Relevant bibliographies by topics / Poverty - Study and teaching (Secondary)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Poverty - Study and teaching (Secondary)'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Poverty - Study and teaching (Secondary)"

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Lu, Lianfang. "IMPLEMENTING MATHEMATICS TEACHING REFORM." International Journal for Innovation Education and Research 4, no. 6 (June 30, 2016): 33–40. http://dx.doi.org/10.31686/ijier.vol4.iss6.554.

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This study describes the implementation of teaching reform in secondary mathematics classrooms in a rural poverty school in southwest China where a school-wide teaching experiment took place. Classroom teaching and learning practices are primarily concerned with classroom organizations, interactions and social norms. The results indicate that a collective learning approach was taken in the classroom reform, in which mathematical communications, understanding and engagement of students in learning were promoted. However, there was a lack of diversity of thinking and arguments on solving problems among different level students, which implies the mathematical teaching still focuses on acquiring knowledge over generating knowledge.
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Franks, Bridget, and Sheryl McGlamery. "Effects of Teaching in a Summer STEM Camp on the Mathematics Teaching Self-efficacy of Highly Qualified Preservice Secondary Mathematics Teachers." Metropolitan Universities 33, no. 1 (August 16, 2021): 45–67. http://dx.doi.org/10.18060/25396.

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Educational opportunity gaps experienced by students of color living in poverty, with accompanying lower levels of mathematics achievement, remain a roadblock to their access to college-level training in STEM fields. To address this problem, secondary teachers must be confident in their ability to share mathematics content effectively with students from cultures different than their own. Bridging the opportunity gap is more likely with two elements in place: intellectually stimulating pre-college experiences and community partnerships that establish connections between underserved neighborhoods and resource-filled environments such as university campuses. This study explored the effects of teaching in a four-week STEM summer camp for ethnically diverse, high-needs middle school girls on the teaching self-efficacy of highly-qualified preservice secondary mathematics teachers, a group that has been less studied than preservice elementary teachers. Participants were scholarship students in a federally-funded teacher preparation scholarship program at an urban, metropolitan university. Teaching self-efficacy was measured by the Mathematics Teaching Efficacy Belief Instrument (MTEBI) and by follow-up qualitative analysis of questionnaire responses and focus groups. Participants’ gains on the MTEBI were significant for Personal Mathematics Teaching Efficacy, but not for Mathematics Teaching Outcome Expectancy. Qualitative analyses suggested that both instructional coaching and everyday interactions in a summer camp setting contributed strongly to the preservice teachers’ increased confidence about teaching mathematics to culturally diverse, high-needs learners.
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Chand, Deepa Dewali, and Parmeshwar Mohan. "Impact of school locality on teaching and learning: A qualitative inquiry." Waikato Journal of Education 24, no. 2 (November 21, 2019): 65–72. http://dx.doi.org/10.15663/wje.v24i2.672.

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This research examined the impact of school location on teaching and learning through a case study of two urban, two rural and two remote Fijian secondary schools. A total of 48 semi-structured interviews were conducted: 16 from each category of urban, rural and remote. Each school was represented by three teachers, three heads of department and two administrators. The study established that rural and remote schools often face different challenges to their urban counterparts: geography, poverty and funding influence the quality of education. Leadership support and adequate resources are the key to breaking the overreliance on traditional methods of teaching and enhancing student classroom interest and participation. Finally, just as schools serve different communities, geographical location impacts on external links, cooperation and professional exchange and development. Understanding the impact of school locality on teaching and learning in Fiji should benefit other developing nations and the educational community at large.
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Jean Bernard Ndayambaje, Etienne Bikorimana, and Florien Nsanganwimana. "Factors contributing to the students’ poor performance in biology subject: A case study of ordinary level in rural secondary schools of Rwamagana district." GSC Biological and Pharmaceutical Sciences 15, no. 3 (June 30, 2021): 249–61. http://dx.doi.org/10.30574/gscbps.2021.15.3.0163.

