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Journal articles on the topic 'Education, Secondary – Swaziland – Case studies'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Moore, Matthew D., and Jerry Daday. "Barriers to human capital development: Case studies in Swaziland, Cameroon and Kenya." Africa Education Review 7, no. 2 (October 2010): 283–304. http://dx.doi.org/10.1080/18146627.2010.515418.

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2

Nordtveit, Bjorn Harald. "Discourses of education, protection, and child labor: case studies of Benin, Namibia and Swaziland." Discourse: Studies in the Cultural Politics of Education 31, no. 5 (December 2010): 699–712. http://dx.doi.org/10.1080/01596306.2010.516954.

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3

Masango, P. S., J. I. Rugambisa, A. S. Singh, and D. Kibirige. "The Contribution of Swaziland Dairy Board on Dairy Farmers’ Productivity: A Case of Mbabane Sub-Region, Swaziland." Journal of Agricultural Studies 5, no. 2 (June 29, 2017): 163. http://dx.doi.org/10.5296/jas.v5i2.11470.

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The Swaziland Dairy Board (SDB) was established under the Act No. 28 of 1968 to promote increased dairy production to satisfy the domestic and export market. Despite numerous efforts of SDB through its dairy policy goals, Swaziland is failing to achieve self-sufficiency in liquid milk production, and can hardly sustain its local demand. Therefore, the study aimed at establishing the contribution of SDB policy goals on smallholder dairy farmers’ productivity. Primary data was collected from 120 dairy farmers through the use of a structured questionnaire in the Mbabane sub-region. The study characterized dairy farmers as mostly male (57%) who are aged above 55 years and married (88%), attained secondary education(48%) with farming experience of 4 years, milking averagely 2 cows per day, and each cow yielding averagely 10 litres and 13 litres per day for non-SDB and SDB members, respectively. The results further revealed that farmers trained by SDB were practicing more of the recommended animal husbandry practices compared to non-SDB farmers. Moreover, the SDB farmer’s milk yields were higher than non-SDB farmers at 10% significant level, although SDB farmers’ milk productivity is still regarded relatively low. Factors influencing productivity of milk among small holder dairy farmers included sex of the farmer, age, dairy sales incomes, number of milking cows, market distance, use of supplementary feed, dairy records keeping and the breeding system. Therefore, local milk production can increase if the stakeholders in the dairy industry can adopt SDB policy strategies, dairy related services and good livestock husbandry practices.

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4

Powell, Richard R. "Case studies of second‐career secondary student teachers." International Journal of Qualitative Studies in Education 7, no. 4 (October 1994): 351–66. http://dx.doi.org/10.1080/0951839940070405.

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Suurtamm, Christine A. "Developing authentic assessment: Case studies of secondary school mathematics teachers’ experiences." Canadian Journal of Science, Mathematics and Technology Education 4, no. 4 (October 2004): 497–513. http://dx.doi.org/10.1080/14926150409556630.

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Coelho, Patrícia Margarida Farias, Marcos Rogério Martins Costa, and Rodrigo Otávio dos Santos. "EDUCATION, TECHNOLOGY AND CREATIVE INDUSTRY: A CASE STUDY OF WATTPAD." Cadernos de Pesquisa 49, no. 173 (September 2019): 156–81. http://dx.doi.org/10.1590/198053146172.

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Abstract This article investigates the use of Wattpad application, launched in 2006, in upper secondary Portuguese language classes as an educational tool for reading and writing texts. This study has two objectives: (i) to present the main usability characteristics of Wattpad and (ii) to propose possible implementation actions of the application as a didactic-pedagogical tool in upper secondary education. To this end, we present a case study in which we assessed the first and the latest written productions on Wattpad platform of 22 sutdents aged 15 to 17 years, attending the 1st year of upper secondary education in the same classroom of São Paulo state education system.

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Rietveld-Van Wingerden, Marjoke. "A Dangerous Age? Secondary education and moral-religious training: The case history of Dutch Jewish secondary education 1880-1940." Journal of Beliefs & Values 24, no. 1 (April 2003): 27–38. http://dx.doi.org/10.1080/1361767032000052971.

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Leung, Yan Wing, Timothy Wai Wa Yuen, and Yiu Kwong Chong. "School‐based human rights education: case studies in Hong Kong secondary schools." Intercultural Education 22, no. 2 (April 2011): 145–62. http://dx.doi.org/10.1080/14675986.2011.567072.

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9

Opstad, Leiv. "Success in business studies and mathematical background: the case of Norway." Journal of Applied Research in Higher Education 10, no. 3 (July 2, 2018): 399–408. http://dx.doi.org/10.1108/jarhe-11-2017-0136.

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Purpose The purpose of this paper is to determine whether the type of mathematics skills developed at secondary school an effect on students’ later success in business studies. At many business schools in Norway, more students are applying than there are places available. The ranking of applications depends on the grade point average (GPA) level, irrespective of the level or type of mathematics studied at secondary school, where the students are free to choose practically orientated or theoretical mathematics. Design/methodology/approach A quantitative analysis (regression model) was applied using data for undergraduate students enrolled in business studies over a three–year period (2012–2014). Findings Students with a non-theoretical background in mathematics obtain systematically lower grades on many courses, especially in core business school subjects. Ranking applicants to business studies courses based on their GPA scores irrespective of their level of mathematics may lead to the admission of less able students. Research limitations/implications There is little information available concerning why students choose different paths in mathematics at upper secondary school, but the decision students make has an influence on their grades in business courses. Originality/value By requiring more knowledge of theoretical mathematics, students’ performance at business school will improve. Changing the admission criteria could improve the quality of graduates and reduce the dropout rate.

