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Descriptors:
Foreign Countries; Developing Nations; Outcomes of Education; Cost Effectiveness; Secondary Education; Higher Education; Human Capital; Educational Attainment; Gender Differences; Educational Status Comparison

Abstract:
This study provides new and more accurate information about private rates of return to education (RORE) in Malaysia. Most of the prior studies on RORE have not addressed selectivity bias, and those that have are based on an older data set. The findings suggest that for both males and females, the average private returns to education are highest at the secondary (16.5 percent and 27.2 percent, respectively) and university (15.5 percent and 16.1 percent, respectively) education levels. Thus, it is important to pursue education until the secondary level and further to the university level to capture higher returns to education. (Contains 9 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Linguistics; Semantics; Discourse Analysis; Role; Time Perspective; Linguistic Theory; Teaching Methods; History Instruction; Sociology; Secondary Education

Abstract:
Based on the theoretical understandings from Legitimation Code Theory (Maton, 2013) and Systemic Functional Linguistics (Martin, 2013) underpinning the research discussed in this special issue, this paper focuses on classroom pedagogy to illustrate an important strategy for making semantic waves in History teaching, namely "temporal shifting". We begin with a brief contextualisation of how Legitimation Code Theory (LCT) and Systemic Functional Linguistics have been used together to investigate cumulative knowledge-building before outlining how the LCT concepts of "semantic gravity and semantic density" were enacted in linguistic terms for this research in order to understand the linguistic resources marshalled by actors in making semantic waves. The paper then moves on to consider temporality from both linguistic and sociological perspectives and to demonstrate how it is implicated in movements up and down the semantic scale to create semantic waves. (Contains 1 table and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Semantics; Professional Development; Educational Research; Linguistic Theory; Teaching Methods; Biology; History; Discourse Analysis; Lesson Plans; Secondary Education; Concept Formation

Abstract:
The paper begins by arguing that knowledge-blindness in educational research represents a serious obstacle to understanding knowledge-building. It then offers sociological concepts from Legitimation Code Theory--"semantic gravity" and "semantic density"--that systematically conceptualize one set of organizing principles underlying knowledge practices. Brought together as "semantic profiles", these allow changes in the context-dependence and condensation of meaning of knowledge practices to be traced over time. These concepts are used to analyze passages of classroom practice from secondary school lessons in Biology and History. The analysis suggests that "semantic waves", where knowledge is transformed between relatively decontextualized, condensed meanings and context-dependent, simplified meanings, offer a means of enabling cumulative classroom practice. How these concepts are being widely used to explore organizing principles of diverse practices in education and beyond is discussed, revealing the widespread, complex and suggestive nature of "semantic waves" and their implications for cumulative knowledge-building. (Contains 9 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Bilingual Education; Ethnography; Foreign Countries; Ideology; Bilingualism; Language Planning; Welsh; Secondary Education; Educational Policy; Observation; Language Usage; Second Language Learning; English; Bilingual Schools; Student Attitudes

Abstract:
This article reports on a study of two contrasting secondary schools, serving the same "community" in south-west Wales; a bilingual school (Welsh and English) and an English-medium school (English only). Data were gathered using ethnographic methods, with this study focusing primarily on data elicited through "ethnographic chats". The analysis is informed by ethnographic participation, observation and subsequent field notes. The study aims to shed light on the dichotomy between the inclusive nature of Welsh language policy and the "reality" on the ground. It questions whether an apparently inclusive policy can and does in fact lead to social inclusiveness at the level of usage and practice. The article takes, as its starting point, two opposing ideologies, "flexible" and "separate" bilingualism (Blackledge and Creese 2010), and discusses these in relation to their different ideological underpinnings and corresponding institutional arrangements. The article shows how the students' experiences, of the impact of bilingual policies at school, affect the notion of choice and are shown to be inconsistent with Welsh language policy. The article concludes by questioning what ideological model of bilingual education is desirable; can the more open ideology ("flexible bilingualism") "save the language"? Alternatively, is the cost of "separate" bilingualism too high? (Contains 1 figure, 7 extracts, and 14 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Preservice Teachers; Preservice Teacher Education; Reflective Teaching; Inquiry; Qualitative Research; Research Methodology; Teacher Educators; Secondary Education; Experienced Teachers; Reflection; Educational Methods; Participant Observation; Education Courses; Teacher Education Programs