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This study explored the factors contributing to the students’ poor performance in Biology subject. By using qualitative method design, sample were chosen purposefully from two secondary schools in rural area of Rwamagana district. The schools were selected on the fact that the students were characterized by poor performance in Biology in the years 2017 and 2018. The participants of the study were both ordinary level learners, ordinary level Biology teachers, Deputy Head teachers and Head teachers. Open-ended questionnaires, interview and documents review were both utilized to gather the data. 110 learners were asked to complete the questionnaires while 4 Biology teachers, 2 Deputy Head teachers and 2 Head teachers were interviewed. The collected data were analyzed qualitatively by content and thematic analysis. The data were interpreted using literature review and the findings were also presented in graphs using Microsoft Excel. The results indicated that the root causes of the students’ poor performance in Biology are namely: English language as medium of instruction, insufficient laboratory equipment, insufficient teaching and learning materials, inappropriate teaching methodology, amount of content and time allocated, inadequate involvement of parents in learners’ education, poverty, students’ absenteeism and school environment. All factors were not explored, there might be other causes that affect learners’ performance in biology subject of rural ordinary level schools. The researcher finally made recommendations to the various education stakeholders to improve the academic performance.
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Hash, Phillip M. "Remote Learning in School Bands During the COVID-19 Shutdown." Journal of Research in Music Education 68, no. 4 (December 7, 2020): 381–97. http://dx.doi.org/10.1177/0022429420967008.

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The global pandemic caused by the novel Coronavirus (COVID-19) in spring 2020 resulted in schools moving to remote learning (RL) models for the remainder of the academic year. The purpose of this study was to examine the practices, experiences, and perspectives of elementary and secondary school band directors in relation to RL during this period. Directors ( N = 462) responded to survey questions related to several aspects of RL, including (a) technologies and materials, (b) activities and assessments, (c) student participation, (d) the challenges of teaching remotely, and (e) the extent to which experiences varied among participants in low-poverty versus high-poverty schools and at the elementary/middle school level versus high school level. I also examined (f) the conditions and practices of programs that experienced both high and consistent levels of student participation. Data indicated that the COVID-19 shutdown created many challenges for directors, particularly in schools with higher poverty levels and/or in rural locations. However, RL also created opportunities for instrumental teachers to incorporate into curricula (a) a wider range of technology; (b) more of a focus on individual musicianship; (c) lessons in music theory, history, and culture; and to a lesser extent, (d) student creativity through composition and arranging.
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Mutuma, J., J. Wakhungu, and C. Mutai. "The socio economic effect of cancer on patients’ livelihoods in Kenyan house holds." BIBECHANA 14 (November 28, 2016): 37–47. http://dx.doi.org/10.3126/bibechana.v14i0.15412.

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The study assessed The socio economic effect of cancer on patients’ livelihoods in kenyan households. In Kenya, cancer is ranked third among the main causes of death after infectious and cardiovascular diseases. In recent years, cases of cancer in Kenya have increased creating a burden on many households. This has negatively impacted on poverty alleviation and sustainable development in the long run. A Sample of 245 patients seeking treatment in the three major oncology centers in the country namely Kenyatta National and Referal Hospital, Moi Teaching and Referal Hospital and Agakhan University Hospital was used. Data was collected through self-administered questionares, Focus groups discussions and key informant interviews. A triangulation approach involving in-depth interview using questionnaires as the main collection instrument for key informants were carried out. Secondary data was collected through case study, review of documents, reports and publications related to the topic and online journals. Chi square was used to test the independence of variables. The result revealed poverty, late and poor cancer diagnosis and lack of medical cover were found to be the top ranking serious challenges facing cancer patients in the country. Cross-sectional survey, correlational and evaluation research designs were adopted for the study. Both non-probability sampling and probabilistic sampling methods were used in selecting subjects seeking treatment at the three main oncology centers in Kenya. BIBECHANA 14 (2017) 37-47
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Umar, Maimuna Rabo. "RELATIONSHIP BETWEEN PARENTAL OCCUPATION, HOME ENVIRONMENT AND ACADEMIC PERFORMANCE OF PUBLIC SENIOR SECONDARY SCHOOL STUDENTS IN SOKOTO STATE, NIGERIA." Sokoto Educational Review 17, no. 2 (December 29, 2017): 13. http://dx.doi.org/10.35386/ser.v17i2.34.

