Secondary Education

Numerous scholarly works extol the use of LGBTQ themed literature as part of English language arts instruction with the implication that its use may improve the school climate for LGBTQ students; however, there is a dearth of research that empirically examines whether or not this type of instruction measurably impacts adolescents' homophobia. To address this paucity, this study examined the ability of a dialogically organized, reader response–based instructional unit of the young adult novel Geography Club to reduce adolescents' homophobia. A quasi-experimental design was used with eighth grade students in seven English language arts classes. Homophobia was measured using a researcher-created scale. Analysis of pretests revealed that girls had lower levels of homophobia than boys and that Black students had higher levels of homophobia than Hispanic students. Posttest results indicated that the intervention was successful in lowering homophobia. Exploratory factor analysis revealed a three factor solution: Interpersonal Homophobia, Attitudes toward Homophobia, and Sexuality as a Choice. Post-hoc tests revealed differing effect sizes for the aforementioned factors and showed that there was no backlash to treatment in participants with high pretest homophobia. This paper argues that schools and teacher education programs should make a serious effort to incorporate LGBTQ themed texts into curricula as part of a concerted effort to reduce the culture of homophobic violence that has become institutionalized in many schools.

Qu’est-ce que la laïcité ? Comment, dans un contexte scolaire, faire
observer la laïcité, comme cadre neutre respectueux de tous ?
Comment, dans le cadre de cours, aborder la laïcité comme
principe structurant de notre société, mais aussi comme sujet
qui provoque débats, parce qu’il est le résultat d’évolutions historiques ?
Ce volume, fruit d’un travail collectif de personnes engagées sur différents
terrains du champ éducatif, cherche à présenter des pistes de réflexion sous
une forme dynamique, autour d’une architecture synthétique.
• Une dynamique structurée selon trois types de repères pour penser et
agir avec des élèves.
• Une dynamique liant des textes courts, des développements plus
conséquents à lire en ligne, des compléments en vidéo, des adresses utiles
vers les textes institutionnels. Des pictogrammes signalent ces ressources
et ces liens.
• Une dynamique à créer en proposant aux étudiants, aux stagiaires et
aux formateurs de se saisir de ces textes.
• Une dynamique à amplifier en alimentant la page Laïcité (www.univnantes/
espe/laicite) avec de nouvelles ressources.
Ce numéro de la collection « Repères » pour la laïcité est le produit du
partenariat entre l’ESPE de l’académie de Nantes (Université de Nantes) et
l’Institut du Pluralisme religieux et de l’Athéisme, réseau pluridisciplinaire
(créé par la région Pays de la Loire).
Anne Vézier, Maître de conférences en histoire et didactique de l’histoire,
Référente Laïcité ESPE Académie de Nantes, Université de Nantes
John Tolan, Professeur d’histoire médiévale, Université de Nantes
Dominique Avon, Professeur d’histoire contemporaine, Université du Maine

"(From the Executive Summary...)
Introduction
This report presents the findings of an evidence review designed to summarise what is known about good practice concerning the content of, and access to, the school curriculum for students with special educational needs. The review focused on post-primary settings where the issue is particularly pertinent; the focus of education shifts from being student-centred at primary level to being much more subject-focused in post-primary settings.

The research team delivered two literature reviews: one national, one international. Each was designed to draw out key issues around curriculum and access to the curriculum for students with special educational needs – including gaps and trends in the evidence base – to help the National Council for Special Education (NCSE) plan its future research agenda.

The project aims to:
* deliver a narrative review of research from the Republic of Ireland and Northern Ireland to identify key issues and themes within the area of curriculum and/or curriculum access at post-primary level for students with special educational needs relevant to the Irish context
* deliver a systematic review of the international literature on these priority themes for students with special educational needs at post-primary level
* summarise key findings from the reviews to enhance understanding of curriculum issues in order to assist the NCSE to plan further empirical research as necessary, and to formulate policy advice on the matter to the Minister. "

Seven high school students with emotional disturbance were interviewed regarding their perceptions of their school experiences in preparation for transition. Students received support services from a behavior intervention program but spent the majority of the school day in general education classes. Interview data were collectively coded and transition related themes were identified including curricular relevance and student engagement, postsecondary employment, social supports, and independent living skills. Findings regarding the identified themes are presented. This study highlights the need for student participation in transition programming and to provide education relevant to postsecondary aspirations. Implications, future research directions, and limitations are also discussed.