Abstract:
Over the past several decades a growing amount of research has considered the role, challenges, and complexities of teaching reflective inquiry to preservice teachers. Generally accepted as a valuable component of a teacher education program, there are persistent levels of ambiguity regarding how reflective inquiry can be intentionally fostered during initial stages of teacher preparation. This qualitative research study seeks to provide one exemplar of this promising practice by exploring the instructional approaches used to promote reflective inquiry in preservice teachers by a veteran teacher educator from Niagara University, NY. Using participant observer research protocols, data were collected and analyzed according to qualitative research methodologies (Spradley, 1980). Grounded in the theories of Dewey (1935) and Schon (1983), this study examines how the teacher educator studied created opportunities for preservice teachers to develop their reflective inquiry skills in a Methods of Secondary Education course. Advice for other teacher educators and implications for the greater teacher education community will be discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Data Collection; Information Literacy; Classroom Environment; Data Analysis; Preservice Teachers; Inquiry; Teacher Researchers; Language Arts; English Curriculum; Secondary Education; Difficulty Level

Abstract:
Data literate educators can generate questions about learning in their classes; collect and analyze classroom data to answer them; and develop inferences and explanations. Two elements may promote data literacy: (a) breadth of classroom-based data collection and (b) depth of analysis. We examined these in inquiries conducted by 80 preservice teachers of secondary English in diverse classrooms over a 6-year period. Analyzing products, processes, and self-reports, we found inquiries evidenced a range in breadth of data collection and depth of analysis. Qualitative themes and two cases illustrate data analysis processes and challenges of pattern finding, initially crude analyses in striving for depth, and the need for data literacy mentoring. (Contains 1 table and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Educational Change; Secondary Education; Teacher Participation; Unions; Change Agents

Abstract:
The countries of Latin America have been no exception to global calls for educational transformation and teacher professionalization at the secondary level. One of the newest of these reforms is Mexico's Reforma de la Educacion Secundaria (RS) (Reform of Secondary Education), launched in 2006. This article examines portrayals by various actors of the nature and extent of the participation of both teachers and the teachers' union in the different phases of the RS, beginning with the initial formulation of the reform through the implementation and the "follow-up." Findings indicate that in spite of efforts to provide more transparency and opportunities for teacher participation, for the most part secondary teachers in Mexico neither felt like agents nor partners in the RS, nor did they function as such in the reform process. As in previous reform efforts, teachers mostly felt that they were recipients of plans formulated by government officials, and as a result many have evidenced neither complete compliance nor full commitment to the reform. The national teachers' union, meanwhile, claims to represent teachers' voices and thus a form of teacher participation, but this claim is denied in the findings. The discussion and conclusions emphasize the multiple significations of teacher "participation" and the need to overcome system-wide contradictions, while drawing on theory about the conditioned state, bureaucracy, and democratizing civil society to help situate and explain the findings. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Developing Nations; School Administration; Gender Differences; Females; Teacher Education; Educational History; Politics of Education; Natural Disasters; Inclusion; Secondary Education; Administrator Effectiveness; Teacher Leadership; Staff Development; Educational Technology; Technology Integration; Principals; Educational Change; Instructional Leadership; Males; Foreign Policy; International Education