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This paper discussed the relationship between parental background support in relation to occupation, home environment and students’ academic performance. The research design adopted for this study was correlation research design. The study was based on Conflict theory, which sees the purpose of education as a means of maintaining social inequality and preserving the power of those who dominate the society. The study was carried out using questionnaire, achievement test and focus group discussions, the questionnaire was researcher designed and it was based on closed ended questions with options of A,B,C,D,E and F, respectively all the instruments were validated by the supervisory team and the reliability was obtained by pilot testing of questionnaire and test-retest for achievement test and arrived at co-efficient alpha 0.83 and 0.81 respectively. The population was also all the public senior secondary school students in Sokoto state. A total number of twelve public senior secondary schools, with three thousand four hundred and twenty eight (3,428) as the population of SS II students, were purposively selected within the six educational zones to represent the total population. Qualitative data collected were analyzed through thematic analysis by coding and transcription, while the quantitative data were analyzed using Pearson Product Moment Correlation Co-efficient. The major findings of the study were: Parental background support in relation to occupation has relationship with student’s academic performance. Parental background support in relation to home environment has relationship with student’s academic performance. The study recommended that: parents that are found to be of lower socio-economic status who can not provide support for the academic activities of their children, should utilize those community development programmes meant for poverty eradication and skill acquisition, such as National Poverty Eradication Programme (NAPEP), family support programme, agricultural loan scheme and so on, that will provide financial support and job security. It was also recommended that parents should endeavour to provide required academic support at home such as parental commitment and material support. That is to be fully involved in their children academic activities and to provide study facilities at home, which include teaching and learning materials. This will enhance good academic performance.
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Chavarro-Carvajal, Diego Andrés, Cecilia De Santacruz, Carlos Alberto Cano-Gutierrez, Luis Carlos Venegas-Sanabria, and Ana Carolina Gama. "Inequalities between Women and Men Aged Over and Under Seventy Years. SABE Colombia – Survey on Health, Well-being and Aging 2015." Universitas Médica 60, no. 3 (June 25, 2019): 1–14. http://dx.doi.org/10.11144/javeriana.umed60-3.sabe.

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Introduction: The differential approach by generation and gender, known inequalities and inequities to identify in older adults help in the evaluation of conditions and the design of interventions, research and teaching. Objective: Identify the peculiarities and inequalities related to generation and gender in the Colombian population of older adults. Methodology: Observational, descriptive and analytical study that performed a secondary analysis of the population survey SABE-Colombia 2015. Results and Discussion: Results are presented according to inequality by gender and by generation; of monetary poverty and Mobility, violence and displacement. Economic income Situation during childhood. Access to public services. Familiar surroundings. Healthy conditions. Conclusion: Disparities are related to representations and practices related to gender and age, less evident in the economic. Actions must be reinforced to improve the living conditions of all and the conceptions and imaginaries that naturalize the differences, and to avoid new disadvantages due to the achievements of aging.
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Upadhyay, Surya Kumar. "Socio Economic Status and Its Impact on School Going Domestic Child Workers in Kathmandu District." Nepalese Journal of Development and Rural Studies 14, no. 1-2 (December 10, 2017): 124–28. http://dx.doi.org/10.3126/njdrs.v14i1-2.19655.