Today, teachers are expected to develop complex skills, such as research skills, in their students while implementing new views on learning and teaching and using authentic assessment strategies. About these new assessment strategies there is much debate and teachers are vulnerable in using them. We studied upper secondary education natural and social science teachers' practices using two surveys and two rounds of expert panel judgement on teacher-submitted assessment-related material and information. Our study shows that there are grounds for concern regarding the clarity of teachers' assessment criteria, the consistency between teachers' goals, assignments, and criteria, and the validity and acceptability of teachers' assessment practices. The extent to which it is justifiable to judge teachers' assessment practice by professional quality criteria is discussed, and suggestions are given as to the main quality criteria for formative and summative assessment and as to ways in which teachers could improve their assessment practices.

This paper presents interim findings from two current studies of Australian vocational education and training in schools (VET in Schools). The first examines how schools are implementing vocational
programs and how students are using vocational pathways. The other investigates the factors shaping effective links between VET in Schools and occupational and post-school VET outcomes. This paper draws on interviews with VET in Schools students, teachers and stakeholders in Queensland and Victoria.

Australian schools are approaching the provision of vocational programs in a variety of different ways. The needs of students, the training and skills agendas of state and federal governments, and the
needs of local and regional labour markets shape the breadth, depth and type of VET in Schools provision that schools develop. While in some states the burden of vocational provision sits firmly within the government sector, in other states there appears a greater distribution of VET in Schools participation and provision across the government, independent and Catholic sectors, with the agendas and objectives of each sector also influencing the position of vocational learning within the
senior secondary curriculum.

Current senior secondary certificate structures across Australian states and territories appear to promote a ‘hedging bets’ approach where VET in Schools students are precluded from engaging in intense or deep vocational programs and more often are participating in minimal VET in addition to a mostly academic senior secondary program. The capacity of VET in Schools to deliver stronger labour market and further education outcomes is weakened by this lack of intensity and depth of current VET in Schools provision.

Interviews with teachers indicate that school culture and teacher perceptions are strong determinants of the quality and strength of VET in Schools pathways. This paper draws on longitudinal student data and a broad range of stakeholder interviews to highlight the factors impacting the efficacy of VET in Schools.

INTRODUCTION The present day educational sector is becoming increasingly dynamic. The determination of every individual is to attain success and this success affects the personal and social dimensions of life. In this regard, academic performance is one of the major factors that influence individual's success in any educational setting. It is any body's guess that good habits and skills will help us to promote efficiency in our tasks. In education, proper study habits and skills requires proficiency as well as optimum learning quality (Dehghani & Soltanalgharaei, 2014). Productive study requires conceptualization and intention. It could include some skills such as note-taking, observation, asking question, listening, thinking and presenting idea with respect to new discoveries. Thus, students are expected to be interested in learning and must be able to apply requisite skills. On the other hand, inefficient study leads to waste of time and learner's energy (Hashemian & Hashemian, 2014). Study habits and skills like other skills can be taught and learnt. The interplay among motivation, habits, attitudes and behaviors has great impact on the academic performance of students. Study habit is buying out a dedicated scheduled and uninterrupted time to apply one's self to the task of learning. Studying is the procedure of getting information from prints that is information stored in written materials (magazines, newspapers, books). It is an organized gaining of intelligence and an interpretation of information and ideologies that calls for memorizing and usage. Studying can be expressed as the utilization of one's intellectual ability to the gaining, comprehending and arrangement of information; doing it over and over again entails some method of formal learning. Habit is a thing that one does often and almost without thinking; especially something that is hard to stop. A person's habit consists of plethora of ways an individual performs specific and general activity. Habit is relative to person or people. Each human being acts in a unique way. This is so because nature made things

People abused by angry discipline as children, may tend to abuse or overly punish other people or themselves for perceived wrongs in their adult life. In some individuals, aggressive personality traits may be genetically inherited. The aggressive personality may feel weakened by having guidelines or boundaries for anger. Anger is a normal human emotion, and these guidelines can help express anger in a healthy way.

Moving Beyond Personal Loss to Societal Grieving considers how secondary English language arts teachers can thoughtfully teach pieces of literature in their classrooms in which large-scale deaths are a significant aspect of the texts. Each chapter provides practical activities for students to engage with loss through writing, projects, and prompts.

