Journal articles: 'Education, Secondary Effective teaching'

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Parker, Jenny. "Secondary Teachers’ Views of Effective Teaching in Physical Education." Journal of Teaching in Physical Education 14, no. 2 (January 1995): 127–39. http://dx.doi.org/10.1123/jtpe.14.2.127.

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The purpose of this study was to reconstruct high school physical education teachers’ views of effective teaching and to examine the underlying rationales behind these definitions. The participants were 14 experienced high school physical education teachers. Three methods of data collection were employed: critical incidents, the Q-sort technique, and informal interviews. Inductive content analysis was used to examine the critical incident forms, and the resulting themes formed the items in the Q-sort. The teachers’ underlying rationales for the rankings in the Q-sort were examined in the informal interviews. The overall results revealed that the majority of the teachers in this study defined effective teaching as a hierarchy of pedagogical practices in which organization, management, discipline, and control form the base, with student success being the ultimate goal.

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MELARA GUTIÉRREZ, Francisco José, and Ignacio GONZALEZ LÓPEZ. "Teacher Training for Effective Teaching." Education in the Knowledge Society (EKS) 22 (March 12, 2021): e25290. http://dx.doi.org/10.14201/eks.25290.

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This paper identifies the training needs of primary and secondary school teachers related to their daily work so that it may be understated as effective professional practice. To this end, a questionnaire has been compiled, completed by teachers from Spain, China, and South Korea, to determine the discrepancies between the aspirational ideal and the actual reality of classroom instruction, with a view to achieving quality teaching. The shared training requirements detected among the informants pertain to learning goals, the curriculum, expectations, autonomy, and formative and responsible evaluation.

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Behets, Daniel. "Comparison of more and less effective teaching behaviors in secondary physical education." Teaching and Teacher Education 13, no. 2 (February 1997): 215–24. http://dx.doi.org/10.1016/s0742-051x(96)00015-7.

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Papadakis, Stamatios. "Is Pair Programming More Effective than Solo Programming for Secondary Education Novice Programmers?" International Journal of Web-Based Learning and Teaching Technologies 13, no. 1 (January 2018): 1–16. http://dx.doi.org/10.4018/ijwltt.2018010101.

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The teaching and learning of programming are often considered a difficult topic for both teachers and students, due to its complexity and abstract nature. The traditional teaching approaches are unable to contribute substantially to the development of the necessary cognitive models by the students, producing high rates of failure and dropout in introductory programming courses. In the last 30 years, the scientific community has not stopped looking for new pedagogical approaches and teaching techniques in introductory computer programming courses. Various studies have shown that pair programming under appropriate conditions may create an environment conducive to learning, leading to an increase student interest in programming. In this paper, the author presents the results of a pilot teaching intervention. The sample was collected among first-grade students of a high school in Greece. The results showed that the pair programming is more efficient than the solo programming, both on facilitating and supporting students' learning and understanding of basic programming concepts, as well as on improving students' attitudes toward programming.

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O. Vysotska and S. Vysotska. "SOME OBSERVATIONS ABOUT TEACHING MEDIA LITERACY." World Science 3, no. 4(56) (April 30, 2020): 4–9. http://dx.doi.org/10.31435/rsglobal_ws/30042020/7030.

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The article highlights the civic/ role of media education that should be taught at schools and universities as a tool for educating responsible and active citizens. It emphasizes that media literacy education should be addressed in primary-secondary-tertiary education level curricula and presents examples of successful teaching and learning practices in the West which are based on competence development approach and active critical engagement of students with media. The article offers for consideration some ways to address disinformation in the classroom, analyzes conditions that make successful implementation of effective media education as well as the challenges media education experiences in Ukraine.

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Trubavina, Iryna, and Anna Martyniuk. "Substantiation of the Content of the Regional Educational Program of Professional Development of Educators «Effective Teaching Methods»." Bulletin of Luhansk Taras Shevchenko National University 1, no. 1 (339) (2021): 221–32. http://dx.doi.org/10.12958/2227-2844-2021-1(339)-1-221-232.

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The article reveals the relevance of the program for training pedagogical and scientific-pedagogical employees of secondary and higher education institutions in effective teaching methods. The article defines the scientific basis (approaches) to the development of content programs: competence, activity, system, personality-oriented, androgynous, pragmatic approaches, theories of learning content. Also substantiated on the basis of scientific approaches and a survey of major stakeholders in the Kharkiv region (teachers of secondary schools education, research and teaching staff of higher education institutions, heads of educational institutions) the content of such a program, guidelines for its implementation, to the forms and methods of teaching. The main methods of teaching the program there are active, interactive and independent methods. The main forms of the program are training in a microgroup, training. The article presents the content of the regional educational program through 3 modules: «The concept of effective teaching methods for students of general secondary education», «The essence of teaching methods and conditions of their application», «Features of effective teaching methods in different disciplines». Prospects for further research are experimental testing of the program and its correction for distance, blended, full-time learning.

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Drissner, Jürgen, Hans-Martin Haase, Annette Rinderknecht, and Katrin Hille. "Effective Environmental Education through Half-Day Teaching Programmes Outside School." ISRN Education 2013 (June 6, 2013): 1–6. http://dx.doi.org/10.1155/2013/503214.

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The “Green Classroom” in the Botanical Garden of the University of Ulm is a learning forum outside school. Its educational concept is based on experiential learning and is geared towards expanding students’ biological knowledge and developing positive attitudes towards small animals such as invertebrates. In the first study, we assessed attitudes towards small animals of 43 students before and after they visited the “Green Classroom”, and we compared the answers they gave in their questionnaires with those of 46 students from a control group. Although the students spent only one morning in the “Green Classroom”, some of their attitudes improved after their visit. In the second study, 102 secondary-school students (56 who had previously visited the “Green Classroom”) were asked to write an essay about small animals. Students who had visited the “Green Classroom” before portrayed more positive emotions towards small animals and showed more biological understanding than their peers.

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Amin, Md Al, and Janinka Greenwood. "The UN Sustainable Development Goals and Teacher Development for Effective English Teaching in Bangladesh: A Gap that Needs Bridging." Journal of Teacher Education for Sustainability 20, no. 2 (December 1, 2018): 118–38. http://dx.doi.org/10.2478/jtes-2018-0019.

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Abstract This article takes up the opportunity offered by the United Nations’ Strategic Development Goals to examine provisions for the selection, recruitment, training and professional development of secondary English teachers in Bangladesh. Qualified and trained teachers are considered as essential to effect the changes in English teaching and learning planned in national education policy. Since the adoption of a communicative approach to language teaching, initiatives have been taken to train teachers to teach English in this approach, and particularly to use multimedia equipment in their teaching; however the adequacy of these provisions is questioned in existing research and in media debates. This article starts with a brief description of the education context, highlighting the global Strategic Development Goals and local secondary English teaching. A review of existing recruitment and professional development provisions for secondary English teachers follows. Then project-based training programmes, which are funded and managed by external donors and aid agencies, are critically examined. Finally emerging issues and recommended changes are discussed.

