Academic literature on the topic 'Cyprus secondary schools'
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Journal articles on the topic "Cyprus secondary schools"
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Davulcu, Özgül, Hatice Kuluma, and Selva Kaçmaz. "Examining the relationship between the school climate and motivation of teachers who work in primary and secondary schools." Global Journal of Guidance and Counseling in Schools: Current Perspectives 11, no. 1 (April 30, 2021): 01–14. http://dx.doi.org/10.18844/gjgc.v11i1.5601.
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Since this study aims to examine the relationship between the motivation levels of teachers working in primary, secondary and high schools affiliated to the Ministry of National Education in TRNC and their views on school climate, a relational scanning model, one of the descriptive research methods, was used in this study. The universe of this study consists of 3868 teachers studying in the Turkish Republic of Northern Cyprus, Primary Education and General Secondary Education schools. A total of 208 teachers working in schools in Nicosia, Famagusta, Güzelyurt and Girne were included in the sample group. The data collected with the help of scales in the study were analysed by statistical methods of "Correlation", "Regression", "Kruskal-Wallis H", "Mann-Whitney U" and Spearman correlation techniques. The value of 0.371, calculated as a correlation coefficient between teachers' school climate and teacher motivation, indicates that the relationship between the variables is at a positive and medium level. Keywords: Organizational Climate, School Climate, Motivation, Teacher
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Theodosiou-Zipiti, Galatia, Iasonas Lamprianou, Mel West, and Daniel Muijs. "Attainment gap and responsible factors: a quantitative study in secondary schools in Cyprus." Intercultural Education 22, no. 6 (December 2011): 529–44. http://dx.doi.org/10.1080/14675986.2011.644954.
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Soteriou, Andreas C., Elena Karahanna, Constantinos Papanastasiou, and Manolis S. Diakourakis. "Using DEA to evaluate the efficiency of secondary schools: the case of Cyprus." International Journal of Educational Management 12, no. 2 (April 1998): 65–73. http://dx.doi.org/10.1108/09513549810204441.
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Gemikonaklı, Eser, Hatyja Kakajanova, Gokmen Dagli, Mehmet Altinay, and Ramesh C. Sharma. "A comparative cultural study of mathematics education at Northern Cyprus and Turkmenistan secondary schools." Quality & Quantity 52, S1 (October 17, 2017): 147–64. http://dx.doi.org/10.1007/s11135-017-0598-0.
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Kuluma, Hatice, Özgül Davulcu, and Selva Kaçmaz. "Determining the reasons for private schools prefance and a case study in TRNC." Contemporary Educational Researches Journal 11, no. 2 (May 1, 2021): 01–13. http://dx.doi.org/10.18844/cerj.v11i2.5706.
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In this study, it is aimed to determine the reasons for choosing private schools in the education process according to the views of the parents of students studying in primary and secondary education institutions in TRNC. The effects of the physical conditions of the school, educational activities, artistic-sports-social and cultural activities, management and academic staff characteristics, communication processes and economic resources were examined. In the research, survey model, one of the descriptive research methods, was used. Parents of 7355 students studying at private schools in the Turkish Republic of Northern Cyprus, Primary Education and General Secondary Education constituted the research universe of this study. Parents of 242 students studying in Nicosia, Famagusta, Güzelyurt and Kyrenia constituted the sample group of this study. The unit of analysis in the research is the parents of the students. The Private School Preference Criteria questionnaire used in this study was developed by Pulat (2019). The scale consists of a total of 41 items. The data collected with the help of scales in the study were analyzed with the statistical methods "Correlation", "Regression", "Kruskal-Wallis H" and "Mann-Whitney U". The most important reasons for parents to enroll their children in private schools are their belief that they will receive a good education in English, their belief that they will receive a better education in general, and the availability of full-time education as working parents.
Keywords: Private School, Parent, Parent Preference Attitudes, Primary School, Secondary School
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Tezer, Murat, Meryem Gülyaz Cumhur, and Aytan İldırımlı. "Examination of Mathematics Study Strategies of Secondary School Students From the Perspective of Multiple Variables." International Journal of Cognitive Research in Science, Engineering and Education 8, no. 3 (December 20, 2020): 83–92. http://dx.doi.org/10.23947/2334-8496-2020-8-3-83-92.
