Relevant bibliographies by topics / Instruction and study (Secondary)

Academic literature on the topic 'Instruction and study (Secondary)'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Instruction and study (Secondary).'

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.

Journal articles on the topic "Instruction and study (Secondary)"

1

Omoniyi, Tayo, and Gisanrin Gbenga. "The Effect of Three Instructional Elements on Achievement in Computer-Based Mathematics Instruction of Senior Secondary School Students in Nigeria." Journal of Education in Black Sea Region 4, no. 1 (December 9, 2018): 164–72. http://dx.doi.org/10.31578/jebs.v4i1.163.

Full text
Abstract:
This study investigated the effect of three instructional elements on achievement in computer-based mathematics instruction. The subjects were senior secondary school students who used four versions of computer-based instruction developed on compact disc to learn about the volume of solid shapes. The four versions of the programme were (1) a full version that had the three instructional elements (2) a version without objectives (3) a version without practice (4) a version without examples. The results indicated that the full package, which included objectives, practice and examples, had a significant effect on students’ achievement in the computer-based mathematics instruction. Furthermore, of the three elements, practice, had the most effect on the learners’ achievement. Implications of the findings on development of computer-based instructions are also discussed.
APA, Harvard, Vancouver, ISO, and other styles
2

Khan, Asif. "A Case Study of Instructional Contributions of Community and Government Secondary School Administrators in Pakistan." Journal of Education and Vocational Research 4, no. 2 (February 28, 2013): 47–59. http://dx.doi.org/10.22610/jevr.v4i2.100.

Full text
Abstract:
The study examined the instructional contribution of a community and government school administrator in Pakistan. While using qualitative tools to generate data, the research exclusively examined the administrators’ engagements in such instructional processes as conducting class visits, arranging inschool professional development programs, and contributing to curriculum enrichment. The study noted that as compared to government administrator, the community administrator seemed more active in the instructional processes of his school. The detachment of the government administrator from classroom practices had many implications that also influenced the quality of education in the government school. On the basis of the findings of this study, I maintain that the efficiency of school administrators is contingent upon multiple elements, such as provisions of job related training, introduction of an effective accountability tool, support of instruction oriented educational officials, and contribution of community/parents The study suggested Pakistan should address the above-mentioned elements when defining the instruction-oriented role of school administrators in the country.
APA, Harvard, Vancouver, ISO, and other styles
3

Mohammed, Lubna Ali, Sidek H.M, and Murad Abdu Saeed. "EST Reading Instructional Approaches at the Senior Secondary School Level in Yemen: A Case Study." International Journal of Learning and Teaching 8, no. 4 (October 31, 2016): 224. http://dx.doi.org/10.18844/ijlt.v8i4.599.

Full text
Abstract:
Recently, within the increasing implementation of the communicative language teaching (CLT) approach to teaching English as a foreign language (EFL), the Yemeni EFL secondary school curriculum has adopted the CLT approach. This qualitative exploratory case study aimed at examining whether or not the Yemeni English for Science and Technology (EST) senior secondary reading instructional implementation is a communicative-based instruction in nature as it is labelled. The data were collected from reading classroom observations and analysed in terms of student-teacher interaction pattern as well as teacher and learner roles based on Richards’ and Rodgers’ Model (2001). The coding scheme used for coding the features of the Initiation-Response-Evaluation method (IRE) and the Communicative Reading Instructional method (CRI) was developed from previous studies. The findings showed that the traditional IRE and the teacher role as a director are extensively represented in the Yemeni EST senior secondary school reading instruction more than the CRI. This finding contradicts the communicative-label of the Yemeni English language curriculum. The findings are discussed in terms of the alignment of the curriculum communicative-label with regards to the EST senior secondary school reading classroom instructional implementation. Keywords: Communicative Language Teaching approach (CLT); Initiation-Response-Evaluation Approach (IREA); Communicative Reading Instructional Approach (CRIA).
APA, Harvard, Vancouver, ISO, and other styles
4

ZEKIROS, BIZU KINFE. "THE INSTRUCTIONAL PRACTICES OF SECONDARY SCHOOL TEACHERS IN ETHIOPIA: HULET EJU ENESIE WOREDA." International Journal of Research -GRANTHAALAYAH 8, no. 11 (November 25, 2020): 53–62. http://dx.doi.org/10.29121/granthaalayah.v8.i11.2020.1682.

