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Letteratura scientifica selezionata sul tema "Secondary school/education teachers’"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 18 febbraio 2022

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Articoli di riviste sul tema "Secondary school/education teachers’"

Franklin Thambi Jose, S., Samikkanu Jabamoney Ishak Samuel, Manonmani Devi Annamalai e Muniisvaran Kumar. "A Study on Evaluating the Pedagogical Knowledge of School Teachers". Journal of Educational and Social Research 9, n. 3 (1 settembre 2019): 194–202. http://dx.doi.org/10.2478/jesr-2019-0037.

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Abstract Education plays an important role in a society. Each and every country around the globe has its own education system to educate their own society. In this way, Malaysia has its own education system. Here, students undergo education in different stages such as, kindergarten (pre-school), primary school (elementary), secondary school (high), and college or university. Of these, kindergarten, primary and secondary educations are in schools. School education is basic for a child. Hence, teacher role is very essential in teaching and learning process. Sultan Idris Education University is No.1 Education University which produces a lot of teachers and are been posted as teachers in various parts of the country. Thus posted teachers teach in secondary schools in Malaysia. The main objective of this study is to evaluate the pedagogy knowledge of the secondary school teachers using testing and evaluation theory. The study is limited to the Perak state teachers of Malaysia. The researcher has used the descriptive research method for this study. Questionnaire is prepared according to the essential pedagogical knowledge for the teachers based on testing and evaluation theory. The data are collected through observing the classroom teaching of the teachers. The findings of the study are described in this article.

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Chavan, Girish Manohar, e Vishwajeet Manohar Chavan. "Knowledge, attitude and practices of secondary school teachers regarding school health services in children". International Journal Of Community Medicine And Public Health 5, n. 4 (23 marzo 2018): 1541. http://dx.doi.org/10.18203/2394-6040.ijcmph20181232.

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Background: Being an essential member of school, it is the responsibility of teachers to inculcate healthy habits amongst children which thereby makes the future generation of a country healthy. Objective of the study was to assess knowledge, attitude and practices of school teachers and compare them between urban and rural school teachers with special reference to school health services.Methods: The present cross-sectional study was carried out in 520 rural teachers and 185 urban teachers with an aim of assessing teacher’s health related knowledge and skills.Results: Of the rural school teachers, 10.38% received school health training as compared to only 7.57% urban teachers. First aid training was received by 84 rural in contrast to only 24 urban school teachers. Mean percent knowledge score was similar for rural and urban school teachers. Mean percent attitude score amongst all schools, irrespective of their location, was 90%. Mean percent practice score among rural school teachers was 86.67% as compared to 76.67% among urban school teachers. Teacher performance score (sum of knowledge, attitude, and practices towards school health) in rural teachers was 79.64%, while that in urban school teachers was 72.21%.Conclusions: School teachers should be periodically assessed at various levels to get status of their knowledge and understanding regarding health education. It should be ensured that teachers should receive continued education and trainings related to health, especially importance of first aid and hygiene.

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Durrani, Muhammad Ismail, Irshad Hussain e Muhammad Ali Rasheed. "Studying the Operational Management Strategies for Promoting Quality of Secondary Education". Global Social Sciences Review III, n. IV (30 dicembre 2018): 427–40. http://dx.doi.org/10.31703/gssr.2018(iii-iv).29.

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This study examined the operational management strategies for promoting the quality of education at the secondary level in Punjab Province. The secondary school heads, teachers and students were subjects of the study. It used three questionnaires developed for them respectively. The findings suggest that the head teacher perceived his role as an operation manager. These role dimensions indicate that the head teacher acts as an educational manager by using operational management strategies deliver professional support to teachers by; solving the school-based problems of their teachers, promoting a culture of discipline in the school, conducting a performance evaluation of school staff and checking lesson plans regularly, consulting teachers in academic decisions, holding periodic meetings of teachers regarding coverage of syllabus and maintaining conducive to the working environment in their schools.

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Asadullah, Sheikh. "Effects of Teacher Training on Secondary Teachers’ Mathematical Content Knowledge in Dhaka, Bangladesh". International Journal of Innovation and Economic Development 2, n. 5 (2015): 40–55. http://dx.doi.org/10.18775/ijied.1849-7551-7020.2015.25.2005.

