Relevant bibliographies by topics / Secondary teaching

Contents

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

Academic literature on the topic 'Secondary teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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Journal articles on the topic "Secondary teaching"

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Mishra, Dr Sudarshan, and Jakir Hussain Laskar. "Emotional Intelligence of Teachers Teaching At Secondary and Senior Secondary Schools." International Journal of Scientific Research 2, no. 10 (June 1, 2012): 1–5. http://dx.doi.org/10.15373/22778179/oct2013/37.

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Pavlik, Marilynn. "Teaching in Secondary Schools." Hispania 68, no. 1 (March 1985): 177. http://dx.doi.org/10.2307/341636.

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Chiarelott, Leigh, Hal Brubaker, Larry Wills, and Perry Marker. "General Secondary Teaching Methods." Teaching Education 2, no. 1 (March 1988): 64–67. http://dx.doi.org/10.1080/1047621880020114.

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Kizewski, Justin. "Secondary Causality and Defective Choices." Ethics & Medics 47, no. 5 (2022): 1–2. http://dx.doi.org/10.5840/em20224759.

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Church teaching is often difficult to digest for those unfamiliar with its nuances. In particular, teachings related to IVF are seen as insensitive to those who were conceived and born as a result of the process. In this article, Rev. Kizewski explains the difference between primary and secondary causality, as well as defective choices and their results. In short, Catholic teaching on the illicit nature of the processes involved in IVF should in no way be taken as a condemnation of individuals conceived during those processes.
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Chen, Qian. "Culture Teaching in English Teaching in Secondary Education." Theory and Practice in Language Studies 5, no. 11 (November 22, 2015): 2402. http://dx.doi.org/10.17507/tpls.0511.27.

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Glomb, Nancy. "Collaborative Elementary Teaching/Collaborative Secondary Teaching/Collaborative Teaching Casebooks (Book Reviews)." Journal of Educational and Psychological Consultation 10, no. 4 (October 1999): 395–97. http://dx.doi.org/10.1207/s1532768xjepc1004_6.

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Demuth, Sara. "Philosophy Teaching in Secondary Education." Journal of Didactics of Philosophy 4, no. 2 (October 18, 2020): 115–18. http://dx.doi.org/10.46586/jdph.2020.9582.

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Michal, J., and S. Straňavská. "Teaching snowboarding in secondary schools." Studia Kinanthropologica 20, no. 1 (March 30, 2019): 61–65. http://dx.doi.org/10.32725/sk.2019.035.

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de Winter, James. "Teaching secondary science with ICT." British Journal of Educational Technology 36, no. 2 (March 2005): 345–46. http://dx.doi.org/10.1111/j.1467-8535.2005.00465_2.x.

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Filippov, Sergey, Natalia Ten, Ilya Shirokolobov, and Alexander Fradkov. "Teaching Robotics in Secondary School." IFAC-PapersOnLine 50, no. 1 (July 2017): 12155–60. http://dx.doi.org/10.1016/j.ifacol.2017.08.2143.

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Dissertations / Theses on the topic "Secondary teaching"

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Wahlström, Anna. "Teaching Writing in Upper Secondary School." Thesis, Jönköping University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-692.

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The aim of this essay is to investigate how writing is taught in upper secondary school as well as what kind of writing is taught, the teachers’ attitudes towards writing and how written production is assessed. I am interested to see if teachers use different methods both when it comes to teaching and grading writing.

My research is based on recorded interviews with four upper secondary school teachers from two different schools. The teachers were interviewed on their planning, executing and grading of writing within English A and B. I have also carried out extensive reading of earlier research in order to get a complete background.

The result shows that all four teachers believe that writing is an important part of language learning and they all enjoy teaching it. The main focus is put on the formal aspects of writing, in order to prepare students for the national tests. Only one of the four teachers feel that creative writing is the best way to learn a second language. All teachers go through the formal rules of writing with the entire class before giving them an assignment. The biggest difference between the different teachers is the marking and final grading of the written production, where one teacher does not grade assignments at all and another has developed her own scale.

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Kim, Seungyon, and Seongbin Park. "Teaching NP completeness in secondary schools." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6447/.

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In this paper, we show how the theory of NP completeness can be introduced to students in secondary schools. The motivation of this research is that although there are difficult issues that require technical backgrounds, students are already familiar with demanding computational problems through games such as Sudoku or Tetris. Our intention is to bring together important concepts in the theory of NP completeness in such a way that students in secondary schools can easily understand them. This is part of our ongoing research about how to teach fundamental issues in Computer Science in secondary schools. We discuss what needs to be taught in which sequence in order to introduce ideas behind NP completeness to students without technical backgrounds.
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Lärkefjord, Bernadette. "Teaching English Grammar : Teaching Swedish Students at Upper Secondary Level." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-623.

