Auswahl der wissenschaftlichen Literatur zum Thema „Study and teachig (Secondary)“
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Zeitschriftenartikel zum Thema "Study and teachig (Secondary)"
Han, Eunjung, und Hyejoo Jung. „A Study on the Perception of Secondary Teacher Competency and Secondary Teacher Training Curriculum“. Korean Association For Learner-Centered Curriculum And Instruction 24, Nr. 10 (31.05.2024): 721–41. http://dx.doi.org/10.22251/jlcci.2024.24.10.721.
Der volle Inhalt der QuelleJena, Prakash C. „A Study of Techno-Pedagogical Competence among Secondary School Teachers“. JOURNAL OF TEACHER EDUCATION AND RESEARCH 18, Nr. 02 (20.12.2023): 1–2. http://dx.doi.org/10.36268/jter/18201.
Der volle Inhalt der QuelleDas, Sijila, und Nalinilatha M. „A STUDY ON TEACHING COMPETENCY OF SECONDARY SCHOOL TEACHERS“. International Journal of Research -GRANTHAALAYAH 5, Nr. 6 (30.06.2017): 508–13. http://dx.doi.org/10.29121/granthaalayah.v5.i6.2017.2063.
Der volle Inhalt der QuelleBarad, Mr Sadashiv, und Prof Prasanta Kumar Acharya. „Attitude of Secondary School Students’ towards Smart Classroom Teaching: An Explanatory Study“. International Journal of Research Publication and Reviews 5, Nr. 1 (24.01.2024): 2162–66. http://dx.doi.org/10.55248/gengpi.5.0124.0348.
Der volle Inhalt der QuelleKumari, Manjeet. „A Comparative Study of Teacher Effectiveness of Secondary School Teachers of Sonepat District“. Management Insight - The Journal of Incisive Analysers 16, Nr. 01 (25.06.2020): 41–44. http://dx.doi.org/10.21844/mijia.16.1.8.
Der volle Inhalt der QuelleThangarajan, M. „A STUDY OF THE RELATIONSHIP BETWEEN TEACHER ATTITUDE AND TEACHING APTITUDE OF PROSPECTIVE SECONDARY SCHOOL TEACHERS“. International Journal of Technical Research & Science 3, Nr. 04 (25.05.2018): 142–44. http://dx.doi.org/10.30780/ijtrs.v3.i4.2018.014.
Der volle Inhalt der QuelleKothawade, Dr Pravin Laxman. „Correlative Study of Teaching Effectiveness & Job Satisfaction of Higher Secondary School Teachers“. Indian Journal of Applied Research 4, Nr. 7 (01.10.2011): 116–18. http://dx.doi.org/10.15373/2249555x/july2014/35.
Der volle Inhalt der QuelleAssefie, Birhan. „Listening Skills Teaching Practice at Secondary Level: Gondar Secondary Schools in Focus“. SMART MOVES JOURNAL IJELLH 8, Nr. 10 (29.10.2020): 103–17. http://dx.doi.org/10.24113/ijellh.v8i10.10808.
Der volle Inhalt der QuelleAskarkyzy, Samal, und Aziza Zhunusbekova. „EXPERIMENTAL STUDY OF EMOTIONAL BURNOUT OF SECONDARY SCHOOL TEACHERS“. 3i intellect idea innovation - интеллект идея инновация 3 (2023): 176–84. http://dx.doi.org/10.52269/22266070_2023_3_176.
Der volle Inhalt der QuelleBeisenherz, Paul C., und Marylou Dantonio. „Preparing secondary teachers to study science teaching“. Journal of Science Teacher Education 2, Nr. 2 (Juni 1991): 40–44. http://dx.doi.org/10.1007/bf02962851.
Der volle Inhalt der QuelleDissertationen zum Thema "Study and teachig (Secondary)"
Lau, Yin-har, und 劉燕霞. „Values teaching in Hong Kong junior secondary mathematics“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958734.
Der volle Inhalt der QuelleNothdurft, Lyn M. „Teaching for autonomy in senior secondary mathematics“. Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36626/1/36626_Digitised%20Thesis.pdf.
