Thematische Bibliographien / Secondary teachers

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Konferenzberichte
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Auswahl der wissenschaftlichen Literatur zum Thema „Secondary teachers“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 20. Februar 2023

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Zeitschriftenartikel zum Thema "Secondary teachers"

Hasan, Amiruddin, Nurhasanah, Asmaul Husna, A. Razak und Martahadi Mardhani. „Teachers' Performance in Indonesian Secondary Schools: Does Motivation Matter?“ Jurnal EMT KITA 6, Nr. 2 (01.07.2022): 308–15. http://dx.doi.org/10.35870/emt.v6i2.652.

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A teacher's professional is greatly influenced by internal and external factors. Internal factors are influenced by the motivation that comes from within the teacher's own soul. This study aims to investigate the effect of teacher motivation on the teacher’s performance, especially public senior secondary schools (Sekolah Menengah Atas Negeri, or SMA Negeri) in Banda Aceh, Indonesia. This survey was conducted using a quantitative approach with a sample of 254 teachers. Questionnaires were used to collect data, and the data analysis technique employed was Structural Equation Modelling (SEM). The findings of this study indicate that teacher motivation has a significant effect on improving teacher performance in educational institutions.

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Menon K.P, Seema, und Sobha K. „TEACHER EFFICACY OF SECONDARY SCHOOL TEACHERS“. International Journal of Research -GRANTHAALAYAH 5, Nr. 6 (30.06.2017): 637–43. http://dx.doi.org/10.29121/granthaalayah.v5.i6.2017.2096.

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The study aims to find out the teacher efficacy of secondary school teachers. The sample for the present study consisted of 350 secondary teachers of Kerala. In this study the investigators used a teacher Efficacy scale to measure the teacher efficacy of secondary school teachers. The study reveals that secondary school teachers possess an average level of teacher efficacy and also that there exist significant difference in the mean scores of teacher efficacy with respect to type of management and teaching experience, but no significant difference exist in the mean scores of teacher efficacy with respect to Gender and locale and Subject of specialization.

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Situmorang, Pandoyo, Valews Nopatri L. Purba, Listra Sitohang und Erikson Saragih. „SPEAKING TEACHING STRATEGIES BY SECONDARY SCHOOL ENGLISH TEACHER“. JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang 8, Nr. 2 (02.02.2022): 50. http://dx.doi.org/10.32682/jeell.v8i2.2147.

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The research aims to find out the strategies used by teachers in teaching speaking to students in secondary school and teachers’ perception about the method. This study involved ten English teachers at several secondary schools in North Sumatra. To collect the data, researchers use qualitative descriptive methods by distributed questionnaires as research instruments using the google form platform. This research was conducted to find and identify the teachers’ strategies in teaching speaking. Research indicates that the strategies used by the English teacher were information gap, communicative language by real life situation, brain storming, picture storming, discussion, story-telling, role-play, daily integration in learning process, speech and games. Whereas the teacher's response to the strategy produces a positive attitude because their perception answers that the strategy they used was satisfying and effective to help students to improve their speaking skills. The results of the study also reveal that the teachers’ strategies are essential to improving students' willingness to study at school. Thus the teacher strategy is the key to success in teaching. The results of this study provide a full description of teaching practice, and the assessment employed by the teacher. From this research, it is suggested that teachers use speaking teaching strategies by paying attention to steps to perform the method.

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Pradhan, Sweety, und Nani Babu Ghimire. „Providing Feedback: English language teachers' practices in secondary level“. Siddhajyoti Interdisciplinary Journal 3, Nr. 1 (30.06.2022): 161–69. http://dx.doi.org/10.3126/sij.v3i1.46284.

