Dissertations / Theses: '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.
Ed. D.

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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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Phillips, Nathan C. "Beyond Fidelity: Teaching Film Adaptations in Secondary Schools." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1910.pdf.

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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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Chan, Sik-chee Eva, and 陳惜姿. "Mother-tongue teaching in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31972354.

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Tam, King-lam, and 譚敬霖. "Using computer algebra system in teaching secondary algebra." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29954472.

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Reyes, Pilar. "Science PGCE students' understanding of secondary science teaching." Thesis, University of Warwick, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246757.

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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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Lau, Yin-har. "Values teaching in Hong Kong junior secondary mathematics." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1760252X.

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Chan, Sik-chee Eva. "Mother-tongue teaching in Hong Kong secondary schools." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24533701.

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Boyd, Michelle. "Co-teaching: Perceptions of Urban, Secondary Co-Teachers." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618511.

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Co-teaching has been used to address access and accountability mandates for students with disabilities. Despite research regarding elements needed for co-teaching success, research shows mixed results regarding co-teaching effectiveness as it relates to student achievement. Given that teachers are the most influential school-related factor vis-a-vis student achievement, this quantitative study, utilizing a cross-sectional survