of multivariate models.
Findings
It was found that participants’ reasons and motivations for online presence varied as a function of gender and age. Different degrees of Facebook usage were linked with different school-related attitudes. More specifically, more extensive usage was associated with more negative school and peer attitudes; more so for females and for college students. Furthermore, greater reliance on online interactions for social and emotional support was found disadvantageous for college students, while neutral or in some cases beneficial for high school students.
Research limitations/implications
Gender and educational level appear to be important factors explaining some of the variation in school-related attitudes, and thus should be explored separately.
Practical implications
The differential impact of online presence on school attitudes for college and high school students highlights the need for teachers and student advisors to be sensitive to such transitional groups.
Social implications
The authors found that more popular students, those often viewed as “opinion leaders”, tended to show more negative school outcomes than less popular students in general; a relevant point for organizations.
Originality/value
Facebook usage and school-related attitudes were observed simultaneously in high school and college populations studying in Budapest, Hungary.
Abstract
Purpose
The purpose of this paper is to explore teenagers’ and young adults’ use of social networking sites (SNS), in light of certain personal, social and educational outcomes and attitudes.
Design/methodology/approach
Data were gathered on the basis of surveys, and were analyzed through a series of multivariate models.
Findings
It was found that participants’ reasons and motivations for online presence varied as a function of gender and age. Different degrees of Facebook usage were linked with different school-related attitudes. More specifically, more extensive usage was associated with more negative school and peer attitudes; more so for females and for college students. Furthermore, greater reliance on online interactions for social and emotional support was found disadvantageous for college students, while neutral or in some cases beneficial for high school students.
Research limitations/implications
Gender and educational level appear to be important factors explaining some of the variation in school-related attitudes, and thus should be explored separately.
Practical implications
The differential impact of online presence on school attitudes for college and high school students highlights the need for teachers and student advisors to be sensitive to such transitional groups.
Social implications
The authors found that more popular students, those often viewed as “opinion leaders”, tended to show more negative school outcomes than less popular students in general; a relevant point for organizations.
Originality/value
Facebook usage and school-related attitudes were observed simultaneously in high school and college populations studying in Budapest, Hungary.
Thursday, 12 April 2012
Good practice in secondary school careers programs: A case study of the approach of one inner city school
an article by Robyn Broadbent, Marcelle Cacciattolo and Theo Papadopoulos (Victoria University, Melbourne, Australia) published in Education + Training Volume 54 Issue 2/3 (2012)
Abstract
Purpose
Career programmes within secondary school curriculum can impact on a young person's sense of direction and meaning in life. The purpose of this paper is to report on an evaluation that was conducted in 2009 of the careers programmes in one secondary college in the western suburbs of Melbourne.
Design/methodology/approach
The research team utilised a multi-method approach collecting 273 surveys and undertaking both focus groups and interviews, ensuring the voices of young people were at the centre of the work.
Findings
Innovative careers and transition programmes create opportunities for young people to plan for their future. Similarly the absence of established careers programmes can compound the disadvantage that some students experience. The findings evidence how important it is for schools to support inclusive classrooms that enable young people to make informed decisions about their career pathways.
Research limitations/implications
The research findings were used to form a model of good practice and highlight the transformational impact of career and transition programmes for young people. The current research explores student knowledge, confidence, attitudes and perceptions while they are still at school. A longitudinal study, tracking these same young people as they progress to tertiary education and/or employment, would enable more definitive evidence on actual transitions and the actual outcomes experienced by young people.
Originality/value
This paper is of value to the education sector as it looks to respond to the need to develop a more seamless approach to young people making successful transitions to further education and/or employment.
Purpose
Career programmes within secondary school curriculum can impact on a young person's sense of direction and meaning in life. The purpose of this paper is to report on an evaluation that was conducted in 2009 of the careers programmes in one secondary college in the western suburbs of Melbourne.
Design/methodology/approach
The research team utilised a multi-method approach collecting 273 surveys and undertaking both focus groups and interviews, ensuring the voices of young people were at the centre of the work.
Findings
Innovative careers and transition programmes create opportunities for young people to plan for their future. Similarly the absence of established careers programmes can compound the disadvantage that some students experience. The findings evidence how important it is for schools to support inclusive classrooms that enable young people to make informed decisions about their career pathways.
Research limitations/implications
The research findings were used to form a model of good practice and highlight the transformational impact of career and transition programmes for young people. The current research explores student knowledge, confidence, attitudes and perceptions while they are still at school. A longitudinal study, tracking these same young people as they progress to tertiary education and/or employment, would enable more definitive evidence on actual transitions and the actual outcomes experienced by young people.
Originality/value
This paper is of value to the education sector as it looks to respond to the need to develop a more seamless approach to young people making successful transitions to further education and/or employment.
Monday, 21 November 2011
The assessment of enterprise education in the secondary education sector: …
A new approach?
an article by Matthew C. Draycott, (Glyndwr University, Wrexham), David Rae, (Lincoln Business School, University of Lincoln) and Katie Vause, (Lincoln Castle Academy, Lincoln) published in Education + Training Volume 53 Issue 8/9 (2011)
Abstract
Purpose
Although the assessment of enterprise education activities has been widely highlighted as a key area of concern, it continues to be under represented in the literature. Questions remain as to how educators seeking to monitor student progression can capture quality data and measure relevant aspects of development, often leading enterprise education to be monitored rather than assessed. This article seeks to explore the challenges of assessing enterprise education in the secondary education sector. It aims to provide useful insights to help practitioners understand how to evidence the impact of enterprise learning by students.