Der volle Inhalt der QuelleMabodoko, Mkhumbuzi Joe. „A phenomenological investigation into the lived experiences of grade 12 Physical Sciences learners from selected schools in the Western Cape Province“. Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2565.
Der volle Inhalt der QuelleThis study aims to narrate the lived experiences of Grade 12 Physical Sciences learners. According to UMALUSI reports on National Senior Certificate (NSC) of 2011 and 2013, there seems to be a steady decrease in the number of learners writing Physical Sciences from 2008 to 2013. One of the aims of this study is to investigate why there is a steady decline in the number of learners choosing the subject and what their classroom experiences are. A related aim is to describe how these learners’ perceptions of their Physical Sciences educators affect their mental experiences in the subject. The study used phenomenology both as a research methodology as well as the underpinning theoretical framework. Twelve Grade 12 learners from 3 different schools in the Metro North Education District in Cape Town were chosen to participate in this research. The data were collected using two rounds of in-depth semi-structured interviews. The interviews were transcribed and explicated using Giorgi’s phenomenological method. The findings show that although Physical Sciences educators are trying to support their learners, they are failing to meet the expectations of the learners. These findings provide new insights into understanding the world of the learner better and that the recommendations could have transformative implications for curriculum planners, curriculum advisors and pedagogical strategies in how the subject is presented to learners.
Muhembo, Gottfried Mbundu. „An analysis of how visualisation processes can be used by teachers participating in an intervention programme to teach for conceptual understanding of geometry“. Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62439.
Der volle Inhalt der QuellePoon, Wai-hoi Bobby, und 潘維凱. „Geometry reasoning of secondary students“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B4439102X.
Der volle Inhalt der QuellePentland, Kathleen Ann. „Similarities and differences in perceptions held by secondary art teachers, secondary art students and animators on the role and character of animation in art education“. Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28998.
Der volle Inhalt der QuelleEducation, Faculty of
Graduate
Lam, Mau-kwan, und 林謀坤. „Secondary three students' strategies in solving algebraic equations“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3196025X.
Der volle Inhalt der QuelleCeasar, Reginald Raymon. „Investigating an integrated teaching methodology as a means to prepare students for university studies in mathematics“. Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Der volle Inhalt der QuelleLangdon, Paul. „Built environment education : a curriculum paradigm“. Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40377.
Der volle Inhalt der QuelleThere is a fundamental need for more comprehensive curriculum planning in built environment education. The goal of this research is to develop a curriculum paradigm that can be used to create curriculum plans and instructional designs for built environment education as part of the art class in secondary schools.
The built environment content of this curriculum paradigm is based on the active investigation of the students' internal world with all its different perceptions and lived experience and how this affects their understanding of the greater built environment. Through a more intense investigation of the greater built environment, the students will then analyze the effect that this environment has on their own perceptions and living habits. By developing a more conscious understanding of the built environment, the students will be better equipped to make informed decisions on how to better adapt to or change their environment.
A guiding principle for the curriculum paradigm was to ensure that the introduction of a new subject area, such as built environment education, into art education curriculum involved processes of creativity and discovery along with self-reflective and participatory action for both the teacher and students. To be effective, the content material must not only be accessible through the traditional modes of academic literature research but also made valid through observation, reflection and interaction with the particular built environment of the teacher and students themselves.
Vigilance and active participation in the process of urban change are vital. These changes can only be effective and enduring if we acknowledge the capacity of the built environment to enrich our lives as private and communal beings.
One of the essential goals of this curriculum paradigm is to capture the excitement and potential that the built environment offers as a pervasive agent for understanding and celebrating constructed past, present and future.
Taylor, Charles 1955. „Conceptual development in mechanics“. Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8063.
Der volle Inhalt der QuelleBücher zum Thema "Study and teachig (Secondary)"
1939-, Brumbaugh Douglas K., Hrsg. Teaching secondary mathematics. Mahwah, N.J: L. Erlbaum Associates, 1997.
Den vollen Inhalt der Quelle findenSavage, Jonathan, und Jayne Price. Teaching secondary music. London: SAGE, 2012.
Den vollen Inhalt der Quelle findenPike, Mark A. Teaching secondary English. London: P. Chapman Pub., 2004.
Den vollen Inhalt der Quelle finden1944-, McDuell G. R., und Association for Science Education, Hrsg. Teaching secondary chemistry. London: John Murray, 2000.
