Journal articles on the topic 'Indiana secondary science teachers, students, parents'
To see the other types of publications on this topic, follow the link: Indiana secondary science teachers, students, parents.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Indiana secondary science teachers, students, parents.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Kaur, Navdeep. "AWARENESS OF RIGHT TO EDUCATION AMONG SECONDAY SCHOOL TEACHERS." JOURNAL OF SOCIAL SCIENCE RESEARCH 6, no. 2 (December 27, 2014): 1004–8. http://dx.doi.org/10.24297/jssr.v6i2.3484.
Full textAbstract:
Education is a human right and essential for realization of all other human rights. It is a basic right which helps the individual to live with human dignity the right to education is a fundamental human rights. Every individual, irrespective of race, gender, nationality, ethnic or social origin, religion or political preference, age or disability, is entitled to a free elementary education. Hence the present study has attempted to find out awareness of right to education among secondary school teachers. The sample of 200 secondary school teachers was taken. A self made questionnaire comprising 34 multiple choice items was used by the investigator. It was found that both Government and Private secondary teachers have equal information regarding RTE, whereas Male school teachers are more aware of RTE than Female secondary school teachers Education is the foundation stone of national development. No nation can develops without education. The function of education is to accelerate the progress and development of nation. Education is the only means which brings about national integration. Educational achievement of a nation is also an indicator of national pride. During the pre-british Indian the indigenous secondary education was imparted in Pathshalas, Gurukuls, Gurudwaras and other religious organization. Education was banned for women and for scheduled classes and poor people. After sometimes Christian missionaries and East Indian Company established a few schools with the purpose of spreading Christianity in India. The first organized step to established planned primary schools of four years duration in India was established when Macaulay presented his famous minutes in 1835 with a view to popularize English education. In 1854 Woods Dispatch laid stress on imparting education atleast upto the primary level to the Indians. Later many commissions and committees were set up like India Education Commission 1882, Government resolution on education policy 1904, Gopal Krishan Gokhales Resolution 1911,Hartog committee 1929, Wardha Scheme 1938 and Sargent report 1944. All of them laid stress on free & compulsory primary education. After independence India adopted Article-45 directive principle of state policy laid down in Indian Constitution. The Article says, The state shall endeavour to provide within a period of ten years from the commencement of the constitution free & compulsory education for all children untill they complete the age 6 to 14 years. Kothari Commission (1964-66) recommended qualitative improvement for the purpose of science education, work experience, vocalization of education and development of social, moral and spiritual values, improvement in methods of teaching curriculum, teacher training etc. were recommended. National Policy on Education (1986) emphasized on two aspects. One on the universal enrollment and universal retention of children upto 14 years of age and another on the substantial improvement in teaching quality of education. In order to improve the education of school, Operation, Blackboard was introduced by National Policy on Education. The programme of action (1986) was laid down, the purpose of Operation Blackboard is to ensure provision of minimum essential facilities in secondary schools, material facilities as learning equipment, use of blackboard implies that there is an urgency in this programme. In India, the desire for compulsory education figured in the writing and speeches of our leader before independence. But for national development and national integration, creation of good citizens, preparation for life, development of character, development of individuality, adaptation to environment and making man civilized. India just implemented the Right to Education on 27rd August (Thursday), 2009 by 86th Constitutional amendent. It says, the state shall provide free and compulsory education to all children the age of 6 to 14 years in such manner as the state may, by law, determine. Today education is considered an important public function and the state is seen as the chief provider of education through the allocation of substantial Budgetry resources and regulating the provision of education. The pre-eminent role of the state in fulfilling the Right To Education is enshrined in 1966 International Covenant on Economic, Social and Cultural rights. With regards to realizing the Right to Education the World Declaration on Education for All states that partnerships between government and non-government organizational, the private sector, local communities, religious groups, and families are necessary. The realization of Right to Education on a national level may be achieved through compulsory education or more specifically free and compulsory primary education as stated in both the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights. So as India is first to made education compulsory and free for all. Formal Education is given to everybody without any discrimination of sex, caste, creed and colour. Education is the powerful tool. which accelerates the process of national growth and development. Moreover, economically and socially marginalized adults and children can left themselves out of miseries of darkness and participate fully as variable assets for their nation only with the help of education. Thus, education is a key towards a successful life. Keeping in view the importance of education, the secondary education in India has been made compulsory through 86th constitutional amendment. Moreover Right to Education has declared as fundamental right by this amendment under Article-emerge as a global leader in achieving the millennium development goal of ensuring that all children complete their secondary education by 2015 as set by UNESCO. The secondary stake holders for providing education are the parents and social authorities and both these entities have to be active: parents, by sending education is supported, thus, it is important that teacher should be aware of Right to Education. If teacher are well aware of Right to Education then only he/she can make the students to enjoy its benefits and motivate them to enroll in education. Moreover, if the teacher is fully awakened about the Right Education only then he/she will not dare to exploit the child.
2
Kirmaci, Mehtap, Martha Allexsaht-Snider, and Cory A. Buxton. "Teachers’ Experiences with Spanish-Speaking, Bilingual Families in a Science Learning Context: Empowering Teachers through Home-School Partnerships." Journal of Family Diversity in Education 3, no. 1 (May 17, 2018): 23–47. http://dx.doi.org/10.53956/jfde.2018.113.
Full textAbstract:
Teacher-parent collaboration can play a critical role in promoting minoritized students’ post-secondary education attendance and academic success. Although teachers are tasked with initiating a trusting collaboration with parents, few research studies focus on teachers’ learning through working with diverse families. Informed by Nieto’s notion of highly qualified teachers, we offer insights into the lived experiences of secondary science teachers who engaged with Latino parents in their children’s science learning in the context of bilingual family science workshops. Analysis of in-depth interviews with four teachers and participant observation field notes from the workshops highlight the potential for designing new professional development opportunities to support secondary teachers in collaborating with parents from a wide range of cultural, ethnic, socioeconomic and linguistic backgrounds.
3
Nsabayezu, Ezechiel, Aloys Iyamuremye, Jean de Dieu Kwitonda, Jean de Dieu Kwitonda, and Agnes Mbonyiryivuze. "Teachers’ perceptions towards the utilization of WhatsApp in supporting teaching and learning of chemistry during COVID-19 pandemic in Rwandan secondary schools." African Journal of Educational Studies in Mathematics and Sciences 16, no. 2 (December 21, 2020): 83–96. http://dx.doi.org/10.4314/ajesms.v16i2.6.
Full textAbstract:
This paper reports the results about teachers’ perceptions towards the utilization of WhatsApp in supporting teaching and learning of chemistry during the COVID-19 pandemic in Rwandan selected secondary schools. The collected data by using a survey questionnaire were from 18 chemistry teachers in Nyarugenge and Kicukiro Districts. The findings illustrated that WhatsApp is effective for teaching chemistry and supporting students learning. This application promotes students’ motivation, engagement, collaboration, interaction, participation, and ubiquitous learning. Despite the facilitation of collaboration between teachers and their students while using WhatsApp, the internet connection related problems including its cost and availability were among the hindering factors for effective collaboration for both students and teachers. The lack of smartphones and computers for some students, teachers, parents, or guardians was among the highlighted limitations for the participation of some students. The limited students’ management and their distraction were also highlighted by some teachers. The provision of computers, smartphones, and enough internet connection for all teachers, parents, or guardians were among the proposed potential solutions. To deal with students’ management and distractions while learning via WhatsApp, there should be the follow-up and guidance provided by teachers, guardians, or parents. Chemistry teachers and students are recommended to use WhatsApp as a supporting learning tool due to its added value of providing ubiquitous learning. Parents, boards in charge of education, and other educational stakeholders should integrate WhatsApp in teaching and learning to complement classroom learning.
4
Nsabayezu, Ezechiel, Aloys Iyamuremye, Jean de Dieu Kwitonda, Jean de Dieu Kwitonda, and Agnes Mbonyiryivuze. "Teachers’ perceptions towards the utilization of WhatsApp in supporting teaching and learning of chemistry during COVID-19 pandemic in Rwandan secondary schools." African Journal of Educational Studies in Mathematics and Sciences 16, no. 2 (December 21, 2020): 83–96. http://dx.doi.org/10.4314/ajesms.v16i.2.6.
Full textAbstract:
This paper reports the results about teachers’ perceptions towards the utilization of WhatsApp in supporting teaching and learning of chemistry during the COVID-19 pandemic in Rwandan selected secondary schools. The collected data by using a survey questionnaire were from 18 chemistry teachers in Nyarugenge and Kicukiro Districts. The findings illustrated that WhatsApp is effective for teaching chemistry and supporting students learning. This application promotes students’ motivation, engagement, collaboration, interaction, participation, and ubiquitous learning. Despite the facilitation of collaboration between teachers and their students while using WhatsApp, the internet connection related problems including its cost and availability were among the hindering factors for effective collaboration for both students and teachers. The lack of smartphones and computers for some students, teachers, parents, or guardians was among the highlighted limitations for the participation of some students. The limited students’ management and their distraction were also highlighted by some teachers. The provision of computers, smartphones, and enough internet connection for all teachers, parents, or guardians were among the proposed potential solutions. To deal with students’ management and distractions while learning via WhatsApp, there should be the follow-up and guidance provided by teachers, guardians, or parents. Chemistry teachers and students are recommended to use WhatsApp as a supporting learning tool due to its added value of providing ubiquitous learning. Parents, boards in charge of education, and other educational stakeholders should integrate WhatsApp in teaching and learning to complement classroom learning.
5
Smith, William. "The leadership role of teachers and environment club coordinators in promoting ecocentrism in secondary schools: Teachers as exemplars of environmental education." Australian Journal of Environmental Education 36, no. 1 (February 10, 2020): 63–80. http://dx.doi.org/10.1017/aee.2020.8.