Full text
Abstract:
This study was examined secondary school teachers’ instructional practices by using First Principle of Instruction model as guiding principle. Both qualitative and quantitative methods were employed. The total populations of the study were 52. From these 40 Biology teachers, 4 directors, 4 supervisors and 4 department heads were selected through comprehensive sampling technique. Data were obtained through questionnaire, interview, classroom observation and document analysis. Various statistical tools such as mean, frequency and percentage were applied to analyze the data. The finding indicated that secondary school Biology teachers design their lessons by using First Principle of Instruction Model and they practiced it partially. And biology teacher’s instructional practices are aligned partially with First Principle of Instructional Model. Some factors that affect the design and implementation of the lessons based on the First Principle of Instruction model were identified: teachers’ related problems, students related problems, time constraints, policy issues, and resources. Based on the finding, it is recommended that woreda education office and general secondary schools should have to prepare short- and long-term training, seminars and workshop for teachers. Secondary school directors and supervisors should help teachers to have personal, professional knowledge and pedagogical skill. They should also support them by creating good educational environment.
APA, Harvard, Vancouver, ISO, and other styles
5

Boudah, Daniel J., Jean B. Schumacher, and Donald D. Deshler. "Collaborative Instruction: Is it an Effective Option for Inclusion in Secondary Classrooms?" Learning Disability Quarterly 20, no. 4 (November 1997): 293–316. http://dx.doi.org/10.2307/1511227.

Full text
Abstract:
Through the use of a four-part experimental design, this study examined the effects of a collaborative instructional model in inclusive secondary classes in which students with mild disabilities and low-achieving students were enrolled. Measures included the instructional actions of teachers, teacher satisfaction with the instructional model, student engagement, student use of four strategic skills, and student performance on content tests. After receiving training in the model, teachers' mediation of student learning and their involvement in instructional roles increased over baseline levels. Teachers were satisfied with the model as well. Mixed results on the student measures suggest that prevailing assumptions about the effectiveness of collaborative instruction in inclusive secondary classes need to be reexamined. Study findings have implications for educational policy, teacher training, and classroom practice.
APA, Harvard, Vancouver, ISO, and other styles
6

Yaki, A. A., and Nnennaya Chukwu. "EFFECTS OF THE COMPUTER-AIDED INSTRUCTIONAL PACKAGE AND THREE DIMENSIONAL VISUALS ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN BIOLOGY." Sokoto Educational Review 14, no. 2 (December 30, 2013): 10. http://dx.doi.org/10.35386/ser.v14i2.110.

Full text
Abstract:
This study aims to investigate the effects of the Computer-Aided Instructional Package (CAIP) and three-dimensional visuals on the performance of secondary school students in Biology. The design of this study is the pretest-posttest control group design. The participants of the study consist of 68 students; 24 in the experimental group 1, 24 in the experimental group 2 and the control group has 20. The experimental group 1 received instruction via the CAIP, experimental group 2 receives instruction via three-dimensional visuals while the control group received instruction via the conventional method. The treatment lasted for four weeks. The instrument for data collection is Biology Achievement Test (BAT). The method of data analysis is the One-way Analysis of Variance (ANOVA) and t-test. The result of the study reveals that there is a statistically significant increase in the achievements of the experimental group and experimental group 2 more than the control group. There were no gender effects in the two experimental groups. It was concluded that CAIP and three dimensional visual improve secondary school students ’performance in biology. It was recommended among others that Workshop on production and utilization of instructional materials especially computer-aided instructional packages and models should be organized for secondary school teachers.
APA, Harvard, Vancouver, ISO, and other styles
7

Brooks, Maneka Deanna, and Katherine K. Frankel. "Oral reading: practices and purposes in secondary classrooms." English Teaching: Practice & Critique 17, no. 4 (November 12, 2018): 328–41. http://dx.doi.org/10.1108/etpc-01-2018-0010.

Full text
Abstract:
Purpose This paper aims to investigate teacher-initiated whole-group oral reading practices in two ninth-grade reading intervention classrooms and how teachers understood the purposes of those practices. Design/methodology/approach In this qualitative cross-case analysis, a literacy-as-social-practice perspective is used to collaboratively analyze ethnographic data (fieldnotes, audio recordings, interviews, artifacts) across two classrooms. Findings Oral reading was a routine instructional reading event in both classrooms. However, the literacy practices that characterized oral reading and teachers’ purposes for using oral reading varied depending on teachers’ pedagogical philosophies, instructional goals and contextual constraints. During oral reading, students’ opportunities to engage in independent meaning making with texts were either absent or secondary to other purposes or goals. Practical implications Findings emphasize the significance of understanding both how and why oral reading happens in secondary classrooms. Specifically, they point to the importance of collaborating with teachers to (a) examine their own ideas about the power of oral reading and the institutional factors that shape their existing oral reading practices; (b) investigate the intended and actual outcomes of oral reading for their students and (c) develop other instructional approaches to support students to individually and collaboratively make meaning from texts. Originality/value This study falls at the intersection of three under-researched areas of study: the nature of everyday instruction in secondary literacy intervention settings, the persistence of oral reading in secondary school and teachers’ purposes for using oral reading in their instruction. Consequently, it contributes new knowledge that can support educators in creating more equitable instructional environments.
APA, Harvard, Vancouver, ISO, and other styles
8

Felix, Omemu. "Correlates of Effective Instructional Supervision in Bayelsa State Secondary Schools." World Journal of Education 7, no. 4 (August 14, 2017): 40. http://dx.doi.org/10.5430/wje.v7n4p40.

