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Relevant bibliographies by topics / Secondary school teachers Language and education Science

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Academic literature on the topic 'Secondary school teachers Language and education Science'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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Journal articles on the topic "Secondary school teachers Language and education Science"

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Piacentini, Valentina, Ana Raquel Simões, and Rui Marques Vieira. "TEACHERS’ VIEW OF LANGUAGE(S) IN (CLIL) SCIENCE EDUCATION: A CASE STUDY IN PORTUGAL." Problems of Education in the 21st Century 77, no. 5 (2019): 636–49. http://dx.doi.org/10.33225/pec/19.77.636.

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The development of meaningful environments at school for the learning of Science as well as of foreign languages is an educational concern. CLIL (Content and Language Integrated Learning), aimed at the students’ acquisition of both the foreign Language and specific subject Content, is an approach that may promote the learning of English in use during subject classes and could result in the improvement of conditions and practices of Science education. Research, actually, reveals that teaching methodologies aware of language – such as CLIL – and other semiotic modes implied in Science are benefi

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- Lie, Anita, Siti Mina Tamah, Imelda - Gozali, Katarina Retno Triwidayati, Tresiana Sari Diah Utami, and Fransiskus - Jemadi. "Secondary School Language Teachers’ Online Learning Engagement during the Covid-19 Pandemic in Indonesia." Journal of Information Technology Education: Research 19 (2020): 803–32. http://dx.doi.org/10.28945/4626.

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Aim/Purpose: The purpose of this study was to explore language teachers’ online engagement during the Covid-19 pandemic in Indonesia. Four questions guided the inquiry in this study: 1) To what extent did teachers engage in online learning during the Covid-19 pandemic? 2) What challenges did teachers encounter while engaging in online learning during the Covid-19 crisis? 3) How has the suspension of face-to-face classroom meetings changed teachers’ practices? and 4) What were their hopes for the future of education in their respective regions?v Background: The sudden learn-from-home mode enact

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Shamov, A. N., and O. M. Kim. "Special features of professional activity of the foreign language teacher in higher educational establishment." Vestnik of Minin University 8, no. 2 (2020): 5. http://dx.doi.org/10.26795/2307-1281-2020-8-2-5.

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Introduction. The staff of Secondary and Higher Educational establishments start training as students of one of pedagogical universities and this training continues throughout all their professional life. A foreign language teacher ins not an exception. The objective of a higher educational establishment is to provide the foreign language teacher with profound background in several directions, necessary in his professional activity. These concepts include: 1) concepts in linguistics; 2) concepts in psychology and pedagogics; 3) concepts in lingvo-didactics. concepts from the above mentioned sc

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Hallam, Susan, and Judith Ireson. "Subject domain differences in secondary school teachers' attitudes towards grouping pupils by ability." Zbornik Instituta za pedagoska istrazivanja 40, no. 2 (2008): 369–87. http://dx.doi.org/10.2298/zipi0802369h.

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Previous research has revealed that teachers' attitudes to ability grouping are influenced by the type of ability grouping adopted in the school where they teach. This research aimed to compare the attitudes of teachers of different subjects teaching low, high or mixed ability classes in years 7 to 9 in 45 secondary schools. Over 1500 teachers from 45 secondary schools, with a range of subject specialisms completed a questionnaire which elicited their responses to statements of beliefs about ability grouping and its effects. Teachers of mathematics and modern foreign languages were more in fav

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Lo, Yuen Yi, Wai-mei Lui, and Mona Wong. "Scaffolding for cognitive and linguistic challenges in CLIL science assessments." Journal of Immersion and Content-Based Language Education 7, no. 2 (2019): 289–314. http://dx.doi.org/10.1075/jicb.18028.lo.

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Abstract In Content and Language Integrated Learning (CLIL) programmes, students learn some non-language content subjects through a second/foreign language (L2), and their content knowledge is often assessed in their L2. It follows that students are likely to face challenges in both cognitive and linguistic aspects in assessments. Yet, there has been limited research exploring whether and how CLIL teachers help their students cope with those challenges. This multi-case study seeks to address this issue by investigating the instructional and assessment practices of two science teachers in Hong

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

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The purpose of this research was to identify the barriers that upper-secondary school science and mathematics teachers face during the teaching process in economically disadvantaged regions (Hakkari, Turkey and Swansea, UK). The research design was comparative case research and pursues qualitative methodological approach in collecting and analyzing the data about the barriers that teachers are encountering during the teaching process. The research sample consisted of 24 science and mathematics teachers from different upper-secondary schools in Hakkari and Swansea. Semi-structured interview for

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Akbari Kamrani, Mahnaz, and Sharifah Syed Yahya. "Bringing X, Y, Z Generations Together to Facilitate School-Based Sexual and Reproductive Health Education." Global Journal of Health Science 8, no. 9 (2016): 132. http://dx.doi.org/10.5539/gjhs.v8n9p132.

