Relevant bibliographies by topics / Irish lower secondary classroom

Academic literature on the topic 'Irish lower secondary classroom'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Irish lower secondary classroom"

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Trobitsch, Julie. "Culture in the French Foreign Language Classroom." TEANGA, the Journal of the Irish Association for Applied Linguistics 29 (September 20, 2022): 39–79. http://dx.doi.org/10.35903/teanga.v29i.2212.

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In recent years, our globalised world has put the emphasis on improving foreign language learning to make Irish graduates more employable and to make Irish workplaces more welcoming to workers from abroad. However, the achievement of these objectives poses a number of challenges for the Irish education system. In 2022, five years after the publication of Languages Connect: Ireland’s Strategy for Foreign Languages in Education 2017-2026 by the Department of Education and Skills (DES), these challenges have not yet been met. The Institute for Management Development Word Talent Ranking (2021) placed Ireland 37th (out of 64 countries) in relation to foreign language abilities. The uptake of foreign languages at third-level education in Ireland is also low, dropping from a 70% uptake in second-level education to 4% in third-level education (DES, 2017, p.16). In order to gain insights into the place of foreign languages in education in Ireland, this study investigates the place of culture in the French language secondary school Senior Cycle curriculum based on an analysis of selected textbooks, interviews with teachers of French and a survey of pupils studying French at secondary school in Ireland.
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Czura, Anna. "Implementing Portfolio Assessment in Lower-Secondary School." ELOPE: English Language Overseas Perspectives and Enquiries 10, no. 1 (May 9, 2013): 83–94. http://dx.doi.org/10.4312/elope.10.1.83-94.

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Since alternative assessment embraces highly authentic tasks consistent with classroom goals and instruction, its implementation in the language classroom is believed to promote collaboration with peers, transfer responsibility to the learners and, consequently, foster learner autonomy. This paper presents the results of a research study aiming to determine whether portfolio assessment contributes to the development of autonomy in adolescent learners. In order to collect the data, qualitative and quantative methods of research were applied. The research results reveal that the implementation of portfolio assessment failed to affect the overall level of learner autonomy. Introducing one selected pedagogical procedure does not suffice to foster learner autonomy. Teachers need to be ready to pass a portion of their authority to the learners, who, in turn, need to know how to use the new privileges judiciously.
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Lukáčová, Zuzana, and Barbora Pavelová. "Error Analysis in EFL Classroom of Lower Secondary Students." International Journal on Language, Literature and Culture in Education 4, no. 1 (June 1, 2017): 54–74. http://dx.doi.org/10.1515/llce-2017-0004.

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AbstractThis paper attempts to introduce current perspective on EFL students of lower secondary level in terms of speech fluency. The major objective of this study is to investigate errors in the speech of students from eleven to twelve years old. This research seeks to address the question of analysing errors in order to explore particular aspects of EFL in the initial phase of Slovak cultural context. Based on the theory of behaviourism that tackles the issue of learning as a habit, the paper deals with the possible influence of perception of abstract concepts in Slovak cultural environment on EFL learning. Furthermore, the paper examines the potential causes of errors or undue hesitation which occur in the students′ speech. A combination of quantitative and qualitative approaches was used in the data analysis. The study was conducted in the form of an interview between an interlocutor and a student with data being gathered via audio-recordings which have been transcribed and analysed. It attempts to list possible areas which might be taken into consideration and adapt the EFL curriculum in the initial phase of English language learners in Slovak cultural context.
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Berg, Elin Maria. "Written corrective feedback in the lower secondary EFL classroom." Nordic Journal of Language Teaching and Learning 10, no. 2 (January 17, 2023): 212–41. http://dx.doi.org/10.46364/njltl.v10i2.1081.

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For decades, scholarly debates have been concerned with the effect of corrective feedback (CF), both written and oral, on L2 language development. Much of the research that supports written corrective feedback (WCF) comes from short-term focused feedback studies, representing a type of feedback practice not necessarily applicable in classroom contexts. This has pointed to a need for more classroom research of authentic WCF and its effect on written learner language. Attempting to explore authentic classroom data longitudinally, this article presents a Norwegian case study of two English teachers’ WCF provided to three students during three years of lower secondary EFL instruction. The student texts are part of the TRAWL (Tracking Written Learner Language) corpus and were collected from obligatory mock exams. The texts came with teacher WCF as well as revised versions. Semi-structured interviews with the teachers provided information about the teachers’ practices and beliefs related to WCF. The collected data was analyzed qualitatively and later discussed against cognitive, motivational, and sociocultural theories. The process of tracking changes in error patterns confirmed some of the issues with using accuracy and global error scores as a measurement for improvement and development, interpreted as proof of learning in language acquisition research. The data further suggests that students do not engage with feedback enough to benefit from its learning potential.
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Sundari, Hanna, Zainal Rafli, and Sakura Ridwan. "INTERACTION PATTERNS IN ENGLISH AS FOREIGN LANGUAGE CLASSROOM AT LOWER SECONDARY SCHOOLS." English Review: Journal of English Education 6, no. 1 (December 23, 2017): 99. http://dx.doi.org/10.25134/erjee.v6i1.775.