Full textAbstract:
AbstractThis study of Naessian ecocentrism and anthropocentrism in three environment club coordinators/science teachers, their colleagues and some parents at three secondary schools uses deep ecology and relational fields as primary frameworks for open-ended interviews. The findings reveal new insights into the affective, cognitive and behavioural characteristics of coordinators who enhance environmental education in their schools. The work presents preliminary data on leadership among sustainability coordinators who run environment clubs. It fills a gap in the literature by showing that in addition to environmental educators requiring knowledge and attitudes regarding sustainability practices, affective qualities like connectedness and love for the environment may be important to their success as sustainability exemplars. Teachers emerge as sustainability exemplars in a relational field to implement sustainability across the secondary curriculum, galvanise students, teachers and parents to connect to the Earth, and help students, teachers and parents move away from anthropocentrism. Findings suggest that if schools commit resources and time to the coordinator’s role, students experience significant benefits by becoming closer to the Earth and more empowered to act for the environment in ways consistent with deep ecology.
6
Luwumba, Fatuma Ibrahim, Eugene Lyamtane, and Catherine Muteti. "Effectiveness of the Preventive Strategy Used by Heads of Schools in Improving Students Discipline in Public Secondary Schools in Moshi Municipality, Tanzania." British Journal of Education 10, no. 11 (August 15, 2022): 103–20. http://dx.doi.org/10.37745/bje.2013/vol10n11103120.
Full textAbstract:
This study was conducted to investigate the effectiveness of the preventive strategy used by heads of schools in improving students discipline in public secondary schools in Moshi Municipality, Tanzania. Assertive Discipline Theory developed by Canter and Canter in 1979 guided the study. The study was guided by one research question aiming to find out the extent to which preventive strategy was effectively used to improve students’ discipline in public secondary schools in Moshi Municipality. The study employed a convergent research design under mixed method research. The target population of the study included 14 public secondary schools, 14 heads of public secondary schools, 28 discipline teachers, 12300 students and 168 class teachers in Moshi Municipality. Stratified sampling and simple random sampling techniques were used to select 5 schools, 40 class teachers and 200 students who were involved in the study while 5 heads of sampled schools and 10 discipline teachers of sampled schools were not sampled but directly included in the study to make total number of 255 respondents. Questionnaires, interview guide and document analysis guide were used to collect data from the respondents. The reliability of quantitative data was established through Cronbach Alpha; (r=0.76 for discipline teachers’ questionnaire, r=0.86 for class teachers and r=0.66 for students’ questionnaire) while the reliability for the qualitative data was established through member checking and triangulation of data. The Quantitative data was analyzed by using questionnaires and presented by using frequencies, percentages, means and tables. Qualitative data was analyzed in words and developing themes from the research questions and presented in narrative form and direct quotations. The study found out that school rules and regulations, good communication between teachers, parents, students, and rollcalls were effectively used in improving students’ discipline. The study recommended that heads of secondary schools to provide school rules and regulations to students every year and improve communication between students, teachers and parents and encourage teachers to use effectively attendance registers to track indiscipline students in order to improve students’ discipline.
7
Mıhcı Türker, Pınar, and Ebru Kılıç Çakmak. "An Investigation of Cyber Wellness Awareness: Turkey Secondary School Students, Teachers, and Parents." Computers in the Schools 36, no. 4 (October 2, 2019): 293–318. http://dx.doi.org/10.1080/07380569.2019.1677433.
Full text
8
Hossain, Md Amir. "Results and Reasons of Failure at the Secondary Level Examination of Bangladesh Education System: An Empirical Investigation." International Journal of Social Science Studies 6, no. 11 (October 25, 2018): 57. http://dx.doi.org/10.11114/ijsss.v6i11.3717.
Full textAbstract:
The aim of this research paper is to look at the results and reasons of failure of the SSC, Dakhil, and Vocational Examinations-2018 under 10 Education Boards in Bangladesh. It would like to unveil the 21st-century Education System of the secondary level. Its aim is to highlight all sorts of Subjects of Humanities, Business Studies, and Science Group at the secondary level. It attempts to investigate the total students of all education boards, reasons of failure, comparative study of pass rate, the number of successful students with GPA-5, and their average percentage of each board. This study would like to focus on the real picture of teachers’ and students’ performance at the secondary level. For this purpose, the current researcher had to complete the survey with the help of 20 participants, including 10 students, 5 teachers, and 5 parents regarding results and failure of the secondary level examination based on questionnaire system at Sristy Central School & College, Uttara, Dhaka. Sources were taken from the selected national dailies of Bangladesh. Teachers, students, and parents were asked to tick the right option out of four about the current education system of the secondary level. Based on their comments, the researcher had to find out the probable means of solution. Moreover, the aim of the paper is to investigate the effective recommendations for learners, parents, and teachers with a view to showing a new dimension of the secondary level education system of Bangladesh.
9
SUT, Husne Mehtap, and Behcet OZNACAR. "Executive Women's Performance Satisfaction Of Secondary School Teachers, Managers, Parents And Students: Evidence From Turkey." Revista de Cercetare si Interventie Sociala 70 (September 14, 2020): 154–71. http://dx.doi.org/10.33788/rcis.70.10.
Full text
10
Buluma, Alfred, Charles Kyasanku, John Kalule, Julius Shopi Mbulankende, Dorothy Kyagaba Sebbowa, and Muhammad Musoke Kiggundu. "Building Bridges into the Future: An Evaluation of Stakeholders’ Perceptions on the Actualisation of the Curriculum in Uganda’s Seed Secondary Schools." East African Journal of Education Studies 5, no. 4 (December 9, 2022): 127–40. http://dx.doi.org/10.37284/eajes.5.4.1001.
Full textAbstract:
This study evaluates stakeholders’ perceptions of the actualisation of the formal, non-formal, as well as guidance and counselling curriculum in Uganda’s Seed secondary schools. Using a stratified four-stage cluster design, twelve Seed secondary schools, 630 students from senior three and four, and 93 teachers were randomly selected. Using purposive sampling, eight school administrators, four officials from the Directorate of Education Standards (DES), and 48 parents, were selected. Data collection was through administering interviews with school administrators and DES officials, conducting focus group discussions with teachers and parents, and self-administered questionnaires to students. A document review of institutional files and documents was done. Qualitative data was analysed using thematic coding and major themes emerged from the analysis; quantitative data was analysed using SPSS software. Findings on the actualisation of the formal curriculum show low levels of lesson preparations, teacher punctuality, parents’ monitoring of students learning, formative assessments, full-time teaching, equipped science laboratories, and the presence of computer laboratories, digital resources, and ICT teachers. Concerning the implementation of the non-formal curriculum, findings reveal inadequate time, facilities and equipment for co-curricular activities, several stakeholders managing discipline among students including prefects, disciplinary committees, parents, and the disciplinary committee of the board of governors, and poor medical care for students since the posted nurses abscond from duty. Lastly, concerning the implementation of guidance and counselling curriculum, findings indicate that several mechanisms like guidance and counselling programs, the existence of a career’s master/mistress, class visiting days are missing in most of the schools, and the psychosocial needs of students were not met. It is concluded that, to a large extent, a significant gap exists in the implementation of the official curriculum in seed secondary schools of Uganda. The study recommends the recruitment of more teachers on the government payroll in all seed secondary schools in the country. This will make teachers available at the school for consultation with students at all times. Construction and equipping of both science laboratories and computer laboratories in all seed secondary schools. Regular monitoring and close supervision of seed secondary schools by the relevant organs of the Ministry of Education and Sports should be effectively carried out. There is a need for the construction of staff houses at seed schools to maintain teacher presence for the effective implementation of non-formal curricular activities.
11
Kalolo, John Fungulupembe. "social Influence on Students’ Interest and engagement with Science Studies in Tanzanian Secondary Schools." International Journal for Innovation Education and Research 4, no. 9 (September 30, 2016): 1–15. http://dx.doi.org/10.31686/ijier.vol4.iss9.585.
Full textAbstract:
The development of interest and engagement in science studies among junior learners is shaped by many factors within their learning environment, one of them being the social influence. However, in practice it has not been clear how such influence shapes learners’ interests and engagement in science studies. This study examined the social influences and their impact on students’ interest and engagement in science. The study was mainly a qualitative research involving teachers, parents, and students. The findings revealed that students’ interests and engagement in science studies were mainly shaped by multi-influences from different social groups including: peers, family members, senior students, subject teachers, and career advisors/counsellors. The findings suggest that there is a need to monitor and control the available social influences on leaners’ interests in science because not all influences seemed to be positive, as some of them are negatively influencing the learners’ interests, persistence, and engagement in science.
12
Refugio, Craig Narzabal, Joel Torres Genel, Liza J. Caballero, Dundee Colina, Kristine Busmion, and Roger S. Malahay. "Science performance predictors of the first batch of the K-12 curriculum in Valencia District, Negros Oriental, Philippines." Cypriot Journal of Educational Sciences 15, no. 4 (August 31, 2020): 777–819. http://dx.doi.org/10.18844/cjes.v15i4.4590.
Full textAbstract:
The researchers designed and conducted this study using the predictive analytics to determine the different science performance predictors of the first batch of K to 12 curriculum in Valencia District, Valencia, Negros Oriental. The researchers had chosen three kinds of predictors namely; student-related predictors, teacher-related predictors, and school-related predictors. For the student-related predictors, parents’ educational attainment, parents’ occupation, family income, IQ level, learning styles and previous grade level science performance. The teacher-related predictors include teachers’ educational qualifications, length of science teaching experience, relevant science trainings and seminars attended, and exposure to access internet connection. On the other hand, the school-related predictors include the type of school, class size, ratio of science books to number of students and conformity of science laboratory equipment and apparatus to K to 12 standards. The researchers had randomly chosen 311 student-respondents and 8 teacher-respondents coming from four public and two private secondary schools of Valencia District. Questionnaires that were tested on its reliability and validity were used in this study. The collected data were then interpreted and analysed using appropriate statistical tools. Students’ previous science performance, parents’ educational attainment, parents’ occupation, intelligence quotient (IQ), teachers’ educational qualification, number of years in science teaching experience, levels and numbers of seminars and trainings attended and teachers’ internet access significantly predict the level of students’ performance in science; thus, they are considered as predictors. However, learning styles, class size, parents’ occupation, type of school, student-book ratio, and conformity of science equipment and apparatus cannot predict students’ level of performance.