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<p>This generic qualitative study explores the perspective of Malaysian teachers regarding the constraints of the current school-based sexual and reproductive health education in secondary schools of Klang-Valley Malaysia. For this study, in-depth interviews were conducted with twenty eight science teachers of government schools. The majority of participants named the teaching strategy and capacity of teachers, the lack of co-operation from the school and parents, limited resources in teaching and students themselves as some of the challenges. We concluded that if sexual health education

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Ültanır, Y. Gürcan. "ADEQUACY OF READING COMPREHENSION OF TURKISH LANGUAGE TEACHERS AND ELEMENTARY SCHOOL TEACHERS WORKING IN GAZIANTEP IN THE SOUTHEAST ANATOLIAN REGION." Problems of Education in the 21st Century 54, no. 1 (2013): 112–24. http://dx.doi.org/10.33225/pec/13.54.112.

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Through the university entrance exam taken once a year in Turkey, language, mathematics, science and social studies proficiencies of high school students and graduates are tested. The results of this exam demonstrate the individual achievement of students and in light of these results, the achievement of each school, which in terms of the curriculum evaluation. Based on the outcomes of university entrance exam, the achievement level of each region can also be evaluated. According to the 2012 university entrance exam results out of 81 cities in Turkey. Gaziantep was among the least successful,

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Beyessa, Feyera. "Major Factors that Affect Grade 10 Students’ Academic Achievement in Science Education at Ilu Ababora General Secondary of Oromia Regional State, Ethiopia." International Letters of Social and Humanistic Sciences 32 (June 2014): 118–34. http://dx.doi.org/10.18052/www.scipress.com/ilshs.32.118.

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The main purpose of this study was to explore the factors that affect grade10 students‟ academic achievement in science education at Ilu Aba Bora Zone of General Secondary Schools. To attain this objective, descriptive survey research method was employed. The subjects of the study were 360 (172 male and female 155 students, 25 science teachers, 2 laboratory technicians and 6 school principals). Stratified sampling followed by simple random sampling (lottery method) technique was employed to select the sample students, purposive sampling technique was used to select the schools and availability

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Kleinhans, M. G., A. J. Verkade, T. van Wessel, et al. "Moon, Mars and Mundus: primary school children discover the nature and science of planet Earth from experimentation and extra-terrestrial perspectives." Netherlands Journal of Geosciences - Geologie en Mijnbouw 95, no. 2 (2015): 203–14. http://dx.doi.org/10.1017/njg.2015.2.

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AbstractLike earth and planetary scientists, most children are curious about the world, the solar system and the rest of the universe. However, for various reasons primary schools emphasise language and calculus rather than natural sciences. When science is taught, examination systems often favour knowledge of the ‘right’ answer over the process of investigation and logical reasoning towards that answer. In order to continue to spark children's curiosity and their motivation to learn and discover, science education hubs at universities and science museums could collaborate more with schools an

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Dissertations / Theses on the topic "Secondary school teachers Language and education Science"

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Chu, Chun-pong. "Students' perceptions of the medium of instruction in science subjects : a case study /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709995.

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Williams, Theresa D. "High School Science Teachers' Perceptions of Teaching Content-Related Reading Comprehension Instruction." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2277.

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In order to achieve academic success, students must be able to comprehend written material in content-area textbooks. However, a large number of high school students struggle to comprehend science content. Research findings have demonstrated that students make measurable gains in comprehending content-area textbooks when provided quality reading comprehension instruction. The purpose of this study was to gain an understanding of how high school science teachers perceived their responsibility to provide content-related comprehension instruction and 10 high school science teachers were interview

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Andersson, Josefin, and Emma Gregmar. "Culture in Language Education; Secondary Teachers’ and Pupils’ Views of Culture." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29803.

