Thematische Bibliographien / Study and teaching (Secondary)

Auswahl der wissenschaftlichen Literatur zum Thema „Study and teaching (Secondary)“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 3. März 2023

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Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Zeitschriftenartikel zum Thema "Study and teaching (Secondary)":

1

Beisenherz, 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.

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Kothawade, 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.

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3

Das, 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.

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The role of teacher is proficient, be composed of academic, didactic and social roles. Academic roles cover teaching, instructing and supervisory characters and pedagogical characters include instructional, valuation and simplifying roles. The study aimed to identify the teaching competency of secondary school teachers. The investigator adopted survey method to study the teaching competency between teachers from selected government, private and aided school. For this study a sample of 300 school teachers from eight various schools which are situated in Palakkad district selected by the investigator using simple random sampling technique. The findings revealed that there is no significant difference towards teaching competency among selected secondary school teachers with respect to personal variables like Gender, Marital Status, Educational Qualification, Type of Management and Teaching experience. The findings of the study help to discover the teaching competency of secondary school teachers in the society.
4

Zain, Azrani Mohd, Soaib Asimiran, Abu Bakar Razali und Nor Aniza Ahmad. „The Implementation of Teaching Supervision in Excellence Cluster Secondary Schools and Daily Secondary Schools“. International Journal of Human Resource Studies 11, Nr. 4S (25.11.2021): 243. http://dx.doi.org/10.5296/ijhrs.v11i4s.19251.

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This study explores the implementation of teaching supervision in Excellence Cluster National Secondary Schools and Daily Secondary Schools. This study adopts the qualitative exploratory approach and involves eight study samples selected by purposive sampling. Methods of interview, observation and document analysis were used as the main tools in collecting the study data. The data collected were analysed using in-depth reading, open coding and axial coding. The results of the study as a whole show that the two categories of schools do not show differences in the characteristics studied in the implementation of teaching supervision in secondary schools. The study’s findings show that teaching supervision in Excellence Cluster Secondary Schools and Daily Secondary Schools is implemented through the devolution of power to middle leaders. Teaching supervision is guided by the teaching supervision form found in SKPMG2 standard 4. Teaching supervision in both school categories is done three times a year involving three phases. Moreover, teaching evaluation is done through direct observation in the classroom with full guidance on the teaching supervision form. The similarity in the implementation of teaching supervision is due to the same challenges faced by principals in both school categories, namely time constraints and administrative workload. The findings also show that supervisors use no specific approach for teaching supervision. The implication of this study is that it provides an insight into the implementation of teaching supervision by school administrators and that strengthening the skills and knowledge of middle leaders could improve teaching supervision effectiveness and positively impact the students, teachers and the school.
5

Kim, ShinYoung. „An Evaluation Study on Teaching Practicum in Secondary Schools“. Korean Society for Educational Evaluation 31, Nr. 4 (30.12.2018): 831–63. http://dx.doi.org/10.31158/jeev.2018.31.4.831.

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Bolden, Benjamin. „Teaching composing in secondary school: a case study analysis“. British Journal of Music Education 26, Nr. 2 (03.06.2009): 137–52. http://dx.doi.org/10.1017/s0265051709008407.

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This article reports a case study of an experienced teacher of composing working with secondary school students in a large urban centre in Ontario, Canada. Results suggest authentic assignments connect student composing to the ‘real world’, and so have meaning and life beyond the music classroom. Teachers can facilitate the development of theoretical music knowledge by supporting and enhancing the experiential learning that students accomplish on their own, through composing. Offering suggestions for change to compositions-in-progress, and cultivating a classroom ethos where students exchange this service amongst themselves, serves to enhance composing potential. By helping students infuse their work with personal knowledge, experiences, and interests, teachers can increase students’ meaningful involvement in classroom composing.
7

SUGIYAMA, Sarina, und Yukinori UTSUMI. „Study on STEM Teaching Materials in Australian Secondary Schools“. Journal of Research in Science Education 63, Nr. 2 (30.11.2022): 311–22. http://dx.doi.org/10.11639/sjst.22005.