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In Bangladesh, there are improvements in secondary education by quantitative indicators but the satisfactory picture is remained far from the quality. The gross deficiency in teaching includes one of the main reasons for poor quality of secondary education. There are higher failure rates in Mathematics subject in Secondary School Certificate examination in the last consecutive years. An extensive review of research has shown that teachers account to a large extent for student learning and achievement gains. For secondary teacher education in Bangladesh, there is a one-year long training program named as Bachelor of Education (B.Ed.). Therefore, the study sought to find out the effectiveness of B.Ed. training program on mathematics teachers’ content knowledge as a mean of improving secondary school mathematics in Bangladesh. The study was conducted among 38 mathematics teachers (trained and untrained) selected from 16 secondary schools of Dhaka city using survey method. Teacher’s content knowledge was measured through an assessment test and classroom teaching observation. The study found that though the B.Ed. trained mathematics teachers (96.3%) possess better content knowledge than their counterpart (91.7%) but no relationship between teachers’ personal characteristics and their content knowledge in mathematics. This is the first study to investigate the effectiveness of secondary teacher education program within Bangladesh. It contributes important insights about secondary teacher education that can be used to inform the professional development of the secondary school mathematics teachers in Bangladesh.

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Ertem, Hasan Yücel. "EXAMINATION OF SYSTEM OF TRANSITION TO UPPER-SECONDARY SCHOOLS FROM LOWER-SECONDARY SCHOOLS IN TERMS OF STUDENT, CLASS, AND SCHOOL LEVEL VARIABLES". Problems of Education in the 21st Century 79, n. 2 (10 aprile 2021): 194–206. http://dx.doi.org/10.33225/pec/21.79.194.

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Central exams which are reflection of structure of education systems determine many schooling processes. Especially, scores coming from these exams are indicators for student performance. Transition to upper-secondary school from lower-secondary school is based on “System of Transition to Upper-Secondary Schools” (LGS). The current study aimed to examine the relationship between scores on System of Transition to High Schools (LGS) and student, classroom, and school level variables. The design of the study is a correlational research. The random sample consisted of 731 students from 47 classrooms in the 15 lower-secondary schools. Secondary data coming from educational institutions via school information form were analyzed by Hierarchical Linear Modelling (HLM). School success score as a student-level variable, experience of a class teacher as a classroom-level variable, and a number of exam branch teachers, and a number of teachers assigned in support and training courses as school-level variables predicted significantly students’ performance in LGS. Considering the results of the current study, activities for professional development of teachers is recommended urgently to increase performance of the students. Keywords: educational policy, HLM, student performance, teacher experience, transition to upper-secondary school

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Savovic, Branka. "Problems of discipline in primary and secondary school: Teachers' opinions". Zbornik Instituta za pedagoska istrazivanja, n. 34 (2002): 259–70. http://dx.doi.org/10.2298/zipi0204259s.

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Investigations carried out in late 2001 in primary and secondary schools of Belgrade, Novi Sad and Nis comprised students, teachers and associates. The aim of investigations was to get insight into the state-of-the-arts problems and needs of our primary and secondary schools. The paper is a part of investigations, related to the results obtained for students' opinions of their interrelations with teachers as well as opinions of teachers themselves. The sample comprised 727 students of 4th grade of secondary vocational and high schools, 562 students of 8th grade of primary schools 168 secondary school and 107 primary school teachers. We investigated their interrelationships and within this framework the level of potential or current aggressive behavior. The majority of teachers (51%) estimated student-teacher relationships mediocre - neither good nor bad. The most frequent problem in students' behavior is, according to the teachers instruction disturbance. One-quarter of teachers find that students offend them, ridicule them, or mock at them in front of others, and 5 per cent complain of physical injury intimidation on the part of students. When a problem comes up, 18 per cent of teachers talk with a student, and nearly 10 per cent of teachers give lower grades in their subject, so as to punish a student for undisciplined behaviors. In teachers' opinion, society, school the least, is to be blamed for the situation.

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Peltzer, Karl, e Supa Promtussananon. "HIV/AIDS EDUCATION IN SOUTH AFRICA: TEACHER KNOWLEDGE ABOUT HIV/AIDS: TEACHER ATTITUDE ABOUT AND CONTROL OF HIV/AIDS EDUCATION". Social Behavior and Personality: an international journal 31, n. 4 (1 gennaio 2003): 349–56. http://dx.doi.org/10.2224/sbp.2003.31.4.349.