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Interaction plays an important role in language learning process in classroom setting. This present study aims at investigating the patterns used in classroom interaction by English lower secondary teachers. Using qualitative approach, this study was carried out in eight lower secondary schools (SMP) in Jakarta. Moreover, twenty English language experienced teachers with three to thirty-six years of teaching experiences were recruited as participants. Interviews, classroom observations/recording and focus-group discussion were instruments to collect data. For analyzing the data, qualitative data analysis was selected in developing categories and sub-categories of the data. The findings showed that the teachers apply at least three identified interactional patterns in EFL classroom in which modify the IRF structure. Teachers initiate interaction to the entire class (T-whole class interaction) by giving questions and instruction. Then, they also point out one specific student to answer the question or do the required task (Teacher fronted student interaction). In addition, teachers set the classroom activity to make the students interact each other (student-student interaction). Moreover, the student responses and other interactional features identified in language classroom are also discussed.Keywords: interaction patterns, EFL classrooms, secondary school
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Mithans, Monika M., and Milena B. Ivanuš Grmek. "RELATIONSHIPS BETWEEN STUDENT PARTICIPATION IN THE CLASSROOM AND THE CLASSROOM CLIMATE." Методички видици 11, no. 11 (November 20, 2020): 217. http://dx.doi.org/10.19090/mv.2020.11.217-232.

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The quality of school work greatly depends on the level of involvement and participation of all individuals in the educational process. However, student participation in the educational process has not yet become part of educational practice. This led us to research the effects of actively involving students into the educational process on their perception of class climate. The sample consisted of 58 students from primary and secondary schools. Using the Flanders Analysis of Classroom Interaction, we observed eight hours of classes in each classroom and found that secondary students are most actively involved, while the least active in class are the eight grade primary school students. After observation, the students filled out a questionnaire that helped us evaluate their views on the classroom climate. Surprisingly, the classroom climate received a higher evaluation in classes with lower student participation and lower in classes where student participation was higher.
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Mohamed Mokhtar, Mohd Ieruwan. "Lower Secondary Students’ Arabic Speaking Anxiety: A Foreign Language Literacy Perspective." International Journal of Education and Literacy Studies 8, no. 4 (October 30, 2020): 33. http://dx.doi.org/10.7575/aiac.ijels.v.8n.4p.33.

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Speaking in a foreign language classroom can be extremely anxiety-provoking for some students. There are many studies on foreign language anxiety (FLA). The studies show that anxiety influences achievement and performance in speaking. However, most of the previous studies have investigated FLA in English-speaking contexts. Hence, this study aims to investigate speaking anxiety among Arabic Language learners in secondary schools from the Federal Territory of Kuala Lumpur, Malaysia. The students (n=40) were selected following the random sampling method. The established questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) was used for collecting the data. This questionnaire consists of four factors namely test anxiety, communication apprehension, anxiety in the classroom and fear of negative evaluation. The researcher followed descriptive statistical methods including means and standard deviation values to address the research questions. The study shows that the process of learning the Arabic Language has significant impact on students in learning a foreign language, especially in daily secondary schools. The findings show several concerns exist among the students while speaking Arabic in the classroom. The results can help Arabic Language teachers to understand students’ anxiety in the process of teaching the language in the daily/non-boarding secondary schools which will contribute to literacy of Arabic Language at large.
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Sundari, Hanna. "Classroom Interaction in Teaching English as Foreign Language at Lower Secondary Schools in Indonesia." Advances in Language and Literary Studies 8, no. 6 (December 25, 2017): 147. http://dx.doi.org/10.7575/aiac.alls.v.8n.6p.147.

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The aim of this study was to develop a deep understanding of interaction in language classroom in foreign language context. Interviews, as major instrument, to twenty experienced English language teachers from eight lower secondary schools (SMP) were conducted in Jakarta, completed by focus group discussions and class observation/recordings. The gathered data was analyzed according to systematic design of grounded theory analysis method through 3-phase coding. A model of classroom interaction was formulated defining several dimensions in interaction. Classroom interaction can be more comprehended under the background of interrelated factors: interaction practices, teacher and student factors, learning objectives, materials, classroom contexts, and outer contexts surrounding the interaction practices. The developed model of interaction for language classroom is notably to give deep descriptions on how interaction substantially occurs and what factors affect it in foreign language classrooms at lower secondary schools from teachers’ perspectives.
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Suryati, Nunung. "CLASSROOM INTERACTION STRATEGIES EMPLOYED BY ENGLISH TEACHERS AT LOWER SECONDARY SCHOOLS." TEFLIN Journal - A publication on the teaching and learning of English 26, no. 2 (September 9, 2015): 247. http://dx.doi.org/10.15639/teflinjournal.v26i2/247-264.