Full text
Abstract:
The purpose of this study is to examine the correlates of effective instructional supervision in secondary schools inBayelsa State. A critical examination of all the policies and personnel put in place by the government to achieve theaim of supervision of instruction in secondary school in Bayelsa State were elucidated. The study involved empiricaldesign with the stratified population of fifteen (15) secondary schools, comprising three hundred (300) teachers andsixty (60) supervisors (Principals) randomly selected from three geo-political zones (Sub divided into: Riverine,Upland and Midland). The research instrument used for the study was rating scale consisting of five (3) researchquestions. The analysis involved the use of mean and standard deviation, why the hypotheses were analyzed usingZ-test at 0.05 level of significance.The results of the analysis indicated that: demography, status/personality and perceptions are not a major factor thatinfluences supervision of instruction in schools, but quality and number of teachers, incentives and motivation,quality and number of supervisors, and school location are the correlates factors that influence supervision ofinstruction in schools. Conclusively, the researcher recommends that supervision is very important for effectiveinstruction in secondary schools and that government should provide all it takes to motivate teachers as to enhanceregulation of supervision of instruction.
APA, Harvard, Vancouver, ISO, and other styles
9

Tyavbee, Ajai, John. "Evaluation of Students’ Achievement in Mathematics through Systematic and Explicit Instruction, Self-Instruction, Peer-Tutoring and Visual Representation." International Journal of Contemporary Research and Review 9, no. 08 (August 14, 2018): 20345–53. http://dx.doi.org/10.15520/ijcrr/2018/9/08/577.

Full text
Abstract:
The study evaluated students’ achievement in mathematics using four methods of instruction. Sample of the study was 130 Junior Secondary School students from 4 schools in Taraba State, Nigeria. Quasi-experimental design was adopted. Data was generated using Terminal Mathematics Achievement Tests whose reliability indices were computed using Kuder–Richardson (KR – 20) formula. Mean and standard deviation were used to answer the research question while one-way analysis of variance (ANOVA) was used to explore the impact of the instructional strategies at .05 level of significance. Finding revealed no significant difference in the mean achievement scores of students exposed to the four instructional strategies. The study recommended that classroom teachers implement any of these instructional methods in their daily classroom instruction.
APA, Harvard, Vancouver, ISO, and other styles
10

DATOY, FLORAFEL C. "Teaching Competence and Challenges Encountered in Secondary Science Instruction." International Journal of English Language Studies 2, no. 4 (October 30, 2020): 33–46. http://dx.doi.org/10.32996/ijels.2020.2.4.4.

Full text
Abstract:
The main purpose of this study was to assess the teaching competence of secondary science teacher instruction in terms of the teaching competence in educational qualification; eligibility; teaching experience; number of training attended; utilization of instructional support system such as laboratory apparatus, facilities and equipment; the teaching method employed and the relationship among these variables. The study was conducted in the big schools of the First Congressional District of Bohol. A total of 812 participants were identified comprising 72 secondary science teachers, 20 school principals and 720 students. The data were subjected to statistical treatment using the weighted mean to assess the teaching competence of science teachers as perceived by themselves, principals and students. The weighted mean was used to determine the educational qualification, performance rating, number of teaching experience, number of trainings attended, utilization of instructional support system such as laboratory apparatus, facilities and equipment and the teaching method employed by the science teacher. Analysis of Variance was used to determine the relationship of teaching competence between educational qualification, years of service, Bachelors and major Degree. Bonferonni and Holms Multiple Comparison test was used for years of service since ANOVA resulted to significantly different results. For the eligibility and performance rating, T-test for two independent means because they were only two (2) groups being compared. However, for the utilization of laboratory apparatus, facilities and other teaching resources and teaching methods employed, both use the correlation because the independent and dependent variables are continuous variables and that is, numerical scale was used. Findings showed that there is a significant relationship on teaching competence between number of teaching experience and teaching methods. This study found out that teaching methods and number of years in teaching affect the teaching competence. Hence, it is urged, that DepEd Personnel should utilize the result of this study and consider the proposed enhancement plan for the improvement of teaching competence in science instruction.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Instruction and study (Secondary)"

1

Egbeji, Bridget Ekwutosi 1947. "CERAMICS INSTRUCTION FOR NIGERIAN JUNIOR SECONDARY TEACHERS." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276492.