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The purpose of this essay is to investigate what different ways there are to teach English grammar at upper secondary level and what guidance experienced teachers have to offer. This is done by studying different theorists’ ideas on language acquisition as well as what researchers’ opinions are on how to teach grammar. I have also interviewed seven experienced teachers who work at upper secondary level.

The results of this investigation show that explicit grammar teaching has decreased over the years and been replaced by implicit grammar teaching and communication exercises. Grammar teaching has become integrated with activities focusing on meaning and is taught more through examples than by using grammatical terminology. Since students frequently come into contact with English they are not thought to need grammar rules as much, since they learn the language in a native-like way almost. However, they repeatedly make some mistakes. Each teacher had different methods for dealing with these mistakes, but they seemed to be keeping in mind the students’ needs and the curriculum.

In this study, I will highlight some methods for teaching grammar, factors that can influence learning and provide information on some existing theories about how students learn their second language.

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Dymoke, Sue. "The teaching of poetry in secondary schools." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343867.

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Garris, Donald R. "Goals for teaching secondary mildly handicapped students." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39859.

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The purpose of this study was to determine special education teachers' perceptions of goals used to teach secondary mildly handicapped students and to identify hindrances to adopting these goals. A questionnaire was developed and attitudes were assessed by collecting data from secondary special education teachers who taught in the areas of learning disabilities, emotional disturbances, and educable mental retardation. A large suburban school district located in the southeastern united states comprised the survey (census) population. Repeated measure analysis of variance tested for significant differences across teaching exceptionalities toward perceived acceptance and implementation of selected goals. Chi-square analyses tested for any relationships between acceptance and implementation of these goals, as well as teacher relationships toward classification of goals. The findings of this study indicated that teachers of secondary mildly handicapped students exhibited very high acceptance for remedial, maintenance and functional goals for special education. Maintenance goals were perceived to be most important to LD teachers while functional ones were important to EMR instructors. Remedial goals were equally accepted by the LD, ED, and EMR sectors. There was a relatively high rate of implementation for remedial goals for all the teaching groups with no difference in the degree of implementation across the three exceptionalities noted. LD teachers implemented remedial and maintenance goals more than functional ones. ED instructors implemented remedial goals most often, while EMR teachers instructed the most in the functional area. In some instances, especially in the functional area, teachers did not implement specific goals which they perceived to be acceptable. Lack of time was the greatest instructional barrier for LD teachers while parent support hindered ED instructors the most. Diploma. requirements were the most formidable instructional hindrance for the EMR sector. Classroom teachers did not always classify instructional goals in the same manner as experts in the field, and this trend was noted more often in the classification of remedial goals.
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Ko, Ngan-Nei. "Teaching package of thermodynamics in secondary school /." View Abstract or Full-Text, 2002. http://library.ust.hk/cgi/db/thesis.pl?PHYS%202002%20KO.

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Thesis (M. Phil.)--Hong Kong University of Science and Technology, 2002.
Includes bibliographical references (leaves 130-132). Also available in electronic version. Access restricted to campus users.
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O'Neil, Kason M., and LeAnn Kesserling. "Teaching Tactical Concepts in Secondary Physical Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4036.

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Nothdurft, Lyn M. "Teaching for autonomy in senior secondary mathematics." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36626/1/36626_Digitised%20Thesis.pdf.

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Seendani, Ajmal. "TEACHING COMPUTER SCIENCE WITHOUT COMPUTER : Teaching Computer Science in Afghan Secondary Schools." Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32350.

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Computers have become so significant in todays’ world, most of the people use such kind of technology for different purposes in their life: such as computing, designing, calculation and so on. This kind of technology can help the teachers and students in learning process, or we can say that they can be used as a facilitator of the learning process. This study circulates on how the teachers teach computer science in Afghan schools grade (10 to 12), although there are no computers in the classrooms and students just have textbooks for learning computer science. The teachers teach computer theoretically. The study was conducted in 30 schools of six provinces of Afghanistan, the study was conducted based on quantitative research method using questionnaire for both teachers and students, because of security and some cultural problems just a few female teachers and students participated in the study and filling the questionnaires . The study found that majority of teachers and more than half of the students believed that computer science is important in all parts of life; majority of the participants has no access to computers in their schools. Because of having no access to computers textbooks of CS are taught through lecture and group work methods. Additionally, teachers believed that textbooks of CS is useful but have some problems and students believed that these textbooks are so useful. Finally, both teachers and students in this study have faced many problems in the field of CS, so MoE should undertake their problems and provide facilities such as computer labs, professional teachers and so on.
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Rideout, Roxanne Sharon. "Partnerships in education : secondary/post-secondary collaboration /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0035/MQ62419.pdf.