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The aim of this study was to assess secondary school teachers' comfort in teaching adolescents about sexuality and HIV/AIDS, behavioral control and outcome beliefs about HIV/AIDS education and teacher knowledge about HIV/AIDS. The sample consisted of 54 male (35.6%) and 96 female (64.4%) secondary school teachers who were mostly life skills teachers, from 150 schools across South Africa. Findings suggest that most secondary school teachers, are knowledgeable about AIDS, feel moderately comfortable teaching students about AIDS-related topics, have the knowledge and ability to teach about HIV/AIDS, but lack some material and community support. Teacher in-service training was found to have a significant impact on perceived behavioral control of HIV/AIDS education and HIV/AIDS knowledge.

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Lee, Valerie E., Julia B. Smith e Madalyn Cioci. "Teachers and Principals: Gender-Related Perceptions of Leadership and Power in Secondary Schools". Educational Evaluation and Policy Analysis 15, n. 2 (giugno 1993): 153–80. http://dx.doi.org/10.3102/01623737015002153.

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This study explores teachers’ perceptions of their own power at the personal, interpersonal, and organizational levels of their schools. It investigates how the interaction between principal and teacher gender affects high school teachers’ evaluations of the principal’s leadership, as well as how it influences subsequent evaluations of their own power. The study employs a sample of almost 9,000 teachers in over 300 public, Catholic, and private secondary schools from the Administrator and Teachers Survey of the High School and Beyond study. A strong pattern of results shows that while female teachers feel empowered when working in schools headed by female principals, male teachers consider themselves less powerful in those circumstances. The interaction between teachers’ and principals’ gender contributes to understanding the persistent underrepresentation of women in the high school principalship.

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Kongcharoen, Jinda, Nutthajit Onmek, Panaya Jandang e Sukanya Wangyisen. "Stress and work motivation of primary and secondary school teachers". Journal of Applied Research in Higher Education 12, n. 4 (2 dicembre 2019): 709–23. http://dx.doi.org/10.1108/jarhe-04-2019-0088.

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Purpose The purpose of this paper is to explore the levels of stress and work motivation of primary and secondary school teachers, investigate factors affecting stress of teachers and validate the consistency of the model and empirical data. Design/methodology/approach The sample consisted of 400 teachers of primary and secondary schools. Questionnaire was implemented as the instrument and the data were analyzed by t-test, ANOVA and confirmatory factor analysis. Findings The results indicated that teachers of secondary schools have higher overall stress than teachers of primary schools for many reasons, such as financial issues and work obligations. Stress was found to be significantly positively associated with work motivation in secondary school teachers. The study revealed that demographic and work motivation factors influence teacher stress. The validation of a goodness of fitted model demonstrated an acceptable model fit with empirical data (χ2 test/df = 1.913, GFI = 0.934, CFI = 0.965, NFI = 0.930, AGFI = 0.893). Originality/value Teachers under stress could negatively influence their students’ academic performance and might be more vulnerable to occupational diseases. Therefore, the teachers should find favorite activities that reduce stress and thereby contribute to effective teaching. This study would be beneficial for anyone who works to support teachers and wants to reduce turnover among teachers.

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Omoso, Elisha, Kim Schildkamp e Jules Pieters. "Data use in Kenyan secondary schools". Journal of Professional Capital and Community 4, n. 3 (8 luglio 2019): 216–31. http://dx.doi.org/10.1108/jpcc-11-2018-0027.

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Purpose The purpose of this paper is to explore the data available and their use by Kenyan secondary school teachers and head teachers. Design/methodology/approach Using a qualitative case study design, this study utilised interviews and documentary evidence to explore the data available and their use within Kenyan schools. Findings The data available in Kenyan schools were similar except for context data which had slight variations between schools. Head teachers mainly used school-level data to monitor school functioning, plan and develop school-level policies which mainly focused on school and curriculum improvement but little on teacher improvement. Teacher improvement attempts were mostly via benchmarking. The results also show that Kenyan head teachers hide inspection reports from teachers and that some head teachers used data creatively than others. For example, one head teacher used data to start a feeding programme to support economically disadvantaged students. Teachers, however, mostly used classroom-level data to plan lessons and monitor students’ progress. Research limitations/implications The study results may be used for data use comparative studies between developing and developed countries. Practical implications Based on the findings, data use training is needed to help Kenyan schools use data to improve teachers and teaching. Originality/value Accountability and data use are at the centre of many school improvement efforts the world over. The last two decades, for example, show pressure on schools to account for the resources invested and for the education they provide to children mainly in the form of data. Regrettably, studies pay little attention to data use in schools within developing countries such as Kenya.

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Tesi sul tema "Secondary school/education teachers’"

Francis, Andrew Frank. "Followership among secondary school teachers". Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6760/.

