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Journal articles 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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1

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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Dorji, Tshewang. "Gender Sensitivity in Textbooks in Secondary Education in Bhutan." International Journal of Asian Education 2, no. 3 (2021): 343–55. http://dx.doi.org/10.46966/ijae.v2i3.170.

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This study was carried out to understand gender stereotype in the curriculum framework and textbooks which form the main curricular materials in schools in Bhutan. The curriculum framework for Accountancy, Economics, Mathematics, Science, Geography, History and English were reviewed by the researchers. Except for science curriculum framework which states that science curriculum should be gender-sensitive in terms of materials used, language used and ensuring the equal participation of boys and girls in activities, other frameworks were all silent on gender. Textbook reviews were carried out by

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Sund, Per, and Niklas Gericke. "Teaching contributions from secondary school subject areas to education for sustainable development – a comparative study of science, social science and language teachers." Environmental Education Research 26, no. 6 (2020): 772–94. http://dx.doi.org/10.1080/13504622.2020.1754341.

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Hayhoe, Doug, Jane MacIntyre, and Shawn Bullock. "Soil science education for Grades K–12 in Canada." Canadian Journal of Soil Science 96, no. 3 (2016): 336–45. http://dx.doi.org/10.1139/cjss-2015-0079.

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Soil scientists who interact with K–12 students or teachers may benefit from knowing what the provincial curricula say, what a typical classroom teacher knows, and what resources, programs, and opportunities are available regarding soil education. Many provinces have a soil science unit at the Grade 2–4 level in their curriculum. In all provincial curricula, soil science concepts are found in units on living things, plants, and ecosystems, from Grades 1–12. Even in Kindergarten, hands-on soil programs effectively address many skills and attitudes’ expectations in the provincial curricula. What

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Faran Ahmed, Yaar Muhammad, and Faisal Anis. "Developing Secondary School Teachers’ Positive Attitude towards Reflective Teaching: A Collaborative Action Research Study." sjesr 3, no. 4 (2020): 43–53. http://dx.doi.org/10.36902/sjesr-vol3-iss4-2020(43-53).

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The purpose of this collaborative action research study was to develop reflective teaching practice through focus group discussions as a form of reflection conversations with nine chosen secondary school teachers in a private school. For data collection, two self-constructed open-ended questionnaires were used in this study: one before the focus group discussions and the second after the focus group discussions. Focus group discussions were held with teachers teaching English language, Urdu language, Science, Social Studies, Pakistan Studies. Focus group discussions were audiotaped and then tr

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Al - Noori, Bushra Saadoon. "Teaching English as a Foreign Language in Iraq." Iraqi Administrative Sciences Journal 2, no. 4 (2018): 409–46. http://dx.doi.org/10.33013/iqasj.v2n4y2018.pp409-446.

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Baghdad University is located in Baghdad; the Capital of Iraq, consists of many colleges via Sciences and Humanities , for example: College of languages, College of Arts, College of Education for Women and College of Education /Ibn Rushd and others. Each one of these Colleges consists of various departments. Our department is the English Department for four academic years. In the First year, we have four sections of more than fifty students each. Our students are boys and girls and all of them are going to be English Language Teachers because all these four academic years will make them qualif

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Naiditch, Fernando, and Larry Selinker. "Using the discourse domain hypothesis of interlanguage to teach scientific concepts: Report on a case study in secondary education." International Review of Applied Linguistics in Language Teaching 55, no. 4 (2017): 413–54. http://dx.doi.org/10.1515/iral-2017-0149.

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Abstract This paper reports work-to-date on a particular practical context, applying one approach to interlanguage, the discourse domains approach, merged with the rhetorical-grammatical approach, involving both language and content. The context is an MA course for teacher residents placed in urban schools, and their English language learners (ELLs) in math and science classes, providing content area teachers the linguistic support they need to teach the language of their content, and thus the content itself. We were interested in how exactly learners’ interlanguage creation interacts with the

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Badru, Ademola, and Saka Owodunni. "Influence of Mathematical Language Ability and Parental." Education & Self Development 16, no. 1 (2021): 10–20. http://dx.doi.org/10.26907/esd16.1.03.

