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Dissertations / Theses on the topic 'Poverty - Study and teaching (Secondary)'

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Published: 4 June 2021

Last updated: 11 February 2022

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1

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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7

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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9

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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Pentland, Kathleen Ann. "Similarities and differences in perceptions held by secondary art teachers, secondary art students and animators on the role and character of animation in art education." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28998.

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

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Mabodoko, Mkhumbuzi Joe. "A phenomenological investigation into the lived experiences of grade 12 Physical Sciences learners from selected schools in the Western Cape Province." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2565.

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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2017.
This study aims to narrate the lived experiences of Grade 12 Physical Sciences learners. According to UMALUSI reports on National Senior Certificate (NSC) of 2011 and 2013, there seems to be a steady decrease in the number of learners writing Physical Sciences from 2008 to 2013. One of the aims of this study is to investigate why there is a steady decline in the number of learners choosing the subject and what their classroom experiences are. A related aim is to describe how these learners’ perceptions of their Physical Sciences educators affect their mental experiences in the subject. The study used phenomenology both as a research methodology as well as the underpinning theoretical framework. Twelve Grade 12 learners from 3 different schools in the Metro North Education District in Cape Town were chosen to participate in this research. The data were collected using two rounds of in-depth semi-structured interviews. The interviews were transcribed and explicated using Giorgi’s phenomenological method. The findings show that although Physical Sciences educators are trying to support their learners, they are failing to meet the expectations of the learners. These findings provide new insights into understanding the world of the learner better and that the recommendations could have transformative implications for curriculum planners, curriculum advisors and pedagogical strategies in how the subject is presented to learners.

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

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

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Kemp, Darcy D. "Improving reading performance in a high poverty elementary school a case study /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1478Kemp/umi-uncg-1478.pdf.

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Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Carl Lashley; submitted to the School of Education. Includes bibliographical references (p. 111-124).

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Lam, Mau-kwan, and 林謀坤. "Secondary three students' strategies in solving algebraic equations." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3196025X.

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Ceasar, Reginald Raymon. "Investigating an integrated teaching methodology as a means to prepare students for university studies in mathematics." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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

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Langdon, Paul. "Built environment education : a curriculum paradigm." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40377.

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The expansion of Built Environment Education into art programs is a relatively recent phenomenon but very timely. The need to develop in students an understanding of their living environment is urgent as they inherit a world that is experiencing the depletion of its resources and erosion of its ecological balance.
There is a fundamental need for more comprehensive curriculum planning in built environment education. The goal of this research is to develop a curriculum paradigm that can be used to create curriculum plans and instructional designs for built environment education as part of the art class in secondary schools.
The built environment content of this curriculum paradigm is based on the active investigation of the students' internal world with all its different perceptions and lived experience and how this affects their understanding of the greater built environment. Through a more intense investigation of the greater built environment, the students will then analyze the effect that this environment has on their own perceptions and living habits. By developing a more conscious understanding of the built environment, the students will be better equipped to make informed decisions on how to better adapt to or change their environment.
A guiding principle for the curriculum paradigm was to ensure that the introduction of a new subject area, such as built environment education, into art education curriculum involved processes of creativity and discovery along with self-reflective and participatory action for both the teacher and students. To be effective, the content material must not only be accessible through the traditional modes of academic literature research but also made valid through observation, reflection and interaction with the particular built environment of the teacher and students themselves.
Vigilance and active participation in the process of urban change are vital. These changes can only be effective and enduring if we acknowledge the capacity of the built environment to enrich our lives as private and communal beings.
One of the essential goals of this curriculum paradigm is to capture the excitement and potential that the built environment offers as a pervasive agent for understanding and celebrating constructed past, present and future.

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

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

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

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Schürmann, Leon. "An investigation into the use of weather type models in the teaching of South African climatology at senior secondary school level." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1015948.

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The synoptic chart encodes climatological and meteorological information in a highly abstract manner. The pupil's level of cognitive development, the nature of the syllabus and the teaching strategies employed by the geography teacher influence the pupil's conceptualisation of information. The synoptic chart is a valuable tool for consolidating the content of the S.A climatology syllabus. Recent research has established that climatology-meteorology, and especially synoptic chart reading and interpretation, is difficult for the concrete thinker. These pupils find difficulty in visualising the weather processes and systems. Provided that they are simple and clear, models are useful teaching devices that integrate and generalise information in a manner that is easily retrievable. The intention of the author is to provide weather type models and other supporting strategies and aids as a means to improve the senior secondary pupil's assimilation of southern African climatological-meteorological information. This model-based approach is tested in the classroom using an action research framework to judge its efficacy. Conclusions are drawn and recommendations are made.