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Ilomäki, Liisa, Tania Vasileva, and Stela Stefanova. "Promoting knowledge practices in upper secondary schools: case studies from Finland and Bulgaria." Research Papers in Education 35, no. 1 (October 23, 2019): 43–63. http://dx.doi.org/10.1080/02671522.2019.1677753.

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11

Williams, Cheryl Hodgkinson, Ingrid Sieborger, and Alfredo Terzoli. "Enabling and constraining ICT practice in secondary schools: case studies in South Africa." International Journal of Knowledge and Learning 3, no. 2/3 (2007): 171. http://dx.doi.org/10.1504/ijkl.2007.015551.

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12

Forbes *, Cory T. "Peer mentoring in the development of beginning secondary science teachers: three case studies." Mentoring & Tutoring: Partnership in Learning 12, no. 2 (August 2004): 219–39. http://dx.doi.org/10.1080/1361126042000239956.

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13

Day, Roger. "Case studies of preservice secondary mathematics teachers’ beliefs: Emerging and evolving themes." Mathematics Education Research Journal 8, no. 1 (April 1996): 5–22. http://dx.doi.org/10.1007/bf03217286.

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Sekere, Bihela. "Secondary Education for San Students in Botswana: A New Xade Case Study." Diaspora, Indigenous, and Minority Education 5, no. 2 (April 13, 2011): 76–87. http://dx.doi.org/10.1080/15595692.2011.559772.

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Lee, Kyunghui, and Marjorie Wesche. "Korean Students' Adaptation to Post-secondary Studies in Canada: A Case Study." Canadian Modern Language Review 56, no. 4 (June 2000): 637–89. http://dx.doi.org/10.3138/cmlr.56.4.637.

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16

Bunting, Robert. "Composing Music: Case Studies in the Teaching and Learning Process." British Journal of Music Education 4, no. 1 (March 1987): 25–52. http://dx.doi.org/10.1017/s0265051700005714.

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In this article the author opens up some of the issues involved in teaching composition to individual pupils of the upper Secondary School age range. To do this he studies the work of two boys over two terms in detail, including many of their sketches, and pays particular attention to the role of the boys' teacher. This study leads to some general considerations: syllabus design, the relationships between composing, performing and listening, and methods of assessment.

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Ifanti, Amalia A. "Policy and curriculum development in Greece. The case of secondary school curriculum." Pedagogy, Culture & Society 15, no. 1 (March 2007): 71–81. http://dx.doi.org/10.1080/14681360601162287.

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18

Booth, Martin, Masayuki Sato, and Richard Matthews. "Case Studies of History Teaching in Japanese Junior High Schools and English Comprehensive Secondary Schools." Compare: A Journal of Comparative and International Education 25, no. 3 (January 1995): 279–301. http://dx.doi.org/10.1080/0305792950250308.

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19

Dillon, Deborah R., David G. O'Brien, Elizabeth B. Moje, and Roger A. Stewart. "Literacy learning in secondary school science classrooms: A cross-case analysis of three qualitative studies." Journal of Research in Science Teaching 31, no. 4 (April 1994): 345–62. http://dx.doi.org/10.1002/tea.3660310405.

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20

FOSTER, ROSEMARY. "Leadership and secondary school improvement: case studies of tensions and possibilities." International Journal of Leadership in Education 8, no. 1 (January 2005): 35–52. http://dx.doi.org/10.1080/1360312042000299233.

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21

Marín-Díaz, Verónica, Begoña E. Sampedro-Requena, and Issota Mac Fadden. "Perceived Utility of Video Games in the Learning Process in Secondary Education—Case Studies." Sustainability 11, no. 23 (November 28, 2019): 6744. http://dx.doi.org/10.3390/su11236744.

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The incorporation of videogames into the training of students is a reality that becomes very important to the extent that they are becoming more relevant in their personal lives. Linking aspects of their informal to formal life implies taking into account how students perceive this link. The purpose of this work is to determine what the perceived utility values are among secondary school students towards the inclusion of video games in the curricular development of the contents of the said educational stage, paying attention to the educational approach of video games. The quantitative methodology used is based on explaining the relationship between variables through a multiple linear regression analysis, targeted at 223 secondary education students. It has been proven that this utility is linked to the attitude that the student has towards the following aspects: The culture of educational success, diversity, and inclusion, as well as coexistence. Therefore, we consider that the linkage development of content-video games is an element in value to be incorporated into the classroom methodology by the teacher.

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22

Brickhouse, Nancy W. "The teaching of the philosophy of science in secondary classrooms: case studies of teachers’ personal theories." International Journal of Science Education 11, no. 4 (October 1989): 437–49. http://dx.doi.org/10.1080/0950069890110408.