Den vollen Inhalt der Quelle findenDavid, Sang, und Association for Science Education, Hrsg. Teaching secondary physics. London: John Murray, 2000.
Den vollen Inhalt der Quelle finden1964-, Rock David, Hrsg. Teaching secondary mathematics. 2. Aufl. Mahwah, NJ: Lawrence Erlbaum, 2001.
Den vollen Inhalt der Quelle findenRoss, Keith. Teaching secondary science. 2. Aufl. London: David Fulton, 2004.
Den vollen Inhalt der Quelle findenDavid, Curtis. Teaching secondary English. Buckingham [England]: Open University Press, 1993.
Den vollen Inhalt der Quelle findenParkinson, John. Improving secondary science teaching. London: RoutledgeFalmer, 2004.
Den vollen Inhalt der Quelle findenImproving secondary science teaching. New York, NY: RoutledgeFalmer, 2003.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Study and teachig (Secondary)"
Whitehead, Jack, Jacqueline Delong, Marie Huxtable, Liz Campbell, Cathy Griffin und Joy Mounter. „Self-Study in Elementary and Secondary Teaching“. In International Handbook of Self-Study of Teaching and Teacher Education Practices, 1253–89. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6880-6_42.
Der volle Inhalt der QuelleWhitehead, Jack, Jacqueline Delong, Marie Huxtable, Liz Campbell, Cathy Griffin und Joy Mounter. „Self-Study in Elementary and Secondary Teaching“. In Springer International Handbooks of Education, 1–38. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1710-1_42-1.
Der volle Inhalt der QuelleLewis, Catherine, Shelley Friedkin, Elizabeth Baker und Rebecca Perry. „Learning from the Key Tasks of Lesson Study“. In Constructing Knowledge for Teaching Secondary Mathematics, 161–76. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-09812-8_10.
Der volle Inhalt der QuelleOrtiz, José, und Aldora Dos Santos. „Mathematical Modelling in Secondary Education: A Case Study“. In International Perspectives on the Teaching and Learning of Mathematical Modelling, 127–35. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0910-2_14.
Der volle Inhalt der QuelleChandler, James, und Ian Marcousé. „The Case Study as a Signature Pedagogy“. In Learning to Teach Business in the Secondary School, 102–17. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003080862-9.
Der volle Inhalt der QuelleSultan, Alan, und Alice F. Artzt. „The Triangle: Its Study and Consequences“. In The Mathematics that Every Secondary School Math Teacher Needs to Know, 175–221. Second edition. | New York : Routledge, 2017. | Series: Studies in mathematical thinking and learning: Routledge, 2017. http://dx.doi.org/10.4324/9781315391908-5.
Der volle Inhalt der QuelleLudwig, Matthias, und Xenia-Rosemarie Reit. „A Cross-Sectional Study About Modelling Competency in Secondary School“. In International Perspectives on the Teaching and Learning of Mathematical Modelling, 327–37. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6540-5_27.
Der volle Inhalt der QuelleJarosz, Anna. „The Methodology of the Longitudinal Action-Research Study Among Secondary-School Learners“. In Second Language Learning and Teaching, 73–95. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13892-9_4.
Der volle Inhalt der QuelleMaulana, Ridwan, Amanda Maraschin Bruscato, Michelle Helms-Lorenz, Yulia Irnidayanti, Thelma de Jager, Ulziisaikhan Galindev, Amarjargal Adiyasuren et al. „Secondary Education Teachers’ Effective Teaching Behaviour Across Five Countries: Does it Change Over Time?“ In Effective Teaching Around the World, 361–98. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_17.
Der volle Inhalt der QuelleSartatzemi, Maya, Vassilios Dagdilelis und Katerina Kagani. „Teaching Programming with Robots: A Case Study on Greek Secondary Education“. In Advances in Informatics, 502–12. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11573036_47.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Study and teachig (Secondary)"
Eichler, Andreas. „Statistics teaching in German secondary high schools“. In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08208.
Der volle Inhalt der QuelleFields, Paul. „A case study in collaboration preparing secondary education teachers“. In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08703.
Der volle Inhalt der QuelleArnold, Pip. „Developing new statistical content knowledge with secondary school 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.08507.
