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TORIOLA, O. M. "Secondary School Physical Education Curriculum: Implications for Sports Development in Botswana." Asian Journal of Physical Education & Recreation 9, no. 1 (June 1, 2003): 69–73. http://dx.doi.org/10.24112/ajper.91144.
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LANGUAGE NOTE | Document text in English; abstract also in Chinese.In many countries, a major rationale for curriculum design in physical education is that it promotes a physically active lifestyle among the youths and provides a basis for the development of fundamental sports skills. Access to physical education and sport is not only a fundamental human right but it also promotes health, desirable social attitudes and values. Based on the above rationale physical education was introduced to Botswana secondary schools in 1999. In this study, the Botswana secondary school physical education curriculum was analysed regarding its potential role in sports development in the country. Structured interviews were carried out with Principals of selected public secondary schools in which physical education is a teaching subject and the curriculum development unit in the Ministry of Education. Results were discussed in the following specific areas: curriculum content analysis, implementation problems, time allocation, provision of teaching and learning resources, funding, personnel, opportunities for competitive sport participation and assessment procedures. Problems affecting the teaching of physical education in Botswana were also discussed and possible solutions proffered. Finally, analysis of implications of the physical education curriculum for sport development in Botswana was presented.體育運動對學童成長過程非常重要，本文旨在探討非洲波斯尼亞中學體育課程，從多方面分析體育課程與體育運動發展的關係，透過與校長及敎育部長面談，了解影響體育運動發展的原因。
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Simiyu, R. S., E. Kirwok, and R. W. Thinguri. "An Investigation of Secondary Schools’ Readiness towards the Implementation of Life Skills Education: A Study of Trans-Nzoia County, Kenya." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 6, no. 1 (January 21, 2017): 9. http://dx.doi.org/10.21013/jems.v6.n1.p2.
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<div><p><em>Life skills education was introduced by the Kenya government to replace the HIV and AIDS education which was not positively perceived by its implementers. The purpose of this study was to investigate Secondary schools’ readiness towards the implementation of life skills education in Trans-Nzoia County. The main objectives were to determine teachers’ training on life skills education implementation in Trans-Nzoia County, to assess the availability of teaching and learning materials and infrastructure for the implementation of life skills education in Trans-Nzoia County, to evaluate teachers’ attitude towards the implementation of life skills education in secondary schools of Trans-Nzoia County, and to establish school management attitude towards the implementation of life skills education in secondary schools of Trans-Nzoia County. The study was guided by Work readiness theory by Catherine, Walker, Mathew and Cathy. This study employed concurrent triangulation study design with mixed methodology, where a target population of 2,234 teachers was studied. The study used concurrent sampling technique. Probability sampling with a simple random sample was used to sample thirty percent of schools. It further purposively sampled out thirty percent of secondary schools principals, deputy principals, guidance and counselling heads of department and teachers assigned to teach life skills who participated in the study. Instruments of data collection included interview schedule, observation guide and document analysis guide. A pilot study was carried out to establish the reliability of research instruments. Data was analyzed descriptively and thematically. The study was significant in contribution to the formulation of policies for life skills education in secondary schools, recognition of life skills education in the development of the nation by the stake holders, consideration of school management and teacher factors that are related to the teaching of life skills education by curriculum developers and also serve as a reference material to potential researchers in the related field of study. The findings of the study indicated inadequate training of teachers in life skills education, inadequate use of teaching learning materials, some element of unwillingness by teachers in the implementation of life skills education in secondary schools of Trans-Nzoia County. There was also inadequate supervision and support towards teachers by administrators towards the implementation of life skills education in Secondary schools of Trans-Nzoia County. The recommendations were that the government should put a policy in place as an affirmative action to train teachers in the implementation of life skills education. Kenya Institute of Curriculum Development should review the implementation programme in terms of time and curricular and nationally evaluate the subject. </em></p></div>
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Cassidy, Kelly, Yvonne Franco, and Emilia Meo. "Preparation for Adulthood: A Teacher Inquiry Study for Facilitating Life Skills in Secondary Education in the United States." Journal of Educational Issues 4, no. 1 (March 3, 2018): 33. http://dx.doi.org/10.5296/jei.v4i1.12471.
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Life skills preparation for adulthood is a crucial, yet often overlooked concept in education. In schools across the United States, young adults graduate from high school with limited knowledge regarding how to navigate through the expectations of the real world. Although many educators feel teaching life skills in the classroom is necessary, the frustration of needing to adhere to state standards and lack of time often interferes with their implementation. This is unfortunate, as research indicates, “life skills education bridges the gap between basic functioning and capabilities. It strengthens the ability of an individual to meet the needs and demands of the present society, and helps in dealing with issues in a practical manner” (Prajapati, B. Sharma, & D. Sharma, 2017, p. 1). This action research study investigates ways two teachers implemented realistic life skill lessons, while adhering to district standards. Strategies investigated include: interest surveys, goal setting and social skills instruction.
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Camiré, Martin, Scott Rathwell, Stéphanie Turgeon³, and Kelsey Kendellen. "Coach–athlete relationships, basic psychological needs satisfaction and thwarting, and the teaching of life skills in Canadian high school sport." International Journal of Sports Science & Coaching 14, no. 5 (August 19, 2019): 591–606. http://dx.doi.org/10.1177/1747954119869542.
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High school sport is one of the most popular school-based extracurricular activities in North America, situated as a developmental activity during which coaches can foster quality relationships with students to promote basic psychological needs satisfaction and teach life skills. The primary purpose of the study was to examine associations between coach–athlete relationships, basic psychological needs satisfaction and thwarting, and the teaching of life skills in Canadian high school sport. The secondary purpose consisted of addressing the psychometric properties of the scales employed in the study, namely the Coach–Athlete Relationship Questionnaire, the self-report version of the Interpersonal Behaviors Questionnaire, and a modified coach version of the Life Skills Scale for Sport. The sample was comprised of 1238 (58.8% male) Canadian high school coaches and the data were analysed using structural equation modelling. The mediated model indicated that coaches' perceptions of their interpersonal behaviours satisfying athletes' basic psychological needs either fully or partially mediated the positive relationships between coach–athlete relationships and the teaching of life skills. Coach–athlete relationships, particularly those within which coaches exhibit interpersonal behaviours that satisfy athletes' basic psychological needs, appear to be associated with the teaching of life skills in the context of high school sport.
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Juntunen, M. K., and M. K. Aksela. "Improving students' argumentation skills through a product life-cycle analysis project in chemistry education." Chem. Educ. Res. Pract. 15, no. 4 (2014): 639–49. http://dx.doi.org/10.1039/c4rp00068d.
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The aim of the study discussed in this paper was to link existing research about the argumentation skills of students to the teaching of life-cycle analysis (LCA) in order to promote an evidence-based approach to the teaching of and learning about materials used in consumer products. This case-study is part of a larger design research project that focuses on improving education for sustainable development (ESD) in chemistry teaching by means of combining a socio-scientific issue (SSI) and life-cycle analysis with inquiry-based learning. The research question was: How do students (N= 8) use scientific, ecological, socio-economical and ethical argumentation in the life-cycle analysis of a product? The research method for this study was content analysis performed on written student answers and an audio recording of a debate. The results show that the students' scientific and ecological argumentation skills with regard to the life-cycles of products were improved during the life-cycle analysis project. The studying also affected, to a lesser extent, the students' ability to form socio-economical and ethical arguments. The type of student-centred and cross-curricular product life-cycle analysis project discussed in this paper is a suitable new method for teaching socio-scientific argumentation to chemistry students at the secondary school level.
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Jonāne, Lolita. "Using Analogies in Teaching Physics: A Study on Latvian Teachers' Views and Experience." Journal of Teacher Education for Sustainability 17, no. 2 (December 1, 2015): 53–73. http://dx.doi.org/10.1515/jtes-2015-0011.
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Abstract The role of analogies as tools for teaching difficult science concepts has been widely discussed in science education. The application of analogies in the context of sustainable education involves richer potential. The purposeful use of appropriate analogies can facilitate analogical thinking and transfer skills, as well as develop abilities which are required for life and lifelong learning, including successful integration into modern society and facility within our technology saturated world. Analogical thinking supports development of students’ higher order thinking skills. The aim of this study was to identify Latvian physics teachers’ views on the importance of analogies and the methodology of their usage in physics education, as well as to discover innovative examples of analogies. The study involves both quantitative and qualitative methodology: survey of 35 secondary school physics teachers and group interviews with 18 experienced physics teachers. The findings reveal that, in general, now and then Latvian physics teachers use analogies in their pedagogical practice, although they are mostly simplistic and with illustrative character. Some teachers use analogies in order to help students build new knowledge through activating, transferring, and applying existing knowledge and skills in unfamiliar situations.
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Roca, Beltran, Eva Bermúdez-Figueroa, and Francisco Estepa-Maestre. "Life story as a tool for teaching sociological imagination." Journal of Applied Research in Higher Education 12, no. 5 (October 22, 2019): 829–39. http://dx.doi.org/10.1108/jarhe-06-2019-0158.