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23

Winter, Christine, and Roger Firth. "Knowledge about Education for Sustainable Development: four case studies of student teachers in English secondary schools." Journal of Education for Teaching 33, no. 3 (July 6, 2007): 341–58. http://dx.doi.org/10.1080/02607470701450528.

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Coelho, Silvia Regina dos Santos, and Candido Alberto Gomes. "Something new under the sun in secondary school: a case study." Ensaio: Avaliação e Políticas Públicas em Educação 28, no. 106 (March 2020): 8–24. http://dx.doi.org/10.1590/s0104-40362019002702142.

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Abstract This paper reports on a case study carried out in an upper secondary school (grades 10-12), which for 17 years has established learning workshops, with interseriation and interdisciplinarity, as well as complementary distance learning. The establishment, located in the industrial City of Curitiba, Brazil, maintains agreements so that its students, electively, attend the technical education in the counter-term. The qualitative-quantitative methodology included documental analysis, observation, semi-structured interviews with principals, counselors, teachers and students and application of questionnaires to convenience samples of teachers and students. The results show that, according to social expectations, this school has become publicly different due to its methodologies and success in reconciling the preparation for higher studies and technical courses. Continuous assessment and parallel recovery reduce reprobation and abandonment to minimum levels. The predominant organizational image is that of the school as a company, with components of the bureaucratic model, to frame the innovations in the official molds, and the school’s image as culture. Implications of these organizational images are discussed.

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25

McGregor, Debra. "The influence of task structure on students’ learning processes: observations from case studies in secondary school science." Journal of Curriculum Studies 40, no. 4 (August 2008): 509–40. http://dx.doi.org/10.1080/00220270701813282.

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26

McConn, Matthew L., and Donna Geetter. "Liminal States of Disorienting Dilemmas: Two Case Studies of English Teacher Candidates." Journal of Transformative Education 18, no. 3 (March 9, 2020): 231–50. http://dx.doi.org/10.1177/1541344620909444.

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Research has shown that progressive methods taught in teacher education programs have little impact on traditional approaches teacher candidates encounter during their internship semester. To understand how to better address this disconnect with regard to preparing teacher candidates, the study reported here used instrumental case studies to examine two secondary English teacher candidates’ beliefs about teaching literature before, during, and after their student teaching semester. Through theoretical frameworks on learning processes, the researchers discovered discrepancies within the student teachers’ stated beliefs, lesson plans, videos of teaching, and their responses to interview questions. These discrepancies reveal both unexamined assumptions and a state of liminality, reflecting the process of transformation in their learning. The researchers suggest that education programs look at potential implications that are inherent in a state of liminality with regard to pedagogical content knowledge to better prepare teacher candidates for their experience in teacher education programs.

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27

Lawrence, Breanna C. "Bridging Secondary Survey Data with In-Depth Case Studies to Advance Understandings of Youth Learning and Mental Health Concerns." International Journal of Multiple Research Approaches 12, no. 2 (August 31, 2020): 166–84. http://dx.doi.org/10.29034/ijmra.v12n2a1.

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Using an explanatory sequential mixed methods research design, the purpose of this article is to demonstrate an innovative mixing of methods via the use of secondary survey data and detailed qualitative cases. This design is illustrated in the context of exploring influential family factors for youth with learning and mental health concerns. The use of case propositions as a central point of integration is highlighted. The integration of the quantitative and qualitative findings demonstrated the multifaceted psychological and relational issues, including parental monitoring, parent mental health, and youth self-efficacy. These meta-inferences provide surprising insight into the complex family experiences of youth with learning disabilities. Implications for theory and research are explored, concluding with a call for more multilevel mixed methods research using secondary data analysis.

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Shakeri, Shirin, Dorte Ruge, Judith Myers, Nicola Rolls, Lisa Papatraianou, and Judith Fethney. "Integration of Food and Nutrition Education Across the Secondary School Curriculum: Two Experiential Models as Two Case Studies." Journal of Education and Training Studies 9, no. 6 (June 25, 2021): 57. http://dx.doi.org/10.11114/jets.v9i6.5273.

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The aim of this paper is to present the implementation and evaluation of two recognised programs, one from Australia and one from Denmark, that endeavour to integrate and enhance food and nutrition education across the secondary school curriculum and whole school programs. This paper details descriptions of design, delivery mode, core components and evaluation of each program based on existing detailed reports and original research investigations. Resultantly, one program in Australia (Stephanie Alexander Kitchen Garden Program) and one program in Denmark (LOMA or LOkal MAd = local food) are reported as two case studies. The target group for both programs is secondary school students in Years 7–12; both programs are conducted within secondary schools and within school hours. Both interventions focus on developing secondary students’ food production and food preparation knowledge and skills. Their evaluation methods have consisted of pre- and post-intervention surveys, single case study, and focus groups with both students and teachers. Both programs have reported possible integration across secondary school subjects and modifications in students’ knowledge and skills in food and nutrition. These programs have focused on developing an experiential and localised learning model for food and nutrition education, which may also address food insecurity concerns among adolescents which has been shown to correlate with poor nutrient intake and consequential health complications. Their overall model can be adapted taking into account the social, economic, and environmental context of a secondary school.