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The development of any nation depends on its scientific and technological prowess which when pivoted on sound mathematical foundation helps acquisition of functional skills for productive contribution to society. However, students have difficulty in applying mathematical knowledge to science learning. This study investigated the influence of Mathematical Language Ability (MLA) and Students’ Parental Supports (SPS) on achievement in senior school science subjects in Ogun State. It adopted a survey research type with two research questions raised and six hypotheses formulated. Seven hundred and

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Martín, Elena, Rosario Martínez-Arias, Alvaro Marchesi, and Eva M. Pérez. "Variables that Predict Academic Achievement in the Spanish Compulsory Secondary Educational System: A Longitudinal, Multi-Level Analysis." Spanish Journal of Psychology 11, no. 2 (2008): 400–413. http://dx.doi.org/10.1017/s113874160000442x.

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This article presents a study whose objective was to identify certain personal and institutional variables that are associated with academic achievement among Spanish, secondary school students, and to analyze their influence on the progress of those students over the course of that stage of their education. In order to do this, a longitudinal, multi-level study was conducted in which a total of 965 students and 27 different schools were evaluated in Language, Math and Social Science at three different times (beginning, middle and end of the period). The results show progress in all the school

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Steinmayr, Ricarda, Rebecca Lazarides, Anne F. Weidinger, and Hanna Christiansen. "Teaching and learning during the first COVID-19 school lockdown: Realization and associations with parent-perceived students' academic outcomes." Zeitschrift für Pädagogische Psychologie 35, no. 2-3 (2021): 85–106. http://dx.doi.org/10.1024/1010-0652/a000306.

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Abstract. Due to the COVID-19 pandemic, all schools in Germany were locked down for several months in 2020. How schools realized teaching during the school lockdown greatly varied from school to school. N = 2,647 parents participated in an online survey and rated the following activities of teachers in mathematics, language arts (German), English, and science/biology during the school lockdown: frequency of sending task assignments, task solutions and requesting for solutions, giving task-related feedback, grading tasks, providing lessons per videoconference, and communicating via telecommunic

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Valdman, Albert. "Jean Bernabé, La graphie créole. Martinique: Ibis Rouge Editions, 2001. Pp. 142. Pb. €15.00." Language in Society 32, no. 1 (2002): 134–38. http://dx.doi.org/10.1017/s0047404503291053.

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A signal event in the history of language policy in France was the recognition in 2000 of French-lexifier creoles as languages that students in secondary schools could select as subject matter. This decision by the ministry of education placed these languages on an equal footing with the heretofore officially recognized regional languages, such as Breton or Corsican. For these languages to be taught in French secondary schools, teachers needed to be certified by an examination, the CAPES (Certificat d'Aptitude au Professorat de l'Enseignement Secondaire). This book by the leading creolist of t

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Chen, Yi-Mei. "How a Teacher Education Program Through Action Research Can Support English as a Foreign Language Teachers in Implementing Communicative Approaches: A Case From Taiwan." SAGE Open 10, no. 1 (2020): 215824401990016. http://dx.doi.org/10.1177/2158244019900167.

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Communicative approaches have been a dominant paradigm in foreign/second language teaching since the 1980s. However, they are not widely accepted by teachers in many English as a Foreign Language (EFL) contexts. The current study adopted an action research approach to study classroom practice in a Taiwanese EFL secondary school, to identify and solve any problems arising. Three volunteer teachers and their 90 students were involved. The results suggest that the teachers’ limited understanding of the approaches seemed to be a dominant factor and further suggest that some commonly cited obstacle

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Cheung Ruby Yang, Chi. "An Investigation of the Use of the ‘Flipped Classroom’ Pedagogy in Secondary English Language Classrooms." Journal of Information Technology Education: Innovations in Practice 16 (2017): 001–20. http://dx.doi.org/10.28945/3635.