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Feedback is one of the key factors in language learning which may encourage or discourage learners in order to overcome mistakes and errors. The aim of the study is to examine the secondary level English teacher's feedback practices on student's work and student's perception to the type of feedback they receive. This research is based on the response to questionnaire and checklist from forty students of secondary level and ten English teachers at different secondary schools. Major findings of the study include that for the correction work, most of the teachers frequently follow teacher correction and some of the teachers frequently follow self-correction techniques. Ninety per cent of the students got motivated by positive especially teacher's praise and encouragement. The study shows most of the students need teacher's guidance in correcting their mistakes while learning English where teachers sometimes preferred their students to realize the mistakes themselves.

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Johari, Nor Syahrul Bariyah, Norazlinda Saad und Marini Kasim. „Teacher collaboration: Significant influence on self-efficacy of secondary school teachers“. International Journal of Evaluation and Research in Education (IJERE) 11, Nr. 4 (01.12.2022): 1873. http://dx.doi.org/10.11591/ijere.v11i4.22921.

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<span lang="EN-US">Teacher collaboration is an aspect that needs to be given due attention in the educational institutions in order to sustain the improvement of teachers’ learning. This study was conducted to examine the influence of secondary school teacher’s collaboration on their self-efficacy. Research design was based on quantitative approach by cross-sectional survey. Data collection via questionnaires was performed to obtain demographic information of respondents, as well as data on teacher collaboration and self-efficacy. <br /> A number of 410 secondary school teachers in the northern part of peninsular Malaysia were involved in the study as survey respondents. The collected data was processed and analyzed using statistical package for the social sciences (SPSS) via frequency, mean, standard deviation, Pearson correlation and multiple regression analysis. The study found that the level of teacher collaboration and teachers’ self-efficacy among secondary school teachers is high. The findings also discovered that there was positive relationship between teacher collaboration and teachers’ self-efficacy. In addition, the dimension of teacher collaboration was found to have a significant influence on the teachers’ self-efficacy. Thus, the findings clearly indicated the importance of the collaboration practices between teachers in influencing the self-efficacy of teachers.</span>

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Et.al, Syarina Mahmood. „Investigating Teachers’ Perceptions on Written Feedback Practices in Malaysian Secondary Schools“. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, Nr. 3 (10.04.2021): 1263–71. http://dx.doi.org/10.17762/turcomat.v12i3.887.

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This researchis toinvestigateteachers’ perceptions and practices about teacher-written feedbackin a secondary school in Malaysia. There are empirical studies conducted on the effectiveteacher-written feedback practicesto the students’ writing performance.However, there is a little researchwasconducted in Malaysiaon teachers’ perceptions regarding the role of teacher-written feedback in writing.Teachers’ perceptions and practices on written feedback is important to determine how teacher-written feedback place in their formative assessment.The results suggest that written feedback is commonly practiced in writing classroom and the teacher’s perceptions influenced to teacher-written feedback practices. It was found that most teachers consider written feedback is ineffective practices to help students to improve their writing. Teachers recognised that because of time constraints and students attitude influence the effectiveness of the written feedback to the learning process. Several factors were found to have a great influence on the amount and quality of written feedback. The most significant factor was trainings to influence teachers’ perception indicating that teacher-written feedback is unimportant in which was influenced teachers’ practices in the classrooms

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Marucci, Eleonora, Beau Oldenburg und Davide Barrera. „Do teachers know their students? Examining teacher attunement in secondary schools“. School Psychology International 39, Nr. 4 (August 2018): 416–32. http://dx.doi.org/10.1177/0143034318786536.

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Using survey data from 457 Italian sixth grade secondary school students ( M age = 11.9, SD = 0.7, 46% girls) and 58 of their teachers ( M age = 45.7, SD = 9.4, 92.8% female) this study examined the extent to which secondary school teachers were attuned to their students. More specifically, we investigated the extent to which teachers were aware of which students were highly liked, disliked, prosocial, aggressive, or engaged in risky behavior. For each of these five dimensions, teacher attunement was measured by comparing teacher’s nominations to the proportion of received peer nominations per student. Then, a general teacher attunement score was constructed by calculating the mean of these five scores. Descriptive analyses showed a moderate teacher attunement, which was highest for prosocial behavior and lowest for risk behavior. It was investigated whether certain teachers had a higher attunement than others. Our analyses showed that teacher attunement was positively associated with the amount of time teachers spent with their students and with their experience as a teacher. Furthermore, attunement was negatively associated with classroom size.