13
Dumont, Hanna, Denise Klinge, and Kai Maaz. "The Many (Subtle) Ways Parents Game the System: Mixed-method Evidence on the Transition into Secondary-school Tracks in Germany." Sociology of Education 92, no. 2 (March 19, 2019): 199–228. http://dx.doi.org/10.1177/0038040719838223.
Full textAbstract:
We analyze the subtle mechanisms at work in the interaction between families and schools that underlie social inequalities at the transition point from elementary school into secondary-school tracks in Berlin, Germany. We do so by combining quantitative data from a large-scale survey and assessment study ( N = 3,935 students and their parents) with qualitative data from in-depth interviews with parents ( N = 25) collected during the 2010–11, 2011–12, and 2012–13 school years. The quantitative analyses show that students from high–socioeconomic status (SES) families were more likely to enter the academic track than were students from low-SES families, even if they performed equally well on a standardized achievement test, had the same grades in school, and received the same track recommendation from their teachers. The qualitative analyses illustrate the many ways in which parents intervene during the transition process, with high-SES parents having particularly effective ways of getting what they want for their children.
14
Seabra, Filipa, António Teixeira, Marta Abelha, and Luísa Aires. "Emergency Remote Teaching and Learning in Portugal: Preschool to Secondary School Teachers’ Perceptions." Education Sciences 11, no. 7 (July 13, 2021): 349. http://dx.doi.org/10.3390/educsci11070349.
Full textAbstract:
Emergency remote teaching and learning (ERTL) represent a critical and challenging time for teachers globally. To understand how Portuguese teachers interpreted their ERTL experiences of the first lockdown, we started by asking: What perspectives do teachers have about ERTL? Answering three open questions made available online between April and May of 2020, a sample of 305 preschool, basic, and secondary school teachers expressed their perspectives on (i) difficulties throughout ERTL; (ii) students’ constraints in participating in ERTL; (iii) the potential and benefits resulting from this exceptional period. Data were analyzed using content analysis. While Portuguese teachers perceived ERTL with concern, a majority also saw it as an opportunity. Workload, work conditions, and time management were the most frequently mentioned difficulties. Regarding students’ constraints, teachers emphasized participation, the role of parents, lack of contact, and autonomy. Despite the constraints and difficulties, teachers highlighted gains such as the development of digital competencies and the opportunity to transform teaching and learning. Only 18 teachers suggested there were no positive outcomes from this experience. Since this is an exploratory study, further studies are needed to triangulate the findings.
15
Jeong, Jinchul, YeLin Suh, MinJi Kang, and HongYong Jo. "An Analysis of Demand for Future Agriculture of Middle School Students, Parents, and Teachers in Seoul." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 15 (August 15, 2022): 781–96. http://dx.doi.org/10.22251/jlcci.2022.22.15.781.
Full textAbstract:
Objectives The purpose of this study is to derive promising fields for future agriculture and to confirm whether the necessity of education is recognized at the secondary level in promising fields of future agriculture by experts and to confirm the demand for education in promising fields of future agriculture for students, parents, and teachers of middle schools located in Seoul.
Methods To achieve the purpose first, a promising field for future agriculture was derived by conducting a literature review and expert advice. And then experts have confirmed the necessity of secondary education by using the importance of future agriculture, the sufficient of workforce, and the necessity of workforce development at the high school level.
Results As a result, 16 promising fields of future agriculture were derived, and except for those requiring high-level knowledge and skills, such as the development of new varieties, the necessity workforce development at the high school level was recognized. Second, a revised IPA analysis was conducted using familiarity and preference for promising fields in future agriculture for educational participants to confirm the education demand related to future agriculture. As a result, it was found that there was a demand for education in promising fields of future agriculture such as agricultural product history information, companion animals, and urban agriculture.
Conclusions This study's results contribute to the necessary to provide liberal education and career education, as well as vocational education, to help students choose a career path from secondary school to a promising agricultural field. In particular, the Seoul, which does not have agricultural secondary education institutions to foster promising fields of future agriculture, suggests that it is necessary to prepare a curriculum or educational institution to foster future agricultural workers in the future.
16
Rashed JOYOUSI, MMajdi, Munther SAEEDI, and Loai Nimer Abdullah DWEIKAT. "REASONS FOR STUDENTS’ VIOLENT BEHAVIOR AGAINST TEACHERS AND ADMINISTRATORS IN UPPER PRIMARY AND SECONDARY SCHOOLS FROM THE POINT OF VIEW OF TEACHERS AND ADMINISTRATORS: NABLUS GOVERNORATE AS A MODEL." RIMAK International Journal of Humanities and Social Sciences 4, no. 6 (November 1, 2022): 28–48. http://dx.doi.org/10.47832/2717-8293.20.2.
Full textAbstract:
Introduction: This study aimed to identify the causes of students’ violent behavior which is exerted on teachers and administrators in upper primary and secondary schools from the point of view of teachers and administrators working at Nablus Governorate, West Bank, Palestine. The current study was conducted during the first semester 2021/2022 AD to identify any possible statistically significant differences based on a number of variables including educational qualification, years of experience, and the school level or stage the respondent is working at. Method: To achieve the objectives of this study; the researchers used the descriptive approach and designed a questionnaire consisting of (40) items. To collect information about the causes of student violent behavior directed against teachers and administrators in upper primary and secondary schools; the study sample consisted of (344) teachers and administrators; and the validity and reliability of the study tool were verified. Results: The study came out with a number of important results; the researchers found that there were no statistically significant differences at the level of significance (α = 0.05) for the causes of students’ violent behavior directed against teachers and administrators in upper primary schools and secondary schools from the point of view of teachers and administrators working in Nablus governorate schools attributed to the variables of academic qualification and years of experience. However, the study findings showed that there were statistically significant differences at the level of significance (α = 0.05) attributed to the variable of the school level or stage. Conclusion: The researchers recommended the need to enhance integration between the family and the upper primary school and secondary school to address the problem of violence against teachers among students through parents’ councils. Keywords: Student Violence, Administrators, Teachers, Upper and Secondary Primary School
17
Alli, Sk Samsul. "PERCEPTION OF MAJOR STAKEHOLDERS OF SECONDARY SCHOOLS ON LIFE SKILLS EDUCATION." SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 9, no. 46 (March 25, 2021): 11348–54. http://dx.doi.org/10.21922/srjhsel.v9i46.1545.
Full textAbstract:
The present study titled, “Perception of Major Stakeholders of secondary schools on Life Skills Education” was conducted to: (i) ascertain the perception of major stakeholders of secondary schools education such as- headmasters, teachers, students and parents with reference to the dimensions of life skills education such as- psychological abilities; interpersonal skills that help people take decisions, solve problems, think critically, communicate effectively, build healthy relationship, empathize with others, and cope with the stress and strain ultimate aim of the study was, however, to explore the perception of stakeholders for improvement LSE among the students. Four different tools and techniques were used for data collection such as-questionnaire, interview schedule, focus group discussion. The data were analysed qualitatively as well as quantitatively technique like-percentage analysis was done and thick description under qualitative technique. The study examined that lack government support and ineffective teaching learning materials. Challenges faced by headmasters of each school such as, lack of funds , negative peer pressure, lack of interest among student, lack of time, lack of teaching staffs. Majority of teachers reported that LSE lessons were not taught at all in their school. Some teachers responded that the lesson of life skills education was scheduled only once in a week, might be due to adequate time and material in the schools. While only 9 (22.5%) indicated that they were taught twice in a week. Majority of parents (76%) were said that life skills education is essential to make the child feel self-reliant in his work and duties and 17(68%) were responded that life skills education was all about to make an individual to deal effectively with confronting day to day situations. Majority of students expressed that they were not aware of about the concept life skills and importance of LSE this might be possible due to the fact that most of the teachers and headmasters of schools were not concerned about the importance of LSE.
18
Rüschenpöhler, Lilith, and Silvija Markic. "Secondary school students’ acquisition of science capital in the field of chemistry." Chemistry Education Research and Practice 21, no. 1 (2020): 220–36. http://dx.doi.org/10.1039/c9rp00127a.
Full textAbstract:
Research has shown that students’ science capital has a large impact on their science aspirations and their development of science identities. In this study, we apply the notion of science capital to chemistry education in order to investigate how students make use of science capital in the field of chemistry. We define chemistry capital as a person's resources that help him or her to succeed in the field of chemistry (e.g., parents know chemistry content, sharing chemistry-related activities at home,…). We interviewed 48 secondary school students in Germany and conducted a thematic analysis. It reveals the following. (i) Chemistry capital in the home environment is unevenly distributed. Students who do not have family members who can connect with the mainstream conception of chemistry tend to be concentrated in schools with the lowest entry requirements (Hauptschulen, lower secondary education). Chemistry capital, therefore, tends to be reproduced. (ii) In most cases, families’ chemistry capital translates into students’ individual chemistry capital. This shows up in a multitude of links between families’ chemistry capital and students’ individual chemistry capital. (iii) The German school structures tend to aggravate the existing inequalities: this tends to deprive the students from Hauptschulen of qualified chemistry teachers. (iv) In some exceptional cases, students acquire chemistry capital independently from their families’ capital. They do so either by following chemistry-related YouTube channels or by developing a chemistry identity as part of a general learner identity. In order to reduce the existing inequalities, there is an urgent need to provide Hauptschulen in Germany with qualified teaching staff for chemistry. If this precondition is met, teaching approaches that focus on identity building and engaging students and their parents in a dialogue about chemistry could potentially be fruitful.