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Michael, Anastasiou, and Kyriakou Marinos. "Exploring Effective Teaching Methods in the Vocational Education of Cyprus." Vocational Training: Research And Realities 28, no. 1 (December 1, 2017): 3–22. http://dx.doi.org/10.2478/vtrr-2017-0002.

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Abstract The study aim was to determine which teaching methods are most effective for developing the students’ appropriate professional competencies in the culinary arts programs of Cyprus’ Senior Secondary Vocational Education (SSVE). A qualitative case study research design was considered appropriate and a criterion sampling strategy was used to select 52 participants. Findings showed that chef instructors prefer to use a combination of teaching methods by considering class dynamics and students’ personal learning style. Students learn primarily by doing and repetition and a two-day sequel laboratory could become an effective in-class activity. The positive impact of modern audio-visual means was identified as a factor, stimulating students’ learning appetite. Thus, a competitive learning environment is needed to boost class performance. However, the written examination assessment calls for change due to basic student issues and new approaches, means, and techniques that should be used for the final assessment of the SSVE students.

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Modebelu, Melody Ndidi, and F. K. Igwebuike. "Nigerian Child Learning Styles: A Teaching Strategy for Achieving Effective Education in Nigeria." International Letters of Social and Humanistic Sciences 15 (October 2013): 40–48. http://dx.doi.org/10.18052/www.scipress.com/ilshs.15.40.

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This study investigated the Nigerian child learning styles as a teaching strategy for achieving effective education in Nigeria. It was a survey design carried out in 258 public secondary schools in Anambra State. Respondents were made up of 1000 classroom teachers drawn through simple random sampling. Four research questions guided the study. A four-point scale questionnaire containing 28 items, validated by experts in Educational administration/supervision and Educational psychology was used for data collection. Data analysis was done using frequency distribution tables and mean scores. The findings revealed that secondary school teachers in Nigeria possess characteristics of good teaching to a high extent, eight learning styles for effective teaching were identified. The identified learning styles were applied to a low extent and five constraints responsible for the low application were also identified. Recommendations were made included that regular seminars and workshops should be organized to up-date these teachers, especially on the areas of learning styles and their effective application to encourage learners centred education.

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Hunt, Gary A., Alan Wright, and George Gordon. "3. Evolving Expectations for Teaching in Higher Education in Canada." Collected Essays on Learning and Teaching 1 (July 1, 2011): 15. http://dx.doi.org/10.22329/celt.v1i0.3172.

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Although many Canadian universities offer graduate level training or certificates on teaching in higher education, there is no national framework of expectations or provision for national certification of post-secondary teachers. There are models of post-secondary teaching expectations in the United Kingdom and in elementary and secondary systems in both the US and Canada. In addition, many US universities have competency-based graduate teaching assistant programs. The province of Ontario has adopted a mandatory framework of learning expectations for Baccalaureate and graduate degrees for all publicly funded universities. The question we address in this essay is: Has our teacher training practice evolved to the point where we should look ahead to consider formalizing expectations of effective post-secondary teaching practices through a national framework?In our view, there is now sufficient interest within the Society for Teaching and Learning Higher Education (STLHE) to establish a working group that would initiate a national consultation to discuss the process and structure for formulating an enabling framework.

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Balch, Bradley. "Innovative PDS Partnerships for Effective Teaching and Learning." Educational Renaissance 1, no. 2 (February 19, 2013): 121–26. http://dx.doi.org/10.33499/edren.v1i2.56.

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Would you like to breathe energy into your university-school district partnership? At Indiana State University (ISU), two clinical immersion imperatives and four partnership contexts provide an innovative focus that adds deeper meaning and intentionality to educator preparation. Our educator preparation programs had been migrating to more clinically intensive programming for several years, but the support of our K-12 partners was essential if we were to emphasize early and continuous clinical teaching experiences to enhance preparation efforts. As a first step, we developed the distinctive Teachers of Tomorrow Advancing Learning (TOTAL) internship for elementary and special education majors and an immersion program for secondary and all-grades majors.

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Bui, Linh Thi Ngoc, and Vu Thuan Khuu. "Inquiry-based learning: an effective approach to teaching science aiming to develop students’ competencies." Vietnam Journal of Education 4, no. 1 (March 30, 2020): 61–68. http://dx.doi.org/10.52296/vje.2020.9.

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Competency-based learning is among major changes of 2018 in Vietnam’s school curriculum, where teaching and learning aim to help school students develop core qualities and competencies in order to be successful in school, life, and prospective workplace. As this educational approach is relatively unfamiliar to Vietnamese teachers, they may feel confused about appropriate teaching strategies allowing them to obtain the new teaching goals. This would be the case when teachers have to teach integrated subjects such as Science in lower-secondary education. This paper will elaborate why inquiry-based instruction could be an effective approach that enables secondary teachers to accomplish their professional work in terms of facilitating their students to develop core competencies and those in Science. Some recommendations on teacher education and training will be made to enhance the successful implementation of inquiry-based teaching in Vietnamese classrooms.

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Hassan, Mehboob Ul. "TEACHERS’ SELF-EFFICACY: EFFECTIVE INDICATOR TOWARDS STUDENTS’ SUCCESS IN MEDIUM OF EDUCATION PERSPECTIVE." Problems of Education in the 21st Century 77, no. 5 (October 16, 2019): 667–79. http://dx.doi.org/10.33225/pec/19.77.667.

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School is a subculture of any society having different educational diversity. This diversity affects on teachers and students achievements; pillars of teaching learning process. Teachers have great concerns towards students’ success. They deliver plethora of information to improve students’ achievements. Present quantitative ex-post-facto research was framed to explore the effect of teachers’ self-efficacy on students’ achievement scores applying multilingual instructions for students’ success on sample of randomly selected 1100 male respondents; 300 secondary school teachers and 800 students of District Kasur, of Lahore Division. Data from teachers were collected by administering long form of Teachers’ Self-Efficacy Scale whereas students’ achievement scores were obtained from annual gazette notification of Board of Intermediate and Secondary Education, Lahore. Cronbach’s Alpha Score was applied to confirm instrument’s reliability .851. Normality of the data were confirmed by calculating Shapiro-Wilk’s test. Findings of regression analysis depict that overall teachers’ self-efficacy has affected 65 % whereas students’ engagement 59 %, educational strategies 60 %, classroom management 59 % and teachers’ medium of education has affected 30 % on students’ achievement scores. Present research recommends that Government structure teachers’ self-efficacious believes through providing training, conducting workshops before joining teaching professions and ensuring certificates; once teachers’ confidence structure, less possible to alter to obtained desired achievements during teaching learning process. Furthermore, it is dire need to implement single medium of instructions; English / Urdu in public sector secondary schools of Punjab as bilingual medium of education have been remaining one of the barrier that lead students towards poor achievements. Keywords: achievement scores, classroom management, instructional strategies, education medium, secondary level, self-efficacy, students’ engagement.