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Prior research in the field of culture and language education depicts the close relation between language and culture. Furthermore, such research emphasises that in order to understand and to be able to use a language properly, one needs to acknowledge that language is culture. Today English is a global language and a tool for communication in working life, in studies and when travelling. Hence, to be able to communicate in English one needs to know the cultural codes in these specific settings. Moreover, language teaching has many dimensions and according to the curriculum, teachers have an o

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Gyllenpalm, Jakob. "Teachers' Language of Inquiry : The Conflation Between Methods of Teaching and Scientific Inquiry in Science Education." Doctoral thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-42694.

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The objective of this thesis is to describe and analyse customs of science teaching in secondary schools and teacher education programmes in Sweden in relation to the notion of “inquiry” in science education. The main focus is on customs of language use and the educational goal of learning about scientific inquiry as distinct from the related goals of learning to do inquiry and learning canonical science content. There is also an exploration and description of different teaching approaches associated with “inquiry”. Previous research has noted that a key issue for reaching the goal of learning

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Ingemarsson, Rickard. "Speaking about grammar : English teachers' perspective on inductive and deductive teaching in upper secondary education." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70075.

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English is the most widespread language in our society and is realised and represented through language teachers in classrooms all over the world. The content of the subject is concretised through a document called syllabus. As all other languages, English consists of language rules which we call grammar, however, in the Swedish syllabus for English as a second language in upper secondary school, there are no directives that requests or specify grammatical competence for the students. This study aimed to establish an indication of how the notion of grammar is realised into the process of learn

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Jacobs, James A. "School Climate: A Comparison of Teachers, Students, and Parents." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3476.

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This study was designed to examine the benefits of positive school climate and to measure the perceptions of school climate for intermediate grades in a Northeast Tennessee School district. An online school climate survey was used to collect responses from participants in intermediate grades and focused on the 3 major components of school climate: school engagement, school environment, and school safety. Data were collected for 2 consecutive years in 2016-2017 and 2017-2018. Response totals included 1,955 student responses, 116 teacher responses, and 210 parent responses that were analyzed and

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Chu, Chun-pong, and 朱振邦. "Students' perceptions of the medium of instruction in sciencesubjects: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957808.

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Larsson, Josefin. ""I think they want us to do something with it, but I don't know" : A qualitative study of how upper secondary school students in Sweden perceive English teachers’ intentions with written feedback." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-55351.

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The study aims to investigate how teachers’ intentions with written feedback and students’ perceptions of it correlate. In total, three teachers and nine students from different study programs in an upper secondary school in Sweden participated in this study. The data was collected through semi-structured interviews and was analyzed using qualitative content analysis. It emerged in the analysis that the teachers’ intentions and students’ perceptions correlated to some extent. However, there was a clear difference with regard to how the teachers intended the students to use the written feedback

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Garry, Candi Pierce. "Selection or Censorship? School Librarians and LGBTQ Resources." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406589992.

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Çikmaz, Ali. "Examining two Turkish teachers' questioning patterns in secondary school science classrooms." Thesis, University of Iowa, 2014. https://ir.uiowa.edu/etd/1442.

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This study examined low and high level teachers' questioning patterns and classroom implementations within an argument-based inquiry approach known as the Science Writing Heuristic (SWH) approach, which addresses issues on negotiation, argumentation, learning, and teaching. The level of the teachers was determined by the students' writing scores. This study was conducted in Turkey with seven teacher for preliminary study. Because scoring writing samples examines the students' negotiation level with the different sources and students learn scientific process, as negotiation, which they may tran

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Books on the topic "Secondary school teachers Language and education Science"

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Cleaf, David W. Van. Energizing social studies through writing: A handbook for middle school and high school teachers. GSP, 1993.

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M, Haggerty Sharon, ed. Becoming a secondary school science teacher. Merrill, 1999.

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Attracting science and mathematics Ph.D.s to secondary school education. National Academy Press, 2000.

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Anstrom, Kris. Preparing secondary education teachers to work with English language learners: Science. National Clearinghouse for Bilingual Education, 1998.

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Science, Department of Education and. General education: Sign language. Stationery Office, 2000.

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Anstrom, Kris. Preparing secondary education teachers to work with English language learners: English language arts. National Clearinghouse for Bilingual Education, 1998.

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Linguistics at school: Language awareness in primary and secondary education. Cambridge University Press, 2010.

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Department of Education and Science. General education: Science : draft. Stationery Office, 2000.

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1953-, Warren Chris, and Millum Trevor, eds. Teaching English using ICT: A practical guide for secondary school teachers. Continuum, 2011.