19
Muthee, Lucy Wangechi, and Peter Wamae. "Strategies for Promoting a Reading Culture Among Secondary School Students in Kiambu County, Kenya." International Journal of Current Aspects 5, no. 4 (November 6, 2021): 20–32. http://dx.doi.org/10.35942/ijcab.v5i4.204.
Full textAbstract:
This research looked at reading culture within secondary school students in Kiambu County. It discussed the role that teachers, parents, school librarians and school culture play in the promotion of a reading culture or lack thereof. The specific objectives were; to determine the status of reading culture being promoted by secondary schools and to determine the level of usage of school libraries and their resources to support the development and cultivation of culture of reading among high school learners among secondary school students. This research was based on Lee Vygotsky’s cultural historical theory of cognitive development. The study employed descriptive survey design. The target population was 240 students, 24 teachers and 12 librarians from 12 secondary schools within Kiambu County. This research used stratified random sampling. The data was collected using self-administered questionnaires. Through pretest of the questionnaires and subsequent re-modelling, validity of the findings was enhanced. The data collected was analyzed through the aid of Statistical Package for Social Scientists (SPSS). The analyzed data is displayed using charts, graphs, diagrams, tables, frequency tables, matrices, drawings or block diagrams. A significant portion of students loved reading very much at 31%. The hours spent on reading also varied with students (34%) 3-4 hours a day reading, with 30% others spending more than 4 hours a day. All the institutions featured have libraries. Out of the 208 students, 44% use the library hour to read either in class or the library. 20% of others use the allocated hour for private studies. Most of the students (78%) stated being part of a book club or study group. For instance, the study found that out of the 187 students (78%), a significant proportion (49%) used the groups for academic performance. Others benefited through fluency in language, increased vocabulary, better writing, and reading skills, among other reasons. The study proves the popular notion that Kenya's schools and the country have a poor reading culture. Students are forced into reading either by teachers and parents or pressured by the need to pass exams. As such, the most read materials are school textbooks and novels, which also happen to be the most stocked materials in school libraries. Reading should be a personal initiative as opposed to being forced into it. That being the case, students' opinions matter more on making reading more fun and appealing. Therefore, in addition to the importance of school libraries and reading clubs, schools need to encourage peer motivation to read in an effort to improve reading culture. Some of the study recommendations are that there is a need to include an opinion on academic experts on reading culture, government, and parents who play a significant role in the education sector.
20
Akhter, Nasrin. "BUILDING UP FEMALE SCIENCE STUDENTS’ SOCIAL PROVISION: EXPLORING SCIENCE TEACHERS’ PERSPECTIVES OF THE IMPACT OF CO-CURRICULAR ACTIVITIES ON FEMALE SCIENCE STUDENTS’ SOCIAL DEVELOPMENT AFTER THE COVID 19." Pakistan Journal of Social Research 04, no. 03 (September 30, 2022): 763–70. http://dx.doi.org/10.52567/pjsr.v4i03.766.
Full textAbstract:
Co-curricular activities are a compulsory part for female science students at every level to expand their abilities in various ways. The study aims to explore the role of co-curricular activities in the social development of female science students at the higher secondary levels. Co-curricular activities can give early preparation to girls as far as social skills, people skills, identity, and networking among students. This study used a semi-structured interview to explore the science teachers’ views on the role of co-curricular activities in the social development of female science students. The sample includes science teachers involved in teaching and organizing various co-curricular activities. Findings showed that both male and female science teachers showed a positive response about the role of co-curricular activities in expanding female students’ social skills and networking. According to science teachers, science students participate majorly in activities like painting, speeches, quizzes and photography rather less participate in organizing events or farewell parties. Data indicated that girls take advantage of co-curricular activities mostly from physical activity or brain activity like quizzes. The Science teachers pointed out that the main hindrance for the science students is just because of longer hours study habits, culture; weather, and their typical family settings which do not let them fully participate in co-curricular activities. This study concluded that the co-curricular activities balance female science students’ personalities in their academics and social setup. This study recommends parents and Science teachers let the female students participate in more co-curricular activities to develop them socially, as well as academically. Keywords: Co-curricular, Science Education, Social Development, Events, Networking
21
Hafeez, Muhammad, Saira Saira, and Anisa Ijaz. "Relationship between parental anxiety and students’ academic stress at secondary level." International Journal of Learning and Teaching 14, no. 1 (January 26, 2022): 26–42. http://dx.doi.org/10.18844/ijlt.v14i1.6271.
Full textAbstract:
Academic stress and parental anxiety are two crucial factors for the academic achievements of students. Both of these factors play a key role in academic success. This research aims to find the relationship between parental anxiety and students’ academic stress at the secondary level. The population was selected from the students of grade 9th studying in various public schools of Tehsil Gujrat. A two-stage Stratified Random Sampling Technique was used for sampling. Out of a total of 89 boys and 94 girls secondary schoolers working at Tehsil Gujrat, twenty (10 boys and 10 girls) were randomly selected. Simple percentage formula, Regression, neural network model, and Independent sample t-test were used to analyze the collected data. The analysis of students related to research questions indicated that academic stress affects academic achievements, parents’ anxiety, mental health, learning process, social behavior, cognitive skills, learning style, communication between the teachers and students, and extra-curricular activities of the students. Keywords: Academic stress; parental Anxiety; students, secondary level.
22
Dönmez, Ismail, Sahin Idin, and Seraceddin Gürbüz. "DETERMINING LOWER-SECONDARY STUDENTS’ STEM MOTIVATION: A PROFILE FROM TURKEY." Journal of Baltic Science Education 21, no. 1 (February 25, 2022): 38–51. http://dx.doi.org/10.33225/jbse/22.21.38.
Full textAbstract:
The ongoing motivation of students toward the fields of science, technology, engineering, and mathematics (STEM) is a process related to their orientation toward those fields and their active participation in related activities. This study aimed to examine the ongoing STEM motivations of lower-secondary school students in a sample from Turkey according to demographic variables. In this study, in which 1926 students from 12 provinces participated, the students’ STEM motivations were compared according to the variables of gender, place of residence, grade level, school type, “mothers’ and fathers’ education level, and family income level. T-tests and ANOVA testing were used in the analysis process via SPSS package program. As a result, male students’ STEM motivations were found to be at higher levels than those of female students. The STEM motivations of gifted students were found to be higher than those of students studying in religiously oriented education institutions. The results also revealed that STEM motivation is directly proportional to the education level of the parents. The results obtained in this study, reflecting the general profile of STEM motivation among students in Turkey, may guide education policy makers, program developers, teachers, prospective teachers, and researchers on STEM education. Keywords: lower-secondary school students, quantitative research, STEM, STEM motivation
23
B. Samaila, Bahago, Fadipe B. Michael, and Uchenna E. Enem. "FACTORS INFLUENCING SECONDARY SCHOOL FEMALE STUDENTS CHOICE OF SCIENCE SUBJECTS IN NIGER STATE: THE NEED FOR COUNSELING." International Journal of Advanced Research 10, no. 05 (May 31, 2022): 257–63. http://dx.doi.org/10.21474/ijar01/14703.
Full textAbstract:
The major goal of this study is to investigate characteristics that influence secondary school female students choice of science disciplines and the need for counselling in Niger State, Nigeria. The study gathered data from 250 female respondents from five different girls-only secondary schools. The study took a quantitative method, with data collected via questionnaires. All ethical problems, such as obtaining permission for data collection from responsible authorities and maintaining respondent confidentiality, were adhered to. For data analysis, descriptive statistics were utilized. The study discovered that certain elements have a strong influence on female students decisions to pursue science topics and have sustaining power over female students choice and continuation of science subjects. The data reveal that the availability of suitable professors, peer groups, family background, IQ, student ability to access adequate instructional materials, and the lack of career guidance/counseling services all influence female students choice of Science topics. According to the report, parents and teachers should work together to guide and influence female kids to pursue science topics. To encourage more female students to pursue science, the government should work to ensure that there are enough Science teachers, adequate teaching and learning facilities in schools, including textbooks and equipment. Female Science students should be given more privileges, particularly in terms of accessing scholarships.Female students should be exposed to vocational counselling services, and educational practices that favour the girl child should be embraced and encouraged more so.
24
Fidele, Ukobizaba, Ndihokubwayo Kizito, Mukuka Angel, and Uwamahoro Jean. "Insights of teachers and students on mathematics teaching and learning in selected Rwandan secondary schools." African Journal of Educational Studies in Mathematics and Sciences 15, no. 2 (December 30, 2019): 93–106. http://dx.doi.org/10.4314/ajesms.v15i2.8.
Full textAbstract:
Effective teaching and learning of mathematics are vital not only for examination or assessment purposes but also for empowering learners to live in a modern age of science, mathematics, and engineering and enable them to role-play to the social and economic development of the developing countries and the whole world as well. This study reveals insights of teachers and students regarding mathematics teaching and learning in Rwanda. The study was a survey designed involving 217 ordinary level secondary school students and 25 secondary school teachers who teach Mathematics, from 5 schools in Karongi District, Western Province, in Rwanda. The results analysis was confined to three components namely; preferred mathematics teaching methods, motivation to teach and learn mathematics, and the usability of mathematics in daily life. Descriptive statistics and all the statistical tables/graphs were generated using SPSS and MS Excel. As results, peer learning and group work and expository were found to be the most applied teaching methods in the selected schools. This study has underlined that not only parents but also siblings have an impact on their young brothers/sisters’ education. In terms of its utilitarian value, respondents revealed that mathematics increases critical thinking, problem-solving skills, and creativity of students. Teachers need to be more knowledgeable in the subject matter, through lesson preparations and linking mathematical concepts to real-world experiences.