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Rauscher, Kimberly, Diane Bush, Charlotte Chang, and Douglas Myers. "Occupational Safety and Health Education in Post-Secondary Career and Technical Education Construction Programs." Career and Technical Education Research 45, no. 3 (December 20, 2020): 63–81. http://dx.doi.org/10.5328/cter45.3.63.

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Construction is one of the most dangerous industries in the US. Career and Technical Education (CTE) programs are important settings in which new construction workers can learn about Occupational Safety and Health (OSH). CTE programs are sometimes the only place where these workers will encounter such training. We set out to examine the quality of OSH education received by students in post-secondary CTE construction programs by conducting a surv ey of instructors teaching in these programs across the country . The goal was to learn the extent to which previously identified" essential elements necessary for providing effective safety and health education" are spread across these programs. Our findings show instructors in these programs prioritize hands-on training, make efforts to stay current in best practices in safety and health, and regularly update their curricula. We also found that instructors need more training on effectively teaching safety and health to more meaningfully integrate such content into their trade skill courses. Finally, we found that instructors need to better model effective safety and health management systems within their classrooms to help keep students safe and set students' expectations for safe work when they enter their chosen trade.

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Huong, Vu Thi Mai. "Factors Affecting Instructional Leadership in Secondary Schools to Meet Vietnam’s General Education Innovation." International Education Studies 13, no. 2 (January 29, 2020): 48. http://dx.doi.org/10.5539/ies.v13n2p48.

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Currently, there is a huge demand for secondary school education worldwide especially in the developing countries such as Vietnam. School leadership is occupying a central position in educational reform. In order to meet this for the secondary school education, the Vietnamese government tries to develop effective school leadership in its education policy agenda. The aim of this study is to investigate the influence of factors on instructional leadership of principals in lower secondary education. The study was completed with 97 secondary public schools teachers and principals in the North of Vietnam. A quantitative research design was used to conduct this study. The data was analyzed through factors such as internal and external from the role of principal in instructional leadership. Research findings underline that instructional leadership is had directly by external such as “The degree of autonomy of the school for instructional activities”, “Awareness of the managers and teachers about leading teaching activities” and “education innovation” more internal such as “System of guiding documents of management levels on teaching activities”; “Conditions of facilities and finance for school teaching activities” and “Principal’s training level” Principals should recognize the change of the context and enhance the improvement of teachers’ shared responsibility and partnership in school decision making. Therefore, the Vietnamese government should make sure to have many positive issues that may have effective instructional leadership capacity in order to improve the culture of teaching and learning in Vietnames secondary schools.

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Regier, Bradley J. "Examining Relationships Among Concert Band Directors’ Efficacious Sources, Self-Efficacy for Teaching Strategies, and Effective Teaching Skills." Journal of Research in Music Education 68, no. 4 (August 6, 2020): 436–50. http://dx.doi.org/10.1177/0022429420943137.

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The purpose of this study was to investigate the extent that concert band directors’ self-efficacy for teaching strategies was influenced by its four sources: mastery experiences, verbal persuasions, vicarious experiences, and physiological state. A secondary purpose was to investigate possible relationships between directors’ self-efficacy and self-perceptions of effective teaching. Participants were high school concert band directors ( N = 610). They responded to the Concert Band Directors’ Self-Efficacy for Teaching Strategies Scale, Sources of Self-Efficacy for Concert Band Teaching Scale, and a scale for effective teaching abilities. Directors’ self-efficacy for teaching strategies were influenced most by mastery experiences, followed by verbal persuasions, physiological state, and vicarious experiences. Participants’ self-efficacy scores associated with their experience level and the influence of each source on self-efficacy differed between early-, mid-, and late-career directors. Furthermore, participants who reported greater self-efficacy for teaching strategies also rated themselves as more confident for using effective teaching skills.

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DEVECCHI, CRISTINA, and MARTYN ROUSE. "An exploration of the features of effective collaboration between teachers and teaching assistants in secondary schools." Support for Learning 25, no. 2 (May 2010): 91–99. http://dx.doi.org/10.1111/j.1467-9604.2010.01445.x.

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Kim, Sharon, Mahjabeen Raza, and Edward Seidman. "Improving 21st-century teaching skills: The key to effective 21st-century learners." Research in Comparative and International Education 14, no. 1 (February 28, 2019): 99–117. http://dx.doi.org/10.1177/1745499919829214.

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The development of competencies known as 21st-century skills are garnering increasing attention as a means of improving teacher instructional quality. However, a key challenge in bringing about desired improvements lies in the lack of context-specific understanding of teaching practices and meaningful ways of supporting teacher professional development. This paper focuses on the need to measure the social quality of teaching processes in a contextualized manner. We do so by highlighting the efforts made to develop and measure teacher practices and classroom processes using the Teacher Instructional Practices and Processes System© (TIPPS) in three different contexts: Uganda (secondary), India (primary), and Ghana (pre-school). By examining how such a tool can be used for teacher feedback, reflective practice, and continuous improvement, the hope is to pave the way toward enhanced 21st-century teacher skills and, in turn, 21st-century learners.

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Hastie, Peter A. "Selected Teacher Behaviors and Student ALT-PE in Secondary School Physical Education." Journal of Teaching in Physical Education 13, no. 3 (April 1994): 242–59. http://dx.doi.org/10.1123/jtpe.13.3.242.

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The aim of this paper was to quantify teacher behaviors that were associated with high levels of student involvement and, hence, provide further understanding of student accountability. Two observation instruments were used to collect data from teachers during a secondary school volleyball unit. Results showed that the more effective teacher (as measured by ALT-PE) spent more lesson time in the functional behaviors of concurrent instruction and intervening instruction, whereas the less effective teachers spent more time in noninteractive behaviors such as observing. Furthermore, specific cycles of teaching behaviors that discriminated between the effective and less effective teachers were identified. The results are explained in terms of the development of a successful instructional accountability system being developed by the effective teacher in contrast to the instructional pseudoaccountability of the less effective teachers.

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Kaittani, Despina, Olga Kouli, Vassiliki Derri, and Efthymios Kioumourtzoglou. "Interdisciplinary Teaching in Physical Education." Arab Journal of Nutrition and Exercise (AJNE) 2, no. 2 (November 16, 2017): 91. http://dx.doi.org/10.18502/ajne.v2i2.1248.

