Academic literature on the topic 'Tagumpay National High School Teachers'

The National Curriculum is an innovation in Australian schooling history and is likely to have a widespread and long-term impact on schools, teachers and students. This research used theoretical frameworks informed by Leithwood (1994) and Fullan (2007), and concepts related to innovation, to contribute to an understanding that may support a better understanding of teachers' perceptions when leading curriculum change such as a National Curriculum in schools. This research concludes that teachers who participated in the research demonstrated that their perceptions of a National Curriculum implementation are influenced by their perceptions of school leadership. Specifically, teachers with positive perceptions of their Principal's leadership also had positive perceptions of their capacity to implement the new National Curriculum.

Thesis (Ph. D.)--Ohio State University, 2002.<br>Title from first page of PDF file. Document formatted into pages; contains xvi, 336 p.); also contains graphics (some col.). Includes abstract and vita. Advisor: Charles R. Hancock, College of Education. Includes bibliographical references (p. 297-302).

Many misconceptions about Aboriginal and Torres Strait Islanders stem from Australia’s period of colonisation in the 18th and 19th centuries when Indigenous people were believed to be inferior by European settlers. It is disturbing that after 200 years these negative ideas still exist and are often perpetuated through the mass media. Even though schools are well positioned to challenge these colonial values; unfortunately there are many factors which affect the depth and quality of teaching Aboriginal content, such as culture, history and contemporary issues. The government has aimed to disperse the inconsistencies associated with teaching Aboriginal perspectives by implementing a new Australian Curriculum with prescribed Aboriginal content. However, these changes will only have an impact if teachers are equipped and motivated to implement them. Therefore, understanding what influences teachers’ choice of content and approach to teaching Aboriginal Studies was a key aspect of this study. To explore these influences, non-Aboriginal teachers were interviewed at both government and independent schools. A desktop audit analysing the courses at Western Australian universities placed the participants’ responses into context of the pre-service and in-service learning available. An audit of the Australian Curriculum explored the expectations placed on teachers and the depth to which Aboriginal perspectives can be taught or avoided in secondary schools. This study identified four key issues that affected the teaching of Aboriginal curriculum content by non-Aboriginal teachers. These factors are: time management, school culture, teacher interest and preconceived ideas of both teachers and students. These issues must be addressed in order to improve the quality teaching of Aboriginal perspectives by standardising in-service learning and pre-service learning. Furthermore, improving cultural competency and acknowledging Aboriginal culture is critical at every school, regardless of the number of Aboriginal students. This study also revealed that the presence of an Aboriginal and Islander Education Officer could have a big impact in providing support, information and an Aboriginal presence at the school. Without these changes it will be difficult to disperse colonial values and challenge negative stereotypes