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The existence of child labor is not a new phenomenon as children are still engaging in all the sector of employment. The objectives of the study was to assess economic status of school going domestic child workers (DCWs), to assess the root causes of DCWs and to examine present working condition of the DCWs. To the end, 50 DCWs studying in Santi Bidhya Griha Higher Secondary School of Kathmandu are selected as respondents. The finding shows that the cause of poverty is an essential factor to increase domestic child worker. DCWs are involving in low level households activities. Their working hour is higher than study period. Remuneration paid for DCWs is very low or not paid, behave of the owner towards DCW's is low or medium in average. The bedding and fooding situations of the DCWs are not found good. Because of that most of them are not yet satisfied with their job but compelling to continue only for their school education life. At present 15 percent of the respondents are studying in primary level, 55 percent in lower secondary level and 30 percent in secondary level. Regarding job satisfaction, some of them want to kick out their job any time but some thoughtful children want to leave after completion of grade tenth. The thoughtful children want to start their professional career in teaching; business and political sectors and few of them also want to join police and army. However, they don't have the knowledge of child labour act and child right. Nepalese Journal of Development and Rural StudiesVol. 14 (Joint issue) (1&2), 2017, Page:124-128
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Hezekiah, Obwoge, Dr K. Onkware, and Dr C. Iteyo. "THE CONTRIBUTION OF THE CHURCH OF GOD-KENYA TEACHINGS TO PEOPLE’S PARTICIPATION IN POVERTY ALLEVIATION IN EMUHAYA DISTRICT, WESTERN KENYA." European Journal of Philosophy, Culture and Religion 1, no. 1 (March 14, 2017): 16. http://dx.doi.org/10.47672/ejpcr.206.

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Purpose: The purpose of the study was to determine the contribution of the CoG-K teachings to people’s participation in poverty alleviation in Emuhaya District, Western KenyaMethodology: This study was a cross-sectional research that sought to give an examining and descriptive scrutiny of the CoG-K’s activities in Emuhaya District of Western Kenya. This study sampled a total of 312 respondents (1 Bishop, 1 General Secretary, 1 General Assembly Trustee, 1 General Assembly Treasurer, 16 Directors, 282 Pastors, and 10 Elders) through purposive sampling method. Oral interviews, questionnaire methods and focus group discussion were used to collect data from the respondents. Observation method was used to validate the information obtained through oral interviews and questionnaires. Secondary data was sourced from published and unpublished literature. Data was analyzed using the theological method of induction (TMI).Results: The findings of the study showed that the teachings of the CoG-K formed the basis by which social problems were viewed and addressed. This was revealed in the people’s participations in religious, social and economic activities in Emuhaya District. Consequently, the research established that the CoG-K’s teachings is a major force influencing efforts that promote religious values as an avenue for enhancing development at grassroots level where the majority of the poor live. Therefore, the contributions of the CoG-K’s teachings to people’s ideas about alleviation of poverty are closely connected to fundamental economic activities in Emuhaya District.Unique contribution to theory, practice and policy: It is recommended that if Emuhaya District is to develop, it has to place the CoG-K’s teachings and theology of the option for the poor at the top of the agenda and to consider it as is so often the case, as adjunct to core of the work that is development.
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Dissertations / Theses on the topic "Poverty - Study and teaching (Secondary)"

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Burgis, Paul Lindsay Education Faculty of Arts &amp Social Sciences UNSW. "The role of secondary schools in the development of student knowledge about poverty in Australia, The Philippines and Zimbabwe." Awarded by:University of New South Wales. School of Education, 2006. http://handle.unsw.edu.au/1959.4/25483.