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Bhengu, Thamsanqa Thulani, and Bongani Nhlanhla Mkhize. "Principals’ instructional leadership practices in improving learner achievement: Case studies of five secondary schools in the Umbumbulu area." Education as Change 17, sup1 (December 19, 2013): S33—S47. http://dx.doi.org/10.1080/16823206.2014.865989.

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Păduraru, Gabriela, Andrada Druică, Irina Manuela Mucenica, Mirabela Subotnicu, Bogdan Rotaru, Valeriu V. Lupu, Marin Burlea, and Ancuţa Ignat. "Viral and bacterial tonsils infection. Case report." Romanian Medical Journal 62, no. 4 (December 31, 2015): 395–97. http://dx.doi.org/10.37897/rmj.2015.4.13.

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Acute tonsillitis is an infection of the tonsils caused by one or more types of bacteria or viruses. We describe a case of acute tonsillitis, in a 8 year-old girl, with beta-hemolytic streptococcus group A, in pharyngeal exudate and staphylococcal methicillin-sensitive nasal swab, together with Epstein-Barr virus’ IgM antibodies. The incidence of infectious mononucleosis concomitant with angina group A beta-hemolytic streptococcal (GABHS) and methicillin sensitive Staphylococcus aureus is much lower, but not exceptional, representing complications of infectious mononucleosis. Amazing is the association of these bacteria in the infectious mononucleosis. Therefore, we face with a possible initial viral infection with secondary bacterial superinfection. In cases like this, a joint venture of the two bacterial infections, antibiotic treatment is recommended in order to prevent complications, especially those that can occur after an untreated strep infection.

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Aristovnik, Aleksander, and Alka Obadić. "MEASURING RELATIVE EFFICIENCY OF SECONDARY EDUCATION IN SELECTED EU AND OECD COUNTRIES: THE CASE OF SLOVENIA AND CROATIA." Technological and Economic Development of Economy 20, no. 3 (August 11, 2014): 419–33. http://dx.doi.org/10.3846/20294913.2014.880085.

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This article continues on a number of previous studies by other scientists in investigating secondary education efficiency by applying a non-parametric methodology. In this respect, the purpose of the article is to review some previous studies on measuring the efficiency of public (secondary) education sector as well as some conceptual and methodological issues of a non-parametric approach. Most importantly, the Data Envelopment Analysis (DEA) technique is presented and then applied to a wide range of EU and OECD countries, including Slovenia and Croatia, to evaluate the technical efficiency of secondary education. The empirical results show that technical efficiency in secondary education varies significantly across the great majority of EU and OECD countries. Both Slovenia and Croatia show a relatively high level of technical inefficiency in their secondary education as they respectively only rank in the third and fourth quartiles among selected countries. Therefore, rationalising public secondary education spending is strongly recommended with possible redirecting of some excessive resources to the tertiary education sector.

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Henter, Heather J., Ralph Imondi, Karen James, Diana Spencer, and Dirk Steinke. "DNA barcoding in diverse educational settings: five case studies." Philosophical Transactions of the Royal Society B: Biological Sciences 371, no. 1702 (September 5, 2016): 20150340. http://dx.doi.org/10.1098/rstb.2015.0340.

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Despite 250 years of modern taxonomy, there remains a large biodiversity knowledge gap. Most species remain unknown to science. DNA barcoding can help address this gap and has been used in a variety of educational contexts to incorporate original research into school curricula and informal education programmes. A growing body of evidence suggests that actively conducting research increases student engagement and retention in science. We describe case studies in five different educational settings in Canada and the USA: a programme for primary and secondary school students (ages 5–18), a year-long professional development programme for secondary school teachers, projects embedding this research into courses in a post-secondary 2-year institution and a degree-granting university, and a citizen science project. We argue that these projects are successful because the scientific content is authentic and compelling, DNA barcoding is conceptually and technically straightforward, the workflow is adaptable to a variety of situations, and online tools exist that allow participants to contribute high-quality data to the international research effort. Evidence of success includes the broad adoption of these programmes and assessment results demonstrating that participants are gaining both knowledge and confidence. There are exciting opportunities for coordination among educational projects in the future. This article is part of the themed issue ‘From DNA barcodes to biomes’.

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Masuku, Mzenzi S., and Benson B. Simelane. "SCIENTIFIC REASONING DEVELOPMENT WITHIN INFORMAL FORMATIVE ASSESSMENT USE IN SENIOR SECONDARY SCHOOL PHYSICAL SCIENCE LESSONS." International Journal of Research -GRANTHAALAYAH 7, no. 6 (June 30, 2019): 190–204. http://dx.doi.org/10.29121/granthaalayah.v7.i6.2019.795.

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Scientific reasoning, though not explicitly taught in classrooms, is promoted as a major goal for Science, Technology, Engineering and Mathematics (STEM) education at all levels, worldwide. Literature also indicates that the time spent by learners explaining and justifying their ideas strongly correlates with learning improvement. In Swaziland, however, reports from school science inspectors and school leaving examiners point to weak evidence of scientific reasoning skills from school-based and high-stake examinations. This contradicts the main education goal at this level – producing learners who can use science phenomena awareness for reasoning through diverse life contexts. The study was conceived within the interplay between cognitive and sociocultural theories of constructivism. It focuses on how senior secondary school Physical Science teachers use informal formative assessment (IFA), and how the assessments so used support scientific reasoning. Through the qualitative inquiry approach a multiple case study design was used where four teachers in the Manzini Region were purposively sampled and their lessons observed. The data were then analysed through content analysis and Furtak, Harding, Beinbrech, Shavelson, and Shemwell (2008)’s analytical framework. The study revealed that teachers initiated learner-centred dialogues to address misconceptions and ask further clarification questions. Practical work and contingency based oral questions generated a reach variety of scientific reasoning levels while cases where teachers treated none response moments by supplying answers generated the least reasoning levels. All in all, by diligently using IFA to support learning, teachers realised opportunities for assisting learners migrate from concrete operational to formal thinking levels.