25
Madegwa, Brenda Muhavi, Sr Dr Elizabeth Piliyesi, and Sr Dr Theonestina Katundano. "PARENTAL SOCIO-ECONOMIC BACKGROUND AND STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN IKOLOMANI SUB- COUNTY, KAKAMEGA COUNTY, KENYA." Journal of Education and Practice 3, no. 1 (July 4, 2019): 15. http://dx.doi.org/10.47941/jep.309.
Full textAbstract:
Purpose: The purpose of this study was to investigate to what extent the socio- economic background of parents influence the academic performance of students in public secondary schools in Ikolomani Sub- County, Kakamega County. This study was guided by the following research questions: How does parental level of education influence students’ performance? How does parental occupation level influence students’ performance? How does parental income level influence students’performance? What are the socioeconomic challenges facing parents in enhancing students’ academic performance in public secondary schools in lkolomani Sub-County? What are the possible solutions to enhance students’ academic performance in public secondary schools in lkolomani Sub-County?Methodology: The study used both quantitative and qualitative research approaches. The study employed proportionate stratified random sampling to select the schools while purposive, cluster sampling and simple random sampling was used to select the students. Teachers were selected using stratified and simple random sampling. Principals, parents’ representatives and Education officer were purposively selected. Data were collected using questionnaires, document analysis and interview guide. Qualitative and quantitative data were concurrently collected and analyzed. Statistical package for Social Science (SPSS version 23) was used to analyze quantitative data while qualitative data was analyzed thematically to obtain views and perceptions of the respondents.Results: The study found that parental socio-economic background played a key role in enhancement of students’ academic performance.Recommendations: The study recommended that parents should be encouraged to start small income generating business so as to cater for the educational needs of their children.
26
Lolos, Al M., Annerill P. Lorio, Caryll L. Martinez, Hassanal P. Abusama, Khalid Yasper M. Tangkli, Mary Nelle Jireh S. Falsario, and Zaira Aleiah Kim F. Consebit. "Relativity of Peers: Learning Efficiency of Secondary Students." ASEAN Journal of Science and Engineering Education 1, no. 2 (April 10, 2021): 81–86. http://dx.doi.org/10.17509/ajsee.v1i2.33372.
Full textAbstract:
This study aimed to know how peers can take over a secondary student’s learning efficiency and if this relation is that cohesive. To gather data for the study, interviews, with the use of guide questionnaires, were conducted with the participants selected through purposive sampling. Data collected were analyzed through thematic analysis. The participants were five (5) secondary students of Sultan Kudarat State University – Laboratory Science High School. This study shows that the following points were made: (1) There are a lot of ways peers can assert changes to a student’s academic performance. These can be manifested through all the statements that the participants gave to the researchers; (2) A larger number of peers can easily get a student persuaded in doing activities unrelated to their academics; (3) The length of friendship between the peers and the student matters by means of the cohesiveness of peers on the learning efficiency of a student; (4) The affiliation of peers toward the learning efficiency of students is very enormous that it plays a vital role in the things that could happen to a student’s learning at school and everywhere; (5) There are tendencies that peers can’t affect a student’s learning efficiency. These conclusions can be of help to students, parents, teachers and future researchers.
27
Nik Abdullah, Nik Md Saiful Azizi, Fathiyah Solehah Mohd Sabbri, and Rabi'atul Athirah Muhammad Isa. "Tahfiz Students’ Experiences in Memorizing the Qur’an: Unveiling Their Motivating Factors and Challenges." IIUM Journal of Educational Studies 9, no. 2 (June 21, 2021): 42–63. http://dx.doi.org/10.31436/ijes.v9i2.248.
Full textAbstract:
This qualitative case study explores the factors behind Tahfiz secondary school students’ motivation to undertake the challenging task of memorizing the Qur’an and the challenges they experienced. The participants were six (6) Tahfiz students (three boys and three girls), aged between 15 and 17, who were enrolled in the Tahfiz Al-Qur’an program in two public secondary schools in Gombak and Bangi. The participants were selected by their teachers through purposeful sampling and had been engaged in Qur’an memorization for at least 2 years at the onset of the study. In-depth, semi-structured one-on-one interviews were conducted to examine their views about the factors that motivated them to memorize the Qur’an and the difficulties they faced. The findings pointed to three distinct categories of motivating factors: the students themselves, teachers and parents. In particular, parental guidance and advice were the most influential elements in students’ motivation to memorize the Qur’an. Among the challenges faced were time constraint, inability to remember verses, strict disciplinary rules and external noise that made the memorizing task difficult. In general, this study has shown the instrumental role of motivation in influencing Tahfiz students' memorization of the Qur’an.
28
Duchesne, Stéphane, Catherine F. Ratelle, and Bei Feng. "Psychological Need Satisfaction and Achievement Goals: Exploring Indirect Effects of Academic and Social Adaptation Following the Transition to Secondary School." Journal of Early Adolescence 37, no. 9 (July 13, 2016): 1280–308. http://dx.doi.org/10.1177/0272431616659561.
Full textAbstract:
There is abundant evidence to suggest that students’ achievement goals (AGs) predict their motivation and performance. While it has been proposed that psychological need satisfaction (PNS) may affect AG, empirical support remains limited during the transition to secondary school. This prospective study addresses this gap by examining the link between students’ PNS and AGs through their academic and social adaptation during this transition. A large stratified sample of 626 students completed a series of measures before and after the transition to secondary school. The results revealed that satisfaction of students’ needs for autonomy and competence predicted the adoption of mastery goals through their academic adaptation. The satisfaction of needs for autonomy and relatedness also predicted lower adoption of performance-avoidance goals via their social adaptation. These findings highlight the importance of PNS in shaping adaptation and AG during the transition to secondary school. Practical implications for parents and teachers are discussed.
29
Deslandes, Rollande, Sylvie Barma, and Julie Massé-Morneau. "Teachers’ Views of the School Community Support in the Context of a Science Curricular Reform." Journal of Education and Learning 5, no. 2 (March 24, 2016): 220. http://dx.doi.org/10.5539/jel.v5n2p220.
Full textAbstract:
<p>This study examines teachers’ perceptions and comprehension of their school community support for change in implementing a new teaching approach in science and technology in the context of a reform initiative at the secondary level. It is part of a two-year research-intervention conducted with science teachers from a private school. Data was first collected through ethnographic notes and audio-recorded focus groups with 256 students. Although appreciated by students, the implementation provoked conflicts at the school community level. Building on the Cultural-Historical Activity Theory (CHAT) and on the expansive learning cycle aiming at transforming an activity system, the actual study aims at deepening our understanding of the origins of contradictions at and between some of the poles of multileveled activity system that is object-oriented, mediated by artefacts (instruments), and comprises the community, rules and division of labor poles. Findings highlight the clash in the participant teachers’ values versus the community’s in implementing innovative teaching practice. Teachers report favoring nontraditional ways of teaching and giving more room to adolescents’ autonomy while the stakeholders (school principal, parents) are often looking for traditional teaching practices and students’ school achievement. The results put into evidence the need to identify common grounds and to make sense of the new science teaching approach aiming at promoting students’ autonomy, critical judgment, and school success levels.</p>
30
Renthlei, Zairemmawia. "A Study of the Effect of Parental Education and Occupation on the Study Habits of Class XI Science Students of Aizawl City." Senhri Journal of Multidisciplinary Studies 5, no. 2 (January 10, 2021): 20–31. http://dx.doi.org/10.36110/sjms.2020.05.02.003.
Full textAbstract:
It has been often said home is the first school and parents the first teachers. A child’s education is greatly affected by his environment including the home. As parents are major figures in the home, their education and occupational status would be expected to have bearing on the educational performance of a child. A study was conducted among secondary science students of Aizawl City Mizoram to examine if parental education and occupational status would have significant bearing on the study habits of the child. A sample population of 512 students from 8 schools was examined and the Study Habit Inventory developed by Dr. M. Mukhopadhyay and Dr. D. N. Sansanwal was used for the purpose of the study. Statistical techniques such as t-test were used to analyse the data and the study found that the study habits of children were affected only by the educational status of the mothers.
31
Denysiuk, Oksana, and Nataliia Tytarenko. "RISKS AND CHALLENGES OF REFORMING GENERAL SECONDARY EDUCATION (NUS)." Educational Analytics of Ukraine, no. 4 (2021): 76–88. http://dx.doi.org/10.32987/2617-8532-2021-4-76-88.
Full textAbstract:
A critical and objective approach to the process of reforming general secondary education will help to minimize risks and address the acute problems facing education in the process of its reform. In turn, major changes in the educational sector require constant monitoring and analysis of its progress. For this purpose, the SSI "Institute of Educational Analytics" with the assistance of the Ministry of Education and Science of Ukraine monitors the introduction of the New Ukrainian School (NUS) in different directions. This allows the analysis of possible risks and potential challenges encountered in the NUS reform implementation. We consider risk as the possibility of occurrence/non-occurrence of an adverse result, which is a potential threat of the realization of a situation with negative consequences, inter alia, detriment of the human individual, society, state. In general, "educational" risks can be divided into the following: mental, economic, social, public, managerial (that concern the directors of educational institutions). Risk specification was carried out by us based on collected statistical data from monitoring studies carried out by the SSI "Institute of Educational Analytics" during 2017-2021 with the support of the Ministry of Education and Science of Ukraine. The results of the research have made it possible to identify such risk factors as the establishment’s interaction with the parents of students as a component of the NUS. It was found that a child’s success over three years remained the main topic of communication between the teacher and the parents of the students. In particular, most parents (82,5 %) choose their children’s academic performance and behavior as the topic for interaction with the teacher. The next challenge is the digitalization of education. Thus, more than 50,0 % of rural school teachers noted a decrease in the level of student achievement, which is explained by the higher percentage of parents of students (22,5 %) who consider it risky to continue distance learning in the next 2021/2022 а.y.