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8

Lu, Huanhuan, Yanxia Jiang und Hualin Bi. „MODELING TEACHING IN STUDY OF GALVANIC CELLS: UPPER-SECONDARY SCHOOL CONTEXT“. Journal of Baltic Science Education 19, Nr. 6 (05.12.2020): 972–88. http://dx.doi.org/10.33225/jbse/20.19.972.

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Besides improving students' understanding of scientific concepts, chemistry teaching should also improve students' ability of applying concepts to solve problems. The research aims to explore the effects of modeling teaching on students’ proficiency in solving galvanic cell problems. This research used a quasi-experimental design, and the independent variable of the research was the teaching method. Forty-five students in the experimental class received modeling teaching, and 48 students in the control class received lecture-style teaching. The dependent variable was the performance level of the student's ability to solve the problem of the galvanic cell, which was evaluated using the galvanic cell proficiency assessment tool. The research results show that the students in the experimental class were significantly more proficient in solving galvanic cell problems than those in the control class. The results of unstructured interviews assisted in illustrating the role of modeling teaching in improving the proficiency of students in solving galvanic cell problems, and students in the experimental class had positive views on modeling teaching. Keywords: galvanic cells, modeling teaching, problem solving, proficiency level
9

Kalita, Anju, und Kaberi Saha. „A Study on the Effectiveness of Teachers Teaching English in the Secondary Schools of Kamrup District“. Paripex - Indian Journal Of Research 2, Nr. 3 (15.01.2012): 76–77. http://dx.doi.org/10.15373/22501991/mar2013/28.

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Muhsen Al Harbi, Abdullah Abdul. „Evaluation Study for Secondary Stage EFL Textbook: EFL Teachers’ Perspectives“. English Language Teaching 10, Nr. 3 (02.02.2017): 26. http://dx.doi.org/10.5539/elt.v10n3p26.

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This study aimed at evaluating EFL textbook for secondary stage in Saudi Public schools. Participants consisted of (100) male teachers and (73) female teachers teaching secondary stage students in two cities: Madinah and Dowadmi. The tool of the study designed to cover five dimensions: layout and design, the objectives of the textbook, teaching methods and activities, language skills, and evaluation. The results revealed that EFL textbook for Saudi secondary schools needs more development to be more effective in learning and teaching EFL. Clarity of the textbook objectives was one of teachers’ negative comments about the current textbook especially female teachers who disagreed that the objectives were treated effectively in the current course. The content of the textbook is not helpful in applying teaching theories and practices. In addition, the content of the textbook has no helpful tests or procedures to evaluate the achievement of the students effectively.
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Zeitschriftenartikel Dissertationen Bücher

Dissertationen zum Thema "Study and teaching (Secondary)":

1

Nothdurft, 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.

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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.

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Kgwadi, Ntate Daniel. „Inexpensive conceptual experiments/demonstrations for physics teaching“. Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834635.

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Current research on cognitive learning is applied to the designing of several experiments for use in high school physical science and physics classes. The goal of the project was to use simple inexpensive materials to construct experiments and demonstrations that illustrate physics concepts and can easily be modeled using simple mathematics.Saline solutions are used to show simple examples of refraction and effects of a solution of varying density. The refractive index of two liquids is measured. The continuous refraction of a stratified fluid is demonstrated. Fluid flow is investigated. This leads to a simple experiment that leads to an easy way to measure the acceleration of gravity.The goal was met with several simple experiments using inexpensive materials, modeling techniques, and simple mathematics derivations were designed and tested. Data from the experiments gives results that are very close to the accepted values.
Department of Physics and Astronomy
4

Mabodoko, 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.

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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2017.
This 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.
5

Pentland, 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.