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Lee, Yeji, and Yoonjung Choi. "A Case Study of Secondary Social Studies Teachers’ Practices of Creativity Education and Their Professional Growth." Social Studies Education 59, no. 3 (September 30, 2020): 151–67. http://dx.doi.org/10.37561/sse.2020.09.59.3.151.

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35

Baran, Mukadder. "IDENTIFYING BARRIERS WHEN TEACHING SCIENCE AND MATHEMATICS IN LOW ECONOMY REGIONS: SWANSEA AND HAKKARI AS CASE STUDIES." Journal of Baltic Science Education 18, no. 6 (December 12, 2019): 848–65. http://dx.doi.org/10.33225/jbse/19.18.848.

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The purpose of this research was to identify the barriers that upper-secondary school science and mathematics teachers face during the teaching process in economically disadvantaged regions (Hakkari, Turkey and Swansea, UK). The research design was comparative case research and pursues qualitative methodological approach in collecting and analyzing the data about the barriers that teachers are encountering during the teaching process. The research sample consisted of 24 science and mathematics teachers from different upper-secondary schools in Hakkari and Swansea. Semi-structured interview forms, were developed and employed to collect the data. The thematic analysis was used to analyze the obtained data. The results revealed different categories in understanding the situations that science and mathematics teachers confront in both cases; student-related issues, pedagogical issues, teachers’ lack of subject knowledge and socio-economic and cultural-based issues. As student-based barriers, lack of prior knowledge, students`attention span, and interest; and regarding teachers-based barriers, teachers` lack of class management and communication skills, and lack of student-centered methods found as similar barriers. Language and socio-economical problems were also shared barriers for both cities. In addition to those barriers, political and family-based issues which hindered educational attainment found as the main barriers by science and mathematics teachers in Hakkari. Keywords: comparative case research, mathematics teachers, science teachers, teaching barriers.

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P. Abeles, Tom. "Is there a case for a “liberal education”?" On the Horizon 22, no. 1 (February 4, 2014): 67–71. http://dx.doi.org/10.1108/oth-10-2013-0038.

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Purpose – Since the creation of the trivium and quadrivium as the core for a post- secondary education, education itself has undergone substantive change, particularly since the end of the eighteenth century. Unspoken is the change in the population seeking such advanced knowledge, as well as the idea that the original elements might be recast as liberal studies and STEM (science/technology/engineering/mathematics); unspoken, too, are the ramifications. This paper aims to discuss these issues. Design/methodology/approach – The increased emphasis on STEM and its applications has reduced funding for liberal studies, leading to the potential for seriously reducing the perceived importance of the humanities and related liberal studies. This creates a feedback loop, as the increasing cost of education shifts the focus towards “practical” knowledge. Findings – As with the trivium and quadrivium, where it was expected that the latter was focused on work-related skills, there may be an increasing split in society between those who have the fiscal resources and obtain a liberal education, and the balance who enter the applied professions, amplifying the increasing socioeconomic gap in today's society. It also becomes problematic for members of society to effectively participate in the political process. Originality/value – An innovative look at the need for liberal education in the modern world.

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37

Gillanders, Carol, and Carmen Franco Vázquez. "Towards the inclusion of a gender perspective in arts projects: a case study in secondary teacher training." Gender and Education 32, no. 6 (August 26, 2018): 767–83. http://dx.doi.org/10.1080/09540253.2018.1513455.

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38

Süğümlü, Üzeyir. "A Case Study on Teaching Turkish through Distance Education." International Journal of Psychology and Educational Studies 8, no. 1 (January 27, 2021): 174–90. http://dx.doi.org/10.17220/ijpes.2021.8.1.278.

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The purpose of this study was to examine the status of secondary school Turkish education in distance education during the COVID-19 pandemic period in Turkey according to the opinions and observations of Turkish teachers. The fact that there are no studies examining the use of distance education in secondary school native language teaching constitutes the reason for the research. The research was carried out by the case study, one of the qualitative research designs. The participants of the study group in the first phase were 30 secondary school Turkish teachers, who worked in various schools in Turkey and taught online distance education courses in the spring semester of 2019-2020. The participants of the second phase of the study were 16 Turkish teachers who meet the above criteria. A semi-structured interview was held with the first group, while participants of the second group prepared observation reports on their live courses. The data collection tools of the research consist of a semi-structured interview form and a course observation form. Data collection tools were transformed into online forms and delivered online to the study group. The data of the research was collected over a period of one month and the document analysis technique was used to collect the data. The research data were analyzed using the content analysis method. The categorical analysis, one of the types of content analysis, was used in the study. The data analysis was performed with MAXQDA 2020 qualitative data analysis package program. Visualizations were made with the program used. For data analysis reliability, direct transfer statements were given from the codes where the opinions were concentrated. As a result of the study, it was concluded that the teachers faced with negativities intensely and they could not teach Turkish properly with distance education.