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The academic achievement of students can decrease if they fail to use mathematics study strategies well. This situation may lead to negative opinions and attitudes among students towards mathematics. In this study, it was aimed to examine the mathematics study strategies of students enrolled at secondary schools in terms of academic achievement and multiple variables. Relational survey method, one of the quantitative research methods, was used to obtain the data. The universe of the study consists of a total of 9,072 students in the 6th, 7th and 8th grades of secondary schools under the Secondary Education Office of the Ministry of National Education and Culture of Northern Cyprus during the 2019-2020 academic year. In the study, the simple random sampling method was used to include 1,012 students. In order to collect the research data, the mathematics study strategies of secondary school students were used; on the other hand, mathematics grades were employed to assess their academic achievement. As a result of the research, when the mathematics study strategies of secondary school students are examined, it is seen that their mathematics study strategies are at the medium level. In this study, a comparison of mathematics study strategies in terms of gender showed that the average score of female students for mathematics study strategies was higher compared to the males. It was also seen that students’ mathematics study strategy scores were similar regardless of whether they were attending extra-school study centres or preparatory schools, and students’ mathematics study strategies scores were similar regardless of whether they received private tutoring. Regardless of the grade levels of the students, we can also claim that their mathematics study strategies are at the medium level. Generally, it has been observed that secondary school students with high academic achievement use their mathematics study skills better than students with low academic achievement.
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Theodosiou‐Zipiti, Galatia, Mel West, and Daniel Muijs. "Factors affecting ethnic minority students’ attainment in secondary schools in Cyprus: a focus group study." Intercultural Education 21, no. 5 (October 2010): 483–89. http://dx.doi.org/10.1080/14675986.2010.521394.
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Hadjikakou, K. "Evaluation of the Support Services Provided to Deaf Children Attending Secondary General Schools in Cyprus." Journal of Deaf Studies and Deaf Education 10, no. 2 (April 1, 2005): 203–11. http://dx.doi.org/10.1093/deafed/eni020.
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Demir, Burak. "Evaluation of social studies teaching textbooks." International Journal of Learning and Teaching 12, no. 1 (January 31, 2020): 17–29. http://dx.doi.org/10.18844/ijlt.v12i1.4563.
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In this study it is aimed to examine social studies textbooks of Turkish Republic of Northern Cyprus and Turkish Republic of Northern Cyprus 6th and 7th grade students in terms of content analysis. The population of the research model is constituted by social studies textbooks of 6th and 7th Grades of 5 secondary schools that were found appropriate by Republic of Turkey Ministry of National Education Board of Education and the Turkish Republic of Northern Cyprus Ministry of Education Board of Education. In the research, the books were evaluated on the scale by using the content analysis evaluation scale. The scale consists of three likert. The rating of the scale was calculated as’ Yes ‘option 2 points,’ partially ‘option 1 point and’ no ' option 0 points. The data obtained in the study was evaluated by scoring between 1 and 10. As a result of the study, it was determined that the 7th grade social studies textbook of Republic of Turkey received the highest rate. The lowest rate was observed in the 7th grade, 1st and 2nd Social Studies textbooks, taught in the Turkish Republic of Northern Cyprus.
Keywords: Textbook, Social Studies Teaching, Content Analysis Scale, Education, Learning
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Özkul, Ali Efdal, and Gülcan Faika Ülvay. "Kuzey Kıbrıs Türk Cumhuriyeti`nde Okutulan Kıbrıs Tarihi Ders Kitaplarındaki “Tarih Öncesi Çağlar” Ünitelerinin İçerik Analizi / Content Analysis of Units on "Prehistoric Ages" of Cyprus History Course Books in Turkish Republic of Northern Cyprus." Journal of History Culture and Art Research 6, no. 2 (April 6, 2017): 527. http://dx.doi.org/10.7596/taksad.v6i2.798.