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Today, it is encouraging that followership is regarded as a factor within the leadership equation. However, research attention on followership overall is limited and within the field of education, its study remains firmly in the shadows. Indeed, a search for published followership-centric research carried out in this field revealed just 17 studies worldwide, with Thody’s contribution (2003) the sole point of reference within the UK. This study contributes to this limited body of research by exploring the followership of schoolteachers working in the secondary education sector. Using Gronn’s Career Model (1999) as a framework to understand why teachers follow, the study used biographical-style interviews (n=15) to reveal factors that have shaped the agency of schoolteachers, influencing their journeys to followership. In addition, the study administered Kelley’s (1992) Followership Questionnaire in order to understand how teachers follow (n=69). Factors found to influence why teachers follow included the role of parents, schooling and of key people and these findings align with research carried out on the career journeys of senior educational leaders. In addition, the combined insight drawn from the quantitative and qualitative data revealed a predominance of exemplary followership among the teachers. The study suggests that this approach to followership is dominant among teachers due to them being engaged in leadership practice, both within and beyond the classroom. Further, that teachers’ commitment to task, enhanced through working in a profession that enables them to satisfy important personal values and beliefs, also encourages the practice of exemplary followership.

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Udofot, M. "A teacher education proramme for Nigerian junior secondary school teachers". Thesis, University of Bristol, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356251.

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Hannah, Julia Elizabeth. "Secondary school teachers’ experiences of learning support". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96970.

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Thesis (MEd)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: Secondary school teachers are faced daily with many challenges when supporting learners with diverse needs. These challenges can influence their ability to perform their role of supporting such learners in the classroom. Even though learning support in the secondary school is a complex multi-level phenomenon, teachers are expected to ensure that all the learners reach their full potential. The aim of this study was to explore and describe secondary school teachers’ experiences of supporting learners with diverse needs in challenging circumstances. Bronfenbrenner’s bio-ecological model framed the research enquiry. Proximal processes and their related concepts were used as tools to explore and describe the teachers’ approach to learning support in a secondary school. Since this study was an exploration of a phenomenon qualitative research methods were applied. The research methods added rich information using various techniques. These included an activity in which the teachers reflected on their experiences, individual semi-structured interviews, a focus group interview, research questions and narrative discussions with participants. The data collected was analysed using the method of constant comparison. Findings from the analysed data revealed the teachers’ concerns and the challenges they faced in their classrooms while supporting their learners. Although they described these challenges and adverse circumstances as barriers, they nevertheless appeared as caring, confident professionals who had both the potential and the desire to advance their own development and to carry out effective learning support. Against this background, the teachers’ own needs, whether emotional, social, cognitive or developmental, were vital to their ability to support effective learning in the classroom.
AFRIKAANSE OPSOMMING: Hoërskool onderwysers is daagliks betrokke by leerders met diverse behoeftes en die uitdagings wat daarmee gepaard gaan. Hierdie uitdagings het ŉ daadwerklike uitwerking op ŉ onderwyser se talle rolle tydens ondersteuning van leer by leerders. Alhoewel leerondersteuning in die hoërskool as kompleks, ongewoon en met verskeie fasette ervaar word, word daar van onderwysers verwag om alle leerders te ondersteun. Die doel met hierdie studie was om onderwysers se ervarings van leerondersteuning van die diverse leerbehoefte in uitdagende kontekse te ondersoek. Hierdie ervaring sluit in hoe ervare onderwysers in uitdagende omstandighede kinders ondersteun in die klaskamer. Bronfenbrenner se bio-ekologiese teorie verleen die raamwerk vir die studie. Gevolglik is verwante proksimale prosesse en konsepte gebruik sodat onderwysers se ervarings van leerondersteuning verstaan kan word. Aangesien hierdie studie ŉ verkennende ondersoek was, is kwalitatiewe navorsingsmetodes gebruik. Die navorsingsmetodes het verseker dat waardevolle inligting ingewin word deur die gebruik van tegnieke soos: ŉ refleksie-aktiwiteit, individuele onderhoude, ŉ fokusgroeponderhoud, ŉ oopvraelys en narratiewe bespreking van deelnemers. Die konstante vergelykende metode is gebruik om die data te ontleed. Bevindinge van die geanaliseerde data het die onderwysers se bekommernisse en uitdagings, rakende hul ervarings tydens ondersteuning, aan die lig gebring. Alhoewel die onderwysers hul uitdagings en moeilike omstandighede as hindernisse tydens ondersteuning van leer ervaar, gee hulle om, voel selfversekerd en tree professioneel op. Hulle toon die potensiaal en hunkering na eie ontwikkeling, ten einde effektiewe leerondersteuning te kan bied. Dit is teen hierdie agtergrond duidelik dat onderwysers die belangrikste ondersteuners in die klaskamer is. Daarom is die onderwysers se emosionele, sosiale, kognitiewe en self-ontwikkeling van die uiterste belang vir leerders se effektiewe leerervarings.