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Aziz, Fakhra, Uzma Quraishi und Moafia Nader. „Leadership practices for Professional assistance of teachers in secondary schools“. Asia Proceedings of Social Sciences 2, Nr. 4 (03.12.2018): 6–10. http://dx.doi.org/10.31580/apss.v2i4.235.

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The present study aimed to explore the leadership practices for professional assistance of secondary school teachers.It was assumed that leadership active role in various types of teachersâ€™ professional assistance can enhance their job performance which in turn promotes quality in teaching and learning process. The study reports that school heads play a significant role in teachersâ€™ professional assistance but it was limited to instructional and professional areas only. Teachersâ€™ emotional side also required active and effective leadership practices of professional assistance for quality performance. Further School heads in public sector facilitate their teachers more as compare to those in private sector. Similarly experienced teachers reports more support from their heads as compare to newly inducted teaches. Gender differences in professional assistance of experienced and newly inducted teachers were also found.Female newly inducted teachers receive more facilitation from their heads as compare to male . Same case is reported for professional assistance of experienced teachers. The present study suggests a need based training program for school leadership to adopt innovative strategies for assistance of their teachers alongwith sound measures taken by the government

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Skutina, Tatyana Vasilyevna, Mariya Sergeevna Spiridonova, Galina Gennad'evna Dulinets, Svetlana Aleksandrovna Tomilova und Aleksandr Petrovich Dement'ev. „Professional Motivation of Secondary School Teachers“. Психология и Психотехника, Nr. 4 (April 2022): 119–34. http://dx.doi.org/10.7256/2454-0722.2022.4.38991.

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The problems of staff shortage in secondary school, mutual understanding between teacher and student, effective training of students are largely related to the teacher's high motivation to work and overcome objective difficulties. The subject of the study is the features of the professional motivation of secondary school teachers depending on the length of service. The purpose of the study: to study the content characteristics of the professional motivation of secondary school teachers, depending on the length of service. We studied the following groups of components of professional motivation: value-semantic; cognitive; emotional-personal component. To conduct the study, a sample was formed, the number of which was 45 teachers and divided into 3 age groups with different periods of teaching experience of 15 people in each group. The results of the study showed differences between groups of teachers with different professional experience. Teachers on the initial path of professional activity have a more pronounced focus on tasks and interactions, less on themselves. And teachers with more professional experience have a pronounced focus on themselves, and less on tasks and interactions in the motivational complex of secondary school teachers with different work experience, there are differences in the predominance of internal and external motives. External positive motives predominate, which are associated with the action of external incentives (the possibility of obtaining recognition, the availability of salary growth opportunities, the ability to use the provided measures of state support, etc. External negative motives in the sample of teachers are the least pronounced, which can also be regarded as a sign of a fairly prosperous environment associated with the working conditions of school teachers.

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Hassan, H. K., B. I. Bambi und H. B. Bakari. „Influence of Principal and Parental Relationships on Teachers’ Job Performance in Senior Secondary Schools in Adamawa State, Nigeria.“ Advances in Multidisciplinary and scientific Research Journal Publication 29 (15.12.2021): 155–70. http://dx.doi.org/10.22624/aims/abmic2021-v2-p12.