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Books on the topic "Secondary teaching"

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

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

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Cheek, Pat. Teaching secondary science. 2nd ed. London: ASSET, 1993.

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Ross, Keith. Teaching secondary science. 2nd ed. London: David Fulton, 2004.

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Teaching secondary physics. London: Hodder Education, 2011.

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1939-, Brumbaugh Douglas K., ed. Teaching secondary mathematics. Mahwah, N.J: L. Erlbaum Associates, 1997.

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

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Price, Jayne, and Jonathan Savage. Teaching Secondary Music. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2012. http://dx.doi.org/10.4135/9781446288900.

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

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David, Sang, and Association for Science Education, eds. Teaching secondary physics. London: John Murray, 2000.

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Book chapters on the topic "Secondary teaching"

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"Secondary teaching." In A Guide to Teaching Practice, 202–17. Routledge, 2006. http://dx.doi.org/10.4324/9780203132579-18.

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"Teaching strategies." In Secondary English, 94–109. Cambridge University Press, 2020. http://dx.doi.org/10.1017/9781108784405.008.

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"Teaching Writing." In Teaching Secondary English, 148–228. Routledge, 2013. http://dx.doi.org/10.4324/9781410600882-8.

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"Teaching Materials." In Practical Secondary Education, 50–53. Commonwealth, 1987. http://dx.doi.org/10.14217/9781848594180-10-en.

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"of Secondary." In Classroom Teaching Skills, 171. Routledge, 2006. http://dx.doi.org/10.4324/9780203135983-69.

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"Learning and teaching science." In Secondary Science, 61–85. Routledge, 2002. http://dx.doi.org/10.4324/9780203423721-9.

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"Teaching." In Becoming a Secondary School Teacher, 24–38. Routledge, 2013. http://dx.doi.org/10.4324/9780203827260-6.

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"Teaching." In Becoming a Secondary School Teacher, 27–41. Routledge, 2012. http://dx.doi.org/10.4324/9780203117910-5.

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"Teaching About Language." In Teaching Secondary English, 229–309. Routledge, 2013. http://dx.doi.org/10.4324/9781410600882-9.

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"of secondary school." In Classroom Teaching Skills, 193–200. Routledge, 2006. http://dx.doi.org/10.4324/9780203135983-72.

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Conference papers on the topic "Secondary teaching"

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Ioannou, Ioannis, and Charoula Angeli. "Teaching computer science in secondary education." In the 8th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2532748.2532755.

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Garcia, Emilia Martin. "Teaching physics at secondary schools." In AIP Conference Proceedings Volume 173. AIP, 1988. http://dx.doi.org/10.1063/1.37559.

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Solloa, Álvaro, Juan Miguel Alberola, and Víctor Sánchez-Anguix. "PEER TEACHING IN SECONDARY SCHOOLS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1271.

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Gammon, A. "Secondary mathematics: the current situation." In IEE Colloquium on Teaching of Mathematics for Engineering. IEE, 1997. http://dx.doi.org/10.1049/ic:19970455.

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Alexandron, Giora, Michal Armoni, Michal Gordon, and David Harel. "On teaching programming with nondeterminism." In the 8th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2532748.2532762.

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Neutens, Tom, and Francis wyffels. "Teaching computing in primary school." In WiPSCE '18: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3265757.3265791.

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Dagdilelis, Vassilios, and Stelios Xinogalos. "Preparing teachers for teaching informatics." In the 7th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2481449.2481468.

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Waite, Jane, Paul Curzon, William Marsh, and Sue Sentance. "Comparing K-5 teachers' reported use of design in teaching programming and planning in teaching writing." In WiPSCE '18: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3265757.3265761.

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Sentance, Sue, Jane Waite, Lucy Yeomans, and Emily MacLeod. "Teaching with physical computing devices." In WiPSCE '17: 12th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3137065.3137083.

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Neuhaus, Linda. "Teaching computer graphics in secondary education." In ACM SIGGRAPH 2008 talks. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1401032.1401053.

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Reports on the topic "Secondary teaching"

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Blaine, Richard. The teaching of history in the secondary schools of Australia. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2284.