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<p><strong>Abstract</strong></p><p>This study is based on the content analysis of the units on pre-historic periods of Cyprus History, Book 1 used in secondary schools between 2004 and 2009 and of Turkish Cypriot History, 6th Grade Books used for the secondary schools between 2009 and 2016. Mixed research methods, which compromises qualitative and quantitative research method, was used in this study. The qualitative part of the study includes the examination of the units on prehistoric ages in the textbooks according to criteria such as concepts, skills and visuals. In the quantitative part of the study, it has been consulted 67 teachers who are able to give a history lesson in secondary schools. According to the findings obtained from the study, it is possible to say that the opinions of the teachers with regard to the Cyprus History, Book I between 2004-2009 are more positive than 6th Grade Books of Cyprus History between 2009-2016. Additionally, it was seen that there were missing points in the units on pre-historic periods of the said course books in terms of concepts, skills and visuals. </p><p><strong>Öz</strong></p><p>Çalışmada 2004-2009 yılları arasında orta dereceli okullarda okutulan Kıbrıs Tarihi 1. Kitap ile 2009-2016 yılları arasında orta dereceli okullarda okutulan Kıbrıs Türk Tarihi 6. Sınıf ders kitaplarının tarih öncesi devirlerini içeren ünitelerinin içerik açısından değerlendirilmesi esas alınmıştır. Çalışmada nitel ve nicel araştırma yöntemlerini içerisine alan karma araştırma modeli kullanılmıştır. Çalışmanın nitel bölümünde ders kitapları içerisinde yer alan tarih öncesi çağları içeren ünitelerin kavramlar, beceriler ve görseller gibi kriterler doğrultusunda incelenmesi yer almaktadır. Araştırmanın nicel bölümünde ise orta dereceli okullarda tarih dersi verebilecek niteliklere sahip 67 öğretmenin görüşüne başvurulmuştur. Çalışmanın sonucunda elde edilen bulgulara göre 2004-2009 Kıbrıs Tarihi 1. Kitap ders kitabına ait öğretmen görüşlerinin 2009-2016 Kıbrıs Türk Tarihi 6. Sınıf ders kitabı öğretmen görüşlerine göre daha olumlu olduğunu söylemek mümkündür. Ayrıca söz konusu ders kitaplarının tarih öncesi devirleri içeren ünitelerinde kavramlar, beceriler ve görseller açısından eksikliklerin yer aldığı görülmektedir.</p>
Dissertations / Theses on the topic "Cyprus secondary schools"
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Konstantinides-Vladimirou, Katerina. "Mid-career teacher motivation and implications for leadership practices in secondary schools in Cyprus." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/13663/.
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Teacher motivation can be conveniently interpreted within a framework of motivation theories that are related to the fulfilment of needs (Herzberg, 1968, Maslow, 1954, McClelland, 1961). This thesis argues that mid-career teachers’ motivation is context-specific and relates to the fulfilment of teachers’ needs. Grounded in phenomenology and drawing on semi-structured interviews with twelve mid-career teachers, six headteachers, and six focus groups with thirty-eight students in six lyceums in Cyprus, this qualitative study presents the factors that can motivate secondary teachers with 11 to 20 years of teaching experience to become (more) active in their schools. These factors which constitute the key findings of my study and the contribution of my study to the field of teacher motivation are: the ‘moderators’: recognition, inspection for evaluation, personal life, and experience; and the ‘needs motivators’: satisfaction, collaboration, fairness, and decision making. The ‘moderators’ may determine the extent to which teachers’ ‘needs motivators’ are fulfilled. This study makes a significant contribution to policies designed to enhance leadership practices related to the motivation of mid-career teachers.
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Eliadou, Annita. "Responding to student diversity : a study of the experiences of 'foreign-speaking' students in secondary schools in Cyprus." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/responding-to-student-diversity-a-study-of-the-experiences-of-foreignspeaking-students-in-secondary-schools-in-cyprus(9795babb-b3b2-4fdf-8c33-170bf0c352f5).html.