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Janet, Carlson-Powell, and Trowbridge Leslie W, eds. Teaching secondary school science: Strategies for developing scientific literacy. 9th ed. Pearson/Merrill/Prentice Hall, 2008.

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Book chapters on the topic "Secondary school teachers Language and education Science"

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Chan, Winnie Laifan. "Hong Kong Secondary School English Teachers’ Beliefs and Their Influence on the Implementation of Task-Based Language Teaching." In English Language Education and Assessment. Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-071-1_2.

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Ma, Hongming. "Chinese Secondary School Science Teachers’ Perceptions of the Nature of Science and Chinese Native Knowledge." In Science Education in East Asia. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16390-1_18.

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Mogias, Athanasios, George Malandrakis, Penelope Papadopoulou, and Costas Gavrilakis. "Self-Efficacy of In-Service Secondary School Teachers in Relation to Education for Sustainable Development: Preliminary Findings." In Contributions from Science Education Research. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74490-8_16.

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Bergem, Ole Kristian, Trude Nilsen, Oleksandra Mittal, and Henrik Galligani Ræder. "Can Teachers’ Instruction Increase Low-SES Students’ Motivation to Learn Mathematics?" In Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_10.

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AbstractStudents’ motivation in mathematics has been shown to predict their achievement and whether they pursue a later career in STEM (science, technology, engineering, and mathematics). To sustain equity in education, it is important that students are motivated for the STEM fields, independent of their background characteristics (e.g., gender and SES). Previous research has revealed that students’ motivation declines from primary to secondary school. The present study investigates whether this unwanted development may be related to students’ SES, and more importantly, what aspects of teachers’ instruction are related to student motivation for low, medium, and high-SES student groups in grade 5 and 9. We use data from students in grades 5 and 9 and their teachers who participated in TIMSS 2015 in Norway. Multilevel (students and classes), multi-group structural equation modelling is used to answer the research questions. In line with previous research from Germany and the USA, the results showed that SES is more important to student motivation in secondary than primary school, that low SES students’ motivation depends more on their teachers’ instructional quality than high SES students and that this dependency is stronger in secondary school than in primary school. The implications and contributions of the study are discussed.

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Robertson, Laura, and Renee M. R. Moran. "Teacher Perspectives on Science and Literacy Integration." In Advances in Early Childhood and K-12 Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6364-8.ch020.

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In this chapter, the authors discuss teachers' perspectives on science and literacy integration in secondary classrooms. Beginning with teacher belief, the authors posit that teachers must first believe in the value of science and literacy integration to themselves, their students, or to district, curriculum, or assessment goals in order to implement integration. After belief in the value of integration is established, teachers vary in their approaches to implementation. Analysis of focus group data from middle and high school English language arts (ELA) and science teachers reveals patterns in frequency, strategies, and barriers to integration by subject area. In conclusion, the authors offer a framework for integration that explains teachers' approaches to integration at the classroom and team levels and suggests methods for advancing science and literacy integration.

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Fazzi, Fabiana. "Museum Learning Through a Foreign Language." In Studi e ricerche. Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-227-7/031.

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One of the most interesting effects of internationalisation is certainly the increase, in Italy, of museum educational programmes delivered through the means of a foreign language and based on the CLIL methodology. The aim of these programmes is for visitors to practise their foreign language skills in an authentic and stimulating context, while at same time developing their knowledge of science, art or other discipline related contents. Their target is mainly school-students, which is in line with current European policies that encourage member states to bridge the gap between in- and out-of-school language learning. This article will first offer a broad overview of how internationalisation has affected museum educational programmes in Italy. Thus, it will give an overview of museum and CLIL-based pedagogies, discussing the challenges encountered to integrate them through summarising Fazzi’s evaluation of a CLIL museum programme. It will then outline a research project carried out in collaboration with the Civic Museum of Venice, through discussing (i) the steps taken in developing a CLIL museum programme at the Natural History Museum of Venice, (ii) the programme structure and (iii) the challenges encountered. The project, which is currently in its second year, adopts a participatory approach and involves the museum educational staff, the museum educator/researcher, and secondary school teachers and students.

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"Secondary School Language Teachers’ Identities and Experiences." In Language Education in the School Curriculum. Bloomsbury Publishing Plc, 2020. http://dx.doi.org/10.5040/9781350069497.ch-003.