Abstract:
Successful school leadership is an issue currently being debated up and down Caribbean territories. Key issues in the ongoing debate include: students' outcomes and participation in the regional Caribbean Secondary Examinations (CSEC); teacher recruitment and retention; teacher training and continuing professional development (upgrading); and parental involvement. These issues point to leadership at various levels, whether in its exercise or in its influence, and are examined within and across national and regional education systems. Particular attention is given to debates around improving outcomes for students, teacher development and the role of the principal in leading school improvement. A source of debate about practice of school leadership in the Caribbean surrounds the issue of gender. Where are men in teaching? Where are men in leadership positions and positions of responsibility? Unlike in some countries where, for example, men tend to hold more leadership positions than women, especially at the secondary phase of education, in the Caribbean this is not the case: there are more female teachers at every level and more female teachers occupy leadership positions at every level. Within this book, gendered leadership as practised and enacted in the Caribbean is examined from religious, social, historical and political positions, pointing to a clear political dichotomy. There is no unitary definition of what can count as school leadership in the Caribbean, despite clear similarities of practices and approaches. What this volume argues, however, is that within the Caribbean region there are many similarities of experience for the practice and exercise of school leadership which draw on a common framework of teacher training, a common language and a common socio-political history that existed well before the formation of CARICOM through British colonisation. This book does not dwell on the period of British colonisation but discusses the extent to which this period in Caribbean history has influenced the practice of school leadership today, most notably in areas such as curricular and teacher training models. Education in emergency situations, such teaching and learning in severe weather conditions such as hurricanes, is also spotlighted. As a whole, the themes in this edited volume proffer an evidence-based approach to contemporary issues in school leadership in the Caribbean and extend the current literature in the field. Following a foreword by Peter Earley, this book contains these papers: (1) School Leadership in the Caribbean: approaches and development (Paul Miller); (2) School Leadership for Sustainable Education: reflections on Montserrat (Gertrude Shotte); (3) School Leadership and Inclusive Education in Trinidad and Tobago: dilemmas and opportunities for practice (Launcelot Brown and Jennifer Lavia); (4) From Management to Leadership: the case for reforming the practice of secondary education in Guyana (Raj Beepat); (5) High-Performing Jamaican Principals: understanding their passion, commitment and abilities (Disraeli M. Hutton); (6) Teachers as Leaders: building the middle leadership base in Jamaican schools (Dian McCallum); (7) Leadership and Staff Development: a tool kit for Caribbean principals (Charmaine Bissessar); (8) Every Click Matters: leadership and followership in ICT education in Jamaica (Paulette Watson); (9) Together We Can: sharing the burden of leadership (Livingston Smith); and (10) The Political Dichotomy of School Leadership in the Caribbean: a multi-lens look (Paul Miller). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Internet; Migration Patterns; Usability; Geographic Information Systems; Geography Instruction; Maps; Surveys; Preservice Teachers; Student Attitudes; Secondary Education; Teaching Methods

Abstract:
This article examines the pedagogical potential of a Web-based GIS application, Population Migration Web Service (PMWS), in which students can examine population geography in an interactive and exploratory manner. This article introduces PMWS, a tailored, unique Internet GIS application that provides functions for visualizing spatial interaction data. The easy-to-use interface of PMWS enables users to interactively and intuitively explore migration data in the form of flow maps and to use local data. The results of the usability survey indicated that pre-service teachers (n = 33) believe that PMWS represents an alternative GIS tool that overcomes the obstacles of desktop GIS in secondary education. (Contains 1 table, 5 figures, and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Classroom Techniques; Teacher Attitudes; Secondary Education; Foreign Countries; Secondary School Students; Student Behavior; Behavior Problems; Secondary School Teachers; Behavior Modification; Teacher Student Relationship; Trust (Psychology); Classroom Environment; Curriculum; Social Influences

Abstract:
The present paper examines Greek secondary education teachers' views on and attitudes towards in-classroom students' misbehaviour. Eight hundred and sixty-nine participants provided information, firstly, on the frequency and the forms of in-class misbehaviour incidents, secondly, on their beliefs about the origins of students' misbehaviour, and, thirdly, on the feelings they experience whenever they face behavioural problems in their classroom. Finally, they put forward their suggestions regarding ways of successfully addressing misbehaviour. The research showed that Greek teachers attribute misbehaviour mainly to students while they themselves, due to strict and inflexible curricula which underrate social and affective orientations of learning, are neither given specialized training on classroom management nor a free hand to establish relationships of trust and respect with their students. (Contains 7 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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