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This study investigated the influence of principal and parental relationships on teacher’s job performance in senior secondary schools in Adamawa State, Nigeria. Three research questions and two hypotheses were formulated and tested at 0.05 level of significance. The study adopted an ex post facto research design. The population of the study was 5,458 school personnel in the senior secondary schools in Adamawa state, which were made up of 337 principals and 5,121 teaching staff as distributed over the five education zones of Adamawa state, Nigeria. The sample of the study was 374 school personnel (340 teachers and 34 principals). This was arrived at using the Taro Yamane formula. The sample was determined through multistage sampling technique that comprised of stratified random sampling and simple random sampling techniques. Influence of Principal and Parental Relationship on Teachers’ Job Performance Questionnaire (IPPRTJPQ) was used for the collection of data. The data collected were analysed using mean and standard deviation to answer the research questions, Z-test for testing the hypotheses. The research question findings indicated that teachers were found to relate to a high extent with principals in senior secondary schools in Adamawa state. Also, that the relationship between teachers and parents is to a moderate extent in senior secondary schools in Adamawa state. The hypotheses findings also revealed that there is a significant influence of teacher – principal relationship on teacher’s job performance with (p = 0.000 < 0.05); and also that there is a significant influence of teacher – parent relationship on teacher’s job performance in senior secondary schools in Adamawa State with (p = 0.000 < 0.05). Based on the findings; it was concluded that teachers’ relationship with principals and parents significantly influence their job performance in senior secondary schools in Adamawa state, Nigeria. The study recommended that principals and teachers in senior secondary schools need to relate positively amongst themselves irrespective of their demographic differences which can help to improve their teaching performance either on a personal or professional level. Keywords: Teacher-Principal Relationship; Teacher-Parent Relationship; Teachers’ Job Performance; Senior Secondary School; Adamawa State

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Dissertationen zum Thema "Secondary teachers"

Enow, Linda. „Teacher cognition : a study of secondary English teachers“. Thesis, University of Reading, 2016. http://centaur.reading.ac.uk/66017/.

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Contemporary education research identifies the quality of the teacher as a major determinant in the pace of achievement of the learners. In seeking to understand teacher quality, this study investigates teacher cognition. The premise is: how a teacher thinks during the planning phase of the lesson is paramount in establishing the level of expertise in facilitating learning. However, when presented with a lesson focus, teachers with different levels of expertise demonstrate different thought patterns. The key question is: how do expert teachers think? To attain expert performance, it is vital to capture how experts think. With English being one of the core subjects of the secondary curriculum, and also the language of instruction, it is imperative to focus on Secondary English teachers as the main articipants in this study. The Dreyfus model of expertise has been used to identify and group participants for this study. The focus is to capture the thought processes involved during the lesson planning phase and to study the patterns generated. An in-depth study of the different groups of participants, using multiple data collection methods and data analysis procedures, situates this study within multimethod research. The interpretive framework facilitates an intrinsic understanding of each group; as well as, identification and analysis of patterns across the different groups. Patterns of teacher cognition therefore become ‘overt’. The identification of patterns at different levels of expertise makes the continuum of expertise in secondary English teaching explicit. Progression on this expertise continuum becomes more ‘attainable’ as the characteristics of each level of expertise are identified. With the establishment of cognition, inherent cognitive processes and their interplay have been captured; revealing the mind of the teacher, during lesson planning, as intricate and evidence of the complexity of teaching.

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Kunz, Emily Ann Hales. „Secondary Mathematics Teachers' Mindsets“. BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8691.

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Much research supports that student mindset influences how well students do in school and that teacher actions influence student mindset. Research has also shown that just because a teacher has a growth mindset, it does not imply that their students will also have a growth mindset. This research looks closer as to why a teacher's mindset does not correlate with their students' mindset by further examining teacher mindset and the connection between teacher mindset and teacher actions. In summary, teachers' mindsets do not directly influence student mindset for a few reasons: secondary mathematics teachers have different mindsets towards honors and regular students, while they have heard about mindset, they do not understand mindset deeply, and mathematics teachers do not know how to help their students develop a growth mindset.