Full text
Abstract:
This thesis develops a discipline-based ceramic instruction using art history, art criticism, aesthetics and art production, which will be used to train Nigerian junior secondary school ceramic teachers. Concepts of discipline-based art education, materials, and techniques of ceramics production will be used to make a systematic, sequential, written curriculum of activities that will be used in the class.
APA, Harvard, Vancouver, ISO, and other styles
2

Erwin, Joanne (Joanne Hall). "Stability of Secondary String Teachers' Rehearsal Behavior." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332546/.

Full text
Abstract:
The purpose was to establish the stability of behavior of secondary string teachers. The research problems were (a) to establish the frequency of selected observable elements of content and instructional strategies; (b) to estimate the stability of observed teaching behaviors within and across rehearsals; and (c) to determine the stability of pacing within and across rehearsals. In conclusion, for the population observed, stability of behavior existed. The variable of multiple conduction, not given much attention in research or pedagogical literature, weighted heavily in frequency of occurrence. Demonstration and verbal imagery, encouraged by strong experts, received less than 3% of rehearsal time. Pacing should be considered an important variable in the instructional process and merits further definition and research.
APA, Harvard, Vancouver, ISO, and other styles
3

Shiyyab, Muath Mahmoud. "Observational study for mathematics instruction in Jordanian secondary school /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008442.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Stroud, Elizabeth J. "Opening the Door to Meaning-Making in Secondary Art History Instruction." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5244/.

Full text
Abstract:
Each day countless numbers of high school students remain standing at the threshold of the door to meaningful learning in art history because of traditional authoritative instructional methods and content. With the keys of feminist pedagogy, interactive teaching methods, and the new art histories, the teacher can now unlock that door and lead students to personally relevant learning on the other side. A case study using both qualitative and quantitative research methods was conducted in a secondary art history classroom to examine the teacher's pedagogical choices and the degree to which they enable meaningful and relevant student learning. The analysis of multiple sources of data, including classroom observations, revealed statistically significant correlations between the teacher's instructional methods and the content, as well as their impact on student meaning-making.
APA, Harvard, Vancouver, ISO, and other styles
5

McMillan, James F. "The curricular dysfunction between the administration of instrumental music and suitability of teaching materials in English secondary schools /." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=65402.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Schroeder, Leah M. "The value of computer-assisted instruction in secondary science education." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/172.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ariss, Laila Diane. "Differentiated Instruction: An Exploratory Study in a Secondary Mathematics Classroom." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493411297122313.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Tang, Cheuk-ming. "Junior form students' perception towards sex education programmes in a secondary school : a case study /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184112.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Chitepo, Thokozile 1961. "Cognitive processes in the acquisition of knowledge from science instruction in Zimbabwe." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66075.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Beckett, Gulbahar Huxur. "Project-based instruction in a Canadian secondary school's ESL classes : goals and evaluations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0021/NQ46317.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Instruction and study (Secondary)"

1

A, Farrell Margaret, Lehman Jeffrey R. 1952-, and Farmer Walter A, eds. Secondary science instruction: An integrated approach. Providence, R.I: Janson Publications, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

E, Gross Richard, ed. Designing effective instruction for secondary social studies. 2nd ed. Upper Saddle River, N.J: Merrill, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

E, Gross Richard, ed. Designing effective instruction for secondary social studies. Englewood Cliffs, N.J: Merrill, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Farrell, Margaret A. Secondary mathematics instruction: An integrated approach. Providence, R.I: Janson Publications, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Chiappetta, Eugene L. Science instruction in the middle and secondary schools. 5th ed. Upper Saddle River, N.J: Merrill Prentice Hall, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

R, Koballa Thomas, Collette Alfred T, and Collette Alfred T, eds. Science instruction in the middle and secondary schools. 4th ed. Upper Saddle River, N.J: Merrill, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

L, Chiappetta Eugene, ed. Science instruction in the middle and secondary schools. 2nd ed. Columbus: Merrill Pub. Co., 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Collette, Alfred T. Science instruction in the middle and secondary schools. Columbus: Charles E. Merrill, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Collette, Alfred T. Science instruction in the middle and secondary schools. 3rd ed. New York: Merrill, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Instruction and study (Secondary)"

1

Cheah, Ui Hock. "Designing Instruction in Geometry: Using Lesson Study to Improve Classroom Teaching." In International Perspectives on the Teaching and Learning of Geometry in Secondary Schools, 181–95. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77476-3_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Yu, Melissa H. "Literacy Skills Education from the Perspective of English as a Lingua Franca: A Case Study on Taiwanese Students’ Secondary English Language Education Experience." In English Literacy Instruction for Chinese Speakers, 175–94. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6653-6_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Bergem, Ole Kristian, Trude Nilsen, Oleksandra Mittal, and Henrik Galligani Ræder. "Can Teachers’ Instruction Increase Low-SES Students’ Motivation to Learn Mathematics?" In Equity, Equality and Diversity in the Nordic Model of Education, 251–72. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_10.