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This article reports a study on teachers’ use of interaction strategies in English Language Teaching (ELT) in lower secondary level of education. The study involved eighteen teachers from Lower Secondary Schools in Malang, East Java. Classroom observation was selected as a method in this study by utilizing Self Evaluation Teacher Talk (SETT) as the instrument. SETT, developed by Walsh (2006), was adopted as the observation protocol as it characterises teacher-student interaction. Thirty lessons taught by 18 teachers were observed. The findings revealed that much of the teacherstudent interaction in Lower Secondary Schools centred on the material mode, skill and system mode. The most frequent strategies were initiation response feedback (IRF) patterns, display questions, teacher echo, and extended teacher turns, while students’ extended turns were rare. It is argued that in order to improve the Indonesian ELT, there is a need to provide an alternative to ELT classroom interaction. The article concludes by highlighting the importance of adopting some classroom interaction strategies that are more facilitative to students’ oral communicative competence.
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Smyth, Emer. "Working at a different level? Curriculum differentiation in Irish lower secondary education." Oxford Review of Education 44, no. 1 (January 2, 2018): 37–55. http://dx.doi.org/10.1080/03054985.2018.1409967.

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Dissertations / Theses on the topic "Irish lower secondary classroom"

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Boland, Terry W. "A case study of lower secondary school reform, renewal and culture." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/2421.

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The case study examines the outcomes of a process of re-structuring, renewal and cultural change in a school undergoing transformation from a senior high school to a middle school. The research investigates the impact of school improvement initiatives on the school and classroom culture and learning environment after 12 to 18 months of reform implementation.The research approach is a developmental mixed method investigation utilising quantitative and qualitative data collection procedures. The study proceeded through two stages: Quantitative surveying of students and parents prior to the implementation of school improvement initiatives; and quantitative and qualitative surveying of students and parents after 12 and 18 months, respectively, of reform implementation and application of the treatment.Evidence of change in the college and classroom culture and learning environment was evident after twelve months. The case study identified that students and parents identified changes in a number of elements of the classroom culture and learning environment. These included improvements in home-school communications, involvement in classroom planning and organization, relationships between teachers and students, school culture and evidence of pedagogical change. The research also identified that change had not occurred in the attainment of student learning outcomes, educational values and parent confidence to assist students in their learning.It became apparent that change in the organisational culture had occurred within the first 12 to 18 months. However, change to the deeper cultural dimensions of educational values and student learning outcomes were less in evidence.
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Grenander, Jesper. "Code-switching inside and outside the EFL classroom : Lower secondary pupils’ experiences and attitudes." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-81032.

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Previous research claims that studies on pupil code-switching are lacking in number. Therefore, this study aimed to provide a picture of how lower secondary students in Sweden perceive code-switching inside and outside the Swedish EFL classroom, how the interlocutor affects the pupils’ code-switching as well as the pupils’ attitudes to the phenomenon. The material consists of semi-structured interviews with seven pupils at a lower secondary school. Qualitative content analysis was used as a method to process the interview data. The results show that code-switching occurs in relation to language proficiency in order to explain, annotate and exemplify second language content in the pupils’ first language and in this way enhance learning. This is done by the teachers when leading the class or by the pupils themselves in group discussions or during exercises. Furthermore, results show that interlocutors could be both enablers and be enabled to code-switch during discussions. In addition, the pupils had varied attitudes to code-switching where it was either seen as a mistake to code-switch, or that the pupils code-switched to add effect to their language. The pupils claimed to have different proficiency of the English language and spoke a varied amount of L1 during the lessons. However, all pupils agreed that English should be the primary language in the Swedish EFL classroom. The study concluded with a discussion on the pedagogical implications of the study where it could be used by teachers as a communicative resource.
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Boland, Terry W. "A case study of lower secondary school reform, renewal and culture." Curtin University of Technology, Faculty of Education, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13576.