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Tucker, Gail. "High-stakes testing and teacher burnout in public high school teachers". ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/653.

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Demands associated with the No Child Left Behind Act of 2001 contribute to the risk of teacher burnout; however, the relationship between teacher burnout and specific teaching assignments is unclear. Accordingly, the purpose of this study was to investigate if burnout is greater for high-stakes subject area public high school teachers than for low-stakes subject area public high school teachers and to ascertain teachers' perceptions about difficulties associated with teaching a high-stakes subject area. The job demands-resources model and the multidimensional model of burnout provided the theoretical framework. The concurrent mixed methods design included quantitative tests of differences in burnout scores of 87 Maryland public high school teachers across high-stakes and low-stakes subject areas, and the qualitative research question documented perceptions. The Maslach Burnout Inventory---Educators Survey measured burnout, and although high-stakes teachers reported greater burnout, chi-square and independent sample t-test did not confirm statistically significant differences across subject area. Qualitative data underwent coding into emergent burnout-related themes that were reanalyzed and revised to explain teacher perceptions. Analysis of teacher responses yielded 5 domains that affected burnout: workload/time incompatibility, pressure on teachers for students to pass high-stakes tests, need for all stakeholders to take responsibility, diminished teacher autonomy, and lack of resources. Recommendations include addressing teacher workload and sharing educational responsibilities among all stakeholders. Because burnout is an organizational issue, positive social change is achievable if administrators promote positive coping strategies and include teachers in the change process necessary to achieve the goals of No Child Left Behind.

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Lau, Hon-wah. "Factors that motivate teachers in government secondary schools". Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13890979.

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Chan, Yick-nam. "Secondary school teachers' beliefs about IT and constructivist pedagogies". Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B3196333X.

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Top, Ercan. "Secondary School English Teachers&amp". Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12609203/index.pdf.

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The main aim of this study was to investigate the secondary schools English teachers&
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perceptions of technology, technology integration processes into their lessons, and the ways they use technology for professional development. The secondary aim of the study was to propose technology integration guidelines to enable high school English teachers to integrate technology into their teaching. Qualitative research design was used in this study and it resembles multi-case studies. For the participants&
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selection, criterion and convenience sampling strategy was used. First, 17 high schools (4 private, 3 Anatolian, 6 regular, and 4 vocational) were determined in Ankara province, and then 17 English teachers, one from each school, were selected based on the predetermined criteria. Totally, 17 teachers and 17 administrators were included in the study. Observations, document analysis, and interviews were used to collect the data. The data were analyzed through content analysis. The data were categorized under emerged themes, general technology knowledge, planning, using, evaluation and assessment, personal purposes, attitudes, support, and wishes. The findings of the study indicated that private high school teachers perceived themselves more knowledgeable in technology knowledge than regular, Anatolian, and vocational high school teachers. In addition, the interview results showed that private high school teachers integrate technology into planning, instruction, evaluation and assessment, and professional development more than the other English teachers. When school resources and support mechanisms were compared, private high schools were in a better condition than public high schools. Finally, most of the administrators included in the study wanted teachers use available school resources in their lessons.

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Oliver, Jane C. "Teacher resilience and the perspectives of secondary school teachers on pupils' challenging behaviour". Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6282/.