Nel Settembre del 2010 entrava in vigore in Italia la riforma della scuola secondaria superiore. Col nuovo quadro normativo venivano introdotte importanti novità nell’insegnamento delle Scienze Naturali sensu latu. Tra queste una delle più rilevanti è consistita nell’introduzione dello studio delle Geoscienze nei curricola dei licei già a partire dal primo anno e da insegnarsi in parallelo con la biologia e la chimica per tutti e cinque gli anni. Questa piccola rivoluzione nell’ambito dell’istruzione scientifica liceale, nel volgere di pochi anni oltre a toccare centinaia di migliaia di giovani studenti, ha da un lato coinvolto massicciamente autori di libri di testo ed editori chiamati a produrre nel più breve tempo possibile nuovi manuali in linea con le indicazioni nazionali, dall’altro ha imposto ai docenti italiani la revisione di alcune prassi di lavoro consolidate, ma nello stesso tempo si è presentata come un’occasione di sperimentazione e di innovazione. Nell’ambito di questo mutato contesto normativo e didattico si è articolato il progetto del dottorato. Obiettivo della prima parte della ricerca è stato quello di fare luce sull’impatto che la riforma ha esercitato nella realtà italiana a più livelli: quello degli autori/editori di testi scolastici, quello degli insegnanti e quello degli studenti. La prima fase della ricerca ha messo in luce una diffusa difficoltà della classe docente italiana a mettere in pratica le indicazioni nazionali per il primo anno, per quel che concerne la trattazione dello studio della superficie terrestre da un punto di vista geomorfologico (il 25% del curricolo). Tale parte, dall’esame dei programmi svolti al primo anno di un campione di docenti preso su tutto il territorio nazionale risulta, se non del tutto assente, molto marginalizzata. Nelle scelte di programmazione si legge piuttosto la tendenza a conservare prassi didattiche consolidate nel tempo anche se queste comportino la proposizione di temi non previsti dalle indicazioni della riforma (ad es. elementi di astrofisica). A questo dato fa eco quello sui libri di testo di Geoscienze più adottati nelle prime classi: a parte poche eccezioni, si tratta di manuali privi di un evidente strutturazione incentrata sullo studio delle forme del rilievo e dei processi coinvolti, mentre è privilegiato un taglio enciclopedico in cui figura una varietà di temi di gran lunga superiori a quelli richiesti dalle indicazioni nazionali. Per quanto riguarda il punto di vista degli studenti, abbiamo sottoposto ad un campione un questionario per valutare il grado di interesse e attitudine verso le Geoscienze maturato al momento del passaggio al Liceo. I dati suggeriscono che gli allievi arrivano dalla Scuola secondaria di primo grado dalle Medie con un elevato livello di interesse e adeguati prerequisiti per affrontarne lo studio. Inoltre è emerso che gli studenti mostrano una familiarità verso le Geoscienze tanto più alta quanto più hanno praticato attività outdoor. Infatti invitati a indicare quali fossero le metodologie di apprendimento preferite nell’affrontare tali discipline hanno indicato le attività di campo e di laboratorio al primo posto. E ciò nonostante la scuola figurasse nelle loro risposte, all’ultimo posto come promotrice di esperienze di campo. Questi dati, insieme a quelli emersi da uno studio parallelo sull’attitudine a progettare attività di campo da parte degli insegnanti di scienze in formazione, hanno suggerito la necessità di cambiare paradigmi didattici. L’ideazione e la sperimentazione di un diverso approccio didattico per lo svolgimento degli argomenti di Geoscienze del primo anno dei Licei costituiscono l’ambito in cui si sviluppava la seconda fase del progetto del dottorato. In tale contesto, per trovare delle soluzioni agli ostacoli incontrati dai docenti in servizio nel portare a termine quanto previsto dalle indicazioni nazionali, veniva ideato e testato, insieme ad un campione di docenti e loro studenti, un modulo per l’insegnamento della lettura del paesaggio basato su un approccio di tipo investigativo. Specificamente veniva effettuato uno studio quali-quantitativo di natura esplorativa, per mezzo di questionari pre e post intervento didattico, in modo da misurare la fattibilità e l’impatto del modulo nel conseguimento degli obiettivi educativi. Dai dati è emerso che docenti e allievi sono unanimemente concordi nel ritenere il tipo di approccio sperimentato molto più efficace nel promuovere interesse e attitudine verso gli argomenti di Geoscienze in oggetto, così come nel motivare allo studio, rispetto ad uno più tradizionale. Nel complesso, i risultati presentati in questa tesi fanno luce sull’impatto che la cosiddetta riforma Gelmini ha esercitato sulla prassi didattica delle Geoscienze al primo anno della scuola superiore italiana e al contempo costituiscono un contributo per capire l’influenza che l’adozione di un approccio didattico di tipo investigativo può assumere nel promuovere l’insegnamento e l’apprendimento dello studio delle forme del paesaggio e dei processi ad esse connesse, in precedenza mai sperimentato nel contesto italiano.