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The purpose of this study was to discover similarities and differences in opinions held by secondary art teachers, secondary art students and animators on the role and character of animation in art education. The problem was to determine whether the relative neglect of animation as a part of the art curriculum has come about because the techniques and concepts associated with it are seen as difficult and/or unnecessary to implement by teachers; or whether students are unfamiliar and uninterested in animation as a field of study; or whether animation, in the opinion of professional animators, is not a suitable subject for study. The study was conducted with five secondary art teachers, nine secondary art students and three professional animators. Informants responded verbally to questions posed by the researcher. These responses were documented on a tape recorder and later transcribed for analysis. Responses from the informants generated data relating to five areas of animation: 1) defining animation, 2) potent images, 3) popular culture, 4) careers and 5) backgrounds. The study showed that although animation is a part of students1 popular culture and students are interested in it, teachers are not currently teaching it. Technical difficulties prevent them from doing so, despite the fact that they acknowledge animation as an important art form. The other findings in this study are that both teachers and students are often not consciously aware that they are watching animation; and that there are many misconceptions and prejudices associated with the medium. Implications for art education are discussed.
Education, Faculty of
Graduate
6

Woodward, Robert. „Teaching television literacy in South African secondary schools“. Master's thesis, University of Cape Town, 1992. http://hdl.handle.net/11427/18321.

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Bibliography: pages 190-196.
This dissertation develops a syllabus for the study of television literacy in South African secondary schools. There are two natural divisions in the development of the thesis; the section which explores epistemological issues and the section which describes the strategic issues. The first section examines the nature of print literacy. This consists of four elements: mastering the basic language of the medium; being able to decode this language; using the medium for personal creative ends; and having the capacity for critical reflection. It is possible to talk in terms of a language of television and so this definition of literacy can be extended to television as well. There are three main areas for the study of television literacy. These are: the production techniques and effects of television; the conventional forms of the medium; and the nature of television as a mass medium. Once this has been established the dissertation explores the strategic issues of a methodology and areas of knowledge for teaching television literacy. Although there are many methodologies for the study of the mass media, the British Cultural Studies approach, together with Hall's three moments of encoding and decoding, seems to offer the methodology most suitable for teaching critical literacy. Within this theoretical framework it is possible to describe a syllabus for teaching television literacy. This syllabus involves studying the encoding and decoding of television messages within the context of the technical infrastructure of television; the internal and external relations of production, and the frameworks of knowledge which determine the form and content of television.
7

Ceasar, 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&amp.

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A key issue for the success of students entering a first year mathematics course at tertiary level is whether or not they have an integrated understanding and view of the mathematical concepts acquired at school. Various integrated applications from first year mathematics suggest that a compartmentalised view of mathematics would be detrimental to any student's chances of passing mathematics at this level. This study tried to assess whether learners do have an integrated understanding of mathematics at grade 12 level.
8

Langdon, 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.

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The expansion of Built Environment Education into art programs is a relatively recent phenomenon but very timely. The need to develop in students an understanding of their living environment is urgent as they inherit a world that is experiencing the depletion of its resources and erosion of its ecological balance.
There 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.
9

Taylor, Charles 1955. „Conceptual development in mechanics“. Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8063.

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Chiarella, Andrew. „Statistical reasoning and scientific inquiry : statistics in the physical science classroom“. Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33882.

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Teaching science using an inquiry approach is encouraged by several organisations responsible for defining teaching and learning guidelines in North America. However, using this approach can be difficult because of the complexity of inquiry. One source of difficulty is an inability to make sense of the data. Error variation, in particular, poses a significant barrier to the correct interpretation of data and therefore successful inquiry learning. A study was conducted to examine middle school students' ability to make sense of the data they collected in three related experiments. These data involved taking measurements of two continuous variables that were affected by error variation. The results indicated that students tended not to use abstract patterns to describe the data but rather used more local patterns that did not make use of the whole data set. However, many students also indicated an intuitive understanding that a greater amount of data could be used to generate results that are more accurate. This suggests a disparity between what the students understand about data and what they are capable of doing with data. Educational implications are that students may benefit from learning ideal patterns that can be compared to non-ideal data they collect.
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Bücher zum Thema "Study and teaching (Secondary)":

1

Savage, Jonathan, und Jayne Price. Teaching secondary music. London: SAGE, 2012.