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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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Kane, Thomas. Transforming the Soul of Education: Sustainability at the Center of Teaching and Learning in Secondary Schools. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.270.

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Young, Gerald. The Journey to Becoming Constructivist, Presidential Award for Excellence in Mathematics and Science Teaching, Secondary Mathematics Teacher. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2064.

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Weggelaar, Cristy. "It's All Because I Like the Person That's Teaching Me" : Masculinities, Engagement, and Caring Relationships in Secondary Schools. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6883.

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Rashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk, and Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4116.

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One of the successful components of quality assimilation of educational material and its further use in the learning process is visualization of material in secondary education institutions. Visualizations need the subjects of the school course, which are the most difficult to understand and essentially do not have at the beginning of the study of widespread practical application, mostly mathematical objects. That is why this study aimed to analyze mobile tools that can be used to visualize teaching geometry. The object of the study is the process of teaching geometry in the middle classes of secondary schools. The subject of the study is the use of augmented reality tools in teaching geometry to students in grades 7-9. The study used such research methods as the analysis and justification of the choice of mobile augmented reality for the study of mathematics. Analyses displayed two augmented reality tools: ArloonGeometry and Geometry AR. In order to gain geometry instruction’s academic success for the students, these tools can be used by teachers to visualize training material and create a problematic situation. The use of augmented reality means in the geometry lessons creates precisely such conditions for positive emotional interaction between the student and the teacher. It also provided support to reduce fear and anxiety attitudes towards geometry classes. The emotional component of learning creates the conditions for better memorization of the educational material, promotes their mathematical interest, realizes their creative potential, creates the conditions for finding different ways of solving geometric problems.
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Kramarenko, Tetiana H., Olha S. Pylypenko, and Vladimir I. Zaselskiy. Prospects of using the augmented reality application in STEM-based Mathematics teaching. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3753.

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The purpose of the study is improving the methodology of teaching Mathematics using cloud technologies and augmented reality, analyzing the peculiarities of the augmented reality technology implementing in the educational process. Attention is paid to the study of adaptation of Augmented Reality technology implementing in teaching mathematical disciplines for students. The task of the study is to identify the problems requiring theoretical and experimental solutions. The object of the study is the process of teaching Mathematics in higher and secondary education institutions. The subject of the study is augmented reality technology in STEM-based Mathematics learning. In the result of the study an overview of modern augmented reality tools and their application practices was carried out. The peculiarities of the mobile application 3D Calculator with Augmented reality of Dynamic Mathematics GeoGebra system usage in Mathematics teaching are revealed.
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Duong, Bich-Hang, Vu Dao, and Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.

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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to competency development. Informed by a sociocultural approach and the sensemaking perspective, this study draws from a dataset of 91 secondary teachers collected over three years (2017-2019), with a particular focus on longitudinal analysis of eight teachers. The findings shed light on teachers’ ambivalence as they made sense of the target competencies and aligned their practices with the new CBE reform. Based on their prior experiences and worldviews, teachers made sense of competencies as learning foundational knowledge and skills, in addition to developing good attitude, character, and morality. Over the years, they placed a stronger emphasis on the competencies’ process-orientation, integration, and real-life application toward whole-child development. Despite teacher sensemaking and changing practices, the performativity culture for high learning outcomes still prevailed, making teaching competencies for life a challenging task. Contributing to the CBE literature and practice, this study illustrates the long and complicated process through which teachers recontextualize the CBE pedagogy. It also suggests how teacher practices can be better supported to transition to the new CBE curriculum.
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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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Buzko, Viktoriia L., Alla V. Bonk, and Vitaliy V. Tron. Implementation of Gamification and Elements of Augmented Reality During the Binary Lessons in a Secondary School. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2663.

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The purpose of the research is to consider the possibilities of gamification and elements of augmented reality in the secondary school during the binary lessons in Physics and English. The objective of the research is to give examples of conducting binary lessons by means of gaming and elements of augmented reality. The object of the research is the process of teaching Physics and English in a secondary school. The subject of the research is the use of gamification and the elements of augmented reality when conducting binary lessons in a secondary school. The article considers the possibility of introducing the elements of augmented reality and gamification in a secondary school during the binary lessons. Examples of binary lessons for the secondary school students using gamification and augmented reality elements are given. The introduction of various types of educational activities during the binary lessons is analyzed. The results of the research indicate that gamification and the introduction of the elements of augmented reality in the process of studying in a secondary school contribute to the formation and development of cognitive interest of students in Physics and English; it will promote the application of scientific and technical knowledge in real life.
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