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Lewis, Derek. „Teacher appraisal : secondary teachers' reactions to issues and schemes“. Thesis, University of Nottingham, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252736.

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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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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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Mathis, Kimber Anne. „Secondary Preservice Mathematics Teachers' Curricular Reasoning“. BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7511.

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Researchers have found that teachers' decisions affect students' opportunity to learn. Prior researchers have investigated teachers' decisions while planning, implementing, or reflecting on lessons, but few researchers have studied teachers' decisions and their reasoning throughout the teaching process. It is important to study teachers' reasoning for why they make the decisions they do throughout the teaching process. Furthermore, because inservice and preservice teachers differ in experience and available resources that they draw on while making decisions, it is helpful to consider the resources PSTs' draw on while reasoning. Curricular reasoning is a framework that describes teachers' thinking processes when making decisions during the teaching process. This study investigated secondary preservice teachers' decisions and curricular reasoning throughout the teaching process. Data were collected from two groups of secondary preservice teachers in a mathematics methods course focused on student thinking and mathematics. Results revealed that the preservice teachers used all seven curricular reasoning strands, especially drawing on mathematical meanings, mapping learning trajectories, and considering learners' perspectives. Specifically, this study demonstrates ways in which preservice teachers reason about their decisions and the intertwined nature of their curricular reasoning. The results from this study also imply that it may be helpful to consider the resources PSTs have access to, including their instructor, and that the order of their lesson planning may allow support for the mathematical learning trajectories within individual lessons. This study also provides validation for the curricular reasoning framework described by Dingman, Teuscher, Olson, and Kasmer (in press), provides subcategories of curricular reasoning strands, and has implications for teacher education.

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Li, Kwok-kai. „Turnover intentions of graduate teachers in Hong Kong aided secondary schools“. [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553884.

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Lau, Hon-wah, und 劉漢華. „Factors that motivate teachers in government secondary schools“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956105.

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Eryilmaz, Aysegul. „Development In Secondary Pre-service Mathematics Teachers“. Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606075/index.pdf.

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The purpose of this study was to determine the fourteen pre-service mathematics teachers&rsquo
beliefs about mathematics and teaching and learning of mathematics, and their expectations and acquisitions of the Five Year Integrated Program in the Department of Secondary Science and Mathematics Education at Gazi University, Turkey, and the development in their beliefs during the last three semesters of the program. The data were collected through four longitudinal interviews from each participant. Data collection process began at the beginning of the spring semester of the 2002&ndash
2003 academic year and ended at the end of spring semester of the 2003&ndash
2004 academic year. The interviews were tape-recorded and transcribed verbatim to produce a complete record of the interviewees&rsquo
conversation. The findings that were gathered from analyses of individual interviews show that pre-service teachers came to teacher education programs with some beliefs about mathematics, and teaching and learning of it. The interviews have provided evidence that pre-service teachers seemed to develop some new beliefs about mathematics during the first 3.5 years of program, and that the courses of the last 1.5 years of the program improved and consolidated pre-service teachers&rsquo
attitudes towards and beliefs about mathematics, and beliefs about the teaching and learning of mathematics. The research findings lead to the conclusion that OFD406, OFD408, OFD509 and OFD501 courses were perceived as the most effective courses and OFD402, OFD410 and OFD507 courses were considered as the least effective courses of the program.

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Bücher zum Thema "Secondary teachers"

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

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Philippa, Hunt, Hrsg. Language knowledge for secondary teachers. London: David Fulton, 2005.

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J, Bremigan Ralph, und Lorch John D. 1965-, Hrsg. Mathematics for secondary school teachers. [Washington, DC]: Mathematical Association of America, 2011.

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1935-, Evertson Carolyn M., und Worsham Murray E, Hrsg. Classroom management for secondary teachers. 6. Aufl. Boston: Allyn and Bacon, 2003.