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1939-, Brumbaugh Douglas K., Hrsg. Teaching secondary mathematics. Mahwah, N.J: L. Erlbaum Associates, 1997.

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Pike, Mark A. Teaching secondary English. London: P. Chapman Pub., 2004.

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1944-, McDuell G. R., und Association for Science Education, Hrsg. Teaching secondary chemistry. London: John Murray, 2000.

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David, Sang, und Association for Science Education, Hrsg. Teaching secondary physics. London: John Murray, 2000.

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Brumbaugh, Douglas K. Teaching secondary mathematics. 2. Aufl. Mahwah, NJ: Lawrence Erlbaum, 2001.

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Ross, Keith. Teaching secondary science. 2. Aufl. London: David Fulton, 2004.

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David, Curtis. Teaching secondary English. Buckingham [England]: Open University Press, 1993.

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9

Sang, David. Teaching secondary physics. London: Hodder Education, 2011.

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Parkinson, John. Improving secondary science teaching. London: RoutledgeFalmer, 2004.

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Buchteile zum Thema "Study and teaching (Secondary)":

1

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.

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Whitehead, 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.

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Lewis, 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.

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Ortiz, 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.

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Guerra-Ramos, María Teresa, und José Baltazar García-Horta. „Scientific Skills in Secondary Education: A Study of Curriculum Expectations and Teachers’ Thinking“. In Teaching Science with Context, 49–64. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74036-2_4.

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Jarosz, 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.

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Ludwig, 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.

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Sartatzemi, 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.

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Bouchardon, Serge, und Magali Brunel. „Teaching Literary Interactive Digital Narratives in Secondary Education: A French Study“. In Interactive Storytelling, 101–20. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-22298-6_7.

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Spooner, Kerri. „Authentic Mathematical Modelling Experiences of Upper Secondary School: A Case Study“. In International Perspectives on the Teaching and Learning of Mathematical Modelling, 627–37. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62968-1_52.

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Konferenzberichte zum Thema "Study and teaching (Secondary)":

1

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.

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This report focuses on a research project that combines two aspects of a statistics curriculum related to teachers’ classroom practice and their students’ statistical knowledge. Data were collected with questionnaires. The development of the questionnaires derived from results of a qualitative research project will be sketched. Afterwards, some results will be discussed.
2

Fields, 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.

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Although the mission of mathematics education departments or programs is to prepare the next generation of secondary education mathematics teachers, the question still remains, “Who should provide the training in statistics education for these future teachers?” We propose that statistics education should be provided by statisticians in collaboration with mathematics educators. We describe a model that has been designed recognizing how statistical reasoning differs from mathematical reasoning and implemented incorporating how classroom pedagogy is consequently affected.
3

Arnold, 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.

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This paper describes a pilot study exploring the acquisition of new statistical content knowledge by teachers, which is now needed as a result of curriculum change. The teachers involved in the study formed a professional learning community where their learning needs with respect to changes in the statistics curriculum were identified and workshops presented to help meet these needs. In this paper teachers’ understanding of new statistical content knowledge and learning experiences are reported. Initial findings support previous research into how teachers learn and show that new content knowledge is not automatically gained through their participation in professional development.
4

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.
5

González, 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.

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In this study we analyze the conceptions of future secondary school mathematics teachers on the teaching of statistics and their influence in classifying the problems in which graphical statistics play a role. For this purpose we present a case study of four students taking the course ‘Introduction to the Teaching of Mathematics’, who responded to different data collection instruments and were interviewed afterwards.
6

Carranza, 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.