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The interdisciplinary approach has risen in the modern curricula as it is considered an important and challenging technique. Physical education is a prime content area for interdisciplinary learning. In order to integrate different subject areas into Physical Education lessons, the specialist needs to learn more about the academic curriculum. Integrating core subjects with physical activity can easily be done and can be very beneficial to student learners in all levels of Education. A great effort is done in addition to be integrated with other subjects. Over the last twenty years there have been frequent internal changes at international level, which also affect pre-school curricula. This trend has been intensified in recent years, with unprecedented mobility being observed, to the point of demanding a fundamental reform of the educational mission of the kindergarten. An interdisciplinary approach has been at the core of attention in primary and secondary school education recently.In this approach, teachers collaborate to invent and apply more effective means of teaching by associating the subjects and activities of a school subject in the curriculum with other subjects. The basic aim and purpose is to cultivate skills and values such as cooperatives, flexibility, adaptability, solidarity, but above all to provide basic knowledge, exploration, classification, selection, evaluation, resolution, and observation.

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Ukobizaba, Fidele, Kizito Ndihokubwayo, Angel Mukuka, and Jean Uwamahoro. "From what Makes Students Dislike Mathematics towards its Effective Teaching Practices." Bolema: Boletim de Educação Matemática 35, no. 70 (May 2021): 1200–1216. http://dx.doi.org/10.1590/1980-4415v35n70a30.

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Abstract This paper presents the findings of a descriptive survey research that investigated what makes students dislike Mathematics and seeks potentially effective Mathematics teaching practices, to boost their interest. The study involved 94 participants, including 60 lower-level secondary school students and 34 Mathematics teachers from 5 schools in Karongi District, Western Province, Rwanda. Both students’ and teachers’ questionnaire responses were analyzed using descriptive statistics. We found that what makes students dislike Mathematics is related to how Mathematics is taught. Low scores in tests or exams, teachers’ harshness, and carelessness were reported among the factors demotivating students to like Mathematics. Being able to show the relevance of Mathematics in an everyday situation, teaching students to remember mathematical facts, and showing them lots of worked examples were mentioned by most of the teachers as indicators of effective Mathematics teaching practices. Together with these indicators, preparing the lesson before teaching, providing exercises and homework to students, and making research to update teachers’ teaching skills have been drawn and recommended for teachers as potentially effective teaching practices.

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İsfəndiyar qızı Sadıqova, Günay, and İlhamə Əlixan qızı Quliyeva. "Physical education secondary schools, relations sports, preschool military and biology." SCIENTIFIC WORK 15, no. 3 (March 24, 2021): 43–45. http://dx.doi.org/10.36719/2663-4619/64/43-45.

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Sport not only makes us healthier, but also gives us a sense of self-confidence. In general, we become more energetic with an active lifestyle, which affects the rejuvenation of cells and metabolism. While some people consider sports to be a duty to protect their health, there are also people who believe that sport is a form of entertainment, because there are many sports that do not require much physical effort. There are no barriers to exercise for a person who is really worried about his health. Healthy upbringing of young people, equipping schoolchildren with medical knowledge has not lost its relevance today as the main task of pedagogical staff. Because our independent republic must be governed by healthy, well-developed and ready young people. By conducting research on the teaching of sports knowledge to students in the teaching of biology, it is to study its content, possibilities, directions, forms and methods, optimal forms of organization, ways and effective work system. Key words: sports lessons, health, anatomy, teaching process, extracurricular, interest, favorable conditions, application of new learning technologies, quality of education, family, educational institutions, secondary schools, universities

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Unubi, Sunday Abraham. "The necessity of effective teaching of English at all levels of education in Nigeria." UAD TEFL International Conference 2 (January 16, 2021): 1. http://dx.doi.org/10.12928/utic.v2.5729.2019.

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Since language is dynamic, and teaching is a dynamic tool of instructing and training someone (the learner) for desired change in their lives, behaviors, experiences, and statuses, it also requires a dynamic and an experienced mind to carry it out. In its methodology, the study adopted both the primary and secondary sources of data gathering technique. Observational examination of both teachers and learners of the English language constituted the primary source while extant material dealing with the teaching and learning of English comprised the secondary data. The observation mainly bordered on phonetics and phonology, that is, how some Nigerian teachers of English realize or articulate some sounds and words of English, which in turn has impacted negatively on the learner. These sounds and words are divided into two groups – A and B, and group A is further divided into vowel and consonant sounds. We also presented the charts of the vowels and consonants of English to guide us in our analysis. The result of this investigation showed that mother tongue interference is the main factor responsible, and that teachers need to do extra work on themselves for satisfactory and positive learning outcomes on the learners, which is a direct consequence of effective teaching.

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Soriano-Ayala, Encarna, and Manuel José López-Martínez. "Mass media and intercultural education at Secondary School." Comunicar 10, no. 20 (March 1, 2003): 69–77. http://dx.doi.org/10.3916/c20-2003-10.

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The effective recognition of an intercultural social framework in a democratic society can be achieved through the use of mass media in the teaching and learning process. Thus taking advantage of both new technologies and mass media in the ESO classroom mEl reconocimiento efectivo de un marco social intercultural, en una sociedad democrática, se puede lograr a través del uso crítico de los medios de comunicación en el proceso de enseñanza y aprendizaje. El aprovechamiento de las nuevas tecnologías y los medios de comunicación en la Educación Secundaria se convierte en una excelente oportunidad para interpretar una realidad cultural con toda su complejidad. Es un reto para la educación pública la consolidación de unos valores que favorezcan la construcción de una ciudadanía intercultural.

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Taylor, Neil, Frances Quinn, Kathy Jenkins, Helen Miller-Brown, Nadya Rizk, Theodosia Prodromou, Penelope Serow, and Subhashni Taylor. "Education for Sustainability in the Secondary Sector—A Review." Journal of Education for Sustainable Development 13, no. 1 (March 2019): 102–22. http://dx.doi.org/10.1177/0973408219846675.

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This article reviews Education for Sustainability (EfS) in the secondary sector across a range of countries. Drawing on journal articles, book chapters and official reports, it identifies some of the more successful approaches to implementing EfS within the secondary sector. The authors first discuss the importance of educating for sustainability at the secondary level and then explore barriers to effective EfS in secondary schools. They go on to share their insights into contextual factors that influence EfS practices which are reported in the case studies. In particular, they discuss the influence of (a) politics and curriculum renewal, (b) alignment of curriculum, resources and teaching, (c) the perceived state of EfS and (d) teachers’ professional development as determinants of EfS implementation and success.