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1935-, Evertson Carolyn M., und Worsham Murray E, Hrsg. Classroom management for secondary teachers. 5. Aufl. Boston: Allyn and Bacon, 2000.

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T, Emmer Edmund, Hrsg. Classroom management for secondary teachers. 4. Aufl. Boston: Allyn and Bacon, 1997.

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Strutchens, Marilyn E., Rongjin Huang, Despina Potari und Leticia Losano, Hrsg. Educating Prospective Secondary Mathematics Teachers. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91059-8.

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RTI strategies for secondary teachers. Thousand Oaks: Corwin Press, 2011.

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T, Emmer Edmund, Hrsg. Classroom management for secondary teachers. 2. Aufl. Englewood Cliffs, N.J: Prentice Hall, 1989.

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

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Buchteile zum Thema "Secondary teachers"

Jackson, Colin. „Introducing the Teachers“. In All-Attainment Teaching in Secondary Mathematics, 85–125. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92361-7_7.

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Cox, J. L., F. J. Dwyer, D. Ellis Rowena und E. J. Nicholas. „Secondary School Textbooks: English History“. In Handbook for History Teachers, 244–51. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-22.

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Arnold, Ron. „The Formation of Secondary Teachers“. In Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols, Vol227:58—Vol227:70. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-145.

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Coles-Ritchie, Marilee. „Teachers’ Discursive Realignment“. In Inciting Change in Secondary English Language Programs, 51–82. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101074_4.

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Cyrino, Márcia Cristina de Costa Trindade. „Prospective Mathematics Teachers’ Professional Identity“. In Educating Prospective Secondary Mathematics Teachers, 269–85. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91059-8_15.

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Burston, W. H. „The Syllabus in the Secondary School“. In Handbook for History Teachers, 59–74. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-6.

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Strutchens, Marilyn E., Rongjin Huang, Despina Potari und Leticia Losano. „Introduction“. In Educating Prospective Secondary Mathematics Teachers, 1–5. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91059-8_1.

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Potari, Despina, und Giorgos Psycharis. „Prospective Mathematics Teacher Argumentation While Interpreting Classroom Incidents“. In Educating Prospective Secondary Mathematics Teachers, 169–87. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91059-8_10.

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Lin, Fou-Lai, Kai-Lin Yang und Yu-Ping Chang. „Designing a Competence-Based Entry Course for Prospective Secondary Mathematics Teachers“. In Educating Prospective Secondary Mathematics Teachers, 189–203. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91059-8_11.

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Manouchehri, Azita, Xiangquan Yao und Yasemin Saglam. „Nurturing Knowledge of Mathematical Modeling for Teaching“. In Educating Prospective Secondary Mathematics Teachers, 205–23. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91059-8_12.

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Konferenzberichte zum Thema "Secondary teachers"

Hildebrandt, Claudia, und Ira Diethelm. „Informatics teachers“. In WiPSCE '15: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2818314.2818318.

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Smith, Neil, Yasemin Allsop, Helen Caldwell, David Hill, Yota Dimitriadi und Andrew Paul Csizmadia. „Master Teachers in Computing“. In WiPSCE '15: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2818314.2818332.

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Ekol, George. „Perspectives on foundation statistics: some examples from prospective secondary mathematics teachers“. In Decision Making Based on Data. International Association for Statistical Education, 2019. http://dx.doi.org/10.52041/srap.19409.

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The qualitative case-study reported in this paper is framed by the ‘big’ ideas in introductory statistics, which emphasise statistical thinking, reasoning and literacy. We analysed secondary qualitative data from prospective secondary mathematics teachers’ statements, based on six themes in statistics: the influence of secondary-school experience and the teacher; difficult topics; avoidance of statistics; lack of coverage; teacher knowledge; reasons associated with the difficulty of statistics; and the contributions associated with school practice. We used five elements of the foundations of statistical thinking to enable us to analyse the prospective teachers’ statements from each of the six themes. Data analysis suggests that representing data to enable a clear understanding of statistical concepts emerged more frequently in the pre-service teachers’ statements than the other five foundation elements. The consideration of variability emerged the least number of times. Implications for statistics education are discussed.