Full text
Abstract:
AbstractStudents’ motivation in mathematics has been shown to predict their achievement and whether they pursue a later career in STEM (science, technology, engineering, and mathematics). To sustain equity in education, it is important that students are motivated for the STEM fields, independent of their background characteristics (e.g., gender and SES). Previous research has revealed that students’ motivation declines from primary to secondary school. The present study investigates whether this unwanted development may be related to students’ SES, and more importantly, what aspects of teachers’ instruction are related to student motivation for low, medium, and high-SES student groups in grade 5 and 9. We use data from students in grades 5 and 9 and their teachers who participated in TIMSS 2015 in Norway. Multilevel (students and classes), multi-group structural equation modelling is used to answer the research questions. In line with previous research from Germany and the USA, the results showed that SES is more important to student motivation in secondary than primary school, that low SES students’ motivation depends more on their teachers’ instructional quality than high SES students and that this dependency is stronger in secondary school than in primary school. The implications and contributions of the study are discussed.
APA, Harvard, Vancouver, ISO, and other styles
4

Piechurska-Kuciel, E. "Chapter 8. A Study of Gender-Related Levels of Processing Anxieties over Three Years of Secondary Grammar School Instruction." In Individual Learner Differences in SLA, edited by Janusz Arabski and Adam Wojtaszek, 129–45. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694355-010.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Dean, Michelle. "Superb Social Skills Instruction." In What Really Works in Secondary Education, 306–21. 2455 Teller Road, Thousand Oaks California 91320: Corwin | A SAGE Company, 2015. http://dx.doi.org/10.4135/9781071800782.n20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Wolf, Mary, and Rachel Lyons. "Awe-Inspiring Arts Instruction." In What Really Works in Secondary Education, 87–101. 2455 Teller Road, Thousand Oaks California 91320: Corwin | A SAGE Company, 2015. http://dx.doi.org/10.4135/9781071800782.n7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Russell, William B., Stewart Waters, and Thomas N. Turner. "Planning Social Studies Instruction." In Essentials of Middle and Secondary Social Studies, 38–68. Second edition. | New York, New York : Routledge, 2018. | “First edition published by Routledge 2013”—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9780429461514-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Silver, Edward A., and Heejoo Suh. "Professional Development for Secondary School Mathematics Teachers Using Student Work: Some Challenges and Promising Possibilities." In Transforming Mathematics Instruction, 283–309. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04993-9_17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

VanTassel-Baska, Joyce, Jason S. McIntosh, and Kelly L. Kearney. "Secondary Affective Curriculum and Instruction for Gifted Learners." In The Handbook of Secondary Gifted Education, 509–39. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238829-24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Kruse, Sharon D., and Julie A. Gray. "Curriculum, Instruction, and Assessment." In A Case Study Approach to Educational Leadership, 51–75. New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315108308-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Instruction and study (Secondary)"

1

Bartus, Greg A., and Frank T. Fisher. "Barriers and Opportunities to the Acquisition of Systems Thinking Skills for K-12 Teachers." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-67146.

Full text
Abstract:
Conceptual and pedagogical barriers in post-secondary education inhibit student preparedness in system thinking skills (STS) critical for success in the workplace. To improve instruction in systems and sustainable engineering skills at the undergraduate level it is instructive to look at STS barriers and opportunities K-12 teacher’s face when they take part in a systems engineering (SE) project. This case study presents our approach to instructing K-12 educators about systems engineering through the design of a wind farm. Demographics of the 35 participants in this NSF-sponsored program who are all grades 3–8 classroom teachers include that they are 66% elementary level teachers, mostly female (80%), with an average of 10 years’ experience. Assessment of the project included a pre- and post-assessment of engineering and SE concepts, student reflections, customer feedback and an Accreditation Board for Engineering and Technology (ABET) driven rubric. Results include that K-12 teachers exhibit strong interpersonal skills but were challenged by technical skills more common to the university level. Vertical collaborations between K-12 and post-secondary is a suggested approach to address barriers at both levels.
APA, Harvard, Vancouver, ISO, and other styles
2

Anspoka, Zenta. "The Research of Latvian Language Competence of Secondary Education Institution Graduates for Career Development." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.003.