This paper explores the relationship between different levels of education and poverty through an analysis of household-level data from 60 villages in Bangladesh. First of all, it depicts the overall trend in school enrollment at primary and secondary level between 1988-2000, and confirms the inequality that exists in the access to education at post-primary level. This is followed by a presentation of income and occupation data that show a strong positive correlation with the level of education. In the second part, an income function analysis has been done to assess the impact of education along with other determinants. Marginal returns to upper secondary and primary level of education have been found to be higher than lower secondary education. The third part analyzes the effects of education on child/woman ratio, and on the secondary school participation rate of male and female children. Both poverty and low education have positive but weak effect on child/woman ratio. On the othe...

In search of 'best practice' in school self-evaluation: An exploratory study in secondary schools' 1 Statement of the problem and objective of the research Recent developments in secondary education are increasing school autonomy. This is leading to greater responsibility being placed on the local administrative level. Starting from their own mission, schools have to ar-rive at an educational process whereby the perronnel, the financial, and the materiel policy are in harmony. In education, one can identify at least 3 evaluation levels: the central authorities (output control), the evaluation with external support, and the interral evaluation. School autonomy implies primarily the last, that is, being able to evaluate oneself. If schools are to receive greater responsibility, they must also be able to look critically at their own activities. In this problem of interral evaluation, two approaches can be distin-guished: the school as a pedagogical-didactic process (with the clans as the microcosm) and the school as an organisational whole in which task-distribution and co-ordination processes take place. In this study, attention is given primarily to the evaluation of the school organisation. We consider school organisations as self-developing organisations. This point of departure is important because evaluation cannot be seen apart from the organisa-tional dynamics that launch it. According to experts, there are few secondary schools in Flanders in. which there is already a tradition of systematic self-evaluation. Moreover, self-evaluation is a concept that includes many things, and the concepts of self-evaluation diverge substantially. There is also little idea of the way in which secondary schools can deal with self-evaluation instruments. In order to obtain a more accurate picture of this problem area, an exploratory study was set up focussing on two research questions:
a. How do educational experts perceive self-evaluation?
b. How does the self-evaluation process proceed with the aid of external self-evaluation instruments in secondary schools in genera! and in technical schools in particular? Do the schools achieve 'good practice' as regards self-evaluation?

Computer Science (CS) Education research, specifically when focusing on secondary education, faces the difficulty of regionally differing political, legal, or curricular constraints. To date, many different studies exist that document the specific regional situations of teaching CS in secondary schools. This ITiCSE working group report documents the process of collecting, evaluating, and integrating research findings about CS in secondary schools from different countries. As an outcome, it presents a category system (Darmstadt Model), as a first step towards a framework that supports future research activities in this field and that supports the transfer of results between researchers and teachers in CS education (CSE) across regional or national boundaries. Exemplary application of the Darmstadt model shows in several important categories how different the situation of CSE in secondary education in various countries can be. The Darmstadt Model (DM) is now ready for discussion and suggestions for improvement by the CSE-community.

En el desarrollo de un proyecto de enseñanza de las Ciencias Sociales en un aula de 4o de Educación Secundaria Obligatoria en un centro escolar de Sevilla, se investiga la evolución de las concepciones de los alumnos y se constata una progresión en los aprendizajes desde formulaciones más simples del conocimiento hacia concepciones más complejas. Se concluye que la metodología didáctica utilizada, el trabajo en torno a problemas sociales, en distintas escalas, tiene una influencia decisiva en esta evolución.

This article focuses on the need for expanded stakeholder involvement as a means of enhancing the Botswana Department of Secondary Education (DSE) HIV and AIDS strategic plan. Research has indicated that the effects of HIV and AIDS on the supply of and demand for education are considerable. Using a questionnaire and interviews, the research has established that the current DSE HIV and AIDS strategic plan lacks comprehensive strategies for preventing HIV spread in schools. Furthermore, the study has shown that there is limited external stakeholder involvement. The study, therefore, has explored how greater success could be realized. The study has concluded that the strategic plan can be improved through expanded external stakeholder involvement at all the stages of the strategic plan. In order to enhance the DSE strategic plan, a stakeholder involvement model is presented.