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Aim/Purpose : To examine the use of a flipped classroom in the English Language subject in secondary classrooms in Hong Kong. Background: The research questions addressed were: (1) What are teachers’ perceptions towards the flipped classroom pedagogy? (2) How can teachers transfer their flipped classroom experiences to teaching other classes/subjects? (3) What are students’ perceptions towards the flipped classroom pedagogy? (4) How can students transfer their flipped classroom experiences to studying other subjects? (5) Will students have significant gain in the knowledge of the lesson topic

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Umoh, S. M., and P. C. N. Ezenwa. "Junior secondary school students' intralingual errors in essays written in French language." Global Journal of Educational Research 19, no. 2 (2021): 147–57. http://dx.doi.org/10.4314/gjedr.v19i2.3.

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This study set out to identify students’ intralingual errors in the essays written in French. The study adopted the ex-post facto design, using the content analysis technique. The population comprised 2,893 copies of descriptive essays written in French Language by year 3 junior secondary school students in the Basic Education Certificate Examination (BECE) in 2015, 2016 and 2017 in Imo State. The sample of 228 essays was selected through stratified, purposive and proportionate random sampling techniques. The three instruments for the study were the question papers on French Language, the stud

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Česnavičienė, Jūratė, and Vida Gudžinskienė. "EDUCATION OF 5TH–8TH FORM SCHOOL LEARNERS IN THE FIELD OF HEALTH PROMOTION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 3, no. 3 (2006): 16–23. http://dx.doi.org/10.48127/gu-nse/06.3.16b.

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The aim of this work was to investigate peculiarities of the life style of younger teenagers, main factors influencing their life style, and integration of the content of health promotion into educational system. This paper deals with education of 5th–8th form school learners in the field of health promotion. The analysis of health promotion in lessons of different subjects taught in secondary schools is presented. The research was conducted in 2003–2006 in various secondary schools all over Lithuania. The method of anonymous questionnaire was applied. The research involved school learners of

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Dichek, Nataliia. "The Reformation Potential of the Policy of the Ministry of Education and Science of Ukraine in the Field of General Secondary Education (2000 – early 2005)." Bulletin of Luhansk Taras Shevchenko National University, no. 7 (338) (2020): 95–111. http://dx.doi.org/10.12958/2227-2844-2020-7(338)-95-111.

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Grounded on the historiographic analysis of legislative, documentary, scientific, sociological sources, carried out on the basis of systemic and interdisciplinary approaches, the deployment of state policy in the field of secondary general education in Ukraine is presented in chronotopic integrity. The subject of the research is the activities of the Ministry of Education and Science of Ukraine (within the chronological boundaries of 2000 – early 2005) as a representative and generator of the state policy in the field of school education development. The issue of analysis were the concepts of

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Mcintosh, Margaret E. "No Time for Writing in Your Class?" Mathematics Teacher 84, no. 6 (1991): 423–33. http://dx.doi.org/10.5951/mt.84.6.0423.

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Many school districts are beginning to use a “writing across the curriculum” approach in the middle and secondary school. Certainly, English teachers are aware of the need to have students write. Social studies teachers are reasonably easy to convince that their students should write as a part of their class (e.g., writing reports, keeping diaries like someone from a different historical period, and so forth). Science teachers can see the reasoning behind having students write as part of the science curriculum (e.g., using writing as problem solving, writing up results of experiments, and so f

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Passadelli, Anthoula Styliani, Aikaterini Klonari, Vyron Ignatios Michalakis, and Michail Vaitis. "Geography Teachers’ Knowledge of and Perceptions on Dyslexia." Education Sciences 10, no. 10 (2020): 278. http://dx.doi.org/10.3390/educsci10100278.

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At all levels of education, teachers are actively involved in improving students’ learning outcomes and developing their own pedagogical experience. As a consequence, the teacher’s role in managing learning difficulties is of particular importance. This research investigates secondary school geography teachers’ knowledge of and perceptions of dyslexia. For research purposes, 61 questionnaires were distributed to secondary teachers teaching geography all over Greece. The questionnaire included a total of 30 questions about demographic and personal information, teachers’ knowledge of and percept

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Gajak-Toczek, Małgorzata. "Język domostwem bycia — o funkcjonalnym nauczaniu polszczyzny w podręcznikach dla nauczycieli Tadeusza Czapczyńskiego." Kształcenie Językowe 16 (October 8, 2018): 9–28. http://dx.doi.org/10.19195/1642-5782.16(26).2.