Der volle Inhalt der QuelleBorim 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.
Der volle Inhalt der QuelleGonzález, Teresa, und Jesús Pinto. „Conceptions of four pre-service teachers on graphical representation“. In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08309.
Der volle Inhalt der QuelleVerbisck, Janielly, Marilena Bittar, Marianna Bosch, Berta Barquero und Ricardo Benito. „Study and Research Paths for Statistics Teacher Education at Secondary School Level: An Exploratory Study“. In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t2a2.
Der volle Inhalt der QuelleCarranza, Pablo, und Alain Kuzniak. „Duality of probability and statistics teaching in French education“. In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08206.
Der volle Inhalt der QuelleReston, Enriqueta, und Lisa Grace Bersales. „Reform efforts in training statistics teachers in the Philippines: challenges and prospects“. In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08604.
Der volle Inhalt der QuelleGroth, Randall. „Navigating layers of uncertainty in teaching statistics through case discussion“. In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08509.
Der volle Inhalt der QuelleMeletiou-Mavrotheris, Maria, Efi Paparistodemou, Efstathios Mavrotheris, Pilar Azcárate, Anna Serradó und Jose Cardeñoso. „Teachers’ professional development in statistics: The EarlyStatistics European project“. In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08707.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Study and teachig (Secondary)"
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.
Der volle Inhalt der QuelleМоісеєнко, Наталя Володимирівна, Михайло Вікторович Моісеєнко, Владислав Сергійович Кузнецов, Богдан Альбертович Ростальний und Арнольд Юхимович Ків. Teaching computer game development with Unity engine: a case study. CEUR Workshop Proceedings, September 2023. http://dx.doi.org/10.31812/123456789/8486.
Der volle Inhalt der QuelleOloya, Charlotte Oloya, Emma Broadbent Broadbent, Jacklyn Makaaru Arinaitwe Arinaitwe und Nick Taylor Taylor. Secondary Education in Sub-Saharan Africa Teacher Preparation Deployment and Support Case Study Uganda. Toronto, Ontario Canada: Mastercard Foundation, März 2019. http://dx.doi.org/10.15868/socialsector.36824.
Der volle Inhalt der QuelleUwase, Jost Uwase, und Nick Taylor Taylor. Secondary Education in Sub-Saharan Africa Teacher Preparation Deployment and Support Case Study Rwanda. Toronto, Ontario Canada: Mastercard Foundation, März 2019. http://dx.doi.org/10.15868/socialsector.36825.
Der volle Inhalt der QuelleAdotevi, Jean Adotevi, und Nick Taylor Taylor. Secondary Education in Sub-Saharan Africa Teacher Preparation Deployment and Support Case study: Senegal. Toronto, Ontario Canada: Mastercard Foundation, März 2019. http://dx.doi.org/10.15868/socialsector.36826.
Der volle Inhalt der QuelleRobinson, Natasha Robinson, und Nick Taylor Taylor. Secondary Education in Sub-Saharan Africa Teacher Preparation Deployment and Support Case Study: South Africa. Toronto, Ontario Canada: Mastercard Foundation, März 2019. http://dx.doi.org/10.15868/socialsector.36823.
Der volle Inhalt der QuelleRuhalahti, Sanna, Ricardo Cuenca und Sabine Rieble-Aubourg. Acquiring Socio-emotional Skills through Digital Badge-Driven Learning: A Case Study of Teachers Experiences in Barbados and Trinidad and Tobago. Inter-American Development Bank, April 2023. http://dx.doi.org/10.18235/0004858.
Der volle Inhalt der QuelleCassity, Elizabeth, Jennie Chainey, Jacqueline Cheng und Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 2. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-659-8.
Der volle Inhalt der QuelleTaylor, Rosalyn. The Role of Culturally Responsive Pedagogy in the Preparation of Secondary Teacher Candidates for Successful Teaching of Diverse Learners: A Multiphase Mixed Methods Case Study. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6139.
Der volle Inhalt der QuelleCassity, Elizabeth, Debbie Wong, Jevelin Wendiady und Jennie Chainey. Teacher Development Multi-Year Study Series. Vanuatu: Final Report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-729-8.
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