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The case study examines the outcomes of a process of re-structuring, renewal and cultural change in a school undergoing transformation from a senior high school to a middle school. The research investigates the impact of school improvement initiatives on the school and classroom culture and learning environment after 12 to 18 months of reform implementation.The research approach is a developmental mixed method investigation utilising quantitative and qualitative data collection procedures. The study proceeded through two stages: Quantitative surveying of students and parents prior to the implementation of school improvement initiatives; and quantitative and qualitative surveying of students and parents after 12 and 18 months, respectively, of reform implementation and application of the treatment.Evidence of change in the college and classroom culture and learning environment was evident after twelve months. The case study identified that students and parents identified changes in a number of elements of the classroom culture and learning environment. These included improvements in home-school communications, involvement in classroom planning and organization, relationships between teachers and students, school culture and evidence of pedagogical change. The research also identified that change had not occurred in the attainment of student learning outcomes, educational values and parent confidence to assist students in their learning.It became apparent that change in the organisational culture had occurred within the first 12 to 18 months. However, change to the deeper cultural dimensions of educational values and student learning outcomes were less in evidence.
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Svensson, Nina. "TV, music and the Internet : Outside and inside the classroom at a lower secondary school." Thesis, Växjö University, School of Humanities, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2651.

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Since the 1950’s medial resources have accelerated at an apparent pace. The access to several TV channels, to the Internet and to cell phones has increased and is available almost every student. In the society of today young people are exposed to media technology everywhere. It is apparent that children as well as adolescents and adults are affected by television, music, the Internet in one way or the other. The aim of this essay was to investigate if students think that TV, music and the Internet affect their English language learning outside the classroom. Furthermore, the purpose was also to see in what ways their teachers use these kinds of media recourses.

Questionnaires were handed out to three ninth grade classes (56 students) and interviews were made with their English teachers. The investigations showed that the majority of the students thought that they learned a lot outside of the school, mostly from TV and films. They claimed that they learned things like words, phrases and pronunciations.

Two of the three teachers who were interviewed used TV and music frequently in their teaching because they thought it was of importance to their students’ different learning styles, while the third teacher rarely used any of the resources mentioned above. Even though their methods differed they were of the same opinion that TV, music and the Internet have a huge impact on their students.

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Walker, Leila Yasmin (Khouja). "Practitioner thinking about the successful use of resource-media in the lower secondary science classroom." Thesis, University of Cambridge, 2005. https://www.repository.cam.ac.uk/handle/1810/251969.

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King, David. "Junior cycle reform : why context matters : a context-centric analysis of curriculum reform in lower Irish secondary education." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/18148/.

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This thesis is concerned with curriculum policy enactment in the field of lower secondary education in Ireland. The research illuminates the experiences of teachers and school leaders in three pilot schools who were enacting a new Junior Cycle (JC) curriculum on a trial basis, prior to national roll-out to schools across the country. This reform, recognised by many as the most significant in the history of Irish education, has been marked by slow introduction, fragmentation and high levels of contestation from teacher unions. The initial aim of this research was to generate theory on the perspectives of key stakeholders regarding their enactment of this new curriculum, as described in A Framework for Junior Cycle, released by the Department of Education and Skills (DES, 2012). The research agenda lay within the interpretivist paradigm and followed a grounded theory methodology. The main method employed was both group, and individual, focussed interviews. Ball’s policy cycle (with modifications by Lesley Vidovich) provided a conceptual framework through which to analyse how teachers and leaders in the pilot schools had interpreted The Framework and translated it into practice across different levels of policy enactment. As the study progressed, the nature of what was being generated through the process of theory construction indicated that what was of central concern for participants was matters to do with context. Thus, in keeping with interpretive and grounded theory approaches to research, it was deemed necessary to re-orientate the aim to allow for a more specific interrogation of the contexts that influenced the enactment of The Framework. Consideration was given to the influence of school and system contexts on actors’ interpretations of JC reform and its translation into practice. The results of the study suggest that curriculum policy and the management of the reform process at a system level influenced actors’ interpretations of JC reform, whilst the management of school policy and participant values influenced its translation into practice. A new concept, contextual leverage, illuminates how policy can be managed to bring about a shared meaning of the purpose of JC curriculum at a school and system level. A context-centric theoretical model is presented, which reconciles the other concepts constructed in the study to describe how JC reform has been contextually mediated and institutionally rendered. Consequently, this study offers a contribution to knowledge that responds to the dearth of contextualised policy responses in the change literature. It looks to move beyond the truism that ‘context matters’ in curriculum policy enactment through illuminating what contexts matter, how they matter and why. This research presents, and expands upon, statements regarding why context matters for schools, for policy analysis and for system level governance. Context, in this regard, is not bleached into the background of the policy landscape but rather becomes a centralised, active force through which we can understand and mediate change better.
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Lubisi, R. Cassius. "An investigation into mathematics teachers' perceptions and practices of classroom assessment in South African lower secondary schools." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343868.

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Landström, Philip. "Foreign language anxiety among Swedish lower and upper secondary school students : A case study." Thesis, Karlstads universitet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-47879.