a. Wat is de stand van zaken m.b.t de ordeningsprincipes die binnen de genoemde vakken warden gebruikt? b. Hoe is de onderlinge afstemming en aansluiting tussen de genoemde vakken w.b. de leerstofordeningsprincipes? c. Warden de ordeningsprincipes consistent gebruikt? d. Zijn de ordeningsprincipes vergelijkbaar voor wat betreft de onderbouw en de bovenbouw? 3. Leerlnhouden a. Bestaan er overlappingen w.b. de leerinhouden van de 5 genoemde vakken? Waarmee precies, hoe groot zijn ze? Dldactlsche werkwljzen a. Hoe ver zijn de ontwikkelingen gevorderd w.b. de didactische werkwijzen binnen de genoemde vakken? 1.3 Onderzoeksopzet De VALO geeft er de voorkeur aan dat er in de huidige onderzoeksopzet in drie fasen wordt gewerkt: 1. bronnen-analyse en ontwikkeling intervlewschema t.b.v. interviews bij instituten/instanties; 2. afname interviews en 3. verwerking en rapportage. De werkwijze In het onderzoek is als volgt. Als respondenten zijn in eerste instantie met name vakdidactici van de universitaire en nleuwe lerarenopleidingen, de vakinspectie en andere eventuele deskundigen ('key-persons') die zicht hebben op de materie (zoals medewerkers van de SLO), benaderd.

The target audience for both of these texts include education professionals, policy-makers, educational planners, NGOs and other agencies, teachers and activists. Read together, the annotated bibliography (Jha) and handbook (Subrahmanian) provide readers with an overview of current research on gender mainstreaming and associated policy, planning and implementation issues. Taking a variety of approaches (empirical evidence and the construction of an annotated bibliography of a range of published accounts, reports and unpublished material), both authors have sought to illustrate the critical role of education in addressing and alleviating gender inequities and inequalities in countries such as Ghana, Nigeria, Kenya, India and Pakistan.

The use of ability grouping is frequently justified on the grounds that it is an effective means of raising attainment. Little large-scale quantitative research has been undertaken since the introduction of the National Curriculum in England and Wales. The aim of this article is to examine the effects of setting on students' achievement in English, mathematics and science General Certificate of Secondary Education (GCSE) examinations. Data were collected from a cohort of over 6000 Year 9 students in 45 mixed secondary comprehensive schools who were followed up in Year 11 when they sat GCSE examinations. Multilevel modelling was used to estimate the effect of setting on GCSE attainment, taking account of prior attainment, social disadvantage, gender and attendance. There were no significant effects of setting in English, mathematics or science. Effects on higher and lower attaining students were not consistent in the three subjects. Socially disadvantaged students achieved significantly lower grades and girls achieved higher grades than boys, especially in English. In all three subjects, students of similar ability achieved higher GCSE grades when they were placed in higher sets. Theoretical and practical implications are discussed.

Leherarbeit Ziele formuliert. Mittels einer Umfrage wurde in dieser Studie ermittelt, welche pädagogischen Ziele Lehrer sich im Bereich der sozialen Kompetenz setzen. Die Ergebnisse zeigen, dass Lehrer einstimmig pädagogische Ziele aus der Perspektive der ''Erziehung zum Erwachsenen'' betonen. Im Vergleich dazu erhalten Staatsbü rgerschaftsziele weniger Aufmerksamkeit. In Bezug auf die erreichbarkeit der Ziele fü r ihre Schü ler zeigen sich Lehrer im berufsvorbereitenden Unterricht, ungeachtet der Perspektive, weniger zuversichtlich als Lehrer im allgemeinbildenden Bereich. Sie haben häufiger die Absicht in ihrem eigenen Unterricht zur Entwicklung der Sozialkompetenz ihrer Schü ler beizutragen. Wir schlussfolgern, dass Unterrichtsstrategien zu entwickeln sind, die Lehrern dabei helfen kö nnen, zur Entwicklung der Sozialkompetenz ihrer Schü ler beizutragen, besonders dort wo es um die Staatsbü rgerschaftelemente geht.