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This research is about the challenging behaviour of pupils in secondary schools and how this behaviour is perceived and experienced by their teachers. The impetus for the research came from my work as a teacher with pupils who had been excluded from school. The spur was the significant rise in permanent exclusions from maintained schools in England and Wales in the decade following the implementation of the 1988 Education Reform Act. The research began in 2000. It is a piece of small-scale educational research, which had a two stage research design. The perspective taken was phenomenological within a naturalistic paradigm. In the first stage of the research design questionnaires were distributed to all the teachers and teaching assistants in two secondary schools in an area of social deprivation in a suburb of London. These questionnaires were intended to elicit information about teacher perspectives regarding challenging behaviour. In stage two of the research design in-depth interviews were held with five teachers from one of the two schools. These teachers were interviewed up to six times each over a period of several months as I attempted to track their interactions and experiences with a pupil whom they had identified as having challenging behaviour. The data from the questionnaires revealed that a significant majority of the teacher respondents believed that incidences of challenging behaviour were increasing. The second stage of the research explored what these teachers meant by challenging behaviour and what challenging behaviour meant for them. The analysis of the data from these interviews revealed that for this group of teachers challenging behaviour predominantly meant disruption to their lessons. A key issue to emerge from the project was that of teacher resilience in relation to managing challenging behaviour. The main findings of the thesis explore issues around the relationships between teachers and pupils with challenging behaviour. A model is proposed which illustrates levels of persistence on the part of the teachers when they are engaged with pupils with challenging behaviour. The model explores differing responses from teachers when managing what they perceived as challenging behaviour. It illustrates how and whether they disengage with the process of actively trying to make the pupils conform to classroom expectations in order to achieve learning outcomes. The model illustrates the inter-relationship of characteristics of teacher resilience and demonstrates how resilience plays a part in determining whether teachers are able to manage disruptive behaviour in the classroom in order to achieve learning outcomes.

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Butroyd, Robert. "The values and teaching experiences of secondary school teachers". Thesis, University of Huddersfield, 2003. http://eprints.hud.ac.uk/id/eprint/4605/.

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Baker, Jane McEver. "Exploring technological literacy: Middle school teachers' perspectives". ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/651.

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The No Child Left Behind (NCLB) Act of 2001 mandates that middle school students be technologically literate by the end of 8th grade, but teachers need more information on how to make this outcome a reality. This qualitative phenomenological study used a constructivist theoretical framework to investigate teachers' descriptions of technological literacy outcomes, instructional practice, and challenges influencing middle school student technological literacy. Twelve teachers at 1 public middle school in a large urban area of Georgia were interviewed. Data were analyzed using the typological method with the inclusion of both inductive and predetermined categories. Teachers described technologically literate middle school students as able to perform basic computer skills and use those skills for research and problem-solving. Teachers' instructional practices included modeling and demonstration, hands-on practice, coaching, collaboration, and frequent assessment to achieve the outcome of student technological literacy. Challenges that can impede teachers' implementation of practices for technological literacy included lack of school support, equipment, time, and effective professional development. Recommendations to overcome challenges include increasing availability of equipment by providing better ways to schedule the computer laboratories and staff to monitor the equipment. Relevant up-to-date staff development and inclusion of technological literacy as a school goal were also suggested. This study may influence social change because it may help teachers improve practices to develop students' technological literacy skills necessary for successful employment in the 21 st century.

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Più fonti

Libri sul tema "Secondary school/education teachers’"

Neill, S. R. St. J. 1945-, a cura di. Secondary teachers at work. London: Routledge, 1994.

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Nagpure, Vasant. Teacher-education at secondary level. Bombay: Himalaya Pub. House, 1992.

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In school: Our kids, our teachers, our classrooms. Toronto: McClelland & Stewart, 1995.

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Kakkad, G. M. Secondary teachers' education: New dimensions and directions. Bombay: Himalayan Pub. House, 1988.

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1935-, Evertson Carolyn M., a cura di. Classroom management for middle and high school teachers. 9^a ed. Boston: Pearson, 2013.

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Hudson, David. Good teachers, good schools: How to create a successful school. London: Routledge, 2009.

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Capel, Susan, e Julia Lawrence. Mentoring Physical Education Teachers in the Secondary School. A cura di Susan Capel e Julia Lawrence. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315163444.

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Braine, Mark. Practical classroom management: A guide for secondary school teachers. London: D. Fulton, 1990.

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Good teachers, good schools: How you can create a successful school. New York: Routledge, 2008.

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A, Petersen Ray, a cura di. Health issues for secondary teachers. Dubuque, Iowa: Kendall/Hunt, 1991.

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Capitoli di libri sul tema "Secondary school/education teachers’"

Mazibuko, Edmund Z. "Understanding the Experiences of Beginning Secondary School Teachers". In Education, Equity and Transformation, 589–602. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4076-8_14.

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Lawrence, Julia, Karen Low e Joanna Phan. "Observing beginning physical education teachers teaching". In Mentoring Physical Education Teachers in the Secondary School, 183–94. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315163444-14.

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Postlethwaite, Keith, e Nigel Skinner. "Educating New Secondary School Physics Teachers". In Designing and Teaching the Secondary Science Methods Course, 171–87. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-881-5_10.

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Sterenberg, Gladys, e Kevin O’Connor. "Considering Indigenous Perspectives and Mathematics Education: Stories of Our Experiences As Teachers and Teacher Educators". In Teaching and Learning Secondary School Mathematics, 179–87. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92390-1_18.