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In classrooms all over the world, there are students who fear the attention of both teachers and peers alike. Anxiety is a cause for such fears and in foreign language classrooms it can be prevalent. Foreign language anxiety (FLA) is a concept developed by Horwitz et al (1986) to describe the unique anxiety that arises in a foreign language learning situation. Anxious students are less prone to use their target language and feel less motivated in their language studies, both of which have a negative effect on their learning. The aim of this study was to measure and compare anxiety levels among Swedish lower and upper secondary school students, identify major sources of anxiety and gain understanding of individuals’ perception of foreign language anxiety. 49 subjects from two classes participated in the study. Their anxiety was measured with the foreign language classroom anxiety scale (FLCAS) developed by Horwitz et al (1986). Interviews were used to gain insight into the subjects’ perception of foreign language anxiety. The results showed that a majority of the subjects were anxious and that students in the lower secondary school class were more anxious than the upper secondary school class. The identified major sources of anxiety were teacher-induced anxiety, fear of negative evaluation and general anxiety.
I klassrum över hela världen finns det elever som är rädda för både lärarens och sina klasskamraters uppmärksamhet. Nervositet är en orsak till en sådan rädsla och kan vara vanligt i främmandespråkklassrum. Språkängslan inför främmande språk är ett begrepp utvecklat av Horwitz m. fl. (1986) för att beskriva den unika nervositet som uppstår vid lärande av främmande språk. Nervösa elever är mindre benägna att använda språket de lär sig och känner sig mindre motiverade att lära sig och båda sakerna har en negativ effekt på deras inlärning. Syftet med studien var att mäta och jämföra nervositetsnivåer bland svenska högstadie- och gymnasieelever, identifiera de största källorna till nervositet och få förståelse för elevers uppfattning av nervositet. 49 elever från två klasser deltog i studien. Deras nervositet mättes med skalan för språknervositet i samband med undervisning i främmande språk, utvecklad av Horwitz m fl (1986). Intervjuer användes för att få insikt i deltagarnas uppfattning om språknervositet inför främmande språk. Resultatet visade att en majoritet av deltagarna led av språknervositet och att högstadieeleverna i högre grad var nervösa än gymnasieeleverna. De största källorna till nervositet som identifierades var lärarorsakad nervositet, rädsla för negativt omdöme och generell nervositet.
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Lam, Wei Ling Karen. "Singapore teachers' classroom assessment: Preparing students for the "test of life," or a "life of tests"?" Thesis, Boston College, 2014. http://hdl.handle.net/2345/3804.

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Thesis advisor: Andrew Hargreaves
In 2006, Singapore introduced the Teach Less Learn More (TLLM) movement to continue the systemic changes introduced under the Thinking Schools Learning Nation vision. A curricular initiative, TLLM had implications for classroom assessments, calling on teachers to focus on the process of learning, and to use more formative and qualitative assessing. This dissertation examined the extent to which Singapore teachers' classroom assessment practices are aligned to the policy. It adopted mixed methods research to study teachers' assessment practices. Data culled from the Teacher Questionnaire used in the Trends in International Mathematics and Science Study provided the national pattern of assessment practices. Classroom practices were based on assessments contributed by eight teachers and from their interview comments. Classroom assessment practices were examined quantitatively using the Authentic Intellectual Work criteria (Newmann and Associates, 1996), and interpreted qualitatively using constructivist assessment (Shepard, 2000). The findings suggest there was incremental change in the teachers' assessment practices. At the national and classroom levels, three patterns of assessment practices--change, variety, and persistence--emerged. Of the three, the pattern of persistence was the most dominant, indicating that most teachers continued to use assessment practices that the policy was discouraging. The prevalence of the pattern of persistence meant that teachers were more likely to focus on achievement rather than on learning. At the classroom level, the result of such assessment practices was that teachers did not always present students with challenging tasks. There was a range of practices among the eight teachers. The extent to which the teachers' practices were aligned to the policy is the result of a complex interaction of policy, school, and classroom factors. Based on these findings, this dissertation suggests that to bring about fundamental change in classroom assessment practices, there needs to be greater macro policy coherence, a larger student role in the classroom, and more assessment leadership from principals
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Wahyudi. "Educational practice and learning environments in rural and urban lower secondary science classrooms in Kalimantan Selatan, Indonesia." Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/1739.