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This thesis examines the responses of the educational system of Cyprus to increasing student diversity. The study it reports was set in a sensitive socio-political context, within which the previously homogenous Greek-Cypriot society faced an unprecedented and unanticipated rise in net migration rates from the mid-1990s. The need to respond effectively to the challenge of increasing population diversity and to issues of ethnic, linguistic, religious and cultural diversification was evident within the wider Cypriot society, and was reflected within the educational system. Despite this, there is an identified gap in knowledge and research on the topic of increasing student diversity in Cyprus. With these concerns in mind, the research focused on exploring the experiences of secondary school students of ages 11-14, who had recently arrived in Cyprus and were categorised as foreign-speaking. The aim was to explore factors hindering and promoting these students’ inclusion in schools through identifying barriers and resources to their presence, participation, achievement and socialisation. The study used a qualitative exploratory case study design. Data were collected in three secondary schools through a multi-method approach that considered the views of various school stakeholders, particularly the “voices” of foreign-speaking students regarding their school experiences. Data analysis involved the constant comparative method which allowed the consistent scrutiny of findings from various research methods using a theoretical framework based on the idea of inclusive education. A model was developed and used to discuss the perceived barriers and resources to foreign-speaking students’ inclusion. Barriers and resources were identified as stemming from educational policy, educational practice in schools and classrooms, students’ traits and characteristics, and finally students’ home and community environments. The barriers created a context of inequality of opportunities for foreign-speaking students’ school experiences and future life achievement in comparison to their other classmates. The findings of the study provide a basis for evaluating exclusionary pressures that prevent foreign-speaking students from engaging meaningfully with their school lives equally to other classmates, and propose that inclusive education within the Cypriot educational context can have a wider scope that does not rest only with traditional research on special needs education. It also confirms the importance of conducting contextualised educational research on issues of inclusion, as relevant literature presents inclusive schools as organisations that should address challenges in reflection to their own cultural and political context. The thesis also suggests that the identified barriers and resources have implications for policy and practice that need to be addressed in order to adopt more inclusive educational pedagogies for foreign-speaking students, and considers it important that the formulation of any response should be informed in reflection to similar international studies. Its implication lies with identifying unused resources that could otherwise be mobilised to enhance schools’ response to increasing diversity. Finally, it makes recommendations for future research on the identified resources for promoting inclusion. Such research should be directed at further exploring the factors contributing to providing equal educational opportunities for all learners within an approach that promotes respect for diversity and considers diversity as a source of inspiration and learning.
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Papacosta, Ernestina Sismani. "Female delinquency in secondary schools : trauma and depression precipitating female delinquency and the role of ethnic identity in Cyprus." Thesis, Middlesex University, 2009. http://eprints.mdx.ac.uk/2679/.
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Adolescent school violence is a serious health problem that adversely affects the learning process. Prevention of juvenile delinquency and antisocial behavior has become a major field of research and policy making worldwide. The present study has been undertaken in an attempt to study the phenomenon of female juvenile delinquency in the schools in Cyprus since there is a lack of research on this challenging issue and its diverse parameters. The aim of this study has been to examine the extent of the phenomenon of female juvenile delinquency in secondary schools in Cyprus and the role of gender in delinquency. Further, emotional factors precipitating delinquent behavior, specifically the role of depression and traumatic experiences have been examined. The role of ethnicity in a rapidly changing, multicultural society has also been taken into consideration.
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Kaymakamog?lu, Sibel Ersel. "Exploring the fit between the EFL teachers’ beliefs and classroom practice in Cyprus Turkish secondary state schools regarding constructivist and traditional perspectives." Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/9968.
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This study investigated the EFL teachers’ beliefs and practice in the Cyprus Turkish secondary state schools context. The data was collected through quantitative and qualitative means. The questionnaire findings were compared with the qualitative data which were obtained from 10 EFL teacher interviews and the observation of these teachers’ lessons. The quantitative findings revealed that the teachers’ beliefs seemed to be congruent with their perceived practice. Their beliefs and perceived practice also seemed to be in line with the ideas of the new curriculum which was a blend of Communicative Language Teaching (CLT) and Constructivist framework. The analysis of the influence of gender on teachers’ beliefs and practice showed that the male teachers were more consistent in their beliefs as compared to their confessed classroom practice than the female teachers. Regarding the impact of gender differences on teachers’ beliefs and practice, it was found that female and male teachers differed only in two belief items and only in one practice item. Regarding experience and beliefs, it was found that more experienced teachers were more likely to favour Constructivist beliefs than less experienced teachers. Similarly, more qualified and more experienced teachers seemed more likely to implement Constructivist practices when the teachers’ practices were considered. The male and female teachers’ were more similar in their practices than in their beliefs. The quantitative findings of the study indicated that there were discrepancies among the participant teachers’ beliefs, perceived practice and actual classroom practice most of the time. The discrepancy between the teachers’ beliefs and actual classroom practices might have been because of the contextual constraints the teachers face in their school context and culture as it was the case mentioned by the teachers in this study that most of the participant teachers complained that the contextual factors were impediments to the implementation of their beliefs in their instructional context.
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Cubukcuoglu, Begum. "A study of teachers' use of ICT in a secondary school in north Cyprus." Thesis, University of Sheffield, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575486.