Like many countries in the developing world gender inequity remains a staggering problem in The Gambia, particularly at the secondary school level. In this study, we focus on the relationship between girls ’ education and heavy domestic workloads, herein referred to as girls ’ familial responsibilities. We explore this topic in relation not only to performance but also to the value that girls assign to schooling at the post-primary level through the use of a qualitative-inductive phenomenological-approach, mixed with descriptive survey. Findings from this study enabled us to gain a more nuanced snapshot of how, in practice, familial responsibilities can work against the goal of gender equality in and through formal education. More specifically, we find that although access to girls ’ schooling has improved in The Gambia, there is still a profound tension between the values parents assigned to female education and the gender socialization of the girl child in preparation for their so...

https://studentsunionucl.org/articles/ucl-3-minute-thesis-final-2021-0

The first time that children in England have a meaningful choice about whether and what to study at school is at age 16. What an opportunity to dream big, seek advice and think systematically! However, although the Gatsby benchmarks for good career guidance recommend that schools address the needs of all students, UCAS have found that 20% of undergraduates were blocked from their preferred degree because of their A Levels - with aspiring doctors, dentists and mathematicians particularly affected. Schools need to get things right before A Levels commence.

I’m conducting research at a fee-paying London school which, as well as offering subject choice, offers an overarching curriculum choice: between the IB Diploma and A Levels. I’ve provided twenty distinctive students with three coaching sessions - to allow time and space for consideration of what they want, what options they have and what steps they might take in perhaps the biggest academic decision of their lives so far - and I have learned that post-16 curriculum choice is a unique process guided by the individual’s values and concerns. I hope to support this and other schools in enabling each individual to be better-informed and consider all options, whilst keeping career goals in mind.

[Spa] La educación secundaria ha sido identificada como un obstáculo para lograr la inclusión real y eficaz de todo el alumnado. La formación del profesorado es crucial para alcanzar dicha educación inclusiva. Por ello, nuestro estudio analiza los programas de formación en España (64 titulaciones). De acuerdo con las diferencias estadísticas, ha sido posible responder a tres preguntas de investigación. En respuesta a la primera, el sector (público o privado) de la oferta formativa no influye en la formación sobre educación inclusiva que reciben los futuros profesores. Respecto a la segunda pregunta, se ha hallado una influencia significativa en la oferta debida a la presencia del itinerario de orientación, que no todas las titulaciones ofrecen. Por último, los contenidos codificados sobre educación inclusiva en base a las guías o proyectos docentes han resultado consistentes en contraste con la exigencia de las competencias sobre inclusión. El carácter supra e internacional de las carencias formativas en el caso del profesorado de educación secundaria es uno de los principales temas de discusión a lo largo de todo el texto. También se discuten la brevedad de los programas, cómo ha influido hasta ahora el itinerario de orientación educativa en España, la importancia de la inclusión en la educación secundaria y las implicaciones prácticas y curriculares del estudio. [Eng] Secondary education has been identified as a barrier to achieve the real and effective inclusion of all students. Teacher education is crucial for achieving inclusive education. Therefore, our study analyzes training programs in Spain (64 masters). According to the statistical differences, it has been possible to answer three research questions. In response to the first one, the sector (public or private) of the offer does not influence the training on inclusive education that future teachers receive. Regarding the second question, a significant influence has been found on the offer due to the presence of the educational guidance pathway, which not all programs include. Finally, the contents codified on inclusive education based on the academic guides or projects have been consistent in contrast with the requirement of the competences on inclusion. The supra and international nature of the training gaps in the case of secondary education teachers is one of the main topics of discussion throughout the text. It has been also discussed the briefness of the programs, how the educational guidance pathway has influenced the programs in Spain, the relevance of inclusion in secondary education, and the practical and curricular implications of the study.

Een Pedagogisch-Didactische KernStructuur® (PDKS®) bestaat uit een diagnostische, met name op kerndoelen en curriculumspecificaties gebaseerde systematiek voor het ontwerpen en realiseren van ‘Optimaliserend Onderwijs’ en de bijbehorende speel-/leerprocessen voor elk kind of elke leerling. In dit document wordt een nieuw ontwerp van een praktijkgerichte PDKS®-systematiek uitgewerkt die is ingebed in een webapplicatie ten behoeve van gebruik in instellingen voor vóór- en vroegschoolse educatie en in scholen voor PO en VO. Doel van dit digitale curriculumbeheersysteem is om het voor genoemde instellingen, scholen en leerkrachten / docenten gemakkelijker te maken het onderwijs en de speel-/leerprocessen verantwoord te individualiseren. Dit wil zeggen: deze onderwijs- en leerprocessen adequaat voor te bereiden en in te zetten ter ondersteuning van de ontwikkeling en de leerbehoefte, het leerniveau en het leertempo van individuele leerlingen en groepjes leerlingen in een flexibel groeps- of klasverband. De groeps- of klasorganisatie van leerlingen wordt onafhankelijk(er) van leeftijd en leerlingen kunnen verantwoord, individueel of samen, de eigen speel-/leerprocessen méér zelf reguleren. Via de hier ontwikkelde, informatietechnologisch ingebedde PDKS® kunnen essentiële onderwijs- en leerprocessen worden geïntegreerd. Bijvoorbeeld diagnostiek gebaseerd op individuele én landelijke indicatoren (dubbele diagnostiek), passende instructie en speel-/leerprocessen, vrije curriculumactiviteiten, curriculuminformatie en -beheer, en systematische evaluatie op verschillende onderwijsniveaus (leerling, groepje, groep/klas, school, bovenschools, landelijk). Samenwerking met jeugdzorg wordt eenduidiger, gemakkelijker en méér preventief. De combinatie van resultaten van landelijk genormeerde toetsing en de schoolgebonden evaluatie van leerarrangementen levert tevens concreet zicht op de feitelijke ‘schoolkwaliteit’.