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This thesis examined student knowledge about the nature, scope, causes and responses to poverty, student perceptions of the emphasis in the school curricula on poverty and development, student attitudes to poverty and the factors that influence such knowledge and attitudes. Knowledge and attitudes at the end of primary school were compared with those after four years of secondary school in three nations, Australia. The Philippines and Zimbabwe, involving 1296 surveys and 188 interviews. The investigation draws on earlier work in Ireland (Regan, 1996). and is a response to the recent emphasis on the role of schools in development education in Europe (Lemmers, 2001) and the call for a greater emphasis in Australia on this area (Simons. Hart and WTalsh, 1997). The survey compared student understanding with current 'knowledge' in the literature and the interview allowed an examination of the stories students constructed about people in poverty, including their cognitive and affective responses to people in poverty. Results showed that whilst almost all students recognised that poverty exists, they were more likely to define it simply as a lack of income than as a phenomenon involving social power and self esteem. Few students were aware that the majority of the world's poor are female. Nationality was an important predictor of student knowledge and values. Australian students considered nationally based causes (e.g., government, education) to be more important than personal qualities (e.g., laziness) or international causes (e.g., powerful countries). Australian students were also more likely to value hedonism, but it could not be demonstrated conclusively that this affected the ways that they defined poverty and its causes. Filipino students were more likely to perceive poverty as being the fault of the person experiencing poverty and were more pejorative towards the poor. Whilst Filipino and Zimbabwean students considered that they had learnt a lot about poverty, few Australian students thought this to be the case. Students in senior secondary school were not well informed of current understandings about poverty and development and did not possess a significantly greater knowledge than primary school students on these matters. Specifically. current school practices allow students to perceive poverty as primarily income related and do not place due emphasis on internationally related causes.
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Thompson, Pauline A. "Becoming Successful in Education: Beating the Odds, Despite a Background Entrenched in Poverty." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984255/.

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The purpose of this study was to investigate the impact of three relationships on academic achievement in mathematics in students of poverty. The three factors that were examined included: teacher-student relationships, parent-student relationships and peer- student relationships. The driving question for the research was as follows: Do external factors such as teacher-student relationships, parent-student relationships and peer-student relationships lead to academic success for students of poverty? The study employed a non-experimental, quantitative approach and utilized longitudinal data from a national database High School Longitudinal Study (HSLS) used a sample of 944 public and private high schools across the USA. A total 0f 28,240 were represented in the survey. Of these 28,240 students, 2641 were used in this study as identified by parental income below the poverty threshold. The outcome of the study indicated that there was little or no correlation between the three relationships and mathematics achievement (academic success). Correlations between the dependent variable (math achievement) and the independent variables even though some were statistically significant their weights had no concrete significance. The study recommends that several initiatives can be instated in schools to support and enhance academic achievement in students of poverty.
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Mabanga, M. N. "The impact of poverty on teaching and learning at Mzimba Secondary School at Allandale village in Bushbuckridge Municipality: Mpumalanga Province." Thesis, University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/932.

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Eriksson, Helena. "Teaching listening comprehension in upper secondary schools : An interview study about teaching strategies." Thesis, Högskolan Dalarna, Engelska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-36515.

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The aim of this thesis is to examine what strategies teachers use when they teach listeningcomprehension in order to develop student’s listening skills, and especially if and how they usescaffolding in their teaching. To examine this, seven upper secondary school teachers inSweden were interviewed about their listening comprehension teaching. The qualitative datawere analyzed using a cross case analysis with a combination of framework and IPA analysis.The data was labeled and divided into two themes: general strategies and scaffolding. In thethemes the data was further sorted and categorized into language immersion, raising selfconfidence,division into smaller groups, notetaking, pre-information and connection to theme,collaborative discourses, teacher peer and modeling and finally increasing level of difficulty.All seven teachers discussed several different strategies they use. They often combine strategiesto create the best learning environment for the students. Six out of these seven teachers gaveexamples of scaffolding strategies they use, such as modeling, working with themes and preinformationto support their students. However, as mentioned previously, they were oftencombined with other strategies such as collaborative discourse and smaller groups.
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Lau, Yin-har, and 劉燕霞. "Values teaching in Hong Kong junior secondary mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958734.

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Ho, Kin-cheong. "A study of stress experienced by teachers using IT in teaching." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24700794.