32
Chimbi, Godsend T., and Loyiso C. Jita. "Resurgence of Large Class Sizes and Pedagogical Reform in 21st Century Secondary School History Classrooms." Research in Social Sciences and Technology 6, no. 3 (October 1, 2021): 45–63. http://dx.doi.org/10.46303/ressat.2021.24.
Full textAbstract:
This paper examines the interaction between class size and teachers’ selection of teaching methods while implementing a new history curriculum in Zimbabwean secondary schools. Policy makers, parents, teachers, and students are worried about large class sizes because they are associated with higher dropout rates, less teacher-student interaction and rote pedagogy. Although class sizes had significantly declined in the latter half of the 20th century, the growth of online learning has witnessed class sizes ballooning in the 21st century, reigniting the class size debate. The large class size challenge has re-emerged in the developed North although the problem has never been resolved in the developing South. Using the theoretical lens of symbolic interactionism and a qualitative multiple case-study approach, data were collected over an eight-week period using document analysis, semi-structured interviews and lesson observations. Results seem to challenge the conventional view that large classes coerce teachers to use rote pedagogy and small classes encourage learner-centric practices. Teachers’ choices of teaching methods were neither linked to class size nor new pedagogical policy. Instead, teachers’ personal philosophy to instruction appeared to be the decisive factor to the teaching methods they used, rather than the size of the class. To promote pedagogical change, improving teacher quality appears a more valuable and cheaper investment than constructing new schools and employing more teachers to reduce class sizes.
33
Boneta, Željko, and Marko Mrakovčić. "Does the Apple Fall Far from the Tree?" Anali Hrvatskog politološkog društva 18, no. 1 (December 13, 2021): 55–80. http://dx.doi.org/10.20901/an.18.09.
Full textAbstract:
The paper presents the results of a survey that assessed the impact of informal and formal agents of the political socialization (PS) process on a sample of students enrolled at the University of Rijeka (N = 635). The correlation between the participants' ideological self-identification (PIS) and the assessed ideological orientation of their parents (PIO) was analyzed. Students believe that no agent of socialization has even moderately influenced the formation of their political views and assess the weakest influence of the formal PS agent – teachers in primary and secondary schools. The participants believe that parents have influenced their political attitudes more than other agents, but assess this influence on average as weak, regardless of whether they place their parents in the same or different positions on the ideological orientation (IO) scale. Left- and right-oriented participants admit a somewhat stronger influence of their parents' informal PS than those who rank themselves in the center. Statistically significant correlations between PIS and the perceived PIO were obtained. A small share of participants does not perceive a similarity between their own and their parents' IO and there is a negligible share of those who place their parents in diametrically opposed positions on the scale. The participants who have a greater interest in politics and those from a more politically stimulating environment are more inclined to move away from the political center and their parents' IO. Concordance between family IOs increases with the perception of better relationships with parents.
34
Steinmayr, Ricarda, Rebecca Lazarides, Anne F. Weidinger, and Hanna Christiansen. "Teaching and learning during the first COVID-19 school lockdown: Realization and associations with parent-perceived students' academic outcomes." Zeitschrift für Pädagogische Psychologie 35, no. 2-3 (April 2021): 85–106. http://dx.doi.org/10.1024/1010-0652/a000306.
Full textAbstract:
Abstract. Due to the COVID-19 pandemic, all schools in Germany were locked down for several months in 2020. How schools realized teaching during the school lockdown greatly varied from school to school. N = 2,647 parents participated in an online survey and rated the following activities of teachers in mathematics, language arts (German), English, and science/biology during the school lockdown: frequency of sending task assignments, task solutions and requesting for solutions, giving task-related feedback, grading tasks, providing lessons per videoconference, and communicating via telecommunication tools with students and/or parents. Parents also reported student academic outcomes during the school lockdown (child's learning motivation, competent and independent learning, learning progress). Parents further reported student characteristics and social background variables: child's negative emotionality, school engagement, mathematical and language competencies, and child's social and cultural capital. Data were separately analyzed for elementary and secondary schools. In both samples, frequency of student-teacher communication was associated with all academic outcomes, except for learning progress in elementary school. Frequency of parent-teacher communication was associated with motivation and learning progress, but not with competent and independent learning, in both samples. Other distant teaching activities were differentially related to students' academic outcomes in elementary vs. secondary school. School engagement explained most additional variance in all students' outcomes during the school lockdown. Parent's highest school leaving certificate incrementally predicted students' motivation, and competent and independent learning in secondary school, as well as learning progress in elementary school. The variable “child has own bedroom” additionally explained variance in students' competent and independent learning during the school lockdown in both samples. Thus, both teaching activities during the school lockdown as well as children's characteristics and social background were independently important for students' motivation, competent and independent learning, and learning progress. Results are discussed with regard to their practical implications for realizing distant teaching.
35
Mansyur, Firman Alamsyah, and Fahmil Ikhsan Taharu. "Problematika dan Strategi Pembelajaran pada Masa Pandemi di Wilayah Pesisir Kepulauan Buton." Sang Pencerah: Jurnal Ilmiah Universitas Muhammadiyah Buton 7, no. 4 (November 9, 2021): 501–16. http://dx.doi.org/10.35326/pencerah.v7i4.1468.
Full textAbstract:
This study aims to explain the problems and strategies of schools and teachers in coastal areas of the Buton islands in carrying out learning during the Covid-19 pandemic. This research method is descriptive qualitative. Primary data are collected through online questionnaires, observations, and interviews. Research informants come from the elements of teachers, high school principals, students and parents of participants, especially Muhammadiyah High School. Secondary data is obtained through literature studies. The data are analyzed using qualitative data analysis method consisting of data reduction, data presentation, data interpretation and conclusion drawing. From the results of the study, it is concluded that there are various problems in the implementation of learning in high schools during the pandemic-Covid-19. The problems are strongly related to the unpreparedness of schools, teachers, parents, and students in facing the transformation of learning during the pandemic. In addition, network unpreparedness also greatly affects the transformation of learning from offline to online to ineffective. Therefore, there are various strategies that schools and teachers try to implement to carry out learning, both online and face-to-face through limited class meetings and home visits. The results of this study show that the implementation of learning during the pandemic does not run effectively due to very complex problems. The role of the government is very important in preparing facilities and infrastructure to support the implementation of learning during the pandemic covid-19.
36
Jeong, Jeong Hwan. "Analysis of the needs for the roles of general teachers and special teachers in the context of inclusive education in secondary schools." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 19 (October 15, 2022): 591–611. http://dx.doi.org/10.22251/jlcci.2022.22.19.591.
Full textAbstract:
Objectives The purposes of this study is to examine the needs of general teachers and special teachers in the context of inclusived secondary school education, and to find out the needs of teacher roles recognized by each group of general teachers and special teachers. Methods For this purpose, a total of 220 teachers, including 127 general teachers and 93 special teachers working in G-do, were surveyed, Based on the responses, descriptive statistical analysis, t-test, Borich needs analysis, The Locus for Focus Model analysis was performed to measure the education requirements. Results First, as a result of analyzing the Borich needs of all teachers in the inclusive education situation, the ‘diagnosis and evaluation results in the positive and social areas’ for the general teacher role and the ‘career education’ for the special teacher role showed high demand. Second, as a result of analyzing the needs of Borich for the teacher role perceived by general teachers, the role of the general teacher was ‘Co-teaching with special teachers’, and the role of the special teacher was ‘Career education for admission and employment guidance’, ‘Support for Integrated Educational Activities(IEP)’, ‘Instructions for daily living skills for independent living’, and ‘Counseling for students and parents in special education’ showed high demands. Third, as a result of the analysis of Borich's needs for the teacher role recognized by teachers in special classes, the role of general teachers was ‘identification of family structure and socio-cultural background’, ‘diagnosis and evaluation results of affective and social domains’, ‘Curriculum reorganization for teaching and learning’, ‘Co-teaching with special teachers’, ‘Adjustment of schedule for special class activities’, and the role of special teachers are ‘Integrity Classroom Teacher’ ‘Communication and consultation with students’ and ‘coordination of timetables for special classes’ showed high demands. Conclusions As a result of this study, it was found that the teacher should make an effort to understand the student's understanding and characteristics, and that communication and consultation between teachers is an important factor in forming an inclusive education.
37
Chaidi, Irene, and Lizeta N. Bakola. "Transitions of Students with Special Needs from one grade to the next: Theoretical Framework and the role of ICTs." Research, Society and Development 11, no. 16 (December 15, 2022): e479111638319. http://dx.doi.org/10.33448/rsd-v11i16.38319.
Full textAbstract:
According to researchers, the transition of all students from primary to secondary education represents a passage, a challenging change, but also an opportunity for change with consequences for the student's cognitive, emotional, and psychosocial areas of development. This transition also happens to coincide with the person's critical developmental stage, the start of adolescence. The issue is tackled from a multidisciplinary perspective and affects a large number of teachers, parents, psychologists, specialist educators, and most importantly the kids themselves. This study conducts a bibliographic assessment of the literature on the transitions of individuals with special educational needs, the challenges they encounter, and the contribution of ICT to a successful transfer. from the general or special school units of Primary Education in the comparable secondary school units Education.
38
Osagie, Roseline O., and Azuka N. Alutu. "Factors Affecting Gender Equity in the Choice of Science and Technology Careers among Secondary School Students in Edo State, Nigeria." International Education Studies 9, no. 10 (September 28, 2016): 231. http://dx.doi.org/10.5539/ies.v9n10p231.