An innovative vertical integration model for recruiting to GIS education was introduced and tested following four driving forces: curriculum development, GIS presentations, institutional collaboration, and faculty training. Curriculum development was a useful approach to recruitment, student credit hour generation, and retention-rate improvement. Recruitment presentations increased GIS awareness at all levels. The intensive teacher training combined with GIS class-development through institutional collaboration was effective in enhancing GIS education at high schools and community colleges. The vertical integration model is an effective means of recruitment for GIS education and could be used by programs confronted with problems in recruitment.

In this paper we are giving an example of how Information and Communication Technologies (ICT) can enhance the process of Teacher training, and how this can be used for Lifelong Competence Development of teachers. We show how one particular methodology for teaching and training soft skills can be further enhanced by the use of ICT. We show how the use of Learning Design centred software platform for lifelong competence development can enhance the in-service training of teachers.

Learning History by Playing a Mobile City Game Jantina Huizenga1, Wilfried Admiraal1, Sanne Akkerman2 and Geert ten Dam1 1University of Amsterdam, The Netherlands 2University of Utrecht, The Netherlands jc huizenga@ uva. nl wf admiraal@ uva. nl sf akkerman@ uu. nl ...

En afgørende drivkraft i andetsprogstilegnelsen er hypoteseafprøvning. Tosprogede børn danner og afprøver hypoteser om, hvordan de kan udtrykke det, de gerne vil på målsproget. Det tosprogede barn har til en hver tid et intersprog eller mellemsprog, som har sine egne regler og konstant er under forandring, fordi barnet hele tiden gør nye sproglige erfaringer. I andetsprogstilegnelsen har tosprogede børn den fordel, at de kan traekke på deres viden om og erfaring med modersmål og eventuelt andre sprog. Intersproget er altså et sprog, der -som modersmålet -kan udvikle sig gennem hele livet, men det sker ikke automatisk.

Жукова Н. А., Щукина Н. И. Индивидуальные образовательные маршруты как условие развития субъектности обучающихся./Проблемы современной науки и образования 2016. № 33 (75)

В статье анализируются возможности индивидуального образовательного маршрута для развития субъектности обучающихся, представлен опыт по формированию
индивидуального образовательного маршрута в рамках общеобразовательной школы.

Findings from two recent NSW research studies demonstrate that students aged 5 to 12 years old develop more enthusiasm for content knowledge in STEM subjects, have a greater willingness to experiment and engage in hands-on learning, and are more readily able to see the benefits of being part of an effective team to solve complex problems when their teachers actively integrate the four disciplines.

Hispanic English-language learners and other students learning English are failing in K–12 mathematics. The field has not responded with mathematics curricula designed for this population, especially at the middle grades. In response to this academic crisis, the Help with English Language Proficiency (HELP) Math program for middle school students was created. HELP Math is a Web-based supplemental curriculum composed of a series of rich interactive lessons that essentialize mathematical vocabulary and academic concepts so that students can better understand the content. As a vehicle for informing the field about designing mathematics curricula specifically for this population of students, the authors track the journey from conceptualization through research and implementation of this supplemental curriculum, with a particular focus on the key challenges and lessons learned.

Hispanic English-language learners and other students learning English are failing in K–12 mathematics. The field has not responded with mathematics curricula designed for this population, especially at the middle grades. In response to this acade-mic crisis, the Help ...