Full text
Abstract:
The topicality of the research is related to the goal of education to help a pupil to become a proficient language user who has acquired not only the basic skills of the language, but also understanding of the role of the Latvian language as the state language in the integration of the society, formation of national identity and cultural-historical heritage preservation. The aim of the study is to analyse Latvian language competence of graduates of Latvian language of instruction, minority secondary education institutions and state gymnasiums of Kurzeme, Latgale and Riga for their readiness for further career development. The methodology of the research is the outcome of the career development and sociolinguistic and linguo-didactic theories, which are based on the cognitive constructivist approach. The results of the empirical research are obtained from 409 texts of judgments systematized in the balanced corpus of modern Latvian language texts within the framework of the National Research Programme “Latvian Language” (No VPP-IZM-2018/2-0002). Language competence of graduates from secondary education institutions is low. It is affected by the linguistic environment, attitude towards language as an economic and social value, its learning motivation and insufficiency in language didactics. The research outcomes outline several important aspects for the improvement of the Latvian language didactics.
APA, Harvard, Vancouver, ISO, and other styles
3

"Updating PowerPoint for the new Business Classroom." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4268.

Full text
Abstract:
Aim/Purpose: To update a 2010 study that recommended “rules of thumb” for more effective use of PowerPoint in the post-secondary business classroom. The current study expanded the focus to include the business classroom in India as well as the US and examined possible shifts in student perception of the utility of PowerPoint among Generations Y and Z. Background: The study examined students’ perception of the learning utility of PowerPoint in post-secondary business classrooms in the US and India and the relationship of the use of PowerPoint to course ratings. Methodology: Surveys were distributed in post-secondary business classrooms in India and the US in 2018 and early 2019, resulting in 92 completions from India and 127 from the US. Separately 50 student course evaluations from the same US college were compared to the use of slides as well as to their conformance to the “rules of thumb” for effectiveness established earlier and other measures of quality. Contribution: These results show how PowerPoint is viewed by post-secondary business students in India and the US and its perceived utility as a learning tool for Generations Y and Z. Findings: Most post-secondary business students (80%) found PowerPoint an effective learning tool, but only 21% of the business classes examined used it. US students were more positive than Indian ones, who were more likely to say PowerPoint is overused. There was no difference in student course evaluations between those that had slides and those that did not. However, most of the slide decks examined did not follow the “rules of thumb,” exhibiting a much greater number of words per slide. Generations Y and Z gave high ratings to slides that incorporated audiovisuals, mixed media, and special effects and said they learned more when they were the ones who created the slides. However, most students did not rate themselves as competent in creation of PowerPoint slides. Recommendations for Practitioners: (1) Faculty should consider students’ positive reception of PowerPoint, their preference for adaptive, interactive learning that builds on strong multimedia elements while creating instructional materials. (2) Faculty should receive prescriptive design instruction for incorporating PowerPoint best practices to cut back on their self-reported high time spent on slide creation and student-reported low technical competency in faculty instruction. (3) Publishers should concentrate on slide design and innovativeness along with content coverage to serve faculty needs. (4) Business curricula should take into account generational as well as cultural differences in learning preferences. (5) To address the students’ conflation of personal social media prowess with superior technology or communication skills in the professional context, Business curricula should incorporate learning outcomes related to professional use of technology tools such as PowerPoint. Recommendations for Researchers: There is still utility in old-fashioned paper questionnaires to assess what impacts student learning. There is also merit in comparing student course evaluations with various in-classroom treatments. Impact on Society: PowerPoint may be underused in the post-secondary business classroom, but this paper raises questions about the value of unedited use of the very dense slides provided by publishers as effective learning tools in the post-secondary business classroom. Future Research: Future research can be focused on the use of PowerPoint slides in the business classroom in other countries and cultures, as only the US and India were examined. Further examination needs to be made of the relationship between extensive and unedited use of publisher-provided slides and the reporting of the staggering statistics that most students are not now buying textbooks. Finally, this study did not touch on gender or socio-economic differences in the student demographics, which might open further avenues for investigation.
APA, Harvard, Vancouver, ISO, and other styles
4

Wahab, Mahidah Ab, and Siti Maziha Mustapha. "A Study on Relationship between Teachers’ Instructional Practices and School Performance of Rural Public Secondary Schools in Malaysia." In The Second International Conference on Social, Economy, Education, and Humanity. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009128402830290.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Azilah Ngah, Nor, and Mona Masood. "Development of ICT Instructional Materials based on Needs Identified by Malaysian Secondary School Teachers." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3008.