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This study investigated the educational practices and learning outcomes in rural and urban lower secondary school science classrooms of Kalimantan Selatan, Indonesia. Guided by six research questions, this study focused on curriculum implementation and its association with the existing working and learning environment, learning process and learning outcomes. The investigations were conducted in two stages and used two research methods. The classroom learning environment and school level environment were investigated at the first stage using the questionnaire survey as a research method. The questionnaires were developed and validated with a sample of 1188 Year 9 students and their teachers in 16 schools. Validation of the questionnaire confirmed that the Indonesian version of the modified WMIC is a valid and reliable instrument to measure the classroom learning environment in the Indonesian educational context. The results regarding the status of the classroom learning environment are summarised in four assertions. First, students tended to prefer a more favourable classroom learning environment than the one they actually experienced. Second, female students generally held slightly more positive perceptions of both actual and preferred learning environments. Third, students in rural schools experienced a less positive learning environment than did their counterparts in urban areas. Fourth, teachers’ perceptions were more favourable than their students on both the actual and preferred learning environment for all seven scales, except on Task Orientation in which their perceptions were matched. This study also confirmed that the Indonesian version of SLEQ, administered to relatively small number of respondents, has gained in merit as a good instrument.Each scale of the Indonesian SLEQ has acceptable internal consistency reliability and was able to differentiate between the perceptions of teachers in different schools. Further analysis indicated differences between perceptions of school environments of biology and physics teachers and of rural and urban school teachers, particularly on Resources Adequacy. This study also indicated the differences between teachers’ views of the actual and preferred school environments in which the differences are not only statistically but also practically significant. It is suggested that research for improving school environments, by matching teachers’ actual and preferred perceptions, is noteworthy and more research needs to be conducted. The second stage of this study explored the existing science curriculum documents, teachers’ perceptions of the science curriculum, the implementation of science curriculum in the classrooms, and the students’ outcomes in school science. In lower secondary school, science is compulsory for all students of all Year levels, and is aimed to introduce the students to the basic concepts of scientific knowledge and to emphasize the use of tools and equipment during laboratory observations. Science in the lower secondary school consists of physics and biology subjects that were taught separately, but were given the same amount of classroom periods per week. The content was organized into themes or topics. Despite the content to be taught, the development of students’ process skills and students’ attitudes towards science and the environment were also emphasized.The suggested teaching approaches included the conceptual approach, the problem-solving approach, the inductive-deductive approach and the environmental approach, whereas the suggested teaching methods in science classroom are the experimental method, the demonstration method, the discussion method, the excursion method and the lecturing method. The evaluation and assessment sections of the curriculum documents expected science teachers to systematically and continuously assess the students. Three techniques were suggested to conduct evaluation in the science classroom, which included paper and pencil tests, verbal evaluations, and practical tests. Science teachers and superintendents possessed different perceptions of the science curriculum as expressed in their preferences towards curriculum metaphors. The metaphor ‘Curriculum as Content or as Subject Matter’ was a view perceived by three teachers. ‘Curriculum as intended learning outcome’ was the second metaphor preferred by two teachers, who hold this view for different reasons. In contrast, two superintendents expressed their most preference on the metaphors ‘Curriculum as discrete task and concepts’ and ‘Curriculum as programme planned activity’, respectively. Investigation of the implementation of the science curriculum in the classrooms confirmed that science-teaching practices in urban lower secondary schools was in agreement with those suggested in the curriculum documents.Science teachers in urban schools tended to use a variety of teaching methods, employed good questioning techniques, provided clear explanations and had high outcomes expectation, and maintained effective classroom management. On the other hand, to some extend science teaching practice in the rural lower secondary schools was not as expected in the curriculum document. Mostly, teachers in rural schools tended to use traditional chalk-and-talk teaching methods, employed a limited questioning techniques, had relatively unclear outcomes expectation, and performed less effective classroom management skills. With regard to students’ outcomes, this study showed less favourable results. Students’ attitudinal outcomes, which were measured by the Indonesian version of adapted TOSRA, were not maximised, and students’ cognitive outcomes are disappointing. The mean scores on the national wide examination, which is 5.46 out of possible maximum score of 10.00, indicated the poor performance of students in learning School Science. No statistically significantly differences were found on attitudinal outcomes between rural and urban and between male and female students’ perceptions. However, the study identified that students’ cognitive scores were statistically significantly different between rural and urban schools. Students in urban schools scored higher in the examination than did their counterparts in rural schools. The study found association between students’ outcomes and the status of classroom learning environments. Both simple analysis and multiple regression analysis procedures showed that all scales of the Indonesian WMIC were statistically significantly associated with two scales of the Indonesian adapted TOSRA and students’ cognitive scores.
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Books on the topic "Irish lower secondary classroom"

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AIMSSEC. AIMSSEC Maths Teacher Support Series Mathematical Thinking in the Lower Secondary Classroom. Cambridge University Press, 2016.

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Mitchell, Libby, Chris Barker, Olivia Johnston, and Margaret Cooze. Cambridge Global English Digital Classroom 8 Access Card: For Cambridge Primary and Lower Secondary English As a Second Language. University of Cambridge ESOL Examinations, 2021.

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Harper, Kathryn, Jane Boylan, Claire Medwell, and Alison Sharpe. Cambridge Global English Digital Classroom 4 Access Card: For Cambridge Primary and Lower Secondary English As a Second Language. University of Cambridge ESOL Examinations, 2021.