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Lukman, Lukman, Marsigit Marsigit, Edi Istiyono, Badrun Kartowagiran, Heri Retnawati, Hanif Cahyo Adi Kistoro, and Himawan Putranta. "Effective teachers’ personality in strengthening character education." International Journal of Evaluation and Research in Education (IJERE) 10, no. 2 (June 1, 2021): 512. http://dx.doi.org/10.11591/ijere.v10i2.21629.

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<span lang="EN-US">Personality is a silent sedentary nature, which affects the attitudes and behavior of every individual. For a teacher, personality will appear as a hidden curriculum, which affects how to teach and educate. This phenomenological research aimed to interpret the characteristics of effective teachers’ personality in strengthening character education. The participants in this study were 17 elementary, secondary, and high school teachers from nine districts in Indonesia. This participant was selected using purposive sampling technique (teachers who have more than 10 years of teaching experience). Data collection was carried out by interview. Qualitative data analysis was performed using the ATLAS.ti software. The data analysis stages in this study were data coding, data classification, and data interpretation. This study found 12 personality characteristics of teachers that are effective in strengthening character education, include able to behave as friends, able to be roles model, able to understand lessons, discipline, respectful of students, treat students impartially in terms of sanctions, patient, relaxed, willing to pursue life-long learning, master the skill of educating character, not known as fierce teachers, and perceived as joyful teachers. The effective teacher personality can provide understanding and improvement of character education in schools.</span>

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Mantulenko, Valentina V. "Effective ways of digital media usage in school education." Revista Amazonia Investiga 9, no. 30 (July 7, 2020): 138–45. http://dx.doi.org/10.34069/ai/2020.30.06.14.

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Our society is increasingly dependent on digital media. Socio-economic changes in Russia and the information explosion that has affected the whole world require a revision of traditional systems, content, methods and technologies of education in the context of various media usage. The purpose of this research is to theoretically substantiate, develop and experimentally prove tools for effective usage of digital media in the educational process of secondary schools in Russia. According to the purpose and hypothesis, the objectives of this research are: to define the essence, functions, didactic and educational possibilities of digital media; to identify pedagogical aspects of their usage in education; to determine structural components of teachers' readiness to using digital media in their work; to develop tools for using digital media in the educational process of secondary schools; to prove experimentally the effectiveness of the developed tools. The research object is the educational process of secondary schools under conditions of digitalization of the Russian education. The subject of this research covers tools of effective usage of digital media in the educational process of secondary schools. The methodological basis of this research was the philosophical concept of dialectical cognition as the basis of scientific pedagogy; the theory of system-complex and personal-activity approaches to the study of pedagogical phenomena, the integration concept of science, education, technology and production. Results: based on the analysis of theoretical sources on the use of digital media in education and the own diagnostic study, the author determined and experimentally tested possible ways of applying digital media as pedagogical tools taking into account their functional load: as means for transforming traditional tasks in a special form; as a teaching assistance instrument; as a communication means; as a reality modeling tool.

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Musengimana, Jeannette, Edwige Kampire, and Philothère Ntawiha. "Investigation of Most Commonly Used Instructional Methods in Teaching Chemistry: Rwandan Lower Secondary Schools." International Journal of Learning, Teaching and Educational Research 20, no. 7 (July 30, 2021): 241–61. http://dx.doi.org/10.26803/ijlter.20.7.14.

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Improved teaching methods facilitate the ease of acquisition of knowledge and lead to better achievement. The present study investigates the instructional methods most commonly used in teaching chemistry in lower secondary schools in Rwanda. SPSS 23.0 was used to analyze data from a survey conducted on 51 lower secondary chemistry teachers. The survey has satisfactory and acceptable reliability (Cronbach alpha=0.913 for 57 items on average). The results revealed that teachers prefer active learning methods though they still use traditional teaching methods. Comparison of teachers’ responses in terms of experience showed no statistically significant difference with p= 0.064. The study also found that some teachers have misconceptions in differentiating instructional approaches, methods, and techniques or strategies. Therefore, it is recommended that educational stakeholders should plan pieces of training to teachers about different instructional methods and techniques to use in chemistry teaching for effective learning outcomes.

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Durrant, Colin. "Towards a Model of Effective Communication: A Case for Structured Teaching of Conducting." British Journal of Music Education 11, no. 1 (March 1994): 57–76. http://dx.doi.org/10.1017/s0265051700002011.

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Recent teaching with PGCE secondary music students has revealed that conducting ensembles is a musical activity in which they have variable knowledge, skills and experience. It is a general expectation, nevertheless, that music teachers still conduct choral and instrumental ensembles as part of their job in schools, and some may also undertake such roles in the wider community. This paper seeks to identify from research literature aspects of effective conducting that warrant greater attention. This forms part of a research project which is exploring definitions of effective conducting and making an analysis and case for more structured teaching in this area within higher education.

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Mainde, Davy, and Daniel Katongo Chola. "The Teaching of Civic Education in Zambian Secondary Schools as a Strategy for Effective Political Participation." International Journal of Research and Innovation in Social Science 04, no. 12 (2020): 293–301. http://dx.doi.org/10.47772/ijriss.2020.41214.

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Mainde, Davy, and Daniel Katongo Chola. "The Teaching of Civic Education in Zambian Secondary Schools as a Strategy for Effective Political Participation." International Journal of Research and Innovation in Social Science 04, no. 12 (2020): 293–301. http://dx.doi.org/10.47772/ijriss.2020.41214.

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Hazrati, Hakime, Shoaleh Bigdeli, Mozhgan Behshid, Vahideh Zarea Gavgani, Zohreh Sohrabi, and Seyed Kamran Soltani Arabshahi. "Designing a customized model of effective clinical teaching for an undergraduate medical program: protocol for a mixed-method study." Research and Development in Medical Education 10, no. 1 (March 18, 2021): 3. http://dx.doi.org/10.34172/rdme.2021.003.

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Background: Clinical teaching is a vital component of medical education. However, evidence indicates that clinical teaching still confronts numerous challenges, as its quantity and quality are not always desirable. The need for improvement has been emphasized in the planning, teaching, and evaluation of clinical education. Therefore, this study aims to design a customized model of effective clinical teaching for the undergraduate medical program. Methods: A mixed-method study will be conducted in three consecutive phases. The first phase, using a grounded theory approach, explores the lived experiences of clinical teachers and undergraduate medical students concerning effective clinical education in an undergraduate medical program. In the second phase, a systematized review will be conducted on secondary data sources to fill theoretical categories and to extend the theory emerging from the qualitative phase. Finally, in the third phase, a model of clinical teaching will be developed for an undergraduate medical program. Discussion: The findings of this study will offer new insights into the clinical teaching paradigm in developing curriculum, setting policies, designing suitable undergraduate medical-clinical education programs, and developing effective teaching methods. These results will contribute to understanding the challenges of clinical education in an undergraduate medical program.