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Lou, Shizhou, e Jiawen Zhang. "Management System of Primary and Secondary School Teachers, Change of". In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_9-1.

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Everley, Suzie, e Jon Mills. "Beginning physical education teachers’ expectations of their mentors". In Mentoring Physical Education Teachers in the Secondary School, 49–61. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315163444-5.

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McFlynn, Paul. "Supporting beginning physical education teachers to become reflective practitioners". In Mentoring Physical Education Teachers in the Secondary School, 135–50. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315163444-11.

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Whitehouse, Kerry. "Challenging beginning physical education teachers beyond mastery of the basics". In Mentoring Physical Education Teachers in the Secondary School, 236–50. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315163444-18.

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Katene, Will. "What knowledge, skills and understanding do beginning physical education teachers need?" In Mentoring Physical Education Teachers in the Secondary School, 111–34. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315163444-10.

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Bassett, Sophy, Mark Bowler e Angela Newton. "Supporting beginning physical education teachers to deliver and evaluate their lessons". In Mentoring Physical Education Teachers in the Secondary School, 169–82. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315163444-13.

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Atti di convegni sul tema "Secondary school/education teachers’"

Dengel, Andreas. "Opinions of CS Teachers in Secondary School Education about CS in Primary School Education". In WiPSCE '17: 12th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3137065.3137088.

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Ortiz-Colón, Ana María, Rafael Castellano-Almagro, Javier Rodríguez-Moreno e Miriam Agreda Montoro. "INITIAL AND IN-SERVICE TRAINING FOR SECONDARY SCHOOL TEACHERS TO IMPLEMENT PROJECT-BASED LEARNING (PBL)". In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end040.

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The continuous evolution of technology, the gradual abandonment of the industrial society and the increasingly standardised inclusion of emerging methodologies in the teaching and learning processes have a significant impact on the quality and way of life of the people involved in them, making it necessary to integrate them in detail into the education system itself through initial and ongoing teacher training. This paper reflects on the initial university training that new Secondary Education teachers receive on new methodologies, specifically Project Based Learning (PBL), as well as the ongoing training that current teachers at this educational stage receive for their integration and incorporation as valid methodological systems for their daily classroom practice. Thus, through an in-depth review of the scientific literature on the subject and our experience as active teachers in the “Master's Degree in Teaching Secondary Education, Baccalaureate, Vocational Training and Language Teaching” at the University of Jaen (Spain), we have addressed these issues, determining that the quality of the pedagogical training of new teachers does not correspond to the reality that they will later face in the classroom, In addition, the in-service training that in-service Secondary teachers receive depends on the intrinsic motivations of the teachers or the manifest resources and legal requirements at the time and not so much on the real needs that the students in the context may require.

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Rizwan, Sidra, e Rehana Masrur. "OCTANGULAR PERFORMANCE ANALYSES OF SECONDARY SCHOOL TEACHERS". In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0050.

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Demkanin, Peter. "Preparation of New Physics Teachers in the Light of Goals of Physics Education". In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10111.

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In some of our previous articles, we have analysed and discussed the goals of physics education at secondary schools and some aspects of physics education at the secondary school level. In this contribution, we proceed with bringing our experience with the preparation of new physics teachers at Comenius University in Bratislava. We discuss the theoretical background we used as a base for preparing the curriculum for university students – future physics teachers and we highlight some aspects of their preparation. Especially, we focus on the development of abilities to scaffold the learning of their future secondary schools' students. In details, we describe the ways we try to improve the abilities of our students to scaffold their future secondary schools' students in concept formation, in process skills development, in planning and processing inquiry, ability to scaffold effective work with literature. As a vast majority of our graduates will teach their secondary school students in Slovak language, which is a language used by a small number of people (5 mil), we discuss also some specifics related to physics textbooks for secondary schools in Slovak language, university textbooks available in Slovak language and ability of our university students-future physics teachers to work with sources written in English. At the conclusion, we propose some possible improvements, hopefully, inspiring also for preparation of physics teachers for other educational systems.

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Azilah Ngah, Nor, e 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 be used to create specific topics that will be made accessible on-line to be shared by teachers in Malaysia. The ultimate aim of this study is to develop reusable instructional material in the form of learning objects.

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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. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3421590.3421659.

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Kolar, Karel, Martin Bilek, Katerina Chroustova, Jiri Rychtera e Veronika Machkova. "CALCIUM CYCLE IN CHEMISTRY TEACHING AT THE LOWER SECONDARY SCHOOL". In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.95.