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In epistemological studies, two main interpretations of probabilities are the frequentist and the Bayesian. In this paper we first show that both interpretations are present in French Secondary schools, albeit the official curriculum only supports the frequentist approach. We then suggest a possible teaching situation to introduce teachers and students to the subjective-objective duality with some statistics training situations via the use of problem solving. We also give some characteristics and conditions useful to build situations fitted to this goal.
7

Kim, Sang Cheol. „A STUDY ON SHIFTS OF OPEN SECONDARY SCHOOLS POLICY IN KOREA THROUGH HISTORICAL NEW INSTITUTIONALISM“. In 8th Teaching & Education Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.008.013.

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8

Groth, 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.

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The dynamics of an online case discussion among a group of fifteen prospective secondary mathematics teachers are described. During the discussion, participants offered and debated conjectures about general pedagogy, statistical content, and content-specific pedagogy. Their collective discourse showed that cases can help catalyze online conversations in which prospective teachers challenge one another’s claims and interpretations. It also suggested that discussion moderators may need to help participants consider factors in addition to teacher explanations when analyzing the path of students’ statistical learning. The paper closes by suggesting that a carefully-sequenced case-based curriculum may have the potential to build prospective teachers’ statistical knowledge and challenge persistent misconceptions.
9

Meletiou-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.

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The EU-funded project EarlyStatistics aims to enhance the teaching and learning of early statistical reasoning in European schools by utilizing distance education to offer high-quality professional development experiences to teachers across Europe. The project consortium has developed and is currently pilot testing an online professional development course in statistics education targeting elementary and lower secondary school European teachers. The article provides an overview of the EarlyStatistics course design. It describes the pedagogical and didactical approach underlying EarlyStatistics and the course content and structure. It also outlines the quality assurance processes used in the project to avoid quality failures and the evaluation processes employed to assess the course effectiveness in achieving its objectives.
10

Opolot-Okurut, Charles, Patrick Opyene-Eluk und Margaret Mwanamoiza. „The current teaching of statistics in schools in Uganda“. In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08603.

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This paper describes the current state of teaching statistics in Ugandan schools at different levels. Different emphasis is placed on teaching statistics at primary, secondary and tertiary levels. Official documents on curricula and examination make explicit statements on what statistical ideas and techniques are to be taught in schools and suggest useful skills and capabilities that school graduates should acquire, but little of the qualities are visible on the ground. There is little emphasis on the application of these techniques in the context of real life problems. Various challenges on the teaching of mathematics and statistics in schools and the school-university transition are identified, which include the curricula, the teaching force, and the nature of the students and the shortage of teaching resources. These challenges maybe addressed through synchronising students with varied mathematics school backgrounds in their study of statistics, policy adjustments and continuous professional development.

Berichte der Organisationen zum Thema "Study and teaching (Secondary)":

1

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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2

Rashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk und Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4116.

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One of the successful components of quality assimilation of educational material and its further use in the learning process is visualization of material in secondary education institutions. Visualizations need the subjects of the school course, which are the most difficult to understand and essentially do not have at the beginning of the study of widespread practical application, mostly mathematical objects. That is why this study aimed to analyze mobile tools that can be used to visualize teaching geometry. The object of the study is the process of teaching geometry in the middle classes of secondary schools. The subject of the study is the use of augmented reality tools in teaching geometry to students in grades 7-9. The study used such research methods as the analysis and justification of the choice of mobile augmented reality for the study of mathematics. Analyses displayed two augmented reality tools: ArloonGeometry and Geometry AR. In order to gain geometry instruction’s academic success for the students, these tools can be used by teachers to visualize training material and create a problematic situation. The use of augmented reality means in the geometry lessons creates precisely such conditions for positive emotional interaction between the student and the teacher. It also provided support to reduce fear and anxiety attitudes towards geometry classes. The emotional component of learning creates the conditions for better memorization of the educational material, promotes their mathematical interest, realizes their creative potential, creates the conditions for finding different ways of solving geometric problems.
3

Kramarenko, Tetiana H., Olha S. Pylypenko und Vladimir I. Zaselskiy. Prospects of using the augmented reality application in STEM-based Mathematics teaching. [б. в.], Februar 2020. http://dx.doi.org/10.31812/123456789/3753.