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The language as home — on the functional teaching of Polish in textbooks for teachers by Tadeusz Czapczyński The aim of this article is to discuss Tadeusz Czapczyński’s textbooks for teachers: Exercises in Speaking 1922 and Methodology of Stylistic Exercises in Primary and Secondary School. The Manual for Taught 1929. It grew out of the reform tendencies specific to the education in Galicia and the Kingdom of Poland and correlated with the innovative findings of the pedagogical and psychological sciences and the disciplines of motherhood. In an innovative way Czapczyński prevented nineteenth-c

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Simeon, Jemma. "A reflexive account on my positionality in a collaborative action research project in a Seychelles secondary school." Qualitative Research Journal 15, no. 1 (2015): 2–19. http://dx.doi.org/10.1108/qrj-05-2014-0016.

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Purpose – The paper is based on a doctoral action research project in which three ESL teachers and the author in one secondary school in the Seychelles focused on strategy instruction in the process approach to writing instruction with the aim of helping students become effective writers. The project enabled the author to establish relationships with the participating teachers as educator, facilitator and collaborator. To ensure the trustworthiness of the research, the author needed to clarify and explore the complex relationships to the setting and participants being studied. The paper aims t

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Onishchuk, Iryna, Anastasiia Petrova, Nataliia Tonkonoh, Neonila Partyko, Diana Kochmar, and Oleksandra Vanivska. "The development of future teachers’ foreign language education in the context of the European Council strategic documents." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3(133) (March 22, 2021): 88–95. http://dx.doi.org/10.31392/npu-nc.series15.2021.3(133).18.

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Among the main tasks of higher education defined by the National Doctrine for the Development of Education of Ukraine in the 21st century are the following: to form the necessary intellectual and moral basis necessary for future professional activities in the fields of education, science, culture and to form the qualities necessary for further professional development. Such qualities include global thinking; professional values and morals; cultural competence; functional literacy and professional universality; culture of communication; ability to apply knowledge in professional situations; res

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Nguru, Festo. "Maximizing Science Learning through Practical Work in Secondary Schools in Tanzania: Student-Teachers’ Adaptation to Language Supportive Pedagogy." African Journal of Teacher Education 10, no. 1 (2021): 195–221. http://dx.doi.org/10.21083/ajote.v10i1.6356.

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There is a lack of clarity about the role of practical work in promoting learning and thinking, due to mediocrity in the way it is being handled. This study used mixed methods design to develop through microteaching, LSP integrated practical work to explore its characteristics in order to examine how the student-teachers adapted to the pedagogy in relation to its efficacy in developing science, English language, and pedagogy. The research was conducted at the University of Dodoma. The study involved 63 student-teachers and five lecturers with different specializations. The study was carried ou

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Bartnicka, Kalina. "Oryginalność Komisji Edukacji Narodowej na tle europejskim." Biuletyn Historii Wychowania, no. 33 (February 11, 2019): 7–22. http://dx.doi.org/10.14746/bhw.2015.33.1.

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The uniqueness of the Commission of National Education in Europe As a result of the ban imposed on the Society of Jesus, post-Jesuit schools and funds had to be submitted to control. On 14 October 1773, on the initiative of king Stanisław August Poniatowski, the Commission of National Education (KEN) was appointed during a session of the parliament confirming the First Partition of Poland. The Commission was a body supervising the entire Polish education system, as well as an education fund created from the post-Jesuit assets. The king and the members of Parliament hoped that the Commission wo

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Ceia, Carlos. "Promoting a Teacher Education Research-Oriented Curriculum for Initial Teacher Training in English as a Foreign Language." e-TEALS 7, no. 1 (2016): 1–10. http://dx.doi.org/10.1515/eteals-2016-0005.

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Abstract Research-oriented programs related to pre-service teacher education are practically non-existent in many countries. Since in Portugal we now have a stable legal system for initial teacher training, how can we help these countries to respond to their teacher training needs and accomplish these same standards? How can we create an international program at MA level that could serve such an objective? What are the research priorities for teachers in primary and secondary education? I will claim for a new general research policy using small-scale research projects in foreign language teach

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Pun, Jack K. H., and Nathan Thomas. "English medium instruction: teachers’ challenges and coping strategies." ELT Journal 74, no. 3 (2020): 247–57. http://dx.doi.org/10.1093/elt/ccaa024.