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Qingling, Yuan, Yuan Qunhua, and Wan Ying. "Exploring Professional Development from Brief Experiences: Case Studies of Secondary EFL Teachers in China." English Language Teaching 9, no. 12 (November 21, 2016): 109. http://dx.doi.org/10.5539/elt.v9n12p109.

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<p>The current situation of educational reforms since 1990s has brought up a booming demand of competent EFL teachers because of economic globalization and further opening-up policy in China. So it’s vital and significant to explore EFL teachers’ professional development in order to promote English language teaching. Based on the Constructivism Perspective in educational psychology and new trends in Second Language Teacher Education, this research focuses on six secondary EFL teachers’ critical incidents and narrates their brief experiences by deep interview and field notes. After categorized analysis through recurring themes, the discussions about four domains (i.e. learning experiences, knowledge & beliefs, teaching practice and social context) are summarized below. These teachers have experienced pre-service & in-service and formal & informal learning that has different features. Secondly, they hold some common knowledge & beliefs, which are always developing but fluctuate with realities. Next, their language teaching develops from initial to survival then to mastery and personalization, but each stage is distinctive in different situations. Social context facilitates or constrains their professional development, but their responses to it are various to seek personal and professional balance. In conclusion, it interprets five interactive factors in the process of teacher professional development: Normal education and professional programs play essential roles; Self-directed teaching & school-based activities provide diverse paths; Perfection of language & teaching serves as peculiar professional qualities; Love for students & love for teaching functions as original driving force; Chinese social context works as potential external stimuli. Finally, it presents some feasible suggestions.</p>

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Kouni, Zacharo, Marios Koutsoukos, and Dimitra Panta. "Transformational Leadership and Job Satisfaction: The Case of Secondary Education Teachers in Greece." Journal of Education and Training Studies 6, no. 10 (September 12, 2018): 158. http://dx.doi.org/10.11114/jets.v6i10.3451.

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In international literature there are many documented studies which have shown the relationship between leadership and job satisfaction. Specifically, transformational leadership is highly associated with this important and positive work attitude, that is, job satisfaction. The interpretation in a school context is that the director should operate as transformational leader so as to produce better educational outcomes through teachers' job satisfaction. In Greece, little empirical research has been done to investigate the perceptions of teachers about the relationship between transformational leadership and job satisfaction of teachers. The purpose of the present study is to investigate the perceptions of teachers to the extent that transformational leadership contributes to job satisfaction. The selected research method is a combination of quantitative and qualitative methods, namely using the questionnaire and the interview. The sample consisted of 171 teachers from two types of educational institutions, secondary junior high schools and high schools, of a local directorate of secondary education. The survey results showed that teachers feel substantial satisfaction when the school principal acts as a transformational leader. Demographic variables, the type of school, and work experience, do not affect the views of teachers.

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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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Stanislavchuk, O., O. Gornostaj, N. Slobodianyk, and V. Tokars'ka. "DANGERS MONITORING IN SECONDARY EDUCATION INSTITUTIONS." Bulletin of Lviv State University of Life Safety 20 (January 23, 2020): 64–73. http://dx.doi.org/10.32447/20784643.20.2019.09.

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Creating a safe environment in schools is an extremely important task that requires a lot of attention. Peculiarity of such educational institution is: - availability of premises for various purposes (classrooms, classrooms for such subjects as chemistry and physics, workshops for labor training with tools, materials, sewing machines, sports and assembly hall, dining room, kitchen). - group stay in one building of different children age groups at the same time. - institutions become the venue for various events – fairs, concerts, meetings, sports competitions. The legislation of Ukraine states that all institution employees, as well as students, should be taught the safe be-havior rules. It has been researched that child traumatism makes up about 26% of the total, including 12-16% at school. It is found that not all educational staff have an idea of the potential dangers real number that could endanger both their lives and their health and their students as well. The main causes of school traumatism are: the lack of teacher control over students' behavior during lessons and breaks and poorly organized educational work. Studies of existing risks at the educational process were carried out in several ways: legislation on the education-al process organizing analysis, sociological (questionary of students, their parents, teachers, teachers of inclusive educa-tion, employees of supervisory bodies), statistical (emergencies analysis that occurred in educational countries for the last two years) and other methods. The study compiled a list of the most common dangers that pose or may pose a threat to educational process participants in modern schools. The most common are: - unknown gas, which is distributed at school events or at school premises, so it is necessary to plan evacuation drills in case of unknown gas spraying in premises, or detection of explosive or unknown objects in premises or on school area, as well as in case of danger; - the dangers encountered in the school's courtyards - enhanced protection and access restriction to the educational institutions territory of persons who do not directly participate in the educational process and to develop and dis-seminate to students, pedagogical staff the rules leaflet on dealing with suspicious objects; - fires in school buildings - fire safety inspections before the school year start show that a significant percentage of schools do not meet the requirements. The main violations found while fire safety school detecting are: missing or faulty fire systems; improperly connected hydrants; faulty fire extinguishers; missing or faulty external water supply; arrangement of fire-hazardous stretch ceilings; no lightning rod; combustible bases under concealed wires, sockets and switches,; evacuation routes are not illuminated; no fire protection, no fire safety instructions; lattices are fixed on the windows; the door does not open in the exit direction. All educational process participants should know the procedure and sequence of actions in case of fire: 1. The fire department must be notified by telephone (101), to switch on the notification system, to inform the facility manager or the assistant. 2. Evacuate students and pupils from the building on the alarm signal. Evacuation should be performed accord-ing to the developed evacuation scenario in different cases (the event happened during the lesson, during a break, while staying with children in the cafeteria, during events in the assembly hall, at night - for institutions with round-the-clock stay of children, etc.). 3. All puipils evacuated from the building are checked according to the available in groups or classes list (log-book) by name. 4. In the daytime, pupils, groups (classes) are accommodated in the building (on the specified address). At night, they are evacuated to the building (note address). Therefore, knowing the simplest security rules will help to reduce the level of danger at an institution. The need is to create a risk management system that will allow: successfully deal with the risks of different origins and their consequences; take into account the specifics of each situation; ensure adequate powers and responsibilities allocation; respond promptly to changing conditions; optimally apply the necessary resources to reduce risk; eliminate the negative effects of adverse situations and events with minimal resources and in the shortest possible time.