Full text
Abstract:
For the last few years school teachers in Malaysia have access to ICT tools in their schools. However, these tools are used mostly for record keeping and word processing purposes. An in-depth study to identify the problems of using ICT in the classroom is currently being done to elicit information concerning the needs of secondary school teachers in the Northern region of Malaysia. This research-in-progress paper discusses the needs analysis phase of the study. The teachers were asked to identify their needs in becoming competent users of ICT in the classroom; the result from this study will be used to create specific topics that will be made accessible on-line to be shared by teachers in Malaysia. The ultimate aim of this study is to develop reusable instructional material in the form of learning objects.
APA, Harvard, Vancouver, ISO, and other styles
6

Xie, Bing, Qiang Lai, Jing Mo, Li Bai, Wenjun Luo, Dali Wang, Yue Wang, and Kaixuan Li. "Dissolution Facies Window Identification of Carbonate Gas Reservoir by Using Electrical Image Logs: A Case Study from Sichuan Basin." In International Petroleum Technology Conference. IPTC, 2021. http://dx.doi.org/10.2523/iptc-21279-ms.

Full text
Abstract:
Abstract Predicted reservoir results from conventional methods didn’t match the production performance in GS B well block in the Lower Sinian Dengying dolomite formation. The predicted gas production of vertical well is around 500k m3/day, but the real gas production is below 100k m3/day. In GS A well block, the predicted gas production of vertical well is consistent with the real gas production around 500k m3/day, and when meter cavie develops, test gas production can reach 1000k m3/day. It suggests the biggest challenge is to clarify reservoir characterization in GS B well block. However, due to the limited resolution of conventional logs and strong heterogeneity of carbonate reservoir, conventional open hole logs and seismic data has limitation to provide the details of secondary pore and fractures to clarify reservoir characterization. The electrical image logs provide high resolution images with high borehole coverage. It can provide abundant information about secondary pore and fracture to identify dominant dissolution facies window. Through electrical image logs, secondary pore and fracture classification in 50 vertical wells were performed in the Lower Sinian Dengying dolomite formation. Five facies were detected based on electrical image logs, including vug facies (honeycomb vug facies, algal stromatolite vug facies and bedding vug facies), cave facies, fracture-vug facies, massive dense facies and dark thin layer dense facies. With the five facies and top interface constraints from seismic data, 3D dissolution facies model was created, which can show different dissolution facies window of GS A and GS B well block. The method in this paper reveals the reason of confliction and agree test gas production. The case study presents how to identify five dissolution facies based on high-resolution electrical image logs with core data calibration. Besides, 3D dissolution facies model is created to show dissolution facies window of GS B well block to optimize well trajectory deployment during the development stage. Better understanding of reservoir characterization was instructive for acid fracturing design of Dengying dolomite gas reservoir as well.
APA, Harvard, Vancouver, ISO, and other styles
7

Kwan, Yee Wan. "EXPLORING THE RELATIONSHIPS BETWEEN CONSTRUCTIVIST LEARNING ENVIRONMENT AND CRITICAL THINKING ABILITY OF SECONDARY SCHOOL STUDENTS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end097.

Full text
Abstract:
Constructivist learning environments are a core instructional factor affecting students’ critical thinking (Mathews & Lowe, 2011). However, few classroom environment research have specifically investigated relationships between students’ perceptions of their learning environment and their critical thinking ability (e.g., Fraser, 2012), especially in the context of Chinese learners. Therefore this study would fill this research gap by investigating the relationships between constructivist learning environments and critical thinking ability among Hong Kong secondary school students. The study used a cross-sectional survey design to collect data from a convenience sample of 967 students studying Liberal Studies or Integrated Humanities in Secondary Three (Grade 9) in Hong Kong. The respondents completed a self-administered questionnaire which included the Constructivist Learning Environment Survey (CLES), Cornell Critical Thinking Test Level X, and demographic information on age and gender. The findings showed that students perceived their learning environment to be moderately constructivist in nature, and scored a moderate level of critical thinking ability. Both age and school banding differences were identified in which younger and students in schools with higher banding tended to perceive a higher degree of constructivist characteristics in their learning environment and they obtained higher critical thinking ability scores. Multiple regression analyses indicated that five of the seven independent variables were predictors of critical thinking ability. Shared Control was the strongest predictor and negatively associated with critical thinking ability. Personal Relevance, Critical Voice, and Uncertainty were positively while age was negatively related to critical thinking ability. The hypothesized model of seven demographic and CLES variables accounted for 10% of variance of critical thinking ability, suggesting a medium effect size. Findings of the study are discussed with reference to developing students’ critical thinking ability in classrooms.
APA, Harvard, Vancouver, ISO, and other styles
8

Shui Ng, Wing. "Nurture Adolescents’ Cyberethics by Enhancing Their Self-Knowledge and Self-Awareness Using a Pressure-Free Self-Assessment Strategy [Abstract]." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3663.