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The purpose of this study was to investigate secondary school teachers' use of information and communication technology (lCT) in North Cypriot schools. The main focus was to discover the barriers and possible enablers in integrating technology into teaching and learning. Also, teachers' attitudes and beliefs towards ICT integration and the ways of their usage were examined in the study. A qualitative research methodology was applied in this study. Case study strategy was utilized in conducting research in one secondary school in North Cyprus. Data were gathered through semi-structures interviews with volunteer teachers. The data were also collected through observations of teachers while using ICT tools in their teaching. Seven teachers were interviewed but only three of them were observed. After completing all observations, follow-up interviews were carried out with these three teachers. The results of the study revealed that although the teachers had positive attitudes towards the technology integration, there was not frequent use of ICT tools in teaching. Moreover, teachers believed that the use of technology would be beneficial for students and themselves. However, there were many factors that hindered their technology use. The main barriers that were mentioned by interviewees were a lack of resources and a lack of access to available rooms. Moreover, teachers' lack of knowledge, confidence, and insufficient training on pedagogical use of technology in teaching was discovered as the most popular barrier in integrating technology. The fundamental conclusion of this study was that not all but many teachers would like to use technology in their teaching but first of all many barriers should be turned into enablers. It is recommended that the authorities needs to develop an JCT policy in order to raise standards in schools. It is also recommended that schools should be equipped with additional lCT tools with the help of businesses or projects. Another important conclusion is that teachers need training, not only for developing the basic skills, but training on improving their technological pedagogical content knowledge (TPCK) as well. Keywords: leT in education, teachers' use of technology, Teacher training
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Vryonides, Marios. "The role of social and cultural capital in choice making for post secondary school destinations : the case of contemporary Cyprus." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10006646/.
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This study investigates the choices that students coming from different social backgrounds and from the full range of secondary schools in Cyprus make regarding their post school destinations. It is based on a theory, which regards the family as a central agency in the reproduction of inequalities. This study argues that apart from making the most of their financial capital, Cypriot families utillse intentionally or in an unintended manner the non-monetary capitals they may have available such as their cultural capital and more importantly their social capital to produce social 'profits' for the education of their offspring. Social capital is seen as a major factor that can explain the unequal pattern of educational choices made by the growing ranks of students coming from -different social origins regarding their post school destinations. Different families adopt various strategies to cope with the lack of that resource and it appears that some families have more options to consider than others. The differential ability to cope with the lack of social capital constitutes a source of social differentiation. The mobilisation of various resources is examined in a social environment whereby for the past three or four decades went through a process of modermsation. This rapid transition has led to the co-existence of traditional and modernist perspectives of how social relations and gender issues are perceived. Adherence to one or another perspective affects the strategies that families employ for their children's educational prospects. This research used a multiple or mixed method approach combining quantitative and qualitative methodologies in a complimentary manner. A stratified sample of 404 students graduating from all kinds of secondary schools and their parents completed questionnaires. A selected sample of 24 parents was interviewed. The findings of the study indicate that choice making varies across social class and is influenced by gender. Of the non-monetary resources investigated social capital appears to act as a hidden mechanism of social selection in modem Cyprus particularly because it allows for the creation of a certain habitus that allows some privileged families and students mostly from middle class backgrounds to make far reaching and daring decisions which offer them the possibility for social success in a competitive and 4close' labour market whereas at the same time it makes others from lower social class backgrounds to make 'pragmatic' choices which often mean making compromises in their ambitions to achieve social success.
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Mourettou, Mary. "Emotional experiences of a head teacher during the first two year period of leadership in a secondary school in Cyprus." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/41874/.
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This case study explored the nature of emotional experiences of a female newly appointed head teacher, the Novice, in a public Cypriot lower secondary school in Cyprus. Coping strategies and the development of interpersonal relationships with teachers, in association with trustworthy leadership, were followed in terms of a step by step process. The study draws upon qualitative research methods, rooted within the naturalistic paradigm in order to illuminate the emotions associated with the professional and organizational socialization of the Novice in the context of Cyprus. Data were collected through head teacher observation and semi- structured interviews, as well as semi-structured interviews and questionnaires with teachers. Emotional experiences were associated with challenges faced throughout transition and were classified according to four adaptation phases, accompanied by intense Emotional Labour. During the first phase, the Novice realizing the ultimate responsibility that was associated with the role, felt shocked, isolated and lonely. During the second phase, feelings of anger, anxiety, frustration and bitterness prevailed. Mental and physical exhaustion were tied in with being sad, depressed, desperate and feeling sorry for herself. Finally, during the last phase when the Novice accepted the situation, feelings of assertiveness and contentment finalized the successful adaptation to the new environment as she had successfully built trust, becoming a trustworthy leader.