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Ketsitlile, Lone Elizabeth. "San Junior Secondary Students' Home–School Literacy Disconnection: A Case Study of a Remote Area Dweller School in Botswana." Diaspora, Indigenous, and Minority Education 5, no. 2 (April 13, 2011): 88–99. http://dx.doi.org/10.1080/15595692.2011.559773.

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Aniqa Munir and Dr. Sumaira Noreen. "Global Citizenship Education and Gender Depiction in Textbooks: The Case of Punjab Textbook Board’s Pakistan Studies and Urdu Textbooks." Research Journal of Social Sciences and Economics Review (RJSSER) 1, no. 3 (September 22, 2020): 72–79. http://dx.doi.org/10.36902/rjsser-vol1-iss3-2020(72-79).

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This research is focused on the case of gender depiction in textbooks of Punjab Textbook Board's Pakistan Studies and Urdu at Secondary and Higher Secondary School Level. A content analysis was done of Pakistan Studies and Urdu textbooks while keeping in view UNESCO's Global Citizenship Education (GCED) targets being given under the Sustainable Development Goals (SDG) target 4.7. The theme has been operationalized concerning learning objectives of "Education for Sustainable Development" (UNESCO, 2017) that centers around empowered and motivated learners being capable of critical thinking and to contribute towards a sustainable future. The findings of this research work highlighted the need for a clear focus on the content regarding women in textbooks.

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Williams, Kelly J., Christy R. Austin, and Sharon Vaughn. "A Synthesis of Spelling Interventions for Secondary Students With Disabilities." Journal of Special Education 52, no. 1 (September 25, 2017): 3–15. http://dx.doi.org/10.1177/0022466917732777.

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This synthesis examined the effects of spelling interventions on spelling outcomes for students with disabilities in Grades 6 through 12. Thirteen single-case design studies were identified for inclusion in the review. No studies used a treatment/comparison design. The most common types of interventions involved systematic study strategies, such as cover-copy-compare, as well as technological assistance. Most of the spelling interventions increased spelling outcomes for words directly taught or studied in the intervention or increased the percentage of words spelled correctly in written compositions. For students with learning disabilities (LD) or emotional and behavioral disorders (EBD), spelling interventions usually emphasized study strategies, while interventions for students with other disabilities (orthopedic impairment, intellectual disability, and autism) emphasized the use of technology. Noticeably absent from these interventions were the direct teaching of phoneme to grapheme correspondences and morphemic approaches, which are often used with students in the elementary grades.

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Warren, Heather A. "Character, Public Schooling, and Religious Education, 1920-1934." Religion and American Culture: A Journal of Interpretation 7, no. 1 (1997): 61–80. http://dx.doi.org/10.1525/rac.1997.7.1.03a00030.

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Over the past five years, the American public has witnessed a flurry of interest in “character” and “character or moral education.” In 1992, William Kilpatrick wrote a book that attracted widespread attention, Why Johnny Can't Tell Right from Wrong: Moral Illiteracy and the Case for Character Education. A year later, William Bennett's best-selling anthology of remedial readings appeared, The Book of Virtues. More recently, Gertrude Himmelfarb published a book on the Victorian golden age of morals. At the same time, within the educational field, a subprofession of consultants devoted to character work has aimed to affect schooling at the elementary and secondary levels. As early as the mid-1970's, theologians and ethicists began discussing the idea of character, taking their cue from Stanley Hauerwas. Common to all of these writers is the belief that character has a necessary tie to religion and democracy.

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Moodley, K., P. Callaghan, WJ Fraser, and MA Graham. "Factors enhancing mobile technology acceptance: A case study of 15 teachers in a Pretoria secondary school." South African Journal of Education 40, Supplement 2 (December 31, 2020): S1—S16. http://dx.doi.org/10.15700/saje.v40ns2a1791.