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Taylor, Nathan. "Teaching leadership development at the secondary level a national study /." Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4559.

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Thesis (M.S.)--West Virginia University, 2006.
Title from document title page. Document formatted into pages; contains viii, 149 p. : col. ill. Vita. Includes abstract. Includes bibliographical references (p. 132-134).
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Taylor-Jackson, Estella. "A secondary cooperative team teaching developmental model content validation study." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/1803.

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Ellis, Wendy Taylor. "Against the odds: Academic resilience among high -ability African American adolescents living in rural poverty." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1550154060.

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

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

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Bassett, Maureen. Poverty in focus: A transition year supplement to Fair shares? Dublin: Combat Poverty Agency, 1995.

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Tse, Thomas Kwan-choi. The poverty of political education in Hong Kong secondary schools. Shatin, New Territories, Hong Kong: Hong Kong Institute of Asia-Pacific Studies, Chinese University of Hong Kong, 1997.

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Programme, IB Middle Years. Global issues. Oxford: Oxford University Press, 2009.

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

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Teaching secondary English. London: P. Chapman Pub., 2004.

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1964-, Rock David, ed. Teaching secondary mathematics. 2nd ed. Mahwah, NJ: Lawrence Erlbaum, 2001.

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

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John, Parkinson. Improving Secondary Science Teaching. London: Taylor & Francis Inc, 2004.

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

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Improving secondary science teaching. New York, NY: RoutledgeFalmer, 2003.

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Book chapters on the topic "Poverty - Study and teaching (Secondary)"

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Whitehead, Jack, Jacqueline Delong, Marie Huxtable, Liz Campbell, Cathy Griffin, and Joy Mounter. "Self-Study in Elementary and Secondary Teaching." In Springer International Handbooks of Education, 1–38. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1710-1_42-1.

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Whitehead, Jack, Jacqueline Delong, Marie Huxtable, Liz Campbell, Cathy Griffin, and Joy Mounter. "Self-Study in Elementary and Secondary Teaching." In International Handbook of Self-Study of Teaching and Teacher Education Practices, 1253–89. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6880-6_42.

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Lewis, Catherine, Shelley Friedkin, Elizabeth Baker, and Rebecca Perry. "Learning from the Key Tasks of Lesson Study." In Constructing Knowledge for Teaching Secondary Mathematics, 161–76. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-09812-8_10.

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Ortiz, José, and Aldora Dos Santos. "Mathematical Modelling in Secondary Education: A Case Study." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 127–35. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0910-2_14.

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

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Jarosz, Anna. "The Methodology of the Longitudinal Action-Research Study Among Secondary-School Learners." In Second Language Learning and Teaching, 73–95. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13892-9_4.

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Ludwig, Matthias, and Xenia-Rosemarie Reit. "A Cross-Sectional Study About Modelling Competency in Secondary School." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 327–37. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6540-5_27.

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Sartatzemi, Maya, Vassilios Dagdilelis, and Katerina Kagani. "Teaching Programming with Robots: A Case Study on Greek Secondary Education." In Advances in Informatics, 502–12. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11573036_47.

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

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Bower, Rachel S. G., and Vanessa Z. Mari. "Feedback and Assessment for Emerging Bilinguals in Secondary Mathematics: A Case Study of Written Feedback." In Teaching Mathematics to English Language Learners, 223–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48355-5_12.

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Conference papers on the topic "Poverty - Study and teaching (Secondary)"

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Zhu, Xiaoning. "Study on rural poverty reduction effect of secondary vocational education." In 2019 International Conference on Education Science and Economic Development (ICESED 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/icesed-19.2020.110.

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

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Wang, Dongmei. "A Preliminary Study of Employment-oriented English Teaching Model in Secondary Vocational Schools." In Proceedings of the 3rd International Seminar on Education Innovation and Economic Management (SEIEM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/seiem-18.2019.166.