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Leung, Pik-sai Tracy, and 梁碧茜. "Using environmental teaching kits in teaching secondary 1-3 geography syllabus in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30218470.

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Poon, Wai-hoi Bobby, and 潘維凱. "Geometry reasoning of secondary students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B4439102X.

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Lam, Kai-shun, and 林啟信. "Digital divide in secondary schools : a Hong Kong study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209544.

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There is always a gap between student learning and classroom teaching in Hong Kong education. The use of information and communication technology has made the situation even worse. It is a common practice for students to work together through digital media like Instagram, WhatsApp, opening online Chat Room and Facebook by using elements like video, music, texts and artistic photography to reflect and discuss ideas for project assignment. During the process, students can further investigate what they have learnt in lessons and construct new knowledge. However, our schools are still concentrating on text-based presentation software for teaching. Schools have been reacting slowly to the appearance of this new popular participatory culture. Therefore it is interesting to study schools’ ICT infrastructure, the digital literacy in classrooms as well as students’ individual usage behavior in digital media. From the study, we are able to realize the reasons for choosing those multimodal elements in the students’ learning as well as posting them online. Then, we can determine the relationship between the participatory culture in creating multimodal artifacts and digital divide in education among students; as well as finding out those factors which lead to the gap and enhance participatory culture in academic purpose for students. Thus, we can improve the situation of students’ learning outcome gap during the use of digital media in teaching and studying. My thesis will employ qualitative research method in case study approach. It consists of 6 students’ interviews as well as teacher’s focus group interviews of three teachers from two schools. The results show that there are different forms of technology and usage gap among the students in using digital tools. Certainly, there are several ways to overcome the barriers.
published_or_final_version
Education
Master
Master of Science in Information Technology in Education

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Wong, Pui-ching Caroline, and 黃佩貞. "Change of value orientations in the junior secondary economic and public affairs (EPA) curriculum in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961150.

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McCormick, Ray William. "Guidebook to teaching the parallel squat." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2598.

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The information covered in this project is intended to give the physical educator and coach an easy-to-follow manual with illustrations to guide them through basic instructions on the parallel squat. This project will include biomechanical principles of the squat exercise.

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Lau, Shuk-yee Rosalind, and 劉淑儀. "A study of secondary school students understanding of selected biological concepts." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31955800.

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Nanghonga, Ottilie Mwanyenenange. "An investigation on how grade 8 learners make sens of static electricity through exploring their cultural beliefs and experiences about lightning: a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001537.

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Lightning as a natural phenomenon is shallowly presented in the Namibian curriculum documents such as the syllabus and textbooks. This gap in curriculum triggered my interest to investigate whether learners’ meaning-making in static electricity was enabled or constrained by elicitation and integration of their cultural beliefs and experiences about lightning and by their practical activities. This study was conducted with my grade 8 learners at the school where I am currently teaching. The school is located in a rural area in Ohangwena region in Northern Namibia. The study is situated within an interpretive paradigm. Within the interpretive paradigm, a qualitative case study approach was adopted. I considered this methodological orientation appropriate in this study as it allowed me to use the following data gathering methods: document analysis, brainstorming, discussions and presentations, semi-structured interview, focus group interview, observation and an assessment test. Multiple methods to gather data were used for triangulation and validation purposes. For data analysis purposes, the data sets were colour-coded to derive themes and analytical statements. Ethical considerations were also taken seriously in this study and all participants gave consent. An analysis of data revealed that there is no learning objective or basic competence in the Namibian Physical Science syllabus for grade 8-10 that requires learners to bring in their cultural beliefs and experiences, in particular, about lightning. Yet the study revealed that learners possess a lot of prior everyday scientific and non-scientific knowledge and experiences about lightning that they had acquired from their communities. Also, mobilization of learners' everyday knowledge and experiences about lightning enabled learner engagement during the science lessons. Likewise, engaging learners in practical activities in static electricity helped them to make meaning of scientific concepts. Based on my research findings, I therefore, recommend that learners' prior everyday knowledge and experiences about lightning should be incorporated during teaching and learning of the topic on static electricity.