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Dagdilelis, Vassilios, und Stelios Xinogalos. „Preparing teachers for teaching informatics“. In the 7th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2481449.2481468.

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Borim da Silva, Cláudia, und Cileda de Queiroz e Silva Coutinho. „Reasoning about variation of a univariate distribution: a study with secondary mathematics teachers“. In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08312.

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Variation is a fundamental concept in statistics literacy; standard deviation is part of compulsory school curriculum in Brazil. The objective of this study is to explore reasoning about variability by teachers, using the model proposed by Garfield (2002). The sample was composed of nine in-service mathematics teachers who took part in a teacher-training course on statistics. An experimental focus made it possible for them to experience all the steps of a statistics research project in which the course content was designed to expose the reasoning about variability employed by these teachers. We identified an oscillation between idiosyncratic and procedural levels, but no teacher showed complete reasoning about variation. The most prevalent reasoning employed was verbal, when teachers interpreted standard deviation as a measure of variation among observations.

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Gould, Robert, und Roxy Peck. „Preparing Secondary Mathematics Educators to Teach Statistics“. In Curricular Development in Statistics Education. International Association for Statistical Education, 2004. http://dx.doi.org/10.52041/srap.04404.

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In this paper, we address two Roundtable topics: distance education and developing teachers' statistical knowledge. We describe a new professional development program for secondary school mathematics teachers who are preparing to teach statistics. We also discuss what we have learned in our efforts to design a course that has a significant online component and that is relevant and useful from a teacher’s perspective. We describe the ways in which our online environment incorporates group work, self-study, concept exploration, and assessments. We also discuss the challenges associated with delivering the necessary content while simultaneously accommodating the practical time constraints of adult students who are, themselves, teaching full-time.

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Bilek, Martin, Katerina Chroustova, Jiri Rychtera, Veronika Machkova, Karel Kolar, Jitka Štrofova, Radovan Sloup, Milan Šmidl und 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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Sanz Ponce, José Roberto, und Inmaculada Hernando Mora. „Pre-service Secondary teachers’ learning styles“. In HEAd'15. Conference on Higher Education Advances. Editorial Universitat Politècnica de València, 2015. http://dx.doi.org/10.4995/head15.2015.270.

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Krypotou, Adamantia, und Chryssa Sofianopoulou. „INVESTIGATING SECONDARY EDUCATION TEACHERS' TRAINING NEEDS“. In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0563.

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Dengel, Andreas, und Rupert Gehrlein. „Comparing Teachers’ and Preservice Teachers’ Opinions on Teaching Methods in Computer Science Education“. In WiPSCE '22: The 17th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3556787.3556866.

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Berichte der Organisationen zum Thema "Secondary teachers"

Alansari, Mohamed, Cathy Wylie, Rose Hipkins, Sinead Overbye, Renee Tuifagalele und Sophie Watson. Secondary teachers' Perspectives from NZCER's 2021 National Survey of Secondary Schools. NZCER, Juni 2022. http://dx.doi.org/10.18296/rep.0022.

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The long-running National Survey of Schools project is part of the New Zealand Council for Educational Research’s (NZCER’s) Te Pae Tawhiti programme of research. NZCER has run a national survey of secondary schools every 3 years since 2003. For the 2021 National Survey of Secondary Schools, we surveyed a sample of 5,376 teachers, randomly chosen from a stratified sample of Years 9–13 and Years 7–13 secondary schools to ensure national representation of schools across all deciles. A total of 1,093 teachers responded to the survey over two data collection waves, giving a nationally representative picture in terms of school decile.

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

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Klampe, Charlotte. The work values of secondary teachers : a comparative study by teaching assignment. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.3261.