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Schottman, Elly, Caroline Linse, Kathryn Harper, Paul Drury, and Alison Sharpe. Cambridge Global English Digital Classroom 1 Access Card: For Cambridge Primary and Lower Secondary English As a Second Language. University of Cambridge ESOL Examinations, 2021.

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Mitchell, Libby, Chris Barker, Olivia Johnston, and Margaret Cooze. Cambridge Global English Digital Classroom 9 Access Card: For Cambridge Primary and Lower Secondary English As a Second Language. Cambridge University Press, 2022.

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Mitchell, Libby, Chris Barker, Olivia Johnston, and Margaret Cooze. Cambridge Global English Digital Classroom 7 Access Card: For Cambridge Primary and Lower Secondary English As a Second Language. University of Cambridge ESOL Examinations, 2021.

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Mitchell, Libby, and Christopher Barker. Cambridge Global English Stage 7 Cambridge Elevate Digital Classroom Access Card: For Cambridge Lower Secondary English As a Second Language. University of Cambridge ESOL Examinations, 2018.

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Cambridge Global English Stage 9 Cambridge Elevate Digital Classroom Access Card: For Cambridge Lower Secondary English As a Second Language. University of Cambridge ESOL Examinations, 2018.

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Mitchell, Libby, and Christopher Barker. Cambridge Global English Stage 8 Cambridge Elevate Digital Classroom Access Card: For Cambridge Lower Secondary English As a Second Language. University of Cambridge ESOL Examinations, 2018.

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Book chapters on the topic "Irish lower secondary classroom"

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Witteck, Torsten, Katharina Beck, Bettina Most, Stephan Kienast, and Ingo Eilks. "The Learning Company Approach to Promote Active Chemistry Learning: Examples and Experiences from Lower Secondary Education in Germany." In Learning with Understanding in the Chemistry Classroom, 165–87. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4366-3_9.

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Ødegaard, Marianne, Nina E. Arnesen, and Kirsti Klette. "Talk and Use of Language in the Science Classroom: Characteristic Features." In Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS, 101–12. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-17302-3_7.

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Krišková, Katarína, and Marián Kireš. "The Development and Pilot Testing of the Measurement Tool of Skills Level Development in the Lower Secondary Physics Classroom." In The Role of Laboratory Work in Improving Physics Teaching and Learning, 217–27. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96184-2_18.

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"Using games and simulations with upper-primary and lower-secondary pupils Some basic features of upper-primary and lower-secondary." In Using Games and Simulations in the Classroom, 86–103. Routledge, 2013. http://dx.doi.org/10.4324/9780203770955-10.

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O’Donoghue, Tom, and Judith Harford. "The Student in the Classroom and Beyond." In Piety and Privilege, 162–88. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192843166.003.0009.

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This chapter provides an exposition of former students’ memories of secondary schooling in Ireland for the period 1922–1967, supplemented by similar material uncovered in the historical record. No claim is made that it portrays what were the common experiences of all. Rather, it is the product of a desire to cast the net as widely as possible, in order to canvass a maximum variety of perspectives. Further, most although not all of the testimony upon which we have based it is mainly of the ‘topical life story’ type. In other words, it is testimony based on memory. At the same time, we are not denying the possibility that it has the potential to provide understandings to add to the corpus of historical work already undertaken on the history of Irish secondary school education presented in previous chapters.
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Koç, Ebru Melek. "Motivation in Virtual English Language Classrooms During the COVID-19 Pandemic." In Handbook of Research on Effective Online Language Teaching in a Disruptive Environment, 372–92. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7720-2.ch019.

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This chapter aims to investigate the perceptions of English language teachers on motivation in the virtual English language classroom. The participants are 17 English language teachers at elementary and secondary schools. Interview questions were used to collect data, and thematic analysis was conducted to analyse the data. The findings revealed that student motivation in virtual English lessons was lower compared to their motivation in lessons conducted face-to-face. Another finding was that there were various factors that impact student motivation negatively and positively in synchronous English classes such as interaction, inequality, student education environments, and effective use of synchronous virtual classroom platforms.
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Seeger, Isabella. "Enhancing Classroom Authenticity, Motivation, and Learner Autonomy Through Multimodal EFL Projects." In Teaching Literature and Language Through Multimodal Texts, 215–36. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5796-8.ch012.

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In German secondary education, the use of authentic literature or film in language teaching is mostly reserved to advanced classrooms, as it focuses primarily on analysis and writing, which rules out using these materials for lower-level learners. However, theories in motivation and learner autonomy suggest that a process-oriented approach involving authentic materials, real-world media, meaningful activities, and self-directed learning, as in multimodal project work, is more suitable for teenagers than traditional coursebook work. Classroom implementation might overcome certain obstacles by careful planning and communication but also points towards changes in the curriculum and in teacher education. This chapter therefore suggests introducing multimodal, (semi-)autonomous project work—illustrated by examples from teaching practice—to raise motivation, foster engagement with language, and develop real-world competences in the learners; however, more in-depth research is needed to establish effects on the learners.
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Taber, Keith S., Kenneth Ruthven, Christine Howe, Neil Mercer, Fran Riga, Riikka Hofmann, and Stefanie Luthman. "Developing a Research-Informed Teaching Module for Learning About Electrical Circuits at Lower Secondary School Level." In K-12 STEM Education, 1–28. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch001.