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Solomonidou, Georgia. "A mixed methods investigation into the perceptions of lower secondary school students and teachers in Cyprus on the purposes and approaches of assessment." Thesis, University of Leicester, 2015. http://hdl.handle.net/2381/33016.
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The role of assessment in education has been vital, since the earliest establishment of formal education. Though assessment in its early history was used only as a measurement instrument, alternative assessment of student achievement has arrived on the scene the past two decades. It is accepted that assessment can be used for learning also known as Formative Assessment. In this context, many studies have emerged worldwide investigating students’ and teachers’ perceptions on assessment approaches and purposes as these will affect their practices. The current study uses a Sequential Mixed Methods design to investigate perceptions on the purposes of students’ assessment in general and the assessment framework specific for the Modern Greek language subject within the New National Curriculum in Cyprus (NNC). The methods involved two questionnaires; the one administered to Greek language teachers (N=95) followed by 7 individual interviews and the other administered to lower secondary school students (N=599) followed by three group interviews involving 15 students in total. The qualitative data helped explain and build upon initial quantitative results while involving people from the same sample. Results are discussed in light of other research showing that the perceptions of teachers and students are in alignment with the current shift of assessment to be used for enhancing teaching and learning. Both parties tend to agree with the legitimate purposes of assessment. Teachers and students would like to use the elements of Formative Assessment as promoted by the NNC but feel that there is inadequate training, a lack of literature and concrete examples on how to put these elements into practice.
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Dimitriou-Hadjichristou, Chrysoula. "The effect of using Lakatos' heuristic method to teach surface area of cone on students' learning : the case of secondary school mathematics students in Cyprus." Thesis, 2015. http://hdl.handle.net/10500/20006.
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The purpose of this study was to examine the effect of using Lakatos’ heuristic
method to teach the surface area of the cone (SAC) on students’ learning. The Lakatos
(1976) heuristic framework and the Oh (2010) model of “the enhanced-conflict map”
were employed as framework for the study. The first research question examined the
impact of the Lakatosian heuristic method on students’ learning of the SAC, which
was addressed in three sub-questions: the impact of the method on the students’
achievement, the impact of the method on their conceptual learning and the impact of
the method on their higher order thinking skills. The second question examined
whether the heuristic method of teaching the SAC helped students to sustain their
learning better than the traditional method (Euclidean method). The third question
examined whether the heuristic method of teaching SAC could change students’
readiness level, according to Bloom’s taxonomy.
A pre-test and post-test quasi-experimental research design was used in the study that
involved a total of 198 Grade 11 students (98 in the experimental group and 100 in the
control group) from two schools in Cyprus.
The instruments used for data collection were cognitive tests, lesson observations
(video-recorded), interviews and questionnaire. Data was analysed using inferential
statistics and the Oh (2010) model of the enhanced conflict map. Student achievement
within time was the dependent variable and the method of training the independent
variable. Therefore, time was the “within” factor and each group was measured three
times (pre-test, post-test and delayed). The differences in students’ achievement
within each group over time were examined.
Results indicated that the average mean score achievement of the students in the
experimental group was double that of the students in the control group. The Jun-
Young Oh’s model of the enhanced conflict map showed that students in both groups
changed from alternative conceptions to scientific conceptions with the experimental
group showing greater improvement. It was also observed that from the post-test to
delayed test, the Lakatosian method of teaching the SAC has a significant positive
effect on students’ achievement at all levels of Bloom’s taxonomy, especially at the
higher order thinking (HOT) levels (application and analysis-synthesis levels) as compared to the Euclidean method of teaching. In addition, the Lakatosian method
helped the students to sustain their learning over time better than the Euclidean
method did and also helped them to change their readiness level, especially at the
HOT levels. The Lakatosian method helped students to foster skills that promote
active learning. Of great importance was the use of mathematical language, as well as,
the enhanced perception in the experimental group in comparison with the control
group, through the use of the Lakatosian method.