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Lisichkin, Georgy Vasilievich, and Ilya Abramovich Leenson. "School natural-science education: trends and prospects." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2010): 10–27. http://dx.doi.org/10.51314/2073-2635-2010-3-10-27.

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The article analyses the condition of school education teaching of natural-science subjects both in Soviet time from 1950th and during the post-soviet period. Some results of secondary education system reform in Russia are brought. It is offered the package of simple, but effective measures aimed at increase of a teachers profession prestige and natural-science education improvement.

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Kaushal, Rajesh Kumar, and Surya Narayan Panda. "A Meta Analysis on Effective conditions to Offer Animation Based Teaching Style." Malaysian Journal of Learning and Instruction 16, Number 1 (June 2, 2019): 129–53. http://dx.doi.org/10.32890/mjli2019.16.1.6.

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Purpose - The purpose of this experimental study is to investigate the impact of teaching Oriental Music using Blended Learning (BL) approach for the students of senior secondary level in Sri Lanka specifically focusing on their achievement on required competencies of Oriental Music at Ordinary Level. The study analyzes the academic performance of students with detailed comparison of BL environment and traditional learning environment. Authors propose the application of BL approach to teach Oriental Music and study its impact on improvement of students’ competency. The study conducted with the application of a mixed instructional design model of objectivist and constructivist approaches for the design of the blended learning course in a student centred learning environment. Methodology - The study was directed by using true experimental study design with pretest and posttest control groups. BL was applied to the experimental group and the traditional instruction method was applied to control group. 9 schools from Colombo district were randomly selected for the experimental and control groups covering all the three existing school types of Sri Lanka. The study group consisted of 360 students of Grade 10 and Grade 11 who has been studying Oriental Music as a subject for General Certificate of Education Ordinary Level. To analyze the data Descriptive statistics, Paired samples t test, Independent samples t test were utilized. Findings - The findings of the experiment indicated that students who has studied Oriental Music under BL strategy showed a significant improvement in their music academic performances after the intervention. The mean post-test of the experimental group was 71.75 which is significantly higher than the mean control group which was 52.07. The mean difference was 19.68 1.91. Hence, there is a statistically significant increase in the performance of students who studied Oriental Music under blended learning. Thus, it is clearly evident that the blended instruction was effective. Significance - This study indicated a positive platform to mould and cater the entire teaching learning process by introducing BL strategy to Sri Lankan secondary education system and fulfilled an existing research gap by utilizing BL to teach highly traditional abstract art. Results of the study contributes to the curriculum designing field with novel ideas to adapt blended instructions to teach secondary level students effectively.

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Goburdhun, Seema, and Jay Ramsaha. "The Relevance of Social Sciences Teacher Education Programme in Preparing Effective Secondary School Educators." International Journal of Knowledge Society Research 8, no. 2 (April 2017): 1–12. http://dx.doi.org/10.4018/ijksr.2017040101.

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In Mauritius, the teaching of social studies presents educators with a unique set of challenges, as they are expected to have multi-disciplinary knowledge and multi-dimensional skills to be effective in classrooms. Many of these social studies educators have undertaken the PGCE (Post Graduate Certificate in Education) course offered by the Mauritius Institute of Education (MIE), which is the leading teacher training institute in the country. This paper explores the relevance of the social sciences teacher education programme offered by the MIE in preparing secondary school educators to meet the challenges in their practice in the wake of current curricular reforms. The study used focus group discussions as the main tool to gather in depth views of the participants. Preliminary findings tend to show that although educators may possess skills, lack of mastery in multi-disciplinary knowledge influences their proficiency in classrooms. An analysis of the different modules of the social sciences programme also shows a gap between the educators' needs and the modules offered.

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Liu, Tingting. "Investigation and Analysis of the Status Quo of Normal University Students’ Teaching Internship——Taking Taishan University as an Example." International Education Studies 14, no. 1 (December 26, 2020): 40. http://dx.doi.org/10.5539/ies.v14n1p40.

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Teaching internship is an effective form of cooperation between university and primary and middle school. Teaching internship can promote the improvement of the teaching quality of internship primary and secondary schools, and also promote the integration of theoretical knowledge and practical experience by college students, and promote the professional development of college students. In order to grasp the situation pertaining to normal students’ teaching internship, we conducted a questionnaire survey on a sample of normal students. The survey results show that the teaching effect of teaching internship is satisfactory, and through teaching internship, the teaching ability of normal students has also been developed, which has promoted the professional development of normal students.

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Aldossari, Ali Tared, and Mohammed Msnhat Aldajani. "The Effectiveness of a Self-Questioning Strategy at Developing Academic Achievement and Critical-Thinking Skills among Secondary-School Students in Saudi Arabia." International Journal of Learning, Teaching and Educational Research 20, no. 8 (August 30, 2021): 278–99. http://dx.doi.org/10.26803/ijlter.20.8.17.

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This study aims to examine how effective a self-questioning strategy is at developing academic achievement and critical-thinking skills in the jurisprudence curriculum (Fiqh), followed by secondary-school students. The research sample is taken from secondary-school students in Dammam, the Kingdom of Saudi Arabia (KSA); 64 students from two different schools were selected: 32 as a control and 32 as an experimental group. The research instruments consist of an achievement test, a test to see how critical-thinking skills are applied to the Fiqh curriculum, and a teachers’ guide to teaching the Fiqh curriculum, using the self-questioning strategy. The study recommends the use of the self-questioning strategy when teaching the Fiqh curriculum to secondary-school students. It also highlights the need to raise teachers’ awareness of the importance of teaching critical-thinking skills. Considering the research results and recommendations, the researchers recommend several further avenues of research related to the current research variables.

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Friedman, Mordechai, and Connie Stomper. "Brief Reports: Effective College Instruction in Basic Mathematics." Journal for Research in Mathematics Education 19, no. 2 (March 1988): 169–74. http://dx.doi.org/10.5951/jresematheduc.19.2.0169.

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One of the designs that researchers use to investigate effective teaching is the field-based process-product paradigm. Investigators who have conducted process-product studies at the precollege level have been successful in identifying behaviors of mathematics teachers that are associated with student achievement (Evertson, Emmer, & Brophy, 1980; Fey, 1970; Good & Grouws, 1977; McDonald & Elias, 1976). Good and Grouws's study of fourth-grade mathematics classrooms and Evertson, Emmer, and Brophy's study of secondary mathematics classrooms inspired us to extend the paradigm to the college classroom and to investigate the behavior of mathematics professors as they taught a basic course.