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Purpose The purpose of this paper is to examine the potential of life story for the teaching of sociology to Social Work students. It contains the results of a teaching experiment in higher education which aims to foster sociological imagination among students. Design/methodology/approach The study employs a mixed methodology. The quantitative data came from a survey handed out to the students with closed and open questions. The qualitative information came from the contents of class exercises in which the students had to connect the theoretical contents of the course of sociology with the biographical narratives of different research subjects. Findings The results reflect student satisfaction or appreciation regarding the use of the life story as a teaching resource, as well as a successful acquisition of sociological skills and knowledge, such as critical thinking, micro-macro connection and the interplay between structure and agency. Practical implications Life story and narrative methods should be employed in post-secondary education as teaching instruments. Originality/value The study contributes to expand the reflection on narrative techniques as a pedagogical tool. The paper provides several examples of class exercises with biographical narratives that have demonstrated to be successful for teaching sociology in higher education.
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Singh, Charanjit Kaur Swaran, Revathi Gopal, Nor Azmi Mostafa, Rhashvinder Kaur Ambar Singh, Eng Tek Ong, and Tarsame Singh Masa Singh. "ESL TEACHERS’ STRATEGIES TO FOSTER HIGHER-ORDER THINKING SKILLS TO TEACH WRITING." Malaysian Journal of Learning and Instruction 17, Number 2 (July 31, 2020): 195–226. http://dx.doi.org/10.32890/mjli2020.17.2.7.
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Purpose - This research focuses on ESL teachers’ strategies to foster higher-order thinking skills to teach writing to weak ESL learners in two selected secondary schools in Malaysia. ESL teachers’ strategies to foster higher-order thinking skills to teach writing to weak ESL learners were captured and encapsulated to enable the ESL learners to understand and master higher order thinking to improve their writing. Methodology – A qualitative descriptive case study design was employed in the study. The sample was based on a snowball sampling and 4 ESL teachers were selected from two different secondary schools in Malaysia. The main data collection method was classroom observation while thematic analysis was used for data analysis. Each teacher was observed twice. Classroom observation forms and video recordings were used as a main source in data collection. Findings – Findings showed that ESL teachers selected strategies to foster higher-order thinking skills to teach writing including the general procedures in implementing higher-order thinking skills for teaching writing and major considerations at each stage of the implementation. ESL teachers exposed learners to the general procedures of the higher-order thinking skills which were explaining and helping students to understand what higher-order thinking is, leading students to connect to concepts in writing, helping students to infer through real-life situations, using more graphic organizers and teaching problem-solving skills. Significance – The findings can be used to guide decisions on higher-order thinking skills training for ESL teachers, educators and curriculum developers regarding the thinking skills strategies to be mastered in teaching writing.
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Karahan, Berna Urun. "The Relationship between Secondary School Students’ Writing Attitudes and Anxiety and Writing Disposition." International Journal of Education and Literacy Studies 9, no. 2 (May 1, 2021): 136. http://dx.doi.org/10.7575/aiac.ijels.v.9n.2p.136.
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Literacy is an important result of language teaching. Language skills are like the pieces of a whole. The accurate acquisition of these skills, which are needed to be used effectively by individuals both in their social and educational life, is equally valuable. Writing is a skill that is acquired and developed mostly during the learning process among these skills. Writing requires not only recognizing the letters and language rules but also understanding and internalizing oneself and the environment. Therefore, emotions, opinions and experiences regarding this skill should be emphasized. The aim of this study is to review the relationship between secondary school students’ writing attitudes and anxieties, and writing dispositions. The study group of the study included secondary school students who were randomly selected in the center of Kars, Turkey in the 2019-2020 academic year. Data were collected using “the Attitude Scale towards Writing for Secondary School Students”, “the Writing Disposition Scale”, and “the Writing Anxiety Scale for secondary school Students”. The results showed that secondary school students’ writing attitudes, dispositions and anxieties did not produce a significant difference based on the variable of gender.
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Peltzer, Karl, and Supa Promtussananon. "HIV/AIDS EDUCATION IN SOUTH AFRICA: TEACHER KNOWLEDGE ABOUT HIV/AIDS: TEACHER ATTITUDE ABOUT AND CONTROL OF HIV/AIDS EDUCATION." Social Behavior and Personality: an international journal 31, no. 4 (January 1, 2003): 349–56. http://dx.doi.org/10.2224/sbp.2003.31.4.349.
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The aim of this study was to assess secondary school teachers' comfort in teaching adolescents about sexuality and HIV/AIDS, behavioral control and outcome beliefs about HIV/AIDS education and teacher knowledge about HIV/AIDS. The sample consisted of 54 male (35.6%) and 96 female (64.4%) secondary school teachers who were mostly life skills teachers, from 150 schools across South Africa. Findings suggest that most secondary school teachers, are knowledgeable about AIDS, feel moderately comfortable teaching students about AIDS-related topics, have the knowledge and ability to teach about HIV/AIDS, but lack some material and community support. Teacher in-service training was found to have a significant impact on perceived behavioral control of HIV/AIDS education and HIV/AIDS knowledge.
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Mugisha, Michael, Anne Marie Uwitonze, Faith Chesire, Ronald Senyonga, Matt Oxman, Allen Nsangi, Daniel Semakula, et al. "Teaching critical thinking about health using digital technology in lower secondary schools in Rwanda: A qualitative context analysis." PLOS ONE 16, no. 3 (March 22, 2021): e0248773. http://dx.doi.org/10.1371/journal.pone.0248773.
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Introduction Adolescents encounter misleading claims about health interventions that can affect their health. Young people need to develop critical thinking skills to enable them to verify health claims and make informed choices. Schools could teach these important life skills, but educators need access to suitable learning resources that are aligned with their curriculum. The overall objective of this context analysis was to explore conditions for teaching critical thinking about health interventions using digital technology to lower secondary school students in Rwanda. Methods We undertook a qualitative descriptive study using four methods: document review, key informant interviews, focus group discussions, and observations. We reviewed 29 documents related to the national curriculum and ICT conditions in secondary schools. We conducted 8 interviews and 5 focus group discussions with students, teachers, and policy makers. We observed ICT conditions and use in five schools. We analysed the data using a framework analysis approach. Results Two major themes found. The first was demand for teaching critical thinking about health. The current curriculum explicitly aims to develop critical thinking competences in students. Critical thinking and health topics are taught across subjects. But understanding and teaching of critical thinking varies among teachers, and critical thinking about health is not being taught. The second theme was the current and expected ICT conditions. Most public schools have computers, projectors, and internet connectivity. However, use of ICT in teaching is limited, due in part to low computer to student ratios. Conclusions There is a need for learning resources to develop critical thinking skills generally and critical thinking about health specifically. Such skills could be taught within the existing curriculum using available ICT technologies. Digital resources for teaching critical thinking about health should be designed so that they can be used flexibly across subjects and easily by teachers and students.
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Sands, Deanna J., Lois Adams, and Donna M. Stout. "A Statewide Exploration of the Nature and Use of Curriculum in Special Education." Exceptional Children 62, no. 1 (September 1995): 68–83. http://dx.doi.org/10.1177/001440299506200106.
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This study reports the results of a statewide survey of the beliefs and practices, regarding curriculum, of 341 elementary and secondary special education teachers serving students with a variety of disabilities. Findings indicate that (a) teacher training in curriculum development occurs mostly on the job; (b) teachers want training in teaching compensatory skills and life skills; (c) teachers believe that the IEP constitutes the curriculum for students with disabilities; (d) teacher judgment primarily guides the content of classroom instruction; (e) teachers focus principally on academic remediation versus life-skill or other instruction; (f) curriculum focus varies little across service-delivery models, but does vary by grade level; and (g) minimal articulation of curriculum exists across grade levels.
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Manining, Mohamad Amran, and Soon Singh A/L Bikar Singh. "Development Of Geobot Games in Teaching and Facilitation of Form Four Geographical Skills Topics." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 6 (June 10, 2021): 276–88. http://dx.doi.org/10.47405/mjssh.v6i6.820.
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The suitability of Teaching and Facilitation Strategies (PDPc) will be able to create effective and fun learning for students in schools where the ability of teachers to plan and implement various PdPc strategies is able to optimize a learning session. PDPc's student -centered strategy can provide opportunities for students to submit opinions, cultivate the attitude of always seeking knowledge and learning throughout life. Student -centered learning that requires the active involvement of students in finding and investigating problems, constructing hypotheses, designing experiments, collecting data as well as drawing conclusions to solve problems can be implemented through game -based learning. While the teacher only acts as a facilitator. This study is a design and development research using the ADDIE Model. Findings show that the implementation of the ADDIE Model in the development of Geobot Game Module makes the development of modules can be carried out systematically and produce modules relevant to the Secondary School Standard Curriculum for Geography form four set by the Ministry of Education Malaysia.
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Shakila, J. "Learning of Mathematical Concepts in Relation to Spatial Ability and Problem Solving Skills among Secondary School Pupils." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 6, no. 1 (February 18, 2017): 106. http://dx.doi.org/10.21013/jems.v6.n1.p8.