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Dewi, Finita, Nenden Lengkanawati, and Pupung Purnawarman. "Technology-Supported English Language Teaching Professional Development: A Case Study of a Secondary English Teacher’s TPACK." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008214701230132.

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Wei-Jie, Yang. "A study of Web-based teaching and research activities in Primary and Secondary Schools." In 2011 International Conference on Electrical and Control Engineering (ICECE). IEEE, 2011. http://dx.doi.org/10.1109/iceceng.2011.6056788.

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Charro, María Elena, and Esther Charro-Huerga. "A CURRICULAR DELPHI STUDY FOR TEACHING AND LEARNING SCIENCE IN SECONDARY EDUCATION IN SPAIN." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1383.

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Trisnawati, Meri, Sajidin, and Dian Ekawati. "EFL Teachers’ Implementation on using Their Lesson Plans: A Multiple Case Study at Secondary School Level in Indonesia." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008221905670576.

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Fachrunnisa, Maryam, Nia Kurniawati, Sajidin, and Dian Ekawati. "Indonesian EFL Teachers Competence in Constructing Lots and Hots-based Test: A Case Study in an Indonesian Secondary School." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008220404680476.

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Avcı, Ülcay Ecenur, and Aslı Cansın Doker. "The Role of Women on the Economic Development as the “Secondary” Production Factor: An Analysis on Nuts-2." In International Conference on Eurasian Economies. Eurasian Economists Association, 2017. http://dx.doi.org/10.36880/c08.01871.

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In underdeveloped societies, in both the reflection of the limitations on the position of women in social life, as a result of business life is also restricted. However, optimum use of production factors is essential at the forefront of the elements of sustainable development. The reflections of economic exclusion of women are the increase of dependency and the deepening of poverty. According to data, it is observed that labor force participation rates of women in Turkey are relatively inadequate and unbalanced. Women are not able to participate in employment because of low education, professional skills and qualifications, etc. and therefore are more exposed to poverty and social exclusion risk. Moreover, global economic crises in Turkey and similar countries are accompanied by a high unemployment rate resulting from the shrinkage of the markets. On the other hand, new emerging micro-entrepreneurship, which began in Turkey, which counts more than 8 million poor women for "a contribution to the family income," but in fact it is seen as a way to stay alive. Through this initiative developing self-esteem of women, family and community is growing in reputation. Additionally, quality of the human capital, which is the most important source of the countries, passes through the family institution. In the study, social policy will be made by subjecting micro-credits to comparative analysis of regional development, poverty, nature of women's employment and role of women in social life in the light of face-to-face interviews on five families using micro-credit and data on poverty in NUTS-2.
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Abdullah, Abdul Halim, Bomi Shin, Umar Haiyat Abdul Kohar, Dayana Farzeeha Ali, Norazrena Abu Samah, and Zakiah Mohamad Ashari. "A Comparative Study of Teaching Problem-Solving in Mathematics Secondary Schools in Malaysia and South Korea." In 2019 IEEE International Conference on Engineering, Technology and Education (TALE). IEEE, 2019. http://dx.doi.org/10.1109/tale48000.2019.9226011.

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Reports on the topic "Poverty - Study and teaching (Secondary)"

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Klampe, Charlotte. The work values of secondary teachers : a comparative study by teaching assignment. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3261.

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Taylor, Rosalyn. The Role of Culturally Responsive Pedagogy in the Preparation of Secondary Teacher Candidates for Successful Teaching of Diverse Learners: A Multiphase Mixed Methods Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6139.

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

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This qualitative study was designed to explore how teachers are using Microsoft Forms to improve student learning outcomes in primary and secondary school classrooms. Twenty-two teachers —both experienced and new Forms users— participated in an interview about how they used Forms in their teaching. This report provides concrete examples of teachers’ use of Forms and describes their support needs for starting to use this tool in the classroom. School leaders and instructional technology coaches can use the report to inform implementation plans and training on Microsoft Forms.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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