Full textAbstract:
<p class="apa">The study investigated the factors affecting gender equity in science and technology among senior secondary school students. The study was carried out at the University of Benin Demonstration Secondary School in Benin City, Edo State, Nigeria. One hundred and fifty students of average age 15 years in their penultimate year were administered the questionnaires for the study. The data for the study was collected from a survey instrument titled, “Career Determinants. Analysis of the data revealed that sex, parental, peer influences, social and cultural stereotyping were the major factors affecting gender inequity in the choice of careers in science and technology among secondary school students. Less than 40% of the girls indicated interest in science and technology subjects even though they had the ability. More than sixty-five percent of the boys indicated interest in science and technology subjects even though they were not academically prepared for them. It was therefore suggested that gender equity in science and technology could be fostered by designing a training program in science to build confidence and assertive skills in students at the junior secondary school level. Recommendations were also made that seminars should be conducted for parents and teachers in primary schools to desensitize stereotyping acquired through socialization processes and cultural practices.</p>
39
Solecki, Roman, and Anna Mróz. "Global teenager’s authority. Analysis of the results of nationwide surveys." Studia z Teorii Wychowania XIII, no. 3 (40) (November 24, 2022): 387–98. http://dx.doi.org/10.5604/01.3001.0016.1146.
Full textAbstract:
In a postmodern world characterized by a polyphony of values, the upbringing and education of young people becomes a challenge for parents, teachers, pedagoguges and educators. In view of the widely proclaimed fall of authority among children and adolescents, the situation seems all the more crisis. In order to find out what adolescents' opinions about their authorities are, the project "Let's be the seekers of authorities" was carried out. 104,055 students of grades 4th – 8th of primary school and 3rd grade of lower secondary school participated in the survey carried out by the survey method. The results show that younger respondents do not always know what qualities an authority should have. It is optimistic that - as shown by the analysis of the collected empirical material - the tasks of authority, such as being available in difficult situations, arousing the trust of teenagers, are most often carried out by the closest people - parents, grandparents, siblings and friends. It is worrying that the role of authorities is not played by teachers and educators; more often, in difficult situations, teenagers turn to their educators for help. Improving the authority of teachers, and educators in particular, is therefore another challenge for the education system and teacher and educator training institutions.
40
Yancheva, Milena. "APPLYING CLIL TEACHING METHOD IN PRIMARY SCHOOL CLASSES." Education and Technologies Journal 12, no. 2 (August 1, 2021): 454–57. http://dx.doi.org/10.26883/2010.212.3644.
Full textAbstract:
In today’s dynamic, rapidly evolving and changing world, there are a number of challenges facing various spheres of public life, in particular the educational process. Teachers find that nowadays a major problem in school education is the weak and declining motivation of students to learn. Teachers are looking for ways to increase students’ interest in the subject they teach. In the last 30 years, the only major development in foreign language teaching has been the introduction of information and computer technology in teaching. In this regard, the CLIL method can be said to be a means of overcoming the stagnation in the teaching of foreign languages and to increase students’ interest in both the topic studied and the language in which it is taught. This report reviews the history of the CLIL method, its theoretical foundations and applications. The legislative support of the method is indicated both by the educational policy of the European Union and by the foreign language curricula in Bulgaria. The main characteristics of the method, which make it an effective method for the development of skills in the 21st century, are also considered. The conclusions are based on twenty teaching practices, developed by the method in the Primary Stage of „Petko R. Slaveykov“ Secondary School, town of Varna. They illustrate its effectiveness, increased interest among students and lasting knowledge of the language and non-language subject. Opinions of parents and students and fellow teachers were analyzed.
41
Warne, Naomi, Sarah Rook, Rhys Bevan Jones, Rachel Brown, Lesley Bates, Lucinda Hopkins-Jones, Alexandra Evans, et al. "Collecting genetic samples and linked mental health data from adolescents in schools: protocol coproduction and a mixed-methods pilot of feasibility and acceptability." BMJ Open 12, no. 2 (February 2022): e049283. http://dx.doi.org/10.1136/bmjopen-2021-049283.
Full textAbstract:
ObjectivesTo coproduce a school-based protocol and examine acceptability and feasibility of collecting saliva samples for genetic studies from secondary/high school students for the purpose of mental health research.DesignProtocol coproduction and mixed-methods feasibility pilot.SettingSecondary schools in Wales, UK.ParticipantsStudents aged 11–13 years.Primary and secondary outcome measuresCoproduced research protocol including an interactive science workshop delivered in schools; school, parental and student recruitment rates; adherence to protocol and adverse events; ability to extract and genotype saliva samples; student enjoyment of the science workshop and qualitative analysis of teacher focus groups on acceptability and feasibility.ResultsFive secondary schools participated in the coproduction phase, and three of these took part in the research study (eligible sample n=868 students). Four further schools were subsequently approached, but none participated. Parental opt-in consent was received from 98 parents (11.3% eligible sample), three parents (0.3%) actively refused and responses were not received for 767 (88.4%) parents. We obtained saliva samples plus consent for data linkage for 79 students. Only one sample was of insufficient quality to be genotyped. The science workshop received positive feedback from students. Feedback from teachers showed that undertaking research like this in schools is viewed as acceptable in principle, potentially feasible, but that there are important procedural barriers to be overcome. Key recommendations include establishing close working relationships between the research team and school classroom staff, together with improved methods for communicating with and engaging parents.ConclusionsThere are major challenges to undertaking large-scale genetic mental health research in secondary schools. Such research may be acceptable in principle, and in practice DNA collected from saliva in classrooms is of sufficient quality. However, key challenges that must be overcome include ensuring representative recruitment of schools and sufficient parental engagement where opt-in parental consent is required.
42
Alghamdi, Amani K. H., Wai Si El-Hassan, Arif A. M. H. Al-Ahdal, and Ahmed A. Hassan. "Distance education in higher education in Saudi Arabia in the post-COVID-19 era." World Journal on Educational Technology: Current Issues 13, no. 3 (July 31, 2021): 485–501. http://dx.doi.org/10.18844/wjet.v13i3.5956.
Full textAbstract:
COVID-19 has changed the field of education. This paper aimed to re-envision the post-pandemic higher education landscape in Saudi Arabia. This study employed descriptive-qualitative research design. Twenty postgraduates completed a journal task at a public university in the Eastern Province of Saudi Arabia. The responses revealed their first-hand experience of multi-sectorial communities caused by the COVID-19 lockdown, including students, parents and teachers. Results showed that there are seven positive and eight negative impacts of emergency distance education caused by the pandemic lockdown and various themes have emerged, including Social and Educational. To succeed in the post-pandemic era, teachers need to acquire online pedagogical content knowledge and teaching strategies, conduct effective student evaluation and engage students in both virtual and in-person labs and classrooms. This study contributes to quality access of students toward online learning in countries, where distance education is still in its infant stage, such as Saudi Arabia.
Keywords: Distance education, post-secondary education, teacher training, teaching strategies, networked learning
43
Ng, Phan Trong, Vu Dung, Le Minh Nguyet, Vu Thi Khanh Linh, Hoang Thanh Thuy, and Nguyen Thi Tinh. "Academic Anxiety of Vietnamese Secondary School Students as a Reason for Applying Online Learning." Journal of Intellectual Disability - Diagnosis and Treatment 8, no. 4 (November 27, 2020): 730–39. http://dx.doi.org/10.6000/2292-2598.2020.08.04.16.
Full textAbstract:
Academic anxiety is one of the major problems in student psychology across the world. It applies equally to students of all ages, from elementary school to college and university students. Research shows that learning online is an effective way to defuse feelings of academic anxiety. Elimination of anxiety is clearly visible regardless of age, gender, or prior online learning experience. The study aims to identify academic anxiety as one of the most important reasons for moving to online learning or blended learning in secondary school. The study investigated academic anxiety among secondary school students in Vietnam. After surveying 677 students in classroom learning, the results showed that 13.7% of secondary students suffered from frequent anxiety, and 3.0% of them suffered from very frequent anxiety. Lower anxiety was observed among students actively participated in-class activities, and students with excellent academic performance. These factors can be optimally enhanced through blended and online learning. There were no differences in academic anxiety among male and female students, urban and rural students. There was a moderate correlation between a student's anxiety level and pressure of the school, parental expectations, students' motivation for high performance, and especially, among students who have the melancholic temperament. And the influence of these negative factors can also be optimally reduced with the help of online learning. Regression model could provide useful suggestions for parents, teachers and students in reducing academic anxiety for students, including the use of full or blended online learning.
44
Abdul Malik, Mohd Azry, Adibah Nazri, Dalili Ridzwan, Azmira Azamin, Muhammad Firdaus Mustapha, and Mohd Rahimie MD Noor. "Factors Influenced the Students’ Intention to Study STEM Stream in Upper Secondary School." Journal of Advanced Research in Social and Behavioural Sciences 22, no. 1 (March 29, 2021): 21–29. http://dx.doi.org/10.37934/arsbs.22.1.2129.
Full textAbstract:
STEM is an important stream in Malaysia education to become a developed country. However, students show less interest in this stream as there is a declining trend of students taking STEM subjects. The objective of the study is to investigate the factors that influence students’ intention to study science stream in upper secondary school. The study framework has three independent variables named attitude towards science, normative social influences, and self-efficacy and the dependent is students’ intention to study science stream. By using cluster-sampling, a total of 339 data were collected through the questionnaire survey method from two schools out of 16 schools in the rural area of Kota Bharu, Kelantan. The data was analysed using Correlation Analysis, Multiple Linear Regression, Independent T-test, and One-Way ANOVA test. The main finding of the study shows that attitude towards science, normative social influences, and self-efficacy had a significant relationship with students’ intention to study science stream in upper secondary. This study offers an insight to parents, teachers, and policymakers in improving policy and encouraging students to pursue their study in the STEM stream to achieve the government goal that earlier set the ratio of science to art students at 60:40.
45
Curran, Marta. "Between consensus and conflict: Schools and parents negotiating the educational trajectories of students at risk of early school leaving." Revista Española de Sociología 31, no. 3 (June 24, 2022): a119. http://dx.doi.org/10.22325/fes/res.2022.119.