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<div><p><em>Mathematics with all its branches plays an important role in everyday life. It is created to investigate the whole range of knowledge. Learning mathematics is basically a constructive process, which means that pupils gather, discover, create mathematical knowledge and skills mainly in the course of some social activity that has purpose consequently mathematics classroom instruction should move away from the information transmission model. Meaningful and authentic context should play a crucial role in mathematics learning and teaching, therefore, we need an integrated approach to mathematics teaching.</em></p><p><em>Problem solving is an integral part of developmental activities and provides opportunities for children to practice what they have learned by applying their learning situations. The amount of practice needed by any learner is reduced if he understands the concepts and skills to be practiced. How can we make our students good problem solvers in mathematics? This is possible only when we make mathematics education more meaningful and interesting. Mathematical abilities like logical thinking, rational reasoning, concentration of mind, orderly presentation, precision and accuracy, analytical and inductive skills, and above all general problem solving abilities. So the present study is intended to learning of mathematical concepts in relation to problem solving skills among secondary school pupils.</em></p></div>
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Justina, Nchekwube, and Amarachi Igwe. "HOME ECONOMICS VERSUS OTHER SUBJECTS: A STUDY OF NIGERIANS PARENT ATTITUDE TOWARDS HOME ECONOMICS EDUCATION IN SECONDARY SCHOOLS." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 517–20. http://dx.doi.org/10.21474/ijar01/12867.
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Home economics is an essential subject in Nigerias education system with the potential of providing life skills and teaching basic homecare knowledge to the students. However, there is a growing concern about the decreasing enrollment and interest of students in home economics education in Nigeria. Thus, the primary purpose of this study wasto investigate the attitudes of parentsregarding home economics education in comparison to other subjects. Two hundred and thirty-six parents were drawn from different locations in the Enugu State of Nigeria. A simple percentage score indicates that the majority of the parents (74%) indicated a negative attitude towards home economics, while less (26%) showed positive attitudes. The study concludes that there is a prevalence of negative attitudes towards home economics education in secondary schools in Nigeria.
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Porozovs, Juris, Laura Liepniece, and Daina Voita. "Evaluation of the Teaching Methods Used in Secondary School Biology Lessons." Journal of Pedagogy and Psychology "Signum Temporis" 7, no. 1 (June 1, 2015): 60–66. http://dx.doi.org/10.1515/sigtem-2016-0009.
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Abstract The teacher’s skills in conducting the lesson and choice of teaching methods play an essential role in creating students’ interest in biology. The aim of the research was to study the opinion of secondary school students and biology teachers regarding the most successful teaching methods used in biology lessons and viable options to make biology lessons more interesting. The research comprised polling students and biology teachers from several schools, namely: 2 secondary schools in Jelgava, 2 in Riga and 1 in Vecumnieki. The responses revealed that 58% of students find biology lessons interesting. 56% of students indicated that their ability to focus attention during biology lessons depends on the task presented to them. Most of all they prefer watching the teacher’s presentations, listening to their teacher telling about the actual topic as well as performing laboratory work and group-work. Many students like participating in discussions, whereas a far smaller number would do various exercises, individual tasks, fill out worksheets or complete projects. Least of all students wish to work with the textbook. The methods most frequently applied by teachers are as follows: lecture, explanation, demonstration, and discussion. Teachers believe that their students prefer laboratory work and discussions as well as listening to their teacher and watching presentations or films. They also indicate at the necessity to link theory with practice and to involve information technologies. While teaching their subject biology teachers try to establish relationship between theory and real life in order to develop their students’ interest in natural processes.
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Ginaya, Gede, I. Nyoman Kanca, and Ni Nyoman Sri Astuti. "Designing problem-based learning (PBL) model for tourism vocational education in 4.o industry." International journal of linguistics, literature and culture 6, no. 1 (January 9, 2020): 14–23. http://dx.doi.org/10.21744/ijllc.v6n1.808.
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The consequences of globalization should be anticipated and adjusted in education, especially the teaching and learning process. The revolution industry of 4.0 has caused some disruption in various aspects including education that is intended for the purpose of learning and innovation skills. The objective of this study is to improve the quality of learning by applying the literacy movement, character values as a provision for life and career skills using the PBL method in tourism vocational education. By applying the descriptive qualitative research method, the data, both primary and secondary, were collected through participant observation in three classes of different study programs in the Tourism Department, Bali State Polytechnic, interview, and literature study. The study found, so far, the implementation of PBL model in the classrooms has been effective. The essence of PBL is regarded as problem-solving activities, which is in the hierarchy of high order thinking skills (HOTS). As a result, the students while giving solutions to problems in various tourism workforce are able to master critical thinking skills, collaboration in teams/social interactions, and soft skills.
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Ahmed, Dr Ahsen, Dr BelkebicheKada, Dr Mokrani Djamel, and Dr Keroum Mohamed. "The impact of teaching competencies proactive approach on the level of learning motor performance in the longjump and some basic skills in volleyball." International Journal of Sport, Exercise and Health Research 3, no. 2 (May 30, 2021): 40–44. http://dx.doi.org/10.31254/sportmed.3203.
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Background: Among the physical education and sports goals in the secondary phase of the development of physical and motor side with the student, and this is because they contain a variety of them sporting activities long jump and volleyball, where the curriculum seeks through these activities to achieve dynamic sensory goals that focus on the physical and skill aspects depending on the nature all sporting activity. It is understood that the teaching of physical education and sports are currently in accordance with the approach competencies system since 2003 on the grounds that it is compatible with the efforts of the school at the moment working on a comprehensive student-prepared to cope with the burdens of professional life in the future.On the basis of the total points of the most important teaching competencies proactive approach it has been limited to the field of study in trying to figure out the impact of teaching competencies proactive approach to learning motor performance in the long jump and some skills in volleyball.We have pursued in this study as a survey descriptive approach patterns, where research sample included 52 students of the third year students of secondary camp, where divided equally male and female, after statistical processing and analysis was reached following application of the approach system competencies and extending its compatibility with a private game of volleyball and the effectiveness of the long jump curriculum, and how to achieve educational goals associated side sensory motor, and how assessment, where we came to identify card Note to assess motor performance in the long jump in addition to determining the basic skills in volleyball. ● system approach to teaching competencies contribute positively in learning some motor skills in volleyball. ● system approach to teaching competencies in learning positively affect motor performance term except to approach the stage to jump
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Hamadi, Hans. "Study on the Development of Education: Contextual Secondary Education in Papua." Journal of Education and Vocational Research 8, no. 1 (April 11, 2017): 12–16. http://dx.doi.org/10.22610/jevr.v8i1.1600.
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Utilizing knowledge of education to manage technology as modern human lifestyles and meet the demands of work and life is the subject of this study. While those living in the suburbs to meet the demands of education, utilizing information technology as a way of life will come to their rescue. They also still use the natural wealth of forests, mountains and oceans as a source of learning and life. In remote areas, technology and the demands of rapid change, are sluggish and does not make the technology as a necessity of life. They depend on nature to meet their educational knowledge as well as the necessities of life. How technology can be implemented and enjoyed on this earth without distinguishing its diversity. They utilize contextual nature as education and then institutionalized it in teaching. Every human being has the same rights and if in fact there is a gap it means that there is injustice. So there are things that need to be repaired. The knowledge and skills of human resources in the context of this study are defined as an entity of teachers. Human and organizational resources, which indeed underlies the base of organizational performance. There is a substantive difference between knowledge and skill. The concept of knowledge is more oriented to intelligence, intellect, and extensive mastery of knowledge and the narrowness of insight that one. This is a qualitative descriptive study based on the paradigm of post positivism. Qualitative research is still using the theories and concepts that are not tested as in positivism paradigm. The results of the study of literature are (1) The need for establishing educational institutions in each region are categorized as remote and isolated areas. (2) Closer direct services to remote and isolated areas then form the institution can be either natural school. (3) Adequate education that is modified and performed should remain principled and lead to economic value, efficiently utilize the environment without leaving the quality of education. Efforts to render these services is in line with Government Regulation No. 19 Year 2005 on National Education Standards, at the school level, which can be used as a referral to the rule above are: (1) education as a process of acculturation and empowerment. (2) Education in order to increase the nation's competitiveness. (3) Education for development. (4) Education for affirmative action / serving disadvantaged communities. (5) The commitment to the policy of providing certain types of education.
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Fidele, Ukobizaba, Ndihokubwayo Kizito, Mukuka Angel, and Uwamahoro Jean. "Insights of teachers and students on mathematics teaching and learning in selected Rwandan secondary schools." African Journal of Educational Studies in Mathematics and Sciences 15, no. 2 (December 30, 2019): 93–106. http://dx.doi.org/10.4314/ajesms.v15i2.8.