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Benson, Nancy. The People's Soul Engineers: A Study of Secondary Teachers in the People's Republic of China. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1236.

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Lytvynova, Svitlana H. Хмаро орієнтоване навчальне середовище загальноосвітнього навчального закладу. [б. в.], August 2018. http://dx.doi.org/10.31812/0564/2451.

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Research goals: to outline the state of secondary education to implement a cloud-oriented learning environment (COLE), establishing research objectives: to determine the readiness of students to the introduction of COLE, to develop a conceptual framework of cooperation in COLE at the level of the institution, identify the actors interact COLE. The object of research supports the learning environment secondary schools; subject – a cloud-oriented learning environment of secondary schools. Research methods used: analysis of statistics and publications. Experimental research and conducted in secondary schools Obolon district of Kyiv. Intermediate results: the architecture of COLE 44 secondary schools of the district, introduced more than 10 thousand accounts established electronic interaction between teachers and students by e-mail Outlook. Currently under development cloud storage (SkyDrive) training materials teachers practiced the skills of teamwork and planning tools calendars. The main conclusions and recommendations. Implementation of COLE at secondary schools provides endless opportunities both teacher and student, in fact created conditions for innovation and learning. Without a doubt we can say that for the future of Honshu, for full use must have a quality Internet, motivated teachers. For subjects of the educational process, the conditions of access to learning materials anywhere, anytime, and it activates the cognitive and creative activity of students that will improve key indicators of learning.

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Collins, D. L., L. Segebrecht und 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), Dezember 1994. http://dx.doi.org/10.2172/34255.

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Duong, Bich-Hang, Vu Dao und Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), Dezember 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.

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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to competency development. Informed by a sociocultural approach and the sensemaking perspective, this study draws from a dataset of 91 secondary teachers collected over three years (2017-2019), with a particular focus on longitudinal analysis of eight teachers. The findings shed light on teachers’ ambivalence as they made sense of the target competencies and aligned their practices with the new CBE reform. Based on their prior experiences and worldviews, teachers made sense of competencies as learning foundational knowledge and skills, in addition to developing good attitude, character, and morality. Over the years, they placed a stronger emphasis on the competencies’ process-orientation, integration, and real-life application toward whole-child development. Despite teacher sensemaking and changing practices, the performativity culture for high learning outcomes still prevailed, making teaching competencies for life a challenging task. Contributing to the CBE literature and practice, this study illustrates the long and complicated process through which teachers recontextualize the CBE pedagogy. It also suggests how teacher practices can be better supported to transition to the new CBE curriculum.

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Duong, Bich-Hang, und Joan DeJaeghere. From Student-Centered to Competency-Based Reform: Exploring Teachers’ Perspective of Meaningful Participation. Research on Improving Systems of Education (RISE), Februar 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/089.

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Student-centered pedagogy has been widely advocated in many contexts with student active participation in learning being a central element. Vietnam has adopted innovative pedagogies including child-centered and competency-based teaching to further active learning and develop students’ full potential. This study explores Vietnamese teachers’ views about student participation and teaching roles as they implement these progressive reforms. It also examines pedagogical practices that teachers planned to use and actually employed to support student learning through meaningful participation. Drawing on qualitative analysis of interviews and classroom observations conducted over three years with 47 secondary-level literature teachers throughout Vietnam, we found that student participation as expected by teachers broadly falls into three categories: participation as attention; participation as contribution and collaboration; and participation as autonomy and engagement. Each of these modes characterizes what teachers’ envision of students’ overall engagement, but these modes coexisted in the data in classroom practices. Our analysis shows how ‘hybrid pedagogy,’ a mix of teacher-directed and student-centered approaches, was most used to support students’ active contribution and collaboration. This research contributes to the literature on student-centered learning and student participation in transitional contexts, highlighting the complex processes of how teachers perceive and enact these pedagogical reforms.

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

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