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The research is focused on the use of experimental calcium cycle in chemistry teaching at the lower secondary school. The cycle is based on four reactions: 1. thermal decomposition of calcium carbonate, 2. reaction of calcium oxide with water, 3. calcium hydroxide with hydrochloric acid, 4. reaction of calcium chloride with sodium carbonate. The calcium cycle was tested at lower secondary schools (and equal classes from comprehensive schools). Despite the difficulty of taking some steps, the cycle was accepted by both teachers and learners. Keywords: chemistry teaching, experimental cycle, calcium cycle, lower secondary education.

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Black, Jonathan, Paul Curzon, Chrystie Myketiak, Peter W. McOwan e Laura R. Meagher. "Teachers' perceptions of the value of research-based school lectures". In the 7th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2481449.2481485.

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Bilek, Martin, Katerina Chroustova, Jiri Rychtera, Veronika Machkova, Karel Kolar, Jitka Štrofova, Radovan Sloup, Milan Šmidl e Iveta Bartova. "TEACHERS’ VIEW ON THE LOWER SECONDARY CHEMISTRY CURRICULUM IN THE CZECH REPUBLIC". In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.29.

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The research was focused on the teacher’s opinions about the key and critical points of the lower secondary chemistry curriculum in the Czech Republic. Through the interviews with 40 chemistry teachers from four Czech regions was gained information about what teachers named as critical topics and what as key topics in early chemistry school contents. Some problems were identified mainly with cognition overload of learners and the necessity to realize stronger connections to everyday life and forming science literacy. Keywords: chemistry teachers’ opinions, early chemistry education, key points of the curriculum, critical points of the curriculum.

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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). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.27.

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Rapporti di organizzazioni sul tema "Secondary school/education teachers’"

Sowa, Patience, Rachel Jordan, Wendi Ralaingita e Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, maggio 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.

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Hillman, Kylie, e Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, agosto 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.

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Hillman, Kylie, e Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, agosto 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Merritt, Raymond. An Attitudinal Study of Secondary School Teachers Toward School Social Workers. Portland State University Library, gennaio 2000. http://dx.doi.org/10.15760/etd.1737.

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Prew, Martin Prew. School-Based Management in Secondary Education in Sub-Saharan Africa. Toronto, Ontario Canada: Mastercard Foundation, novembre 2018. http://dx.doi.org/10.15868/socialsector.36894.

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Frisancho, Verónica. The Impact of School-Based Financial Education on High School Students and their Teachers: Experimental Evidence from Peru. Inter-American Development Bank, marzo 2018. http://dx.doi.org/10.18235/0001056.

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Furstenberg, Frank, e David Neumark. School-to-Career and Post-Secondary Education: Evidence from the Philadelphia Educational Longitudinal Study. Cambridge, MA: National Bureau of Economic Research, aprile 2005. http://dx.doi.org/10.3386/w11260.

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Masters, Geoff. Time for a paradigm shift in school education? Australian Council for Educational Research, novembre 2020. http://dx.doi.org/10.37517/91645.2020.1.

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The thesis of this essay is that the current schooling paradigm is in need of review and that the answer may lie in a shift in how we think about teaching and learning. Under the prevailing paradigm, the role of teachers is to deliver the year-level curriculum to all students in a year level. This mismatch has unfortunate consequences for both teaching and learning. Currently, many students are not ready for their year-level curriculum because they lack prerequisite knowledge, skills and understandings. The basis for an alternative paradigm and a 'new normal' is presented. The essay addresses concerns raised about changes to curriculum, including that: changing the structure of the curriculum will mean abandoning year levels; teachers will be unable to manage classrooms in which students are not all working on the same content at the same time; some students will be disadvantaged if students are not all taught the same content at the same time; a restructured curriculum will result in ‘streaming’ and/or require the development of individual learning plans; a restructured curriculum will lower educational standards; and it will not be possible to do this in some subjects.

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Collins, D. L., L. Segebrecht e R. N. Schimke. Human genetics education for middle and secondary science teachers. Third annual report, April 1, 1994--March 30, 1995. Office of Scientific and Technical Information (OSTI), dicembre 1994. http://dx.doi.org/10.2172/34255.

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Goldin, Claudia, e Lawrence Katz. Why the United States Led in Education: Lessons from Secondary School Expansion, 1910 to 1940. Cambridge, MA: National Bureau of Economic Research, agosto 1997. http://dx.doi.org/10.3386/w6144.

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