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Md. Jahangir Alam and Tahmina Aktar. "Comparative Curriculum Critique and Analysis of Secondary School English Language Teaching." International Journal of English Language Studies 3, no. 6 (June 30, 2021): 12–21. http://dx.doi.org/10.32996/ijels.2021.3.6.2.

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Good curriculum plays a crucial role in forging life-long learning competencies, social attitudes and skills for the learners. Besides it is self-evident that, curriculum plays an important role in shaping a nation’s future. For obvious reasons, it has been the focal point of stakeholders’ interests for decades. Formulating an effective curriculum has been a decade-long pursuit for many nations’ education-history. For similar reasons countries like Bangladesh and Saudi Arabia stand at a historic threshold of decision making regarding their countries curriculum. Both the countries share some common challenges with respect to their curriculum development and implementation from the various sectors of society. All these education-challenges and..... all the experiences that occur within the school or other learning context- what is intended and what actually becomes a reality in the sphere of curriculum and teaching (Pinar, 2000) are the subjects of this paper.

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Leins, Patricia A., Yojanna Cuenca-Carlino, Sharlene A. Kiuhara, and Laura Thompson Jacobson. "The Flexibility of Self Regulated Strategy Development for Teaching Argumentative Text." Intervention in School and Clinic 53, no. 2 (February 1, 2017): 81–87. http://dx.doi.org/10.1177/1053451217693367.

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An increasing challenge for many secondary special education teachers is preparing students for the writing demands in postsecondary settings. The self-regulated strategy development (SRSD) model of writing instruction, considered an evidence-based practice, is an effective strategy for enhancing the writing skills of students with disabilities, such as learning disabilities or behavioral disorders, at the secondary level. This article discusses the flexibility and practicality of the SRSD model by describing ways in which secondary teachers can effectively use this strategy to enhance the argumentative writing skills of their students in English language arts, science, history, and mathematics and to teach students how to self-advocate through writing. Information about supports, materials, and other resources for teachers to utilize are included.

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Memunat Tunrayo, Ajadi, Falaye Elijah Kayode, and Adebayo Babatunde Samson. "Dynamism of Instructional Aids on Teaching Physical Education Among Secondary School in Kogi State, Nigeria." Indonesian Journal of Sport Management 1, no. 1 (April 26, 2021): 41–49. http://dx.doi.org/10.31949/ijsm.v1i1.931.

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This study examined Dynamism of instructional aids on teaching of Physical Education among secondary school in Kogi State, Nigeria. Descriptive research design of survey type was used. The population for this study consist all Secondary School students within the study area. Purposive and random sampling techniques were used to select 394 respondents. Researcher–structured questionnaire was used for data collection. The instrument was validated by three lectures in the department of Human Kinetics Education, University of Ilorin and tested for reliability. A correlation coefficient of 0.85 was obtained. The administration of the instrument was done by the researchers. The data collected were analysed using Pearson Product Moment Correlation (PPMC) and percentage count. The results revealed that, there was a significant relationship between behavioural benefits and cognitive benefits of instructional aids on teaching of Physical Education among Secondary Schools. The study concluded that uses of instructional aids are significant to quality teaching of physical education in schools. The study recommends that effective uses of instructional aids plays a significant role in teaching and learning of Physical Education in schools which also enhance the behavioural and cognitive benefits of the students.

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Nisa Ul Haq, Muhammad, Mumtaz Gul Khan, and Muhammad Mahmood. "Interrogations and Prospective of Science Education at Secondary Level in Punjab, Pakistan." Global Political Review V, no. I (March 30, 2020): 182–91. http://dx.doi.org/10.31703/gpr.2020(v-i).21.

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This research was designed to study the interrogation and prospective of science education at secondary level in Punjab, Pakistan. The present study was descriptive in nature and cross-sectional survey was conducted. Study was delimited to Punjab. All the science teachers of public secondary schools were the population. The sample was comprised of 495 secondary science teachers from the public schools of Lahore selected by proportionate sampling technique. The questionnaire was developed, piloted and validated before data collection. Main findings of the study indicated that secondary science teachers have challenges and prospects in science education related to classroom management, internal evaluation system, application of teaching methodologies. It is recommended to train teachers about application of modern teaching methodologies and strategies for motivating students to learn in effective environment and the science might get progress and emphasis on learning that contribute in the prosperity of the country in the field of science.

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Odam, George. "Teaching composing in secondary schools: the creative dream." British Journal of Music Education 17, no. 2 (July 2000): 109–27. http://dx.doi.org/10.1017/s0265051700000218.

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Composing is an obligatory activity at Key Stage 3 in the present National Curriculum in music for England and for Wales. The research programme, based on field visits, seminars and questionnaires, seeks to identify a basis for effective classroom practice through direct observation of experienced teachers and their pupils in twenty-six State secondary schools across England. Visits have also been made to Northern Ireland, Scotland and Wales. Group-work is the dominant working method in most secondary schools. Much time is at present wasted in group-work and it contributes significantly to stress in both teachers and pupils. Composing is largely an individual activity and this is insufficiently acknowledged or planned for at Key Stage 3. Too many teachers use methods inappropriate to the resources available to them. There are problems of progression and preservation of pupils' work. Despite these problems there is strong evidence that many children enjoy composing activities in school and compose music in and out of school for a variety of reasons and occasions. Composing is firmly established in our music education curriculum and provides a unique feature of practice in the United Kingdom. When composing is taught well, pupils look forward to their music lessons in the secondary school and approve of and enjoy composing activities.

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Huda, Asrul, Ary Ramadan, and Suryo Hartanto. "A Implementation and Application of qualifying New Teacher Qualified With Rule Based Classification Method Master Information Engineering of West Sumatra." Asia Proceedings of Social Sciences 2, no. 3 (December 2, 2018): 198–203. http://dx.doi.org/10.31580/apss.v2i3.397.

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Teachers are professional educators with the primary task of educating, teaching, guiding, directing, train, assess and evaluate students on early childhood education, formal education, primary education and secondary education. New teacher Qualified is the New Teacher Qualified and professional educators who will spearhead the national education in achieving national educational goals intact. Teacher of Informatics has three different concentrations namely Multimedia, Software Engineering and Computer Network. To determine the concentration of Teachers of Informatics, do classification using qualifying applications built using the criteria of Rule Based Classification Rule established and proven valid, practical and effective.

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Kashpyrovskaya, Lyudmyla. "Introduction of specialized education into general secondary education institutions: modern approaches." Continuing Professional Education: Theory and Practice, no. 3-4 (2018): 99–104. http://dx.doi.org/10.28925/1609-8595.2018.3-4.99104.