Full textAbstract:
There is a vast amount of literature which locates the home-school relationship as a keystone to improving academic outcomes and preventing school dropouts. It is not always sufficiently clear, however, how these relationships are established and function and how they impact on students’ school engagement. This paper draws on the concepts of familial habitus and institutional habitus to better understand how home-school relationships are formed and how they are deeply class-biased. Using in-depth qualitative interviews with parents and teachers from four public secondary schools in Barcelona, this paper examines the factors explaining more and less harmonious relations between these two agents. This article will help shed light on the challenging relation between home and schools, taking into account different sociocultural contexts mediating this interaction and suggesting some implications in terms of educational policy from a social justice perspective.
46
Ültanır, Y. Gürcan. "ADEQUACY OF READING COMPREHENSION OF TURKISH LANGUAGE TEACHERS AND ELEMENTARY SCHOOL TEACHERS WORKING IN GAZIANTEP IN THE SOUTHEAST ANATOLIAN REGION." Problems of Education in the 21st Century 54, no. 1 (June 20, 2013): 112–24. http://dx.doi.org/10.33225/pec/13.54.112.
Full textAbstract:
Through the university entrance exam taken once a year in Turkey, language, mathematics, science and social studies proficiencies of high school students and graduates are tested. The results of this exam demonstrate the individual achievement of students and in light of these results, the achievement of each school, which in terms of the curriculum evaluation. Based on the outcomes of university entrance exam, the achievement level of each region can also be evaluated. According to the 2012 university entrance exam results out of 81 cities in Turkey. Gaziantep was among the least successful, ranked number 76 in mathematics and Turkish Language test results. The city of Gaziantep is located in the Southeast Anatolia region. The latest PISA 2009 results show that among the OECD countries, Turkey is the last but third in the list after Chile and Mexico. Again, according to 2009 PISA results, the Southeast Anatolian region is at the bottom among the other regions of Turkey in terms of reading competencies. The purpose of the present study is to investigate the reading habits of the Turkish Language teachers working in elementary and secondary schools in Gaziantep because these teachers have great influence on the development of reading proficiency of students. To collect the data, a questionnaire based on the components of reading comprehension was given to 407 teachers working in elementary and secondary schools. The collected data were interpreted through percentages and Chi-Square. The result of the study shows that reading habits of teachers differ in accordance with the socio economic level and education level of teachers’ parents, socio economic level of parental education and socio economic level of the family, time devoted to reading-and level interpreting what is read. Key words: decoding, efficiency of recognizing words, reading habits, reading – selective reading, fluent reading, vocabulary.
47
Odide, Martin Okoth. "Financial Resource Management and Its Influence on Students Academic Performance in Public Secondary Schools In Langata Sub-County, Nairobi County-Kenya." International Journal of Scientific Research and Management 9, no. 11 (November 30, 2021): 2658–737. http://dx.doi.org/10.18535/ijsrm/v9i11.em13.
Full textAbstract:
The aim of the study was to examine the influence of financial resource management on the students’ academic performance in public secondary schools in Lang’ata sub-county, Nairobi County- Kenya. The study was premised on behavioural leadership theory propounded by Kurl Lewin in the 1930’s which emphasizes that people can learn to become leaders through training and observation. The following research questions were formulated to guide the study: What is the influence of budget management on students’ academic performance in public secondary schools in Lang’ata sub – county, Nairobi County? ; What is the influence of financial controls on the students’ academic performance in public secondary schools in Lang’ata sub – county, Nairobi County? ; What challenges do Principals of Public secondary schools face in the management of finances?; What strategies, with regard to financial resource management, are used by Principals of Public secondary schools in Lang’ata sub-county to improve academic performance?
Descriptive research design was adopted for the study. The study was conducted in public secondary schools. The target population comprised five (5) public secondary schools. Purposive sampling technique was used to draw 5 principals, 5 bursars, 5 B.O.M representatives, 15 H.O.Ds, 30 teachers and 200 students’ representatives giving a total of 260 participants. Data was collected using questionnaires, interview schedules, and observation schedules. A pilot test was conducted on some staff to ensure the validity of the instruments. Data obtained through open-ended questionnaires was analysed using descriptive and inferential statistics. Ethical issues such as confidentiality, informed consent, privacy and anonymity were given paramount considerations.
Therefore, the findings of the study revealed that financial resources management can truly affect student’s academic performance. Furthermore, the researcher found out that not all staffs are involved in budget making or financial plans of the schools. Additionally, the researcher found out that most students are suffering due to lack of finances by their parents and guardians. Finally, financial stability goes hand in hand with educational success. Truly all teachers and staff need full adequate finances in order to ensure that the school’s programs run smoothly and with ease for all. Also the researcher found out that most students studying in public schools have fees challenges, especially those in the slums like Kibera constituency – Lan’gata Sub County. The study recommends that all Bursars and Boards of Management Representatives should be appointed with their merit certificate to the specific spot of the work in order to avoid any corruption in the field of their duties within the school environment. Additionally, students, should be provided with adequate teaching/learning materials; the teachers, heads of departments, finance committee, top management and the principal should treat the students fully as learners, and they should not dismiss any student from the school due to lack of fees; they should also provide counselling/ social workers departments to check on the students welfare and their mental problems regularly. Finally, the study recommended the following for further study; financial resource management and its influence on student’s academic performance in private secondary schools in Lang’ata sub-county, Nairobi county-Kenya: to find out whether there are similarities in the findings of the study between public secondary schools and private secondary schools.R
48
Akbari Kamrani, Mahnaz, and Sharifah Syed Yahya. "Bringing X, Y, Z Generations Together to Facilitate School-Based Sexual and Reproductive Health Education." Global Journal of Health Science 8, no. 9 (January 4, 2016): 132. http://dx.doi.org/10.5539/gjhs.v8n9p132.
Full textAbstract:
<p>This generic qualitative study explores the perspective of Malaysian teachers regarding the constraints of the current school-based sexual and reproductive health education in secondary schools of Klang-Valley Malaysia. For this study, in-depth interviews were conducted with twenty eight science teachers of government schools. The majority of participants named the teaching strategy and capacity of teachers, the lack of co-operation from the school and parents, limited resources in teaching and students themselves as some of the challenges. We concluded that if sexual health education is to be effective, it needs to be provided by people who have some specialized training. The teachers should be trained to teach sexual reproductive health education classes at the basic level, and in-service training for teachers already in the field should be intensified. Local adaptation to culture, language, religion, and so forth is often necessary.</p>
49
Anistratenko, Antonina, and Tetiana Anistratenko. "History of the organization of the educational process in secondary and higher education: distance learning and mixed forms." Current issues of social sciences and history of medicine 30, no. 2 (May 13, 2021): 99–103. http://dx.doi.org/10.24061/2411-6181.2.2021.278.
Full textAbstract:
The Ukrainian education system has been involved into the process of distance learning because of epidemic prevention. So issues that needed immediate answers and solutions were stand behind the scenes of studying process. The main goal of study is to determine basic prologue of change was the fact that the remote form of organization of the educational process was due not only to the context of civilizational change and also to analyze independent factors of the development of education and culture, namely: epidemiological danger, so regardless of the level of preparedness of the educational process, technical and educational components, the transition took place in the shortest possible time. The novelty of presented research is made up first time analising the comparative history of distance learning in high and secondary school. Metodological base of study is comparative principle of distance learning in high educational system of Ukraine and in secondary school of our country. Conclusions. So, we can summarize that the establishment of the training system on the one hand took place during the implementation of real-time training, and on the other – the participants of the educational process (teachers, students, interns, graduate students, doctoral students, teachers, students, parents, administrative staff, etc.) give large and common personal influence at the distance learning process. However, the system of secondary education still received a short "test" period to implement the transformation of all elements of classroom learning to the distance one. High educational institutions in Ukrainian educational space has been somewhat improved in distance learning a bit faster than schools by the availability of online educational resources (Moodle, repository, web resources of higher education institutions with elements of self-study), which have not yet been widely used in secondary schools generally.
50
Kobello, Esther K., Victorini Salema, and Kezia Mashingia. "Expediency of School Board’s Warnings and Reprimands Strategies for Managing Students’ Discipline in Public Secondary Schools in Longido District, Tanzania." international journal of Education, Learning and Development 10, no. 11 (November 15, 2022): 1–15. http://dx.doi.org/10.37745/ijeld.2013/vol10n11115.
Full textAbstract:
This study assessed the expediency of school board warnings and reprimands strategies for managing students’ discipline in public secondary schools in Longido district. The study employed social control theory whereas convergent design under mixed research methods guided data collection and analysis. Probability and non-probability sampling techniques were used to obtain the study sample of sixty-five (65) respondents that consisted of 5 school boards chairpersons, 20 school board members, 5 heads of schools, 5 discipline teachers and 30 teachers. Interview guides and questionnaires was validated using research’s experts from department of education planning and administration before data collection. The reliability of questionnaires instruments ensured through Cronbach-alpha and interview guide by triangulation methods. Percentages, means and standard deviation were generated from the analysed descriptive data. Qualitative data were analyzed thematically and presented in words inform of verbatim quotations. The study revealed that warnings and reprimands is used by the school boards and school management in managing students’ discipline guided by sets of laws, regulations and standards aiming to avoid the occurrence of indiscipline and improve academic performance. Moreover, the study also found out that parental involvement and guidance and counselling strategies were used by school boards and school management managing students discipline matters before administering of warnings and reprimands. The study concluded that warnings and reprimands strategies were used by school boards in managing students’ discipline in public secondary schools in Longido district. The study recommends that the Ministry of Education Science and Technology should create awareness among public secondary schools’ stakeholder including teachers and parents on the procedures used by school boards in administering warnings and reprimands.