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Raynor, Barbara Jean. "Fostering critical thinking through problem solving in home economics." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29059.

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This study investigated whether critical thinking can be fostered in home economics through teaching a problem solving approach in Family Management. Secondarily, it investigated teacher behaviours which may foster critical thinking abilities, the moral and ethical issues which the teaching of critical thinking addresses, and whether the students were able to use problem solving in real life situations. The research involved the students and teacher in a Family Management eleven class in rural British Columbia. All students in the class chose to participate in the study. The study was conducted during twenty-six classroom hours. The study used action research as the research methodology. The research included action/research cycles with time between for analysis and reflection. The phase of data analysis and reflection was called the reconnaissance. Data was collected through audio tapes of the classes, entries in the teacher's journal, a checklist, and collected student work. The data collected in the first reconnaissance phase established a description which served as a point of reference for comparing and analyzing later observations. Two cycles of action/research followed. Observations were made and data collected as the critical thinking concepts were introduced. The introduction of the macro-thinking skill of problem solving was combined with the micro- thinking skills of avoiding fallacies, observing, reporting and summarizing. The research found that there was an increase in critical thinking activities at the end of the study. Factors that were found to have effected this change were: the teaching of a problem solving process, the teaching of micro-thinking skills, certain teacher behaviours, and the classroom atmosphere. Home economics was found to play a unique role in providing practice in real life problem solving. Further research is needed to determine if the skills the students learned while problem solving in Family Management will carry over to everyday life.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Qoto, Nomonde Monica. "Assessing entrepreneurship education programmes in secondary schools." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1019726.

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The emergence of an entrepreneurial spirit is the most significant economic development in the twenty-first century. Entrepreneurship education was introduced in Grades 10-12 as part of the optional subject Business Studies. There are problems across the country encountered by educators in imparting entrepreneurship skills and knowledge to learners. The integration of entrepreneurial programmes into the education system in secondary schools is a prerequisite to develop the necessary skills to start and run a business successfully. It is the responsibility of the government to ensure that entrepreneurship education is included in the curriculum as a separate subject so as to develop the entrepreneurship skills at secondary school level. The formal employment sector is no longer able to provide jobs for the increasing number of unemployed people. Fewer jobs are available for the economically active population of the South African economy especially the school leavers. The primary objective of this study is to assess the current entrepreneurship education programmes offered at secondary schools in Grade 10-12 levels in Motherwell. The purpose is to learn from global trends and to improve the current entrepreneurship education programmes. A literature review was done to establish global trends and also South African trends concerning entrepreneurship education programmes. A mixed research approach and cluster sampling was used to select the twelve Motherwell senior secondary schools in the Motherwell township of Port Elizabeth. The findings of the study were that strategic skills, operational skills, competitions, labour entrepreneurial skills, management skills, creativity and innovation were taught to a limited extent by educators. The practical exposure of learners was deficient because of the limited involvement of local businesses and organisations. Learners were also not encouraged to operate simulated businesses. The study recommends that the Outcome Based Education, National Curriculum Statement and Curriculum Policy Statement which have been introduced by the Department of Education be followed but adjustments must be made to the iii teaching methods to follow the interactive approach required by entrepreneurship. Policy makers should incorporate comprehensive entrepreneurship education programmes from primary school to secondary school to vocational and university and adult education centres. Finally, entrepreneurship education should be offered as an optional separate subject to all learners and involvement of local businesses and organisations should be encouraged.

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Zungu, Zacheus Ngcebo Dumisani. "A Critical analysis of the secondary school economic science curruculum." Thesis, University of Zululand, 2002. http://hdl.handle.net/10530/1215.

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Thesis Submitted to the Faculty of Education in fulfillment of the requirements for the degree of Doctor of Education in the Department Of Curriculum and Instructional Studies at the University of Zululand, South Africa, 2002.
The economic sciences curriculum is supposed to equip learners with skills that would be readily recognised and acceptable to the corporate world. Yet it became obvious from the high unemployment rate of leamers with economic science background that the expected skills were less developed than expected. School leavers need to be retrained for them to be able to carry out elementary tasks like bookkeeping. It is the inadequacy of the present secondary school curriculum to produce employable school leavers that prompted this inquiry. The main objective of this study was to investigate the relevance of the economic science curriculum to the needs of the corporate world. The study revealed that lack of participation by all relevant stakeholders in the development of a curriculum creates the gaps between the schooling system and the corporate world. The lack of resources and poor communication between business and education also contributed to the unemployability of school graduates. There is, therefore, very little congruence between what is taught and the world of work. Several recommendations to address the problem were put forward. The most important of these recommendations is .the establishment of partnerships between education and vocational skills may be fused. Economic science education needs to be given prominence in all schools including those in rural environments where given subject advisors seldom visit

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Chan, Tak-wing, and 陳德穎. "Professional development through collaborative teaching: a case study in a secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27728985.