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Effective teaching and learning of mathematics are vital not only for examination or assessment purposes but also for empowering learners to live in a modern age of science, mathematics, and engineering and enable them to role-play to the social and economic development of the developing countries and the whole world as well. This study reveals insights of teachers and students regarding mathematics teaching and learning in Rwanda. The study was a survey designed involving 217 ordinary level secondary school students and 25 secondary school teachers who teach Mathematics, from 5 schools in Karongi District, Western Province, in Rwanda. The results analysis was confined to three components namely; preferred mathematics teaching methods, motivation to teach and learn mathematics, and the usability of mathematics in daily life. Descriptive statistics and all the statistical tables/graphs were generated using SPSS and MS Excel. As results, peer learning and group work and expository were found to be the most applied teaching methods in the selected schools. This study has underlined that not only parents but also siblings have an impact on their young brothers/sisters’ education. In terms of its utilitarian value, respondents revealed that mathematics increases critical thinking, problem-solving skills, and creativity of students. Teachers need to be more knowledgeable in the subject matter, through lesson preparations and linking mathematical concepts to real-world experiences.
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Singh, Ram Ekwal. "A Study of Written English in Nepal." Tribhuvan University Journal 35, no. 2 (December 31, 2020): 135–50. http://dx.doi.org/10.3126/tuj.v35i2.36199.
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People in Nepal speak different languages. English is taught as a compulsory subject up to bachelor level. Writing skill in compulsory English occupies 40% weight age in class XI syllabus. This research was conducted with the main purposes of analysing the writing tasks and writing serves various purposes in a person’s everyday life. Its role is vital for upgrading students and job placement. It has been prescribed in English textbooks for higher secondary level across four subject streams and finding out the English teaching learning processes in the development of writing skills. The study had been delimited to the Kathmandu Valley. The sample comprised Class XI students. Mixed methods were utilized for gathering data such as questionnaire for students, test, students’ interview, teachers’ opinionnaire, teachers’ interview and class observation. All the higher secondary schoolteachers of English of the sample schools and 25 students of four streams were the respondents. The data was analysed using the Statistical Package for the Social Sciences (SPSS) version 16 and the t-test. The nature of exercises related to writing in textbooks of Class XI is almost similar, sequential and aims at developing creative writing. Science students performed the best of all on the test followed by Management, Arts and Education students. Almost all the informants expressed that writing grammatically correct sentences is of top most importance. Most of the teachers used process methodology in teaching writing. All informants interviewed expressed writing as a vital skill but it lacks separate classes.
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Raj, Ravi, Rajesh Kumar, and Vipin Kumar. "Impact of Mobile Phone in Life Style of Gaddi Tribes." International Journal of Research in Engineering, Science and Management 3, no. 12 (December 15, 2020): 48–51. http://dx.doi.org/10.47607/ijresm.2020.404.
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The strong correlation between education and democracy has been widely accepted and explored in many ways. This study is inspired by the quest for the democratization of school education through the lenses of social science learning at the secondary education level in the Indian context. The study tried to visualize to what extent schooling contributes to the making of democratic beings. Education for democratic citizenship is directed by various factors such as school education policies, curriculum frameworks, curricular and co-curricular activities or indirectly by attitudes and practices through which democratic knowledge, skills, values and attitudes is constructed to create a future democratic citizen. Thus, to give light to this area, a qualitative study has been designed to look at the selected components of education for democratic citizenship in school settings. The Research investigated social science teachers and student’s views on democracy and its practices to examine how close these schools were to become ‘democratic schools’. Results showed that teaching of teaching for democracy is not as it is presented in literature and educational document. This study is meant to grab a severe concern towards current conceptualization and school practices related to democracy, to create active and democratic citizens in thoughts and practices both, by taking simple steps at the school level to bring significant differences to create a democratic society.
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Njoka, Nazario M., and Judith K. Julius. "Integration of Investigative Science Process Skills Teaching Strategy on Students’ Achievement at Secondary School Level Physics in Embu County, Kenya." World Journal of Educational Research 8, no. 1 (January 19, 2021): p128. http://dx.doi.org/10.22158/wjer.v8n1p128.
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One of the challenges facing Kenya in the teaching of Physics in secondary schools is how to make learners acquire knowledge, build up capacity for critical thinking in solving problems in any situation and make an effort to enable them understand the application of content in real life situations and careers. Based on this challenge, the present study was designed to determine the effect of investigative science process skill teaching strategy on students’ achievement in Physics. The study was guided by the following objectives: To determine students’ achievement in school physics when using Investigative Science Process Skill (ISPS) teaching strategy. Theoretical framework of the study was based on constructivist theories of learning. Quasi- Experimental design was used. The research was carried out in eight schools in Embu County. Stratified random sampling technique was used to select participating schools, then simple random sampling was used to select and assign participating schools in experimental and control group. The sample was form three students. Research instrument used was: Physics Achievement Test (PAT) on the topic of Electricity (II). The research instrument was pilot-tested for validity and reliability. The reliability coefficient was calculated using Kunder-Richardson (KR-Formula20). A coefficient value of 0.768 was considered suitable for reliability of the instrument. Data was analysed using the analysis of variance (ANOVA) and chi-square and t-test. Hypotheses was tested at alpha (?) value of 0 .05 level of significance using a computer Statistical Package for Social Sciences (SPSS) for Windows. The findings of the study demonstrated that ISPS enhanced academic achievement in learning. It is hoped that the results of the study provide useful information to Physics teachers, curriculum developers, Quality Assurance and Standards Officer (QASO) and teacher-trainers.
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Rodrigues, Ana Luísa, Luísa Cerdeira, Maria de Lourdes Machado-Taylor, and Helena Alves. "Technological Skills in Higher Education—Different Needs and Different Uses." Education Sciences 11, no. 7 (June 30, 2021): 326. http://dx.doi.org/10.3390/educsci11070326.
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Technological skills development is a central issue for a country’s educational and social policies. Throughout their school career, from primary to secondary education and later in higher education, students have the opportunity to build and develop various skills, including technological. Considering the different needs and different uses that these skills encompass, these will certainly be necessary and useful in students’ academic and professional life. This study reports on an investigation of technological skills development in higher education. It aims to analyze the relevance of technologies integration, which technological skills are built and developed by higher education students, and what their perception about the importance of technological skills is. Based on a literature review, an online questionnaire was designed and applied to 217 students from three public higher education institutions located in the North, Center, and South of Portugal. This intended to verify which areas of technological skills (from the European Digital Competence Framework for Citizens) are most developed and to understand respective repercussions. It is concluded that the balanced development of students’ technological skills in higher education is crucial for their personal, social, and professional future and consequently, for their quality of life, with the integration of digital technologies being relevant in the change of the academic work organization, in the relations between learners, teachers, and institutions, and in the new ways of teaching and learning.
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Blackwell, Jennifer. "Music Program Alumni’s Perceptions of Professional Skills, Abilities, and Job Satisfaction: A Secondary Analysis of the 2011, 2012, and 2013 Strategic National Arts Alumni Project (SNAAP) Survey." Journal of Research in Music Education 66, no. 2 (May 15, 2018): 190–209. http://dx.doi.org/10.1177/0022429418772534.
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The purpose of this study is to compare music studio teachers’ ( n = 622) and K–12 music teachers’ ( n = 976) perceptions of the extent to which their postsecondary education helped them develop selected professional skills and abilities, perceptions of how important those same selected skills and abilities are for teaching, and job satisfaction. Data are from the 2011, 2012, and 2013 administrations of the Strategic National Arts Alumni Project survey. Respondents indicated the following skills were very important to their work: relationship building (Studio: 81.3%; K–12: 75.7%), leadership skills (Studio: 71.6%; K–12: 89.3%), project management (Studio: 65.1%; K–12: 74.8%), persuasive speaking (Studio: 63.4%; K–12: 74.2%), clear writing (Studio: 51.5%; K–12: 63.4%), creative thinking (Studio: 88.7%; K–12: 91.4%), taking feedback (Studio: 78.8%; K–12: 81.2%), broad knowledge and education (Studio: 80.1%; K–12: 91.0%), and critical thinking (Studio: 64.3%; K–12: 76.4%). Fewer than 50% of respondents felt their institutions had helped them develop project management, persuasive speaking, clear writing, and critical thinking skills. The most substantial differences were financial, business, and entrepreneurial skills, indicating that studio teachers perceive these skills as important to their work. Studio teachers were less satisfied with job security but more satisfied with work-life balance than K–12 teachers.
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Kouchou, Ihsane, Fatiha Kaddari, Nezha Bennis, Rida Hajji Hour, and Asmae Bouayad. "Aperçu Sur La Place De La Demarche D’investigation En Sciences Experimentales Dans L’enseignement Du Secondaire Qualifiant Cas De L’academie De La Ville De Fes." European Scientific Journal, ESJ 13, no. 7 (March 31, 2017): 159. http://dx.doi.org/10.19044/esj.2017.v13n7p159.
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The investigative approach (DI) demonstrates more and more its potential in teaching. Indeed, it enables students to develop skills, attitudes and interests, which are necessary to live in a society increasingly dependent on the applications of science. This study falls within the framework of research studies questioning the application of the investigative approach in the teaching of science in Morocco. In this work, we aim to highlight the representations of secondary school teachers about the concept of investigative approach, see whether this approach is adopted or not in the teaching of experimental sciences disciplines (Science of life and earth, Science of physics and chemistry) and determine the constraints and the obstacles to its implementation. In order to achieve these objectives, a questionnaire was drawn up and was the subject of an exploratory study among 45 teachers of experimental sciences practicing in different secondary schools in Fez city. The results of this survey reveal, firstly, that the teachers questioned seem to have confusions about the investigation process and secondly, they highlight the presence of a set of constraints and difficulties which prevent its application in the classroom.