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While a considerable body of research has focused on learners’ acceptance of or resistance to mobile technologies, fewer studies have focused on teachers. This research study aimed to understand the factors influencing South African teachers’ acceptance of or resistance to using mobile technologies in their classroom practice. The Technology Acceptance Model (TAM) was used as a lens to explore factors that enhance mobile technology acceptance. The study consisted of a sequential mixed method, action research approach. Fifteen participants received training at a Mobile Technology workshop, aiming to provide professional development and enhance technological literacy knowledge and skills for teachers. The participants were then tasked to teach with technology and to share and reflect on their experiences and perceptions during the community of practice meetings. Content analysis was used to analyse the transcripts of these meetings and this led to the identification of 2 key factors, which enhanced the teachers’ acceptance of mobile technology, namely, perceived usefulness and perceived ease of use. Six sub-factors affecting acceptance were also identified: anxiety, ability, attitude, facilitating conditions, subjective norm and voluntariness. The factors that were identified suggest that additional professional development, infrastructure and resources need to be provided for teachers. We argue that by providing these necessities and eliminating or significantly reducing these factors, the use of mobile technology will be a success.

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Othman, Zarith Sofiah, Nurhuda Ismail, Ahmad Khudzairi Khalid, and Norbaiti Tukiman. "Module Development for STEM Education Achievement: A Case Study at the Secondary School Level." Journal of Computational and Theoretical Nanoscience 17, no. 2 (February 1, 2020): 1085–89. http://dx.doi.org/10.1166/jctn.2020.8771.

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STEM Education through the Malaysia Education Blueprint 2013–2025 (PPPM 2013–2025) is an important agenda in the transformation of education to prepare the younger generation for the challenges of the 21st century. Over the years, STEM was carried out, but there are still some issues which contribute towards the failure in achieving a policy percentage set of 60% science and 40% literary studies in secondary schools. The target to increase the number of Science students was not achieved. Therefore, this study was conducted to produce a STEM@IDEAS module as an alternative to increase students’ interest and understanding in solving the synopsis of learning in science, technology and mathematics (STEM). The module STEM@IDEAS focuses in competition design and generating prototype products through a variety of synopsis statements. STEM practices provide students with various trainings such as application of knowledge, skills and assessment to solve synopsis. This study has five (5) STEM practice steps and a total of three (3) modules which will be applied using the STEM elements. Furthermore, the STEM@IDEAS module was tested on several groups of four secondary school students around Pasir Gudang, Johor. A questionnaire was used to evaluate if STEM@IDEAS modules are in line with STEM and its impact on students. This survey uses a Likert scale of 0 to 4 to evaluate starting from 0 (strongly disagree) up to 4 (strongly agree) for each question submitted in each section. The STEM@IDEAS module and the above study are expected to be a source of interest and an alternative way for schools to support the nation’s education policy in strengthening the education development plans towards the nation’s progress.

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Sweis, Rateb, Hannah Diab, Firas Izzat Mahmoud Saleh, Taghrid Suifan, and Samer Eid Dahiyat. "Assessing service quality in secondary schools: the case of Jordan." Benchmarking: An International Journal 23, no. 5 (July 4, 2016): 1207–26. http://dx.doi.org/10.1108/bij-04-2015-0031.

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Purpose – Since conducting the literature review revealed that assessing quality in secondary schools has been an unexplored territory, and where most educational service quality research studies have mainly focussed on assessing quality from a student’s perspective in higher education, comes into play with a two-fold objective: first, to identify the quality dimensions most vital to students in a developing country such as Jordan, and then to develop a framework consisting of these dimensions; and second, to investigate the extent of satisfaction of students enrolled into international qualifications in Jordan by measuring the gap between expectations and perceptions. The paper aims to discuss these issues. Design/methodology/approach – A focus group meeting consisting of experts in the field of secondary school education, specifically in internationally recognized qualifications, was conducted. These expert’s objective input helped develop the framework for assessing quality in secondary schools. Findings – A framework was developed specifically to suit private secondary schools in Jordan with reference to the SERVQUAL model. The resulting questionnaire is intended to be distributed to over 200 students enrolled in an international qualification program among private schools in Jordan. Research limitations/implications – The framework could be considered as a form of reality check for schools supplying school administrations in Jordan with a suitable tool to measure whether they are exceeding their students’ expectations. This framework might not be applicable to public schools in Jordan, since it was customized to be applied in schools who have adopted international qualification(s). Originality/value – This study contributes to quality service research that addresses the context of high schools in a developing Middle-Eastern country.

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Gayen, Joyoti, and Debashis Sarkar. "Assessment of Social Infrastructure Due to Growth and Development in Roads: A Case Study." Asian Review of Social Sciences 10, no. 1 (May 15, 2021): 52–56. http://dx.doi.org/10.51983/arss-2021.10.1.2682.

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Rural connectivity is essential for the socio-economic development of rural areas. Various studies reveal that a higher socioeconomic progress is occurring in areas with paved roads for a long time. The linkages are either direct or indirect. It has been observed in this study that places with better transportation systems lead to improved accessibility to education, healthcare and drinking water facilities. It has been found that improved road infrastructure also increases the transport facility which gives better access to healthcare and education. It has been observed that enrolment in secondary/higher secondary schools increases due to access to rural roads.

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