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Juhlin, Johanna. "Teaching Poetry in Upper Secondary School Courses : A Study in Lesson Design." Thesis, Högskolan i Gävle, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-27245.

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This study attempts to show benefits with different methods when teaching poetry in Upper Secondary courses, with the aim of proving that by using a certain design of the lesson, it is possible to engage the students in English poetry. A secondary aim was to incorporate and implement the theories on sociocultural learning by Vygotsky into the method used in the study. Finally, the study aimed to question the definitions of what constitutes a poem and the ideas of canonized versus non-canonized material within literature. The method chosen for this study was a mixed methods design, and the study applied a deductive approach where a hypothesis based on previous research and ideas within the field was tested. The design of the study was to perform a focus group interview, followed by observations of four lessons with students at Upper Secondary level, and finally a questionnaire for the students. The results from the study were mainly positive and the questionnaire showed that most of the students appreciated the first part the most, although a few students enjoyed both parts. The combined results showed that the design has an impact when it comes to engagement, and it changed a few of the students views on poetry. The main finding in the study was that students prefer less complex poetry that does not belong to the canon, since most of the students marked the first part as the best one. The results showed therefore that the design has an impact when it comes to engagement.

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Agbeze, Richard. "TEACHING FOR SOCIAL JUSTICE: A CASE STUDY OF A SECONDARY ART EDUCATOR." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1587743645964416.

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Anderson, Jonathan Barney. "Critical thinking and ideology: A study of composition's secondary curricula." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2094.

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In 1992 Maxine Hairston "Diversity, Ideology, and Teaching Writing" claimed that instead of teaching writing and critical thinking skills, First year Composition (FYC) instructors were instead using their classrooms as coercive political platforms that were detrimental to students' educational needs.

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Moore, Aldyth Margaret. "A pilot study of commonly held misconceptions in secondary school genetics." Thesis, Rhodes University, 1990. http://hdl.handle.net/10962/d1001404.

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This pilot study was aimed at investigating with the aid of a two-tier multiple choice questionnaire, the misconceptions held by pupils in standards 8 and 10 as well as first year Biology students in the area of senior secondary school genetics. It was found that certain of the children's preconceived ideas were altered by tuition while others were unaffected by either age or tuition and consequently warranted the name misconceptions. Four misconceptions were identified in this study and these were seen to be at the root of the difficulties experienced in genetics. They involved plants being seen to be unable to reproduce sexually, an inability to relate meiosis to genetics, a tendency to cling to the Punnett square algorithm when solving genetics problems despite a lack of understanding of the underlying processes and a failure to see the role of chance in genetics. These misconceptions were seen to have arisen because of certain preconceived ideas which hamper the formation of a suitable conceptual framework. The adoption of suitable teaching strategies appears to be the most likely method of rectifying the problem. However, before this can be regarded as conclusive, further research into the concept development of specific aspects such as sexual reproduction, needs to be done. Studies to investigate the most suitable teaching strategy should also be carried out as well as an investigation into the structure of the curriculum

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Fleming, Margaret Jean 1954. "DISCIPLINE-BASED ART EDUCATION AS AN ALTERNATE APPROACH TO THE PROBLEMS ASSOCIATED WITH LEARNING ART HISTORY AT THE HIGH SCHOOL LEVEL." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276432.

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The definition of discipline-based art education presented in this thesis includes all domains of art learning and practice: art history, art criticism, art production, and aesthetics. The study develops a series of art history lessons for adolescents at the junior high and high school level. Activities are designed to present instructional strategies appropriate to the educational needs and concerns of these groups of students. These lessons primarily focus on art history, and art criticism as a means for approaching studio production concepts. One instructional unit includes a day-by-day description of art history learning activities covering a period of 10 days, or two regular school weeks. Also included is a description of the order in which the art history, art criticism and production activities occur for each lesson. Specifics regarding media, materials, artists to be studied, styles, reproductions and the vocabulary terms and images to be used for each day are also included. (Abstract shortened with permission of author.)