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Ratnawati, Ratnawati. "Effects of Pop Culture for Improving Student-Teachers’ Writing Skill (A Case Study at Galuh University)." Academic Journal Perspective : Education, Language, and Literature 4, no. 1 (November 14, 2018): 47. http://dx.doi.org/10.33603/perspective.v4i1.1686.
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Writing, one of the four skills which have to be taught by educators in language learning. Starting from classroom observation implied that students confronted the difficulties in writing involving generating ideas, organizing words, and making compositions. This study supposes to explore some effects of pop culture as authentic materials for English language teaching in improving students’ writing skill. Due to pop culture relates to students’ life and experience, it is considered to be a stimulus for gaining students’ ideas, information, motivation, and interest in teaching writing. The students of secondary school were involved in this study and descriptive case study was employed to observe the importance of pop culture in writing class. Also, questionnaires and students’ works are the instruments to measure its effects. Both students’ works and result of the questionnaires pointed out that significantly improvement obtained after applying pop culture. In line with findings, it can be said that pop cultures have significant effects toward students’ writing skill. So, educators need to apply pop culture as their choices in future planning lesson.
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Cebrián, Gisela, David Pascual, and Álvaro Moraleda. "Perception of sustainability competencies amongst Spanish pre-service secondary school teachers." International Journal of Sustainability in Higher Education 20, no. 7 (November 4, 2019): 1171–90. http://dx.doi.org/10.1108/ijshe-10-2018-0168.
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Purpose This paper aims to present the results from a questionnaire distributed to a group of Spanish postgraduate teacher students pursuing a Master’s Degree in Secondary School Education. The aims of the administered questionnaire were to identify students’ perceptions of the development of sustainability competencies; to analyse the relationship between students’ perceived level of competence and the subject area, previous teaching experience and previous participation in sustainability projects; and to explore the strengths and limitations of the assessment tool used. Design/methodology/approach An ad hoc questionnaire of 18 items was designed to analyse students’ self-conception of the development of four sustainability competencies. A set of six units of competence were identified and three levels of acquisition for each unit Knowledge (referred to conceptual learning), Knowhow (related to practical skills) and Do (linked to the demonstration in action and its transferability to real-life situations). The sample included 183 postgraduate secondary teacher students from different disciplines and subject areas. Findings The findings of this study show that students positioned themselves for the four sustainability competencies in a medium level of competence. No statistical significant differences exist between the subject areas and the level of sustainability competence. A statistically significant difference was found between previous teaching experience and participation in sustainability projects in relation to their perceived level of sustainability competencies. Participation in sustainability projects is clearly shown as a differentiating factor in the levels of sustainability competencies. Originality/value An empirical study has been conducted to investigate preservice teachers’ perceptions on the self-development of four sustainability competencies, considering three levels of acquisition (Know, Knowhow and Do). This study provides insights into ESD teaching and learning approaches and the assessment of Education for Sustainable Development outcomes. It also points out the importance of conceptualising sustainability competencies and operationalising these competencies in assessment tools that can help measure sustainability competencies’ development.
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Zakaria, Mohd Zaini, Muhamad Amar Mahmad, and Mohd Nizho Abdul Rahman. "Penerapan Kemahiran Insaniah (Soft Skills) dalam PdPc Kursus Tarannum Kelas Kemahiran al-Quran di Sekolah Menengah Berdasarkan Konsep Penilaian CIPP." Maʿālim al-Qurʾān wa al-Sunnah 14, no. 1 (June 1, 2018): 76–84. http://dx.doi.org/10.33102/jmqs.v14i1.118.
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Teaching and Facilitation (PdPc) is a comprehensive approach of communication and receiving knowledge involving closely related teachers and students. In Malaysia, the Ministry of Education introduced the Kelas Kemahiran al-Quran (Quranic Art Class) in secondary schools with aim to produce knowledgeable students who understand and practice Quranic culture in daily life activities. However, if the elements of kemahiran insaniah (soft skills) are ignored in its approach, achieving this goal i.e. producing knowledgeable student can be difficult. One of the national goals is producing a balanced and holistic Muslim student who can accomplish his responsibilities as a human resource or human capital. The students are not only well-versed in the Quranic studies, but also possesses the characteristics of an ideal Muslim. Hence this paper aims to examine the application of the elements of soft skills in the Quranic Art Class (KKQ) course which has been introduced by the ministry to the National Religious Secondary School (SMKA) and Aliran Agama (Religious Stream) curriculum based on the CIPP assessment concept. In collecting data, this qualitative study employs document analysis, semi-structured but in-depth interviews, target group interviews as well as observational method. The preliminary findings show that only two elements of soft skills, professional ethics and moral values, are applied in the PdPc of Quranic Art Class in the secondary school.
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Rulyandi, Rulyandi. "Implementation of Contextual Teaching and Learning Models in Increasing Students' Learning Interest in Fiqh Subjects at MI NW Apitaik." Al-Mujahidah 1, no. 1 (April 25, 2020): 40–49. http://dx.doi.org/10.51806/al-mujahidah.v1i1.22.
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Contextual teaching and learning is a learning concept that can help teachers link the material taught with real-world situations and encourage students to make connections between their knowledge and application in life. Basically, contextual teaching and learning is a concept that aims to equip students with knowledge that can be applied flexibly from a problem or from another context so that students' understanding is expected through experience, not just memorizing a material. The research method used is qualitative research with primary and secondary sources, data collection techniques in research by means of observation methods, interview methods and documentation methods. Data analysis was carried out using qualitative data analysis. The results of this study show how the application of the contextual teaching and learning learning model in increasing interest in learning is to develop the idea that students will learn more interestingly when students learn in their own way and find ideas by constructing their own new knowledge and skills. create a learning society. The positive impact of implementing the contextual teaching and learning learning model in increasing interest in learning is that it can develop students' abilities in solving problems, can develop critical, logical and analytical thinking skills and the negative impact of implementing the contextual teaching and learning learning model is the lack of ability to reason
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Desnenko, Svetlana, Tatyana Pakhomova, Svetlana Starostina, and Julia Tokareva. "Gamification in the formation of digital skills of future teachers." E3S Web of Conferences 273 (2021): 12118. http://dx.doi.org/10.1051/e3sconf/202127312118.
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Global digitalization requires changes in all spheres of human life, including education. Modern trends lead to the introduction of various innovative technologies into the educational process, including gamification, which provokes changes in approaches in order to train a new type of teacher. The stability of society and its future development largely depend on the quality of its preparation. In the context of the general digitalization of education, a future teacher must have certain digital skills that underlie digital literacy for successful professional activity. The purpose of this study is to describe an effective experience in the formation of digital skills by the classification of three groups and three levels when using the elements of gamification in teaching future teachers. In the work, general scientific methods were used: analysis of theoretical sources, collection of information, comparison, generalization, questionnaires, and the study of the products of educational activities of students. The study confirmed the effectiveness of the identified conditions for the successful formation of three groups of digital skills among students of educational institutions of higher and secondary vocational education, which showed an increase in their academic performance in the process of studying the disciplines under consideration and the level of their digital literacy.
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AIT HATTANI, Hanae. "Communicative Language Teaching in the Moroccan EFL Classroom." Journal of English Language Teaching and Linguistics 3, no. 2 (July 25, 2018): 87. http://dx.doi.org/10.21462/jeltl.v3i2.108.
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<p>Today, communities are increasingly facing rapid and profound changes and tensions that affect the social, economic, and political aspects of life. The role of education has also become questionable in the millennial era. A matter of fact, 21<sup>st</sup> century education requires a gradual shift in curriculum construction focusing on the transferable competencies that learners need to develop in instructional settings. In today’s knowledge-based, types of skills and competencies that students need to gain are different from in the past. Emphasizing the communicative competence is one of the most influential developments in language education. The implementation of communicative activities in EFL/ESL classroom prepares learners to use English in the world beyond based on their own needs, interests, and opportunities, and perform in an atmosphere of expression, interpretation, and negotiation of meaning from psycholinguistic and socio-cultural perspectives. Communicative language teaching (CLT) refers to both processes and goals in classroom learning. It is one of the most influential theoretical developments in language education as it helps redefine the objectives of foreign and/or second language instruction. This paper looks at the phenomenon of communicative language teaching (CLT) in the Moroccan EFL curriculum. It aims to study how CLT has been interpreted and implemented in various contexts examining teachers’ attitudes. The data is gathered using semi-structured interview with EFL secondary level teachers. Based on the findings, respondents reflected positive attitudes showing that the use of CLT approach does enhance oral competency among students as well as learner-autonomy. However, teachers confirm that the EFL curriculum is barely emphasizing communication skills, which requires a curriculum reform and redesign in order to represent the 21<sup>st</sup> century requirements and values.</p>
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Malahat Fuad Siddiqui, Dr. Yaar Muhammad, and Hadiya Naseer. "Principals’ Self-Efficacy Beliefs about Managing Bullying Cases in Secondary Schools." sjesr 4, no. 1 (March 8, 2021): 338–49. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(338-349).