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Abstract English medium instruction (EMI) is a growing phenomenon in many countries. Some researchers have investigated the difficulties and strategies students use to cope with EMI. However, the pedagogical challenges faced and strategies used by other key participants, teachers, have been surprisingly under-researched. This study utilizes questionnaire and interview data to identify the challenges and coping strategies used by secondary school EMI science teachers in Hong Kong. A number of challenges and strategies were reported. The authors argue that many of these challenges can be overcom

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Massalski, Adam. "Nauczyciele szkół średnich męskich rządowych po 1833 r. – byli pracownicy Uniwersytetu Warszawskiego." Kwartalnik Pedagogiczny 62 (October 16, 2017): 29–55. http://dx.doi.org/10.5604/01.3001.0010.5296.

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After the fall of the November Uprising, the Russian authorities liquidated the University of Warsaw. As a result, the University employees were forced to take up other occupations. Some of them went to male government secondary schools as pedagogical supervisors (principals and inspectors), or teachers. This group numbered 18 people. The functions of principals were performed by two people, the functions of inspectors – by six, the remaining ten found employment as teachers. The period of their employment in secondary education varied widely: from 1 year to over 25 years. On average it was ju

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Savchuk, B. P., and G. V. Bilavych. "Formation of the Education System of the Rusins in Lemkivshchyna During the Second World War: Scientific Discourse." Rusin, no. 62 (2020): 115–43. http://dx.doi.org/10.17223/18572685/62/7.

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The article suggests discussing the education system of the Rusins in Lemkivshchyna during WWII through the prism of scientific discourse. The authors show the specificity of socio-political and cultural development of the education system in the late 19th – the first half of the 20th centuries and describe the essence of the Nazi regime that established in Lemkivshchyna from September 1939 to 1944, within which Lemkivshchyna was part of the General Government – an administrative-territorial entity in Poland and Western Ukraine occupied by Nazi Germany. The focus is the local administrative st

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Moses, Edwin, and Indira Malani. "Dual language programme: The perceptions and challenges of teachers and students in Klang, Selangor." Jurnal Pendidikan Sains Dan Matematik Malaysia 9, no. 1 (2019): 36–48. http://dx.doi.org/10.37134/jpsmm.vol9.1.5.2019.

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Dual Language Programme (DLP) was introduced to improve the level of English proficiency among students. This has become a hot topic since the Ministry of Education (MOE) was requested to review the implementation of DLP as the teachers and students face challenges in teaching and learning of Science and Mathematics in English. Thus, this study aims to identify the teachers’ and students’ insights on DLP and the challenges they faced after the implementation. The data were obtained through a questionnaire. A total of 146 DLP students consisting of Form 1 and Form 2 students and 8 teachers from

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Nishino, Takako. "Communicative Language Teaching: An Exploratory Survey." JALT Journal 30, no. 1 (2008): 27. http://dx.doi.org/10.37546/jaltjj30.1-2.

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Since 1989, the Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) has attempted to promote higher achievement in English communicative skills among secondary school students by urging teachers to use communicative activities.MEXT has also undertaken to achieve this goal by executing a 5-year Action Plan.This exploratorystudy investigates Japanese teachers’ beliefs and practices regarding communicative language teaching (CLT) in their classrooms through a survey of 21 secondary school teachers. The results show that in order to employ CLT in their classrooms, teach

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ÜNAL, R. Meltem, and Necla EKİNCİ. "ENGLISH TEACHING THROUGH DISTANCE EDUCATION: OPPORTUNITY OR THREAT?" IEDSR Association 6, no. 15 (2021): 388–419. http://dx.doi.org/10.46872/pj.383.