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"IS EDUCATION RESEARCH VALUABLE FOR TEACHERS OF SCIENCE?" In Learning to Teach Science in the Secondary School. Routledge, 2015. http://dx.doi.org/10.4324/9781315731285-17.

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"Teacher Training of Secondary School Physics Teachers in Malaysia: Critical Issues and a New Direction." In Science Education in Context. Brill | Sense, 2008. http://dx.doi.org/10.1163/9789087902490_026.

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"Continuing education curriculum construction for primary and secondary school teachers based on education informatization." In Sports Engineering and Computer Science. CRC Press, 2015. http://dx.doi.org/10.1201/b18408-38.

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Conference papers on the topic "Secondary school teachers Language and education Science"

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Savelev, Sergei, and Inna Saveleva. "CONTENT AND LANGUAGE INTEGRATED LEARNING IN RUSSIAN UNIVERSITY ENVIRONMENT: DREAMS AND REALITY OF BILINGUAL EDUCATION FOR FUTURE SECONDARY SCHOOL TEACHERS OF MATHEMATICS AND SCIENCE." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0398.

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Best, Alexander. "Primary school teachers' beliefs on computer science as a discipline and as a school subject." In WiPSCE '20: Workshop in Primary and Secondary Computing Education. ACM, 2020. http://dx.doi.org/10.1145/3421590.3421659.

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Barus, Gendon. "The Implementation of Assessment Character Education Results in Secondary School." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.27.

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Thompson, David, and Tim Bell. "Adoption of new computer science high school standards by New Zealand teachers." In the 8th Workshop in Primary and Secondary Computing Education. ACM Press, 2013. http://dx.doi.org/10.1145/2532748.2532759.

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Margaritis, Melanie, Johannes Magenheim, Peter Hubwieser, Marc Berges, Laura Ohrndorf, and Sigrid Schubert. "Development of a competency model for computer science teachers at secondary school level." In 2015 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2015. http://dx.doi.org/10.1109/educon.2015.7095973.

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Azilah Ngah, Nor, and Mona Masood. "Development of ICT Instructional Materials based on Needs Identified by Malaysian Secondary School Teachers." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3008.

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For the last few years school teachers in Malaysia have access to ICT tools in their schools. However, these tools are used mostly for record keeping and word processing purposes. An in-depth study to identify the problems of using ICT in the classroom is currently being done to elicit information concerning the needs of secondary school teachers in the Northern region of Malaysia. This research-in-progress paper discusses the needs analysis phase of the study. The teachers were asked to identify their needs in becoming competent users of ICT in the classroom; the result from this study will b

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Sukardi, Rendi Restiana, Wahyu Sopandi, and Riandi. "How do teachers develop secondary school students’ creativity in the classroom?" In THE 2ND SCIENCE AND MATHEMATICS INTERNATIONAL CONFERENCE (SMIC 2020): Transforming Research and Education of Science and Mathematics in the Digital Age. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0042030.

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Theerasan, Chwanchanok, and Chokchai Yuenyong. "Developing the floating restaurant STEM education learning activities for Thai secondary school students." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2018: Proceedings of the 6th International Conference for Science Educators and Teachers (ISET) 2018. Author(s), 2019. http://dx.doi.org/10.1063/1.5094021.

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Faherty, Roisin, Keith Quille, Rebecca Vivian, Monica M. McGill, Brett A. Becker, and Karen Nolan. "Comparing Programming Self-Esteem of Upper Secondary School Teachers to CS1 Students." In ITiCSE 2021: 26th ACM Conference on Innovation and Technology in Computer Science Education. ACM, 2021. http://dx.doi.org/10.1145/3430665.3456372.

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Babinčáková, Mária, Mária Ganajová, Ivana Sotáková, and Veronika Jurková. "THE IMPLEMENTATION OF FORMATIVE ASSESSMENT INTO CHEMISTRY EDUCATION AT SECONDARY SCHOOL." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.09.

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The results of the implementation of formative assessment into chemistry education at secondary school for the topic “Mixtures” are presented here. Students (12-14 years old, N=202) were divided into two groups – control (N=97) and experimental (N=105). Teachers of experimental group implemented formative assessment tools into ten lessons (a predictive card, Frayer model, self-assessment card, T-card, concept map, and exit card). Control group teachers taught without formative assessment. The Mann-Whitney U test confirmed statistically significant results (p<.05). Keywords: formative assess

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