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School education is termed as the foundation that has the whole life of the child dependent upon. Schools are expected to be at par with the latest educational trends, shaping the students' personalities by mitigating the adversities of life yet contemplating skills needed to succeed in life later on. For the very same reason, modern schools ensure an overall environment conducive to the overall development of children. Several factors can hinder the process, among which bullying in schools has become the major concern. School principals have the encumbrance to maintain a hassle-free environment and an uninterrupted teaching-learning process in school. The study, therefore, sought to explore the efficacy beliefs of the principal to deal effectively with bullies while interplaying with different paradigms of bullying management. The theoretical framework was nested in the six approaches presented by Rigby as in Traditional Disciplinary Approach, Strengthening the Victim, Mediation, Restorative Justice, The Support Group Method, and the Shared Concern Approach. A Phenomenological research design was used, and seven principals of schools in Lahore were selected as participants of the study through purposive sampling. A self-constructed, semi-structured interview guide was used as the basic data collection tool. The obtained data were interpreted to meaningful information in relevance to the study by using profiling and then the reflexive thematic analysis technique. Findings revealed that participants are well aware of the concept of bullying, its types, and the adversities associated with bullying. Most of them have devised their hybrid systems to counter bullying in their schools. However, strengthening the victim was found to be the approach the participants feel most efficacious to work with. They regard it fruitful and rewarding in terms of the outcome.
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Gatumu, Jane Ciumwari, and John Chandi Rugendo. "Non-Examined Secondary School Curriculum and Quality Teacher Education: Case of University of Nairobi Students on Teaching Practice in Meru." East African Journal of Education Studies 3, no. 1 (June 7, 2021): 106–15. http://dx.doi.org/10.37284/eajes.3.1.338.
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Student teachers in teaching practice find themselves in a scenario whereby they are examined based only on their pedagogical competencies. This paper focuses on the student teachers’ quality in relation to the non-examined curriculum component, where the goal of the curriculum is to develop the life skills of students. A phenomenological approach and social constructivist framework are relied upon. The study’s sample size consisted of 47 University of Nairobi students in the Meru teaching practice zone. The students were observed and interviewed to find out the nature of their involvement in the non-examined curriculum. The data collection was guided by activities they participated in, reasons for their participation, how the school administration supported their involvement and how this contributed to their self-fulfilment as teachers of quality. The research findings indicate that student teachers appreciate the quality and relevance of their teacher preparation courses and the central importance of their relationships with learners that are entrusted to them. It emerged that their teaching of non-examined curriculum displayed their expertise which raised their morale when they were teaching the examined curriculum. Precisely, their teaching of non-examined curriculum created a forum for student teachers to feature in their local communities, neighbourhoods and at the county level, which made them feel that they have something to offer to the wider society. Furthermore, the study highlights the student teachers’ concerns with developing identities as ‘teachers’ and the ample opportunities provided during teaching practice for them to try out what was learned during teacher training preparation. Observing these 47 students depicted their high levels of passion, confidence, creativity and intrinsic motivation, features of quality preparation for teaching practice. The study recommends the essence of investing in quality teacher training preparation programmes.
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Wardani, Desak Made Yeni. "The Implementation of Critical Literacy Approach towards EFL College Students." Journal of Educational Study 1, no. 1 (June 26, 2021): 46–59. http://dx.doi.org/10.36663/joes.v1i1.152.
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Literacy is a crucial aspect in English education that concerns the ability to read, write, then integrate and link what they have learned to daily life. However, several researchers found that there was a lack of literacy activity in Indonesia. Literacy pedagogy was rarely seen in campus life in which it was mostly applied at primary and secondary school levels. Therefore, this study explored the implementation process of critical literacy approach in learning English for EFL college students. An action research methodology was applied in this study involving six EFL college students. The study investigated the benefits and challenges of this teaching approach. The findings indicated that critical literacy approach could improve college students’ English proficiency and multiple skills, such as leadership, presentation, collaboration, self-contribution, respect, critical thinking, and expansion of multiple viewpoints through the discussion section. Improving English proficiency of college students and offering recommendations to EFL teachers for applying critical literacy approach in EFL class come as the expectation of the study.
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Gathara, Peter M. "Continuing Professional Development (CPD) For Secondary School Teachers." Msingi Journal 1, no. 1 (August 2, 2018): 205–40. http://dx.doi.org/10.33886/mj.v1i1.62.
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The objective of this paper is to explore and analyze the role of mentoring in improving teacher development as a tool of Continuing Professional Development in the achievement of vision 2030.This has been necessitated by the aim of Kenya vision 2030 that strives in making the country globally competitive and prosperous with a high quality of life. This aim can be achieved when the current education system realizes that the trial and era teaching and take it or leave it professional development programmes are no longer acceptable. This has been necessitated by the diverse compositions of student population, changing paradigms in teaching and learning together with the changing expectations about the quality of education that are occurring at an unexpected rates. Teacher training is more than the mastery of certain practical knowledge, pedagogical skills and techniques. Therefore, CPD through mentoring plays an important role in teacher improvement geared towards classroom practices. This paper has highlighted the plight of secondary school teachers and the need for teachers to be involved in CPD. The methodology involved a vertical case mixed study approach design that involved analysis of macro and micro aspects using quantitative and qualitative techniques in the collection of data. Twelve secondary schools in Kirinyaga County were sampled for the survey while six others were subjected to an in-depth casestudy. The data analyzed indicated the importance of mentoring and involvement of other stakeholders in provision of CPD as laid out by the education policies. As the study indicates, there are several challenges‘ that are experienced by teachers in their quest for mentoring. In the light of these findings, mentoring of teachers can play an important role in improvement of classroom practices and the school as a whole. For the attainment of Vision 2030 teachers should be supported at the school level so that they can participate in and complete the programmes of mentoring that take place especially where young and newly recruited teachers are involved.
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Viktoruk, Elena, M. Efremov, and N. Shestakova. "Case Method. The Possibility of Using It in the Training of Military Personnel." Scientific Research and Development. Socio-Humanitarian Research and Technology 9, no. 4 (December 9, 2020): 26–30. http://dx.doi.org/10.12737/2587-912x-2020-26-30.
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The article discusses the possibility of using the method case-study in training military personnel. The method case-study (a method for analyzing specific situations) over the past decades has gained great popularity and distribution as a method of training "managers". This method is a teaching method based on the analysis of real or fictitious situations to develop the most acceptable way to solve the problem. This approach to teaching seems to be quite progressive, because the need to make decisions in conditions of ambiguity of choice accompanies a person throughout his life, including his professional sphere and not only managerial, therefore the importance of using this teaching method in various fields is emphasized by many scientists and teachers. The purpose of the article is to show the possibilities of using the case method in training servicemen, increasing the level of their professional, combat and special training. The authors found that the use of the case method as a necessary addition to the "traditional" methods of training military personnel increases the level of professional training, motivation, the immediate relevance of the material being studied, the importance of the acquired skills in processing and analyzing the information received. It was noted that the students have better formation of the skills of using constructive-communicative methods in communication, diagnostics and formulation of the main problem, isolating it from secondary ones. These skills are not only purely professional, but also personal qualities that allow servicemen to more fully realize themselves in their professional environment. In this connection, the case method can serve as an important addition to the "traditional" methods of training military personnel.
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Santos, Cristiane Prado Scott dos, and Joseli Maria Piranha. "Earth history and evolution of life in curriculum the high school of the State of São Paulo." Terrae Didatica 14, no. 3 (September 28, 2018): 296–303. http://dx.doi.org/10.20396/td.v14i3.8653529.
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Among the main obstacles to the literacy of the Earth System Sciences, the content organization in official curricula stands out. The knowledge of this science has been shown as fundamental for the formation of citizens who know how to use natural resources regarding environmental questions and life itself. Faced with such issues, the present study has done a documentary analysis of the Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEM in Portuguese, or National Curriculum Parameters of Secondary Education) and of the Currículo do Estado de São Paulo (CESP in Portuguese, or School Curriculum of the State of São Paulo), with aim at suggesting effective teaching alternatives for citizens formation. Both the PCNEM and the CESP present contents in a fragmented way through traditional disciplines, such as has been the educational structure in Brazil for decades. The PCNEM suggest an interdisciplinary approach of these contents, while the CESP do not mention this type of approach, but relates skills to be developed to each type of content, and so presents interdisciplinary teaching as valuable. As an alternative to this pedagogical structure, it is proposed that the contents encompassed in the Earth System Science should be treated in an interdisciplinary context, allowing the integrated development of contents and contributing to the teacher’s work.
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Ghrayeb, Farid Abdulwahab, Nawaf R. N. Amro, Osaid Rahseed, Hammam Yagi, Rafat Amro, and Basel Amro. "Knowledge and attitude of basic life support (BLS) among school teachers in Hebron, Palestine." International Journal of Research in Medical Sciences 5, no. 6 (May 27, 2017): 2477. http://dx.doi.org/10.18203/2320-6012.ijrms20172432.