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Law, Yuk-lin, and 羅玉蓮. "The understandings of algebra of secondary students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957213.

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Ayob, Aminah. "Study of learning interactions in group work in secondary science." Thesis, Keele University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278528.

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39

Hewett, Gloria Jean. "A QUESTIONING STRATEGY FOR AESTHETIC SCANNING." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275404.

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40

Schreuder, Glynis Rholeen. "The role of economic and management sciences (EMS) in preparing learners for accounting in grade 10." Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1864.

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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2009.
The thesis explores the role that the learning area, EMS, plays in preparing learners for Accounting in grade 10. EMS in grade 9 includes accounting related assessment standards upon which the grade 10 Accounting curriculum builds. The grade 10 Accounting curriculum is based on the assumption that learners have mastered the related content in grade 9. The effective implementation of EMS in grade 9 is therefore important for the teaching and learning of Accounting in grade 10. The main objective of the study was to determine to what extent the accounting related assessment standards were taught and to engage with the key factors that impact on the effective delivery of the accounting focus in EMS. A sample of five schools within a specific geographical area in the Western Cape was identified. The study used multiple data collection methods in order to increase the validity of the results, namely, a learner assessment, interviews and document analysis. The planning and assessment documents of EMS teachers as well as the assessment tasks of the EMS learners were analysed to ascertain how teachers planned to teach and assess the learning area, particularly the accounting focus within EMS. The conclusions were drawn against the policy-practice theoretical framework. The study revealed a gap between EMS policy and EMS practice. There was very limited exposure to the accounting related assessment standards in EMS. This could be attributed to a number of factors including teacher qualifications and training, lack of support, policy shortcomings, absent guidelines, etc. There was a disjuncture between what teachers believed and what they were translating into practice. Even though all the teachers enjoyed teaching Accounting and most of them believed in the importance of this discipline in preparing learners for the Further Education and Training Band and their personal lives, they were not teaching it effectively. Recommendations have been made in terms of the learning area policy, professional development and support for teachers and learners. Even though the study was limited to five schools in a particular geographical area, its findings may be applicable to many South African schools where EMS teachers face the same policy, teacher and learner challenges or shortcomings.

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Lai, Lan-chee Nancy, and 黎蘭芝. "A study of secondary three students' proof writing in geometry." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957936.

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Ebot, Tabe Fidelis. "The history of History in South African secondary schools, 1994-2006." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4379_1259564328.

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"
This MA thesis investigates the decision to marginalize History in C2005 at a time when there were expectations of the importance of the discipline in a democratic South Africa. It argues that the marginalization of the discipline in C2005 was not solely based on pedagogical reasons, but that it might have been influenced by political agendas. My research provides support for this view with evidence of the procedures inside the relevant government education policy committees. In addition, it explores the debates and processes that led to the reinstatement of the discipline in the Revised National Curriculum Statement for schools that was approved in April 2002 by the South African Cabinet..."

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Ho, Chi-ming Ronald, and 何志明. "Epistemological beliefs and constructivist teaching for secondary students learning history." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37321444.

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Wong, Mei-yuk Eska, and 黃美玉. "The study of principles of accounts in secondary school: vocational or liberal?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957535.

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Lee, Man-sang Arthur, and 李文生. "Impact of exploration in a dynamic geometry environment on students' concept of proof." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B3195876X.

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Van, Raden Stephanie Justine. "The Effect of Role Models on the Attitudes and Career Choices of Female Students Enrolled in High School Science." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/370.

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Girls who have high aptitude in math are not entering careers related to science, technology, engineering, and math (STEM fields) at the same rate as boys. As a result, female students may have fewer employment opportunities. This study explores one potential way to reduce the gap between male and female career aspirations and choices. Specifically, it looks at the impact of bringing women with careers in math- and science-related fields into high school classrooms as role models. The study uses surveys to measure pre- and post-visit perceptions of science and scientific work as well as student's short-term interest in math and science courses. In addition to these surveys, student comments were collected about the role model visits. While the overall study yielded little statistical significance, it also indicated that the role model visits had some impact on student perceptions and choices and raised questions that warrant further study.