Design/methodology/approach
The paper first presents a critical review of the existing literature with insights from specialist practitioners sourced through an online survey and a seminar. This provides a broad review of the field from a practitioner standpoint focusing on current assessment techniques and standards. Using these data a conceptual pedagogy is proposed for the delivery of enterprise education and a methodology for its assessment, to be developed in future work.
Findings
A critical review of the assessment of enterprise education is presented. This exposes challenges of a confused field, with pockets of good practice in schools often not shared or understood out of context. The development of a novel pedagogical model for teaching enterprise education is proposed, linked to a prototype assessment methodology which presents a new approach for enterprise teaching and learning.
Research limitations/implications
The work is limited at this stage since participants in the research were drawn from one geographic area in the East of England, and examples of qualifications reviewed were not exhaustive, but these limitations can be addressed in future research.
Practical implications
The paper provides a conceptual model for structuring enterprise education which may have relevance across the secondary sector and beyond.
Originality/value
The article investigates the problems of assessing enterprise in secondary education, examining what does and does not work, and providing practitioners with useful guidance. In this important topic it is vital that new approaches are developed which can create a broader debate especially at a time of such great change in the educational landscape. This paper provides a platform for further development in the field.
an article by Matthew C. Draycott, (Glyndwr University, Wrexham), David Rae, (Lincoln Business School, University of Lincoln) and Katie Vause, (Lincoln Castle Academy, Lincoln) published in Education + Training Volume 53 Issue 8/9 (2011)
Abstract
Purpose
Although the assessment of enterprise education activities has been widely highlighted as a key area of concern, it continues to be under represented in the literature. Questions remain as to how educators seeking to monitor student progression can capture quality data and measure relevant aspects of development, often leading enterprise education to be monitored rather than assessed. This article seeks to explore the challenges of assessing enterprise education in the secondary education sector. It aims to provide useful insights to help practitioners understand how to evidence the impact of enterprise learning by students.
Design/methodology/approach
The paper first presents a critical review of the existing literature with insights from specialist practitioners sourced through an online survey and a seminar. This provides a broad review of the field from a practitioner standpoint focusing on current assessment techniques and standards. Using these data a conceptual pedagogy is proposed for the delivery of enterprise education and a methodology for its assessment, to be developed in future work.
Findings
A critical review of the assessment of enterprise education is presented. This exposes challenges of a confused field, with pockets of good practice in schools often not shared or understood out of context. The development of a novel pedagogical model for teaching enterprise education is proposed, linked to a prototype assessment methodology which presents a new approach for enterprise teaching and learning.
Research limitations/implications
The work is limited at this stage since participants in the research were drawn from one geographic area in the East of England, and examples of qualifications reviewed were not exhaustive, but these limitations can be addressed in future research.
Practical implications
The paper provides a conceptual model for structuring enterprise education which may have relevance across the secondary sector and beyond.
Originality/value
The article investigates the problems of assessing enterprise in secondary education, examining what does and does not work, and providing practitioners with useful guidance. In this important topic it is vital that new approaches are developed which can create a broader debate especially at a time of such great change in the educational landscape. This paper provides a platform for further development in the field.
Wednesday, 28 September 2011
Secondary school librarians as heads of department in UK schools
an article by Hannah L Brackenbury and Peter Willett (University of Sheffield) published in Library Management Volume 32 Issue 4/5 (2011)
Abstract
Purpose
The purpose of this paper is to study the attitudes of UK head teachers and of librarians to the view that secondary school librarians should have the status of a head of department (HOD).
Design/methodology/approach
Questionnaires sent to 77 secondary schools in Cheshire, UK had response rates of 58 per cent from the librarians and of 49 per cent from the head teachers, with follow-up interviews being conducted with 15 of the librarians.
Findings
Most librarians were employed as support staff, although many of them were doing a HOD’s job; even when a librarian had this title, they did not often receive the recognition appropriate to such a role. Librarians were more likely to have HOD status in the independent schools sector than in the state-maintained sector, and there was some evidence that head teachers and librarians have different views as to what a librarian’s responsibilities should be.
Originality/value
There has been no previous study of this topic in the UK.
Abstract
Purpose
The purpose of this paper is to study the attitudes of UK head teachers and of librarians to the view that secondary school librarians should have the status of a head of department (HOD).
Design/methodology/approach
Questionnaires sent to 77 secondary schools in Cheshire, UK had response rates of 58 per cent from the librarians and of 49 per cent from the head teachers, with follow-up interviews being conducted with 15 of the librarians.
Findings
Most librarians were employed as support staff, although many of them were doing a HOD’s job; even when a librarian had this title, they did not often receive the recognition appropriate to such a role. Librarians were more likely to have HOD status in the independent schools sector than in the state-maintained sector, and there was some evidence that head teachers and librarians have different views as to what a librarian’s responsibilities should be.
Originality/value
There has been no previous study of this topic in the UK.
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