The results of this study are promising. It is recommended that pre-service teachers
should be trained on how to effectively implement the Lakatosian heuristic method in
their teaching.Mathematics Education
D. Phil. (Mathematics, Science and Technology Education (Mathematics Education))
Books on the topic "Cyprus secondary schools"
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İngiliz okuluʹnda öğrenim görmüş Kıbrıslı Türk değerler: Biyografi, röportaj. İstanbul: Deniz Plaza Yayınları, 2010.
Find full textBook chapters on the topic "Cyprus secondary schools"
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Eliadou, Annita. "Ethnicity in secondary schools in Cyprus." In Photography in Educational Research, 60–76. Routledge, 2014. http://dx.doi.org/10.4324/9780203740316-5.
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Angeli, Charoula, and Nicos Valanides. "A Socio-Technical Analysis of Factors Affecting the Integration of ICT in Primary and Secondary Education." In Information Communication Technologies, 1590–610. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch111.
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We live in a world that is constantly impacted by information and communication technology (ICT). ICT is considered an important catalyst and tool for inducing educational reforms and progressively extending and modifying the concept of literacy. With the extensive use of ICT in schools and everyday life, the term computer literate has already been established. Schools are open systems that interact with their environment, and the effective use and integration of technology is directly associated with the role of various socio-technical factors that may impact the integration of ICT in schools. In this chapter, we report on an exploratory study undertaken in Cyprus schools to examine the status of using ICT from the perspective of socio-technical systems. Specifically, teachers’ knowledge of ICT, frequency of using ICT for personal purposes, frequency of using ICT for instructional purposes in different subject matters, attitudes toward ICT, self-confidence in using ICT in teaching and learning, and school climate were examined. The findings provide useful guidance to policymakers for planning, implementing, managing, and evaluating the integration of ICT in schools. Implications for the concept of computer literacy are discussed.
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Georgiades, Christos. "Educational Research In Cyprus And Reforms In Secondary School Curriculum." In Research into Secondary School Curricula, 120–22. CRC Press, 2020. http://dx.doi.org/10.1201/9781003077435-11.
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Konstantinides, Despina Despo, and Katerina Konstantinides-Vladimirou. "Transforming Teacher Evaluation Into an External Goal-Setting Practice and Empowering Nation Branding." In Advances in Marketing, Customer Relationship Management, and E-Services, 267–83. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7533-8.ch017.
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Undergoing education reform, the educational system of Cyprus seems to be seeking ways to shift teacher evaluation from a practice that stagnates teacher motivation to a practice that would raise, develop, and sustain teacher motivation towards teacher effectiveness. Teacher effectiveness may develop through formative teacher assessment, which can motivate teachers to generate outputs, namely student learning outcomes, and contribute to the improvement of the quality of the provided education. Being inspired by a conceptualization over the content of two qualitative research studies, which, in the context of secondary education of Cyprus, investigated teacher motivation and teacher evaluation respectively, this chapter recommends a goal setting, interactive teacher-teacher school-based evaluation practice of a formative type, which, being conversational and, therefore, motivational, may lead to teacher effectiveness.
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Giannikas, Christina Nicole. "Performance Assessment in Teacher Education Programs." In Interdisciplinary Approaches Toward Enhancing Teacher Education, 258–73. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4697-0.ch014.
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Performance assessment has emerged as a useful measure of teacher performance and is a valuable form of assessment. The chapter elaborates on the benefits of performance assessment in pre-service teacher training and will present findings of a study which focuses on two English Language Didactics courses of a Higher Education pre-service teacher training program for potential secondary state school ELT teachers of the Republic of Cyprus. The aim of the research was to investigate the trainees' progress, potential teaching ability, and confidence via the means of their assessment. The study conducted supported a mixed method approach, where there was sequential data gathering. The initial phase involved direct observations of student teachers' performance in combination with an evaluation of the lesson plans they would follow. This process informed the second type of data collection, which was conducted via evaluation forms, where student teachers were given the opportunity to evaluate and reflect upon the assessment process.
Conference papers on the topic "Cyprus secondary schools"
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Irkad, Ulus, Bengi Sonyel, and Hamit Caner. "A Case Study of Perceptions of Students using ICT as an Educational Tool in Private Secondary School in Famagusta, North Cyprus." In the International Conference on Future of Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/icfte.2019.03.200.
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