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This chapter discusses the design and development of a teaching module on electrical circuits for lower secondary students (11-14 year olds) studying in the context of the English National Curriculum. The module was developed as part of a project: “Effecting Principled Improvement in STEM Education” (epiSTEMe). The electricity module was designed according to general principles adopted across epiSTEMe, drawing upon research and recommendations of good practice offered in curriculum guidance and the advice offered by classroom practitioners who tested out activities in their own classrooms. The module design was informed by the constructivist perspective that each individual has to construct their own personal knowledge and so rejects notions that teaching can be understood as transfer of knowledge from a teacher or text to learners. However, the version of constructivism adopted acknowledged the central importance of social mediation of learning, both in terms of the role of a more experienced other (such as a teacher) in channeling and scaffolding the learning of students and the potential for peer mediation of learning through dialogue that requires learners to engage with enquiry processes and interrogate and critique their own understanding.
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O'Reilly, John, Liam Guilfoyle, and Louise Lehane. "Chain Reaction." In Comparative Perspectives on Inquiry-Based Science Education, 47–69. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5439-4.ch004.

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This chapter presents a case study of the experience of the Irish Chain Reaction (CR) team, which took place during a time of significant curriculum change in the lower secondary school system. As such, it is hoped that those interested in teacher professional development will find the case of interest while acknowledging the varied cultural, material and structural resources, and limitations that influence the context of any educational change process. The authors have placed a significant focus on describing the Irish context to begin this chapter, initially comparing the old science syllabus with the new “specification,” with thought given to the existing modalities of student learning and the nature of teacher professional collaboration and the developments that will be required by the new curriculum. The authors then summarize the plan for CR implementation through a professional learning community (PLC) focused on supporting teacher agency and autonomy in the design of inquiry-based science education (IBSE) classes. Teacher and student reflections of experience are presented.
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Zangrando, Valentina, Antonio M. Seoane Pardo, Francisco José García-Peñalvo, Alicia García Holgado, and Lucía García Holgado. "Multicultural Approach to Learning History and Geography at School in Europe." In Multiculturalism in Technology-Based Education, 1–8. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2101-5.ch001.

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MIH project (Multicultural Interdisciplinary Handbook: Tools for Learning History and Geography in a Multicultural Perspective) is a Comenius Multilateral Project funded with support from the European Commission that was developed from 2009 to 2011. Conceived from the idea of educating lower and upper secondary school pupils in a process of construction of a European identity by involving them in the culture of other countries, the MIH project meets this need by providing new methodological and ICT tools that could help teachers and pupils plunge deeper into both the cultures and languages of other nations via their history and geography. This chapter describes the multicultural approach that has oriented the project development and MIH’s most significant results, and opens the way to introduce a European perspective in history and geography school curricula and classroom activities.
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Conference papers on the topic "Irish lower secondary classroom"

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Huskova, Sarka, Marie Najmonova, Miroslav Prochazka, and Miluse Viteckova. "FACTORS OF CLASSROOM PSYCHOSOCIAL CLIMATE IN LOWER-SECONDARY SCHOOL." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0850.

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Horbach, Andrea, Ronja Laarmann-Quante, Lucas Liebenow, Thorben Jansen, Stefan Keller, Jennifer Meyer, Torsten Zesch, and Johanna Fleckenstein. "Bringing Automatic Scoring into the Classroom – Measuring the Impact of Automated Analytic Feedback on Student Writing Performance." In 11th Workshop on Natural Language Processing for Computer-Assisted Language Learning (NLP4CALL 2022). Linköping University Electronic Press, 2022. http://dx.doi.org/10.3384/ecp190008.

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While many methods for automatically scoring student writings have been proposed, few studies have inquired whether such scores constitute effective feedback improving learners’ writing quality. In this paper, we use an EFL email dataset annotated according to five analytic assessment criteria to train a classifier for each criterion, reaching human-machine agreement values (kappa) between .35 and .87. We then perform an intervention study with 112 lower secondary students in which participants in the feedback condition received stepwise automatic feedback for each criterion while students in the control group received only a description of the respective scoring criterion. We manually and automatically score the resulting revisions to measure the effect of automated feedback and find that students in the feedback condition improved more than in the control group for 2 out of 5 criteria. Our results are encouraging as they show that even imperfect automated feedback can be successfully used in the classroom.
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Reports on the topic "Irish lower secondary classroom"

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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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