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The purpose of this study is to examine English teaching practices through distance education based on the experiences of English teachers during the COVID-19 pandemic. The research is a case study designed according to the qualitative research model. The study group of the research, which were determined through easily accessible case sampling, consists of 13 English teachers employed in public and private lower secondary schools. The data of the study were collected through a semi-structured interview form. Content analysis method was used to analyze the data. The main results of the researc

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Erfan, Muhammad, Mohammad Archi Maulyda, Arif Widodo, Vivi Rachmatul Hidayati, and Tursina Ratu. "Korelasi Jurusan dan Asal Sekolah Terhadap Kemampuan Calon Guru Sekolah Dasar dalam Membedakan Rangkaian Seri dan Paralel." Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran 14, no. 1 (2020): 75–80. http://dx.doi.org/10.26877/mpp.v14i1.5792.

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The ability to distinguish series and parallel circuits is one of the core abilities that must be mastered before learning various electrical circuits, from simple electrical circuits to complex electrical circuits taught to students at the elementary school to secondary school level. Therefore, this study aims to determine whether there is a significant relationship between student majors during high school and the origin of schools on the ability of students to distinguish series and parallel circuits. This research is quantitative research with an ex-post-facto approach and conducted on stu

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Martinez-Abad, Fernando, Patricia Torrijos-Fincias, and María José Rodríguez-Conde. "The eAssessment of Key Competences and their Relationship with Academic Performance." Journal of Information Technology Research 9, no. 4 (2016): 16–27. http://dx.doi.org/10.4018/jitr.2016100102.

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Even though in the current information-rich environment information skills have become a key competence within school curricula, their transversal, sometimes marginal character is maintained in basic education. This research work intends to facilitate the teachers information-rich environment information skills have become a key competence within school curricula, their transversal, sometimence, understood mainly as the performance in language and mathematics. The sample of the study was composed of 258 secondary education students from Spain, who completed a validated questionnaire that evalu

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Oja, Mare. "Muutused hariduselus ja ajalooõpetuse areng Eesti iseseisvuse taastamise eel 1987–91 [Abstract: Changes in educational conditions and the development of teaching in history prior to the restoration of Estonia’s independence in 1987–1991]." Ajalooline Ajakiri. The Estonian Historical Journal, no. 3/4 (June 16, 2020): 365–401. http://dx.doi.org/10.12697/aa.2019.3-4.03.

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Educational conditions reflect society’s cultural traditions and political system, in turn affecting society’s development. The development of the younger generation is guided by way of education, for which reason working out educational policy requires the participation of society’s various interest groups. This article analyses changes in the teaching of history in the transitional period from the Soviet era to restored independent statehood. The development of subject content, the complicated role of the history teacher, the training of history teachers, and the start of the renewal o

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P Woodrich, Megan, and Yanan Fan. "Google Docs as a Tool for Collaborative Writing in the Middle School Classroom." Journal of Information Technology Education: Research 16 (2017): 391–410. http://dx.doi.org/10.28945/3870.

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Aim/Purpose: In this study, the authors examine how an online word processing tool can be used to encourage participation among students of different language back-grounds, including English Language Learners. To be exact, the paper discusses whether student participation in anonymous collaborative writing via Google Docs can lead to more successful products in a linguistically diverse eighth-grade English Language Arts classroom. Background: English Language Learners (ELLs) make up a considerable portion of elementary and secondary public school students, as language and ethnic diversity has

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Huang, Tiedan, Craig Hochbein, and Jordan Simons. "The relationship among school contexts, principal time use, school climate, and student achievement." Educational Management Administration & Leadership 48, no. 2 (2018): 305–23. http://dx.doi.org/10.1177/1741143218802595.

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While the significance of principals’ roles is widely recognized, and the impactful behaviors of principals are empirically delineated, little is known about whether principals spend time in an impactful way, whether principals’ time use varies across different school contexts, or whether principals’ time use is related to critical school conditions and outcomes such as school climate and student outcomes. We made an attempt to respond to these questions by conducting a secondary analysis of Trends in International Mathematics and Science Study data. We found that American middle school princi

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WILLIAMS, CHRISTOPHER. "Survival strategies for teachers and researchers of ESP in economically challenging times." International Journal of Language, Translation and Intercultural Communication 4, no. 1 (2016): 7. http://dx.doi.org/10.12681/ijltic.10351.