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Background: Patients in all settings fully expect that they will be resuscitated if they have a cardiac arrest. It is therefore necessary to increase the number of qualified people, including school teachers and students who can play a vital role in performing basic and advanced cardiac life support at the scene of a medical emergency. Since life threatening events, such as cardiac arrest, must be responded to within six minutes, the retention of skills becomes a key concern in all urgent cases. The purpose of this study was to assess the existing knowledge of BLS among primary and secondary school teachers in Hebron, Palestine.Methods: After approval from Institute Ethical Committee and informed consent from the participant, the present study was conducted among primary and secondary school teachers. A self-administered questionnaire based on knowledge and attitude of BLS was used to collect data.Results: In general, only 42.5%of school teachers knew about CPR, but 57.5% had no previous information about CPR. Sources of information about CPR included television (26.5%), nurses and Drs (25.8), and the Internet (18.7%). Approximately 53% agreed that CPR training courses should be mandatory. Only 18.1% of teachers didn’t know the contact numbers for emergency services.Conclusions: This study has highlighted a critical issue that a majority of school teachers have limited knowledge about CPR. We recommend the mandatory implementation of CPR and basic life-support training for all school teachers across Palestine, and the need for incorporation of the BLS teaching into the Palestinian schools’ curricula without delay.
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Et al., Suthit Sawaddi. "Development of Cognitive Learning Model based on Four Noble truths under the Office of the Secondary Educational Service Area." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1627–31. http://dx.doi.org/10.17762/pae.v58i1.957.
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This research article aims to study 1) The cognitive learning condition of students under the Office of the Secondary Educational Service Area 2) Development of cognitive learning model according to the four noble to 3) to propose the cognitive learning model according to the Four Noble Truths. The study model is quantitative and qualitative research. The sample consists of 398 students and focus group discussion participated by 9 experts and document analysis. The results of the research are as follows: 1. The study results of cognitive learning conditions of students overall is a very good level, all found are the memory, interpretation, apply, discriminant analysis, valuation, and creativity respectively. The results of the students' development of cognitive learning models according to the Four Noble Truths consist of 1) cognitive learning ,there are 6 learning components; 2) learning according to Four Noble Truths, namely (1) determining problems (2) hypotheses (3) analyzing data (4) experimenting and collecting data. 3) The creative learning paradigm consists of 4 areas: (1) learning from experiences (2) learning life skills (3) learning information technology skills (4) brotherhood teaching Activities 3. The cognitive learning model according to the Four Noble Truths consists of: 1) Learning goals 2) Learning theory concepts that integrate with new knowledge 3) Realizing learning 4) Being able to apply knowledge to it which can be used appropriately for the age and current situation and 5) Learning paradigm in the modern world.
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Diachuk, Nataliia. "Principles of selection of educational material for developing English listening skills of high school students." Pedagogika. Studia i Rozprawy 29 (2020): 113–26. http://dx.doi.org/10.16926/p.2020.29.07.
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The article deals with an interesting issue of learning English – it describes the process of teaching the language and shows different ways of understanding skills which are required in this process. The Author indicates the importance of language learning for the communication process, emphasizing the role of social competences. The article increases the reader’s awareness of the importance of language learning in modern world and raises medical issues related to learning. It is worth mentioning that the study was conducted in the form of an experiment, which is much more labor-intensive than single quantitative studies. The development of international collaboration in the various spheres of human life requires from modern specialists not only to be professionals in the sphere they work at, but also to be able to communicate with residences of other countries with the aim of exchanging information, sharing experience and doing important scientific research that will bring positive results and benefits both for them personally and for people in their country in general. Communication in the foreign language cannot be possible without the ability to understand foreign speech and respond to it properly. The research demonstrates that students mastering a foreign language regularly report difficulties in understanding other people’s speech. This paper addresses the important but often neglected issue of the proper organization of the process of teaching a foreign language listening skills to secondary schools students. It focuses on the importance of taking into consideration didactic and methodological principles of teaching a foreign language and possible ways of incorporating them into the organization of the process of a foreign language acquisition.
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Dupev, Oludipe Bimbola. "Instructional Needs Assessment of Physics Teachers in the Teaching of Physics and Physics Practical in Ogun State Secondary Schools, Nigeria." Journal of Education in Black Sea Region 5, no. 1 (December 25, 2019): 118–25. http://dx.doi.org/10.31578/jebs.v5i1.194.
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The study assessed the perceived instructional needs of physics teachers in the teaching of physics in secondary schools in Ogun-state, Nigeria. The study was a descriptive survey type of research. The sample was made up of eighty (80) physics teachers randomly drawn from forty-three (43) public Senior Secondary Schools in Abeokuta North, Abeokuta South and Ado Odo Ota Local Government areas of Ogun State. Data were collected by means of an Instructional Needs Inventory which consisted of 20 items on a 4–point Likert scale to which the teachers were required to indicate the extent of their instructional needs in Physics: “No help needed”, “Little Help Needed”, “Moderate Help needed” and “Much Help Needed”. The inventory was pretested on a pilot sample of 30 Physics teachers in Ijebu North and Ijebu-Ode Local Government areas of Ogun State. The Cronbach coefficient alpha value was found to be 0.88. One research question was posed and three hypotheses were tested at the 0.05 level of significance. The findings revealed that teachers need more help in developing questions that demand higher-order thinking skills; harnessing students’ existing ideas and conceptions; encouraging students participation in classroom lessons; connecting science concepts to real life examples; conceptual understanding of physics concepts; adapting teaching methods to meet individual students’ needs; linking students’ ideas, values and beliefs to their classroom experiences; engaging students in problem-solving activities; creating innovative ideas that can foster learning; improvising instructional materials; helping students to ask questions and discuss their learning experiences; presenting science experiences as enjoyable, interesting and relevant; helping students to plan and carry out investigation in the laboratory; helping students to learn by discovery and teaching science process skills. However, the research revealed that teachers need little help in measuring students’ conceptual understanding, helping students to interact actively with learning materials, using technology to enhance classroom experiences, assisting students to formulate their own questions, evaluating students’ learning and helping students to connect practical with underlying theoretical concepts. The results also revealed that the instructional needs of physics teachers were not significantly sensitive to gender differences, experiences and professionalism of teachers.
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Abylkassymova, Alma, Akhan Mubarakov, Zhazira Yerkisheva, Zhannur Turganbayeva, and Zhomart Baysalov. "Assessment of Financial Literacy Formation Methods in Mathematics Education: Financial Computation." International Journal of Emerging Technologies in Learning (iJET) 15, no. 16 (August 28, 2020): 49. http://dx.doi.org/10.3991/ijet.v15i16.14587.
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Abstract— Learning the basics of financial computation to improve financial literacy of students in school mathematics is not enough to deepen modern eco-nomic knowledge and its correct application in life practice, which requires a more comprehensive view of the process of teaching mathematics. The purpose of the research – to prepare a teaching guide during the process of studying math-ematics in high school on the formation of financial literacy skills. Research methods - expertise and pedagogical experiment, theoretical, methodical and mathematical analysis of educational and methodical complexes and manuals, textbooks used in schools of the country, scientific and theoretical problems, philosophical, psychological and pedagogical, methodical and mathematical litera-ture aimed at teaching the basics of financial literacy in mathematics classes. Re-sults - methods of teaching the basics of financial statements in mathematics les-sons in high school will increase not only students' knowledge of mathematics, but also the level of knowledge about financial calculations and their interest in learning and their ability to read, the quality of knowledge acquisition and their ability to increase their financial literacy. The results of the study can be used to train future mathematics teachers in secondary schools and higher education institutions, to improve the teaching content and methodology of mathematics, and to improve the professional development of teachers.
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Chen, J. Q., M. P. Dunne, and D. C. Zhao. "HIV/AIDS Prevention : Knowledge, Attitudes and Education Practices of Secondary School Health Personnel in 14 Cities of China." Asia Pacific Journal of Public Health 16, no. 1 (January 2004): 9–14. http://dx.doi.org/10.1177/101053950401600103.
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This study assessed the preparedness of school health personnel to develop and deliver HIV/AIDS prevention education programmes for young people in China. A survey of 653 personnel working in secondary schools in 14 cities was conducted. More than 90% had basic knowledge of ways in which HIV can be transmitted, but knowledge of ways in which the virus is not transmitted needs improvement. Substantial numbers of teachers were not sure whether there was an effective preventive vaccine (42%) or did not know whether AIDS was a curable illness or not (32%). The great majority approved of AIDS prevention programmes in universities (98%) and secondary schools (91%), although fewer (58%) agreed that the topic was appropriate for primary schools. Currently, most classroom activities focuses on teaching facts about HIV/AIDS transmission, while less than half are taught about HIV/AIDS related discrimination and life skills to reduce peer pressure. Personnel with some prior training on HIV/ AIDS education (53%) had better factual knowledge, more tolerant attitudes and more confidence in teaching about HIV/AIDS than those without training. The majority of teachers indicated a need for more resource books, audiovisual products, expert guidance, school principal support and dissemination of national AIDS prevention education guidelines to schools. Asia Pac J Public Health 2004; 16(1): 9-14.
