Search results for "Secondary"

Student Engagement and School Burnout in Finnish Lower-Secondary Schools: Latent Profile Analysis

2016

Self-ratings of behavioural engagement, cognitive engagement and school burnout were used in person-centred analyses to identify latent profiles among 2,485 Finnish lower-secondary school students. Three profiles were identified: high-engagement/low-burnout (40.6% of the sample), average-engagement/average-burnout (53.9%), and low-engagement/high-burnout (5.5%). Another sample of lower-secondary school students was used to validate the 3 profiles. The factors most strongly associated with the high-engagement/low-burnout profile of lower-secondary school students’ were high levels of support from teachers and family, good academic performance, and lack of truancy. The study indicated that te…

Students' Positive Expectations and Concerns Prior to the School Transition to Lower Secondary School

2020

This mixed-method study examines students' expectations and concerns before transitioning from primary to lower secondary school and the role of students' school-related wellbeing and self-esteem in their concerns. Students reported their beliefs about the forthcoming school transition and filled in a questionnaire assessing school burnout and self-esteem. The results showed that the students had positive expectations comprising comfort, friendships, learning, school environment, increased freedom and teacher -student relations. The students' concerns were mainly related to friendships. Furthermore, results indicated that students who reported concerns about peer relations were likely to ex…

(Dis)empowering assessment? : assessment as experienced by students in their upper secondary school EFL studies

2017

Assessment has a great deal of power over students. However, there is little research on how students experience assessment and its power in the school context. The purpose of this mixed-methods study is therefore to examine how students in one Finnish upper secondary school experienced assessment and (dis)empowerment in their EFL studies. The present study, which situates itself within the realm of teacher research, also aims to experiment with alternative assessment methods in order to investigate whether they could foster empowerment in upper secondary EFL studies. The study comprises five articles and a monograph, and is divided into two parts, each with its own research aims. Part 1 an…

Intra‐individual dynamics of lesson‐specific engagement: Lagged and cross‐lagged effects from one lesson to the next

2020

Background Student engagement denotes active participation in academic work through commitment and involvement in learning tasks (Appleton et al., 2006, Journal of School Psychology, 44, 427). This study looks at questions such as whether engagement experiences in one lesson have an effect on the next lesson. In the present study, process‐oriented analyses were conducted to examine lower secondary school students’ engagement experiences and the stability of those experiences from one lesson to the next. Aims (1) To what extent are students’ engagement experiences, in terms of behavioural and cognitive engagement, emotional engagement, and disaffection, stable from one lesson to the next (au…

Critical issues and future prospects of the secondary substation in smart grid context

2014

This paper is focused on the new role of the secondary substation in the smart grids context. This innovative view has been proposed and developed in the framework of two Research Projects: NewCabELARC Project and Reipersei Project. The latter provides a concrete and comprehensive low cost solutions for the smart grid monitoring and control, allowing the real diffusion and integration of Distributed Generation and the full exploitation of Renewable Energy Sources. In this field, this paper shows how the secondary substation (SS) takes the role of smart transducer node where innovative devices can be located, collecting the measurement data coming from the field devices (power and energy met…

Practising, testing and assessing oral skills in Finnish upper secondary schools: teachers' opinions

2006

Classroom context's influence on students' willingness to communicate : a study of upper secondary school students' views

2015

Suullisen kielitaidon harjoittelua vieraissa kielissä sekä asenteita sitä kohtaan on tutkittu melko paljon niin Suomessa, kuin muualla maailmassakin (ks. esim. Mäkelä 2005 tai Yli-Renko ja Salo-Lee 1991). Sen sijaan oppilaiden ja opiskelijoiden halukkuudesta puhua vieraita kieliä, tässä tapauksessa erityisesti englantia, ei suomalaisessa kontekstissa ole tutkimustietoa. Kielen opettamisen kannalta olisi kuitenkin tärkeää ymmärtää, miten oppilaat ja opiskelijat kokevat oman halukkuuteensa puhua englantia, ja miten erilaiset tilanteet oppitunnilla siihen vaikuttavat. Tämän tutkimuksen tarkoituksena onkin selvittää suomalaisten lukiolaisten halukkuutta puhua englantia erityisesti oppitunnilla,…

IB upper secondary school and national upper secondary school students' attitudes towards English oral skills : a comparative study

2013

Tämän tutkimuksen tarkoituksena oli kartoittaa suomalaisten lukio-opiskelijoiden asenteita englannin suullista kielitaitoa ja sen testaamista kohtaan. Tietoa kerättiin kyselylomakkeen avulla kahden kaupungin IB-lukioista ja samoissa kouluissa toimivista kansallisista lukioista. Vastaajia oli yhteensä 184. Tutkimuksessa haluttiin selvittää, millaisia asenteita Suomen lukiolaisilla on englannin suullista kielitaitoa kohtaan. Samalla selvitettiin myös opiskelijoiden asenteita suullisen kielitaidon testaamista kohtaan varsinkin kansallisen- ja IB-lukion päättövaiheessa. Tutkimuksen päätavoitteena oli vertailla kansallisten lukiolaisten ja IB-lukiolaisten asenteita toisiinsa. Suullisen kielitaid…

The analysis of teaching practices at school and at university.

2011

It is well-known that teachers are required to have an experimental mentality leading them to constantly verify the educational efficiency of their teaching actions and make new hypotheses to improve. Actually, what really happens at school is that intuition is predominant because of the lack of time, so these hypotheses are quite dim, working procedures are the fruit of almost indefinite improvisation, and assessment does not fit the need for observing the benefits and results of learning or it is not even carried out at all. Therefore, it is required for school teachers to have a strong methodological competence in the field of teaching research. The Research Group at the University of Pa…

Intrinsic Lipschitz Graphs and Vertical β-Numbers in the Heisenberg Group

2016

The purpose of this paper is to introduce and study some basic concepts of quantitative rectifiability in the first Heisenberg group $\mathbb{H}$. In particular, we aim to demonstrate that new phenomena arise compared to the Euclidean theory, founded by G. David and S. Semmes in the 90's. The theory in $\mathbb{H}$ has an apparent connection to certain nonlinear PDEs, which do not play a role with similar questions in $\mathbb{R}^{3}$. Our main object of study are the intrinsic Lipschitz graphs in $\mathbb{H}$, introduced by B. Franchi, R. Serapioni and F. Serra Cassano in 2006. We claim that these $3$-dimensional sets in $\mathbb{H}$, if any, deserve to be called quantitatively $3$-rectifi…