<br>In September 2010, a new high school reform came into force in Italy. The new regulatory framework introduced significant changes in the teaching of Natural Sciences. One of the most relevant of these changes is the introduction of Geosciences topics in high school programs from the first school year, to be taught together with biology and chemistry through all the five years of secondary school. In a few years, this small revolution in the field of the high school’s scientific education, other than concerning hundreds of thousands of young students, has in a way heavily involved text authors and editors responsible of producing, in the shortest time possible, new textbooks consistent with national guidelines, and on the other way has imposed to Italian teachers the revision of consolidated working routines. At the same time this reform has presented itself as an occasion to innovate and to experiment new didactic path. This PhD project has been developed in the range of this modified regulatory, as well as educational context. The main target of the first part of this research has been to show the effect of the reform on the Italian reality on various levels: that of authors/editors of textbooks, that of teachers and that of students. The first phase of this research has enlightened a widespread difficulty for Italian in-service teachers in putting into practice national guidelines for the first school year, for what concerns topics regarding Earth’s surface considered from a geomorphological point of view (25% of the curriculum). The aforementioned topic, if examining the school programmes conducted during the first year by a sample of teachers over the whole national territory, is, if not totally absent, very marginalized. On the contrary, in the choice of said programmes we can read a tendency of preserving teaching routines consolidated in time, even if these propose topics not contemplated by the reform guidelines (for example astrophysics topics). These data fully reflect the ones concerning Geosciences textbooks most popularly adopted in first year classes: with a few exceptions, we find textbooks lacking a structure comprehending the study of geographical features and shapes and the processes involved therein, while an encyclopaedic structure is preferred, presenting a variety of topics much more abundant than those required by national guidelines. For what concerns a student’s point of view, we conducted a questionnaire survey to evaluate the interest and attitude towards learning Geosciences that a sample of Italian students might have matured in the transition from lower to upper secondary school. Our data suggest that lower secondary school exposure to Geosciences promotes a great interest in the subject area, as well as a comfort level in the subject at the entrance to the Lyceum. Furthermore, the analysis also pointed out that students have a higher probability of showing a high awareness on Geosciences topics if they frequently undertake outdoor activities. Students were also asked which didactic methods they preferred in learning Geosciences; their answer to our questionnaires indicated a clear preference for practical and in-field activities, rather than traditional frontal lecture approaches. Nevertheless, the school was included in their answers at the last place as a promoter of field experiences. These results, together with those emerged from a parallel study on pre-service science teachers’ attitude in planning field trips for Geosciences learning at secondary level, suggested the need to change the teaching paradigms. As a consequence, the second phase of the doctoral project focused on the design and testing of a new didactic path for the 1st year scheduled Geosciences contents. Thus, to find solutions to the difficulties encountered by in-service science teachers in responding to the reform’s national guidelines, an educational module focussed on the reading of the landscape with an inquire-based approach was devised and tested with a sample of Italian High school teachers and their students. A qualitative - quantitative explorative case-study was run by collecting data with pre-and post intervention questionnaire aiming to shed light on some aspects of module’s effectiveness. According to answers, Teachers and students are unanimous in judging the employment of this kind of approach in learning as a promoter of greater interest and inclination towards Geosciences treated topics and a greater stimulation to study these subjects compared to a traditional approach. In conclusion, the results presented in this thesis shed light on the impact of the so called Gelmini reform on the Italian Geosciences teaching and learning praxis at the first year of high school and represent a contribution for a better understanding of the impact of Inquiry based approaches in the learning of Earth landforms and related geomorphic processes which had never been implemented before in the Italian context.

Over the past years the FET Colleges sector has been plagued by high failure rates in mathematics and science as part of the National Curriculum (Vocational) course. This study sought to investigate the possible reasons for the high failure rates in NCV mathematics at Iqhayiya Campus of PE College. The purpose of the research was to elicit these possible reasons from students who currently are doing the NCV mathematics course at the Iqhayiya Campus. This study follows a mixed method design using both quantitative and qualitative results. Quantitative data were gathered by means of questionnaires submitted to students doing NCV mathematics at the Iqhayiya Campus. A Likert scale was used to evaluate the questionnaires. The qualitative data for this study was collected through researcher questions in focus group interviews. The study concludes with recommendations to the management of PE College, the Department of Higher Education and all relevant role players.