What is Universal Design for Learning? "Disability exists in the curriculum and the environment not necessarily in the learner" (Meyer, Rose, and Gordon 66). Universal Design for Learning (UDL) is a research-informed theory and pedagogy for addressing the diverse needs of learners in the classroom. Universal Design is a concept from architecture where the purpose is to create spaces accessible for all (e.g., ramps instead of stairs; braille and text for signage; open, clutter free spaces for mobility). UDL builds from the theory of Universal Design and applies it to the classroom and to pedagogy. While UDL has emerged from researching and teaching students with disabilities, researchers and teachers of UDL have found that it actually works for all students, and they have thus constructed a theory and pedagogy that addresses the broad and diverse range of learner needs in a classroom. UDL is not just for special education teachers; it is a pedagogy designed for use by all teachers and for implementation with all students.

Teachers are frequently advised to respond when they hear remarks that reflect anger, contempt, or disgust towards members of historically marginalized communities. However, there is little research on how teachers respond to such remarks. Focusing specifically on classroom talk about sexual identity, this study investigates how teachers responded to students who overtly expressed anger, contempt, or disgust towards LGBTQ people. Data were collected on three teachers’ classroom practice, including teacher interviews, daily logs, and classroom observations. Findings indicate that variations in teachers’ responses to overt student bias reflect variations in underlying theories of how people unlearn their biases. This study suggests that grounding research on teachers’ responses to students’ biases in knowledge about how people learn might reveal new directions for research on ways to counter bias in the classroom.

Este trabajo forma parte del proyecto de investigación financiado por el Plan Nacional de I+D+i del MINECO (EDU2015--65621--C3--1--R) y cofinanciado con fondos FEDER de la UE. http://revistas.um.es/reifop http://www.aufop.com/aufop/revistas/lista/digital Sáiz--Serrano, J. & Parra Monserrat, D. (2017). Formación del profesorado de historia y ficción televisiva: el aprovechamiento didáctico de las series históricas en educación secundaria. Revista Electrónica Interuniversitaria de Formación del Profesorado, 20(2), 95--109.

Objectives: To determine the factors associated with domestic violence against pregnant Palestinian refugee women residing in Lebanon and currently using the United Nation Relief and Work Agency's (UNRWA) primary healthcare services. Methods: This was a cross-sectional study conducted at a polyclinic of primary healthcare of the UNRWA in South Lebanon during the years 2005-2006. The sample was 351 pregnant women who were 15-42 years of age and not accompanied by their husbands or relatives. All women were invited by the midwife to participate in the study during their visit to the clinic for their first checkup or during a follow-up visit. The Abuse Assessment Screen instrument was used to screen for past and recent history of physical and emotional abuse among the participants. Results: Domestic violence was significantly associated with education, gestational age, fear of husband or someone else in the house, and unintended pregnancy. The odds of abuse for women with an elementary or lower education were 6.86 (95% CI 1.2-38.1) and for women with an intermediate or secondary education 6.84 (95% CI 1.4-33.3) compared with women with a university education. The odds of abuse during pregnancy for women whose husbands did not desire their pregnancy were 3.80 (95% CI 1.5-9.7) compared with other women. Conclusions: Domestic violence against women in Lebanon was associated with educational level, gestational age, fear of husband or someone else in the house, and unintended pregnancy.

In questo lavoro presentiamo i dati di una ricerca sul campo che ha coinvolto 515 studenti di scuola secondaria di primo grado del territorio di Bergamo, con l’intento di indagare frequenza e modalità d’uso delle tecnologie telematiche a scuola e a casa. I risultati mostrano il profilo dei preadolescenti di oggi in merito a preferenze, abitudini e percezioni di sé riguardo agli strumenti di comunicazione. Contestualmente, abbiamo cercato i segnali di un cambiamento nell'uso delle tecnologie nella didattica confrontando i risultati ottenuti oggi con quelli di questionari sottoposti tre anni prima a un campione di 355 alunni della stessa fascia d’età e area geografica. Emerge un panorama mutato nella frequenza d’uso delle tecnologie nella didattica, benché resti forte la separazione tra scuola ed extra-scuola nella dieta (multi)mediale dei ragazzi. Cogliere per tempo i cambiamenti (lenti, ma rilevabili) che emergono nelle realtà educative è utile a orientare sia il mondo della ricerca sia quello della formazione, affinché il tema della scuola digitale sia affrontato evitando facili entusiasmi o drastici pessimismi.