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Amutenya, Laina N. "Understanding how Grade 11 Biology teachers mediate learning of respiration: A Namibian case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017331.

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The new curriculum in Namibia has introduced a new approach to teaching and learning requiring teachers to make use of learners’ prior everyday knowledge (PEK) including indigenous knowledge (IK) and practical work/activities. It further emphasizes some variations in teaching methods such as; the use of analogies, the use of mind maps, and so forth with the aim to actively involve learners in the learning process and develop skills to solve global challenges. The emphasis is on understanding of knowledge, skills and the will to use them appropriately throughout their lives. The main aim of this study was to understand and document how Biology teachers mediate learning of the topic respiration. Informed by an interpretive paradigm, a qualitative case study was conducted at two secondary schools in the Kunene region. The participants were selected using a convenience sampling. Data were gathered using three main sources, namely, documents, semi-structured interview questions which culminated into a questionnaire and observations. Triangulation was thus used to give credibility, objectivity and validity to the interpretation of the data. Data analysis in this case study involved a multi-stage process of organizing, coding and categorizing, synthesizing and summarizing. The audio recorded lessons were transcribed into text and I analyzed data using a colour coding technique by segmenting and labelling text to identify descriptions and broad themes in the data. Vygotsky’s Mediation of Learning and Social Constructivism in conjunction with Shulman’s Pedagogical Content Knowledge (PCK) informed the data analysis process. Teacher-learner interactions were the main theme for mediation of learning (social constructivist perspective), hence during analysis I paid more attention to moments where interactions evolved and I used PCK to gain insights in teaching and instructional strategies used by teachers. The findings of this study revealed that: 1) teachers endeavor to use a variety of teaching methods such as the use of a mind maps and question and answer method. Learners were keen to ask questions in order to understand this topic. 2) The study also revealed that a lack of practical activities is one of the challenges teachers are faced with. Based on my research findings, I therefore suggest that there is a need for continuous professional development of biology teachers and capacity building in order to improve both their content and pedagogical content knowledge.

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Mark, Siu-man, and 麥兆文. "Implementation of issue-based approach in teaching junior secondary geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962531.

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Lee, Wai-shing, and 李威成. "An evaluation on the teaching and learning of chemical bonding and structure." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50176845.

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The problematics of the teaching and learning of chemical bonding has been widely reported in the literature. Following this, Taber (2001) proposed a teaching sequence alternative to those available in existing curriculum documents and textbooks. He proposed that teaching be started from metallic structure to ionic structure, then giant covalent structure and finally simple molecular structure. During teaching, teachers should be cautioned about the use of language, the undue emphasis on the role of atoms (atomic ontology), the explication of the nature of bonding (based on electrostatic forces rather than electron transfer or sharing), and a better integration of the relationship between bonding and structure. In relation to the literature about scientific modelling, bonding should be taught as an ‘explanation’ of properties of chemicals, rather than a mere ‘description’ of structure. This paper reports an empirical study of a class of Year 10 students’ learning outcomes based on the proposed teaching sequence and emphases. Throughout the learning of the topic ‘chemical bonding’ which spanned two months, three students ranged from the highest to medium achieving students in the class were selected for interviews. Each student was interviewed on four separate occasions in the course of their learning of ‘chemical bonding’. Their understanding of concepts in relation to chemical bonding was probed through their verbal and visual representations. The effectiveness of the teaching sequence was evaluated in the light the alternative conceptions reported in the literature, strategy and suggestions for further improvements were discussed.
published_or_final_version
Education
Master
Master of Education

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Poswa, Mandisa. "History reading comprehension in black secondary schools : a Ciskei study." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003437.

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This thesis examines briefly the problems of learning and understanding history when the subject is taught through the medium of a second language. It assesses the difficulty levels (for first language speakers) of the history textbooks commonly used in Ciskei secondary schools and considers the implications of these levels for second language speakers. It assesses the ability of 400 pupils in standard 8 and standard 10 to comprehend an English text which is deliberately written at a lower level of difficulty than that of the current secondary school texts. Comparisons are made of the comprehension scores of those pupils whose answers are written in English with those who are allowed to answer in Xhosa on questions based on the simple text. Finally, it compares the quality of the pupils' answers in Xhosa and English. Tentative recommendations are made about the language implications of history teaching which emerge from the results of the research.

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