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The purpose of the study is improving the methodology of teaching Mathematics using cloud technologies and augmented reality, analyzing the peculiarities of the augmented reality technology implementing in the educational process. Attention is paid to the study of adaptation of Augmented Reality technology implementing in teaching mathematical disciplines for students. The task of the study is to identify the problems requiring theoretical and experimental solutions. The object of the study is the process of teaching Mathematics in higher and secondary education institutions. The subject of the study is augmented reality technology in STEM-based Mathematics learning. In the result of the study an overview of modern augmented reality tools and their application practices was carried out. The peculiarities of the mobile application 3D Calculator with Augmented reality of Dynamic Mathematics GeoGebra system usage in Mathematics teaching are revealed.
4

Taylor, 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.

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5

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.
6

Jiménez-Parra, José Francisco, Sixto González-Víllora und Alfonso Valero-Valenzuela. The evolution of the Teaching Personal and Social Responsibility from a contextual to a transcontextual model. A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0031.

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Review question / Objective: The aim of this research was to identify and analyze the advances produced during the last 6 years in intervention studies based on the Model of Personal and Social Responsibility (TPSR) both in the subject of physical education and in any other area of knowledge within the school context. To conduct this study, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed (Moher et al., 2015) and the question was elaborated in the PICO format: (P) Participants or Problem (eg children, adolescents, Elementary, secondary, country), (I) Intervention (eg units, lessons, quantitative, qualitative or mixed research), (C) Comparators (“Teaching Personal and Social Responsibility”, “Education”), and (O) Outcomes (eg personal and social responsibility, motivation, prosocial behaviors, basic psychological needs, perception of students and teachers).
7

Peters, Vanessa. Meeting Learners Where They Are: Using Microsoft Forms to Drive Improvement in Learning Outcomes. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/52.

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This qualitative study was designed to explore how teachers are using Microsoft Forms to improve student learning outcomes in primary and secondary school classrooms. Twenty-two teachers —both experienced and new Forms users— participated in an interview about how they used Forms in their teaching. This report provides concrete examples of teachers’ use of Forms and describes their support needs for starting to use this tool in the classroom. School leaders and instructional technology coaches can use the report to inform implementation plans and training on Microsoft Forms.
8

Shokaliuk, Svitlana V., Yelyzaveta Yu Bohunenko, Iryna V. Lovianova und Mariya P. Shyshkina. Technologies of distance learning for programming basics lessons on the principles of integrated development of key competences. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3888.

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In the era of the fourth industrial revolution – Industry 4.0 – developing key competences (digital, multilingual and mathematical competences in particular) is of paramount importance. The purpose of this work is to investigate the content of key competences of a secondary school student and to develop a method of teaching for the integrated development of multilingual and mathematical competences in the process of teaching Programming Basics with the help of distant technologies. The objectives of the research include generalizing and systematizing theoretical data on the structure and the content of key competences and the potential of informatics lessons for the development of separate components of multilingual and mathematical competences; generalizing and systematizing theoretical data on the ways of arranging distant support for informatics learning, Programming Basics in particular; to investigate the content and the methods of teaching Programming Basics in 7th-11th grades; to develop the e-learning Moodle course using Python for Programming Basics on the principles of integrated approach to developing separate components of multilingual and mathematical competence with determining some methodical special features while using it. The object of the study is to teach informatics to junior high school and high school students. The subject of the study is the means and the methods of realizing distant support in the process of teaching Programming Basics using Python on the principles of an integrated approach to developing multilingual and mathematical competences.
9

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.
10

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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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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