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Modern methods and experience of introducing educational training in general educational institutions of Ukraine are explored in this article, the significance and priorities of this phenomenon in the modern education system are determined. The analysis of legal documents, of research related to the problem of introducing profile education, the content and organization of profile education in general secondary education institutions attracts attention of many students, practitioners and teachers. The introduction of specialized education requires from the educational institution team as well as from the head, a specific, meaningful, reasonable choice of the ways of school's activities. PEI «Lyceum of the Kiev International University» is an example of implementation of the effective system of education; the subjects and content of work with lyceum students are given. A unique educational trajectory is presented: a mutual partnership in the system «Lyceum-University», which is carried out with the aim of implementing the Concept of profile education, and is displayed in multi-vector forms of cooperation, such as (namely): teaching profile subjects, specialised courses and electives by teachers of the Kiev International University: doctors, candidates of sciences, associate professors, postgraduate student teaching core subjects, special courses and electives by Kiev International University teachers: by doctors, candidates of science, associate professors, graduate students; participation of lyceum students and teachers in scientific conferences, seminars held at the University; scientific and methodological support the IAS student research works by the University teachers; carrying out traditional trainings and master classes by teachers of the University for lyceum students, organization and holding of international, All-Ukrainian forums, Universiades; preparation of programs, textbooks, scientific and methodological manuals; extracurricular activities (consultations, special courses, professional orientation circles «Stage art», «Video-making»; practically-oriented course «Technology» studying; group work at the University by attracting lyceum students; acquaintance with practical experience in a particular profession by conducting excursions to the enterprise, meetings with famous people, who have professional experience in a particular industry. In general, and specific examples identified general trends in the development of specialized education in Ukraine, the main goal of which is a value mission, a higher level of education quality, equal access to quality educational services.

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Arif, Awias, Muhammad Asghar Khan, and Muhanmad iftekhar khan. "Perceptual Study of Instructor Physical Education and Students regarding the Use and Adaptation of Innovative Teaching Strategies in Physical Education at Higher Secondary School Level." Global Physical Education & Sports Sciences Review I, no. I (December 30, 2018): 27–31. http://dx.doi.org/10.31703/gpessr.2018(i-i).05.

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The modern concept of physical education is of a very vast discipline and is no more confined to games and sports only. This wide scope of physical education demands very specific concentration and effective teaching planning, in order to take full advantage of the discipline, which can be passed on to students. The particular study is also a try through which researcher wants to develop the field of sports sciences and physical education. In order the researcher conduct the study under the topic "Perception of instructor physical education and students regarding the use and adaptation of innovative teaching strategies in physical education at higher secondary school level and students about the use and adaptation of innovative teaching strategies in physical education at degree college level of KP Pakistan" quantitative method as well as cross-sectional approach design was adopted for the complication and investigating the existing phenomena. All the IPEs and students at higher secondary school of KP was the population of the study. A 969 respondent was taken as sample using LR Gay method for the current study. Self-administered questionnaire was use for the data collection. Inferential statistic (t-test ) adopted to test the set hypotheses. It was concluded that IPEs and students agreed upon the use and adaptation of innovative teaching strategies with reference to health and physical education at higher secondary school level.

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Gürkan, Burcu. "Examination of secondary school teachers' opinions regarding interdisciplinary teaching." Pegem Eğitim ve Öğretim Dergisi 9, no. 1 (October 5, 2018): 91–124. http://dx.doi.org/10.14527/pegegog.2019.004.

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This research is a qualitative study that examines the practices of teachers of science, mathematics, Turkish and social studies regarding interdisciplinary teaching approach. Participants in the study consisted of 35 teachers working in three different secondary schools with different socioeconomic backgrounds in the province of Adana in the academic year of 2016-2017. The data were collected by interviewing the participants through the "Demographic Characteristics Form" and "Interdisciplinary Teaching Practice Evaluation Form" developed by the researcher and analyzed by content analysis method. The results showed that the secondary school teachers performed the interdisciplinary teaching practices and that they influenced by the course goals and contents, information about different courses, characteristics of different students and extra goals. Interdisciplinary teaching practices are important in terms of promoting effective learning, having mental and emotional goals, and providing quality education services. It was revealed that both science and social sciences can be related to each other and to art lessons in the teaching process and the students are positively affected by the interdisciplinary teaching process. It was also found that teachers need guidance, adequate knowledge and skills, cooperation, and instructional designs or plans to guide them for practice.

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Malik, Ehsan Qadir, Shamim Haider Tirmazi, and Mubashrah Jamil. "Effectiveness of Determinants of Science Education at Secondary Level." Review of Applied Management and Social Sciences 4, no. 2 (June 1, 2021): 347–55. http://dx.doi.org/10.47067/ramss.v4i2.134.

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The study was focused on identifying the determinants of science education and to examine the effectiveness of determinants of science education at secondary level. Population for the study consisted of science teachers of public and private sectors at secondary level of Punjab province. Sample was selected randomly which comprised 370 science teachers. In this quantitative study, questionnaire was preferred for teachers as a tool; a checklist was formulated for determinants. Proposed determinants were identified by a checklist. Through pilot study, the questionnaire was validated. The major conclusions showed that science objectives are understandable, logically structured, and their quality reflect enrichment of science education material. Textbook material is effective, logical in arrangement and according to the students pace. Teaching in science education demands competency of teachers and students’ attitude can be made precise which demands motivation. Effectiveness of science education is enriched by different assessment techniques which provide the criteria to fulfill the behavioral objectives.

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Crigan, Serafima, and Valery Chemes. "Linguistic and literary educational field in schools of general secondary education with learning languages of national minorities: changes, achievements, problems and ways to solve them." Problems of Education, no. 1(94) (July 9, 2021): 66–82. http://dx.doi.org/10.52256/2710-3986.1-94.2021.05.

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The article considers the stage-by-stage changes in teaching the linguistic and literature with teaching languages of different ethnic groups of Ukraine at secondary education institutions. An analysis of training programs and publications for classes with Romanian language of teaching in secondary education institutions is presented. Article highlights the experience of cooperation of S. Krygan, who has work for many years as a methodologist of Chernivtsi Regional Institute of Postgraduate Pedagogical Education, Scientific and Methodological Center for Ethnic Minorities of the South-Western Region of Ukraine, State Scientific Institution "Institute of Education Content Modernization" in Chernivtsi with relevant departments of the Scientific and Methodological Center secondary education, State Scientific Institution "Institute of Education Content Modernization" and the Ministry of Education and Science of Ukraine. An analysis of the modern educational and methodical complexes on the Romanian language in Romania is presented, the experience of their application is covered. The processed material convinces that the main innovations in this field, based on the European experience of humanitarian education, proved to be effective in their concept and methods of practical implementation. Current linguodidactic problems that need to be solved are outlined.

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Journal articles on the topic 'Education, Secondary Effective teaching'

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