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<p class="Abstract">I outline some of the challenges for teachers and researchers of ESP in this period of prolonged economic crisis from the perspective of someone who has taught English for law students and political science students for many years, is editor of the journal ESP Across Cultures, and is Head of the Language Centre of Foggia University. I focus on three issues: 1) teaching LSP at university level in a context of contradictory pressures coming from ministerial insistence on internationalization of Italian universities in an increasingly globalized world while drastically r

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Nishino, Takako. "コミュニカティブ・アプローチに関する日本人高校英語教師の信条と実践 – Japanese High School Teachers’ Beliefs and Practices Regarding Communicative Language Teaching". JALT Journal 33, № 2 (2011): 131. http://dx.doi.org/10.37546/jaltjj33.2-2.

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Borg (2003) defines “teacher cognition” as how teachers think, know, and believe. According to Borg, teacher cognition, classroom practices, learning experiences, teacher education, and contextual factors all relate to and influence each other. He also points out that researchers need to investigate the cognition of secondary school English teachers whose first language is not English, particularly those working with large classes of learners. Accordingly, in this study, I investigated how Japanese high school teachers perceive the use of Communicative Language Teaching (CLT) in their English

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Alufohai, Peace Joan. "Predictors Of Attitudes Towards French Language In Junior Secondary Schools In Oredo Local Government Area Of Edo State, Nigeria." West East Journal of Social Sciences 8, no. 3 (2019): 253–60. http://dx.doi.org/10.36739/wejss.2019.v8.i3.31.

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For years, “Comment tu t’appelle?” and the response, “Je m’appelle…” has remained a famous lingo among young Nigerians, who were taught the French language at the basic education level. To most Nigerian students, these are the only words they can remember in the language. What makes the issue disgusting is the fact that this subject (French) was introduced into the Nigerian school system as far back as 1859 when other topics like the English language, Mathematics, Sciences etc. were introduced. In additional to address this lukewarm attitude towards this subject, there is a need to determine t

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Stansfield, Charles W. "Oral translation as a test accommodation for ELLs." Language Testing 28, no. 3 (2011): 401–16. http://dx.doi.org/10.1177/0265532211404191.

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The No Child Left Behind (NCLB) Act (US Government, 2001), the current iteration of the Elementary and Secondary Education Act of 1965, makes it clear that states, districts, schools and teachers are accountable for the education of English language learners (ELLs), as well as all other students. To implement an accountability system, NCLB requires states to create content standards (a set of curricular goals and objectives) for English language arts, mathematics, and science. They must also develop and administer assessments that measure student progress toward mastery of these content standa

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Chan, Kwong Tung. "Embedding Formative Assessment in Blended Learning Environment: The Case of Secondary Chinese Language Teaching in Singapore." Education Sciences 11, no. 7 (2021): 360. http://dx.doi.org/10.3390/educsci11070360.

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The fast global spread of COVID-19 has resulted in the mass disruption of teaching, learning, as well as assessment, in mainstream schools in Singapore. Teachers were caught unprepared and this jeopardised the quality of classroom delivery and assessment. The Ministry of Education has since shifted to an online asynchronous mode of teaching whilst attempting to keep the face-to-face method of lesson delivery, to which it is called ‘blended learning’ (BL) in the local context. Besides being propelled to learn and use new technology tools for online lessons, teachers also need to quickly explore

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Rüschenpöhler, Lilith, and Silvija Markic. "Secondary school students’ chemistry self-concepts: gender and culture, and the impact of chemistry self-concept on learning behaviour." Chemistry Education Research and Practice 21, no. 1 (2020): 209–19. http://dx.doi.org/10.1039/c9rp00120d.

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While science self-concepts of secondary school students have received considerable attention, several important aspects of chemistry self-concepts have not yet been understood: gender relations, the impact of students' cultural backgrounds, and the impact of chemistry self-concept on learning processes. In the present study, (i) we could confirm our hypothesis that chemistry self-concept is strongly related to learning goal orientations. This part of the study built upon knowledge from educational psychology. Our results open the field for practical interventions designed to influence chemist

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