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Moreno-Guerrero, Antonio-José, Carmen Rodríguez-Jiménez, Gerardo Gómez-García, and Magdalena Ramos Navas-Parejo. "Educational Innovation in Higher Education: Use of Role Playing and Educational Video in Future Teachers’ Training." Sustainability 12, no. 6 (March 24, 2020): 2558. http://dx.doi.org/10.3390/su12062558.
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Information and communication technologies (ICTs) have led to the emergence of a variety of active and innovative teaching methods. This is the case in role-playing, which consists of simulating a real-life situation, in this case the school context, in which the student takes on a certain role and interacts with other students in a fictitious situation. Framed in this way, the present study aims to show if the application of the role-playing method promotes the improvement of attitude variables and practical skills. To this end, we advocated the use of a quasi-experimental methodology, with a control and experimental group and the application of a post-test. The sample is composed of 138 students from the Master of Teachers of Compulsory Secondary Education in Ceuta (Spain). The results showed that the students positively valued the application of the method, obtaining better scores in the set of variables studied, especially in motivation, creativity and collaboration. Therefore, it continues to be observed that the application of innovative methodologies through technology promotes the increase of multiple skills in the student body. This study aimed to prove that the use of active methods provides an increase in students’ skills, and that, therefore, we must bet on the use of sustainable pedagogies in order to promote a real innovation in the classrooms.
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Orford, Neil R., Sharyn Milnes, Nicholas Simpson, Gerry Keely, Tania Elderkin, Allison Bone, Peter Martin, Rinaldo Bellomo, Michael Bailey, and Charlie Corke. "Effect of communication skills training on outcomes in critically ill patients with life-limiting illness referred for intensive care management: a before-and-after study." BMJ Supportive & Palliative Care 9, no. 1 (June 28, 2017): e21-e21. http://dx.doi.org/10.1136/bmjspcare-2016-001231.
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ObjectivesTo describe the effect of a communication skills training programme on patient-centred goals of care documentation and clinical outcomes in critically ill patients with life-limiting illnesses (LLI) referred for intensive care management.MethodsProspective before-and-after cohort study in a tertiary teaching hospital in Australia. The population was 222 adult patients with LLI referred to the intensive care unit (ICU). The study was divided into two periods, before (1 May to 31 July 2015) and after (15 September to 15December 2015) the intervention. The intervention was a 2-day, small group, simulated-patient, communication skills course, and process of care for patients with LLI. The primary outcome was documentation of patient-centred goals of care discussion (PCD) within 48 hours of referral to the ICU. Secondary outcomes included clinical outcomes and 90-day mortality.ResultsThe intervention was associated with increased documentation of a PCD from 50% to 69% (p=0.004) and 43% to 94% (p<0.0001) in patients deceased by day 90. A significant decrease in critical care as the choice of resuscitation goal (61% vs 42%, p=0.02) was observed. Although there was no decrease in admission to ICU, there was a significant decrease in medical emergency team call prevalence (87% vs 73%, p=0.009). The cancer and organ failure groups had a significant decrease in 90-day mortality (75% vs 44%, p=0.02; 42% vs 16%, p=0.01), and the frailty group had a significant decrease in 90-day readmissions (48% vs 19%, p=0.003).ConclusionsThe intervention was associated with increased PCD documentation and decrease in the choice of critical care as the resuscitation goal. Admissions to ICU did not decrease, and although limited by study design, condition-specific trajectory changes, clinical interventions and outcomes warrant further study.
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Shihora, Umang, and Paras Motwani. "Evaluate the efficacy of teaching programme regarding self-assessment among knee osteoarthritis patients: a cross sectional study." International Journal of Research in Orthopaedics 3, no. 6 (October 25, 2017): 1185. http://dx.doi.org/10.18203/issn.2455-4510.intjresorthop20174711.
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<p class="abstract"><strong>Background:</strong> Lack of knowledge may lead to depression, anxiety and poor coping skills, which may affect the patient’s quality of life while health education is an effective intervention and can reduce pain and disability. Hence the present study was planned with the following aim to assess the knowledge regarding self-care among knee osteoarthritis patients and to develop and administer structured teaching program from knee osteoarthritis patients.</p><p class="abstract"><strong>Methods:</strong> Data related to the study were collected from knee osteoarthritis patients attending the out patients Department at Medical Institute at Bhuj district. The period of conduction of study was approximately one year. A total of 100 patients diagnosed with knee arthritis were included in the study.<strong></strong></p><p class="abstract"><strong>Results:</strong> respondents with an immediate family member with knee OA averaged a 5.5 higher knowledge score than respondents whose family members did not have the condition (p<0.001). Respondents diagnosed clinically of knee OA averaged 2.06 higher knowledge score in comparison to respondents without knee OA (p=0.011).</p><p><strong>Conclusions:</strong> A higher knowledge of knee OA was found for respondents with tertiary education over those with a primary or secondary education. The results from this cross-sectional study impact important public health decisions, given that respondents over 50 years, with a family history, self-awareness, and a knee OA diagnosis, showed better knowledge of symptomatic knee OA as shown in the multivariate analysis. </p>
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Oberle, Monika, and Johanna Leunig. "Simulation games on the European Union in civics: Effects on secondary school pupils’ political competence." Citizenship, Social and Economics Education 15, no. 3 (December 2016): 227–43. http://dx.doi.org/10.1177/2047173416689794.
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Civics courses strive to promote students’ political competencies, which according to the model of Detjen et al. incorporate content knowledge, abilities to make political judgements and take political action, as well as motivational skills and attitudes. For achieving these goals, high hopes are placed on active learning tools such as political simulations. Looking at positive expectations generally placed on simulation games, they seem very suitable for addressing key problems of teaching about European Union identified earlier. However, simulation games have also been regarded as demanding and time-consuming, with the ‘fun-factor’ outweighing the ‘learning factor’. There is a profound lack of systematically won empirical evidence for such positive and negative expectations. This study addresses this research deficit, focusing on the effects of short European Union simulation games of the decision-making of the European Parliament on pupils and their political competence controlling for different background variables (e.g. gender, cultural capital, pre-knowledge, political interest). Data were collected from 2013 to 2016 in secondary schools of Lower Saxony and North Rhine-Westphalia (N = 308; average age = 16.75 years) using partly standardised questionnaires accompanied by interviews. The intervention study (pre–post design) focuses on the competency dimensions content knowledge, motivation (political interest, self-efficacy), volition (willingness to participate politically) and attitudes (e.g., perceived responsiveness of European Union and perceived relevance of European Union for everyday life).
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Hendershot, Michael Wayne, Nutprapha K. Dennis, Suchada Chaiwiwattrakul, and Ratirot Phiphitphakdee. "THE BASIC SPECIFICITY OF THE ABILITY OF VARIED ENGLISH LANGUAGE CURRICULUMS TO ENHANCE ENGLISH LEARNERS’ CAPACITY TO DEVELOP NECESSARY SKILLS TO COMMUNICATE USING THE ENGLISH LANGUAGE." International Journal of Research -GRANTHAALAYAH 5, no. 4 (April 30, 2017): 24–33. http://dx.doi.org/10.29121/granthaalayah.v5.i4.2017.1791.
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Inasmuch as the goal of teaching English to non-native English speakers should be focused on enhancing English learners’ ability to develop skills necessary for efficient and effective use of the English language in communication within their daily lives as well as within the context of educational, employment, governmental, and business related issues, the materials and resources used by the teacher to provide said English learners with enhanced ability to develop necessary skills for the use of the English language for efficient and effective communication are of paramount importance. This study was designed as a comparison of English language curriculums between select schools in an effort to determine the effectiveness of the curriculum to enhance students’ abilities to develop skills to be able to effectively and efficiently communicate using the English language. Participants in the study were presented with questions relating to activities of daily life, and conversation thereof, using the English language. The resultant responses to the questions were assessed as to an indication of the participants’ ability to effectively and efficiently communicate using the English language. The comparison involved six grade levels of students from two primary schools and one secondary school. The tabulated results indicated a significant difference in the abilities of the participants to effectively and efficiently communicate using the English language related to curriculums used in schools in which the participants were enrolled at the time of the study.
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Chander, Subhash. "Little c creativity: A case for our science classroom." Gifted Education International 28, no. 2 (April 9, 2012): 192–200. http://dx.doi.org/10.1177/0261429412442853.
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The number of day-to-day challenges has increased at every stage of life, particularly in developing countries, and therefore there is a crying need for a search for solutions. Education plays an important role in providing correct direction, and science education can prove crucial in achieving this goal. Solutions to individual as well as societal problems would be within our reach if learners were equipped to be creative problem solvers in their daily lives. Science education provides immense opportunities for creativity as the nature of science is inherently creative. This study attempted to find a realistic connection between the ‘little c creativity’ of individuals and science education through a heuristic study with a small group of secondary school learners that tried to develop ‘little c creativity’ in the science classroom. Evidence revealed that science teaching, if done properly, could develop reasoning skills, curiosity, open-mindedness, critical thinking and problem-solving attitudes, all of which are necessary ingredients for the fostering of ‘little c creativity’ in learners.