Full text
Abstract:
Aim/Purpose: In adolescents’ cyberethics education, case-based discussion, debate and role-playing are commonly used instructional strategies to engage students in critical dialogues in an open setting. However, the open setting is entirely different from the private and individual environment when adolescents go online. Teachers are in a position of higher power and peers’ observation provokes certain level of peer pressure. Students may not truly express their attitudes in the process for self-reflection. Background: This study elaborated an instructional strategy with a pressure-free self-assessment exercise that aimed to enhance adolescents’ self-knowledge and self-awareness regarding their attitudes on cyberethics. Methodology: The instructional strategy was divided into two phases. The purpose of the first phase was to enable students to obtain background knowledge on cyberethics. The second phase, with a pressure-free self-assessment element, aimed to enhance students’ self-knowledge and self-awareness on cyberethics. The study was carried out in a subsidized secondary school in Hong Kong. A total of 28 students at secondary three level participated in this study. Contribution: In theoretical perspective, the researcher suggested an adolescents’ cyberethics framework with dimensions of information security, privacy, intellectual property and netiquette. To nurture adolescents’ cyberethics, this study emphasized the importance of including theories of self-presentation, self-knowledge and self-awareness in the area of social psychology into cyberethics education. Findings: Students considered that the self-assessment exercise enabled self-reflection and enhanced self-knowledge on their attitudes of cyberethics. They also found it more effective for self-reflection compared with commonly used strategies and they will be more aware of cyberethics in their future online activities. Recommendations for Practitioners : Education practitioners are recommended to include a pressure-free self-assessment exercise to enhance the teaching effectiveness of cyberethics education. Recommendation for Researchers: This study opens avenues for further investigations of adolescents’ cyberethics with consideration of adolescents’ cognitive, psychological, social and emotional factors. Impact on Society : It is expected that the attitudes and behaviors of digital citizens can be improved by using this instructional strategy in cyberethics education. Future Research: Researcher could explore how different developmental factors affect adolescents’ decision-making on various issues of cyberethics.
APA, Harvard, Vancouver, ISO, and other styles
9

Liu, Qingtang, Hairu Yang, Shen Ba, Yang Wang, and Wenjun Zhao. "Blended learning using mobile APP in secondary vocational instruction." In the 10th International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3306500.3306544.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Jenkins, Kellee. "EXPLORING SECONDARY TEACHERS’ EXPERIENCES WITH CONTENT SPECIFIC LITERACY INSTRUCTION: LESSONS LEARNED." In 5th Teaching & Education Conference, Amsterdam. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/tec.2018.005.004.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Instruction and study (Secondary)"

1

Wang, Changhua. A comparative study of Chinese EFL reading instruction and American ESL reading instruction. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5745.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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

Full text
Abstract:
This qualitative study was designed to explore how teachers are using Microsoft Forms to improve student learning outcomes in primary and secondary school classrooms. Twenty-two teachers —both experienced and new Forms users— participated in an interview about how they used Forms in their teaching. This report provides concrete examples of teachers’ use of Forms and describes their support needs for starting to use this tool in the classroom. School leaders and instructional technology coaches can use the report to inform implementation plans and training on Microsoft Forms.
APA, Harvard, Vancouver, ISO, and other styles
3

Glaser, Robert, and Miriam Bassok. Learning Theory and the Study of Instruction. Fort Belvoir, VA: Defense Technical Information Center, February 1989. http://dx.doi.org/10.21236/ada204744.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Wright, William G., Andrew C. Thompson, and Lawrence B. Blake. Critical Secondary Military Occupational Specialty (MOS) Study. Fort Belvoir, VA: Defense Technical Information Center, December 2002. http://dx.doi.org/10.21236/ada416685.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Shen, Chang. Electron optical study of a secondary electron multiplier. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1477.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Deason, Wesley Ray. Nuclear-Renewable Energy Systems Secondary Product Market Analysis Study. Office of Scientific and Technical Information (OSTI), June 2015. http://dx.doi.org/10.2172/1364095.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Pratton, Jerry. A study of the effects of active participation in instruction upon learning. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.775.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

George, Anoop. Study of Secondary Electron Emission from Niobium at Cryogenic Temperatures. Office of Scientific and Technical Information (OSTI), August 2005. http://dx.doi.org/10.2172/1552175.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Dahl, Gordon, Dan-Olof Rooth, and Anders Stenberg. Long-Run Returns to Field of Study in Secondary School. Cambridge, MA: National Bureau of Economic Research, July 2020. http://dx.doi.org/10.3386/w27524.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

MAY TH, GEHNER PD, STEGEN GARY, HYMAS JAY, PAJUNEN AL, SEXTON RICH, and RAMSEY AMY. SECONDARY WASTE/ETF (EFFLUENT TREATMENT FACILITY) PRELIMINARY PRE-CONCEPTUAL ENGINEERING STUDY. Office of Scientific and Technical Information (OSTI), December 2009. http://dx.doi.org/10.2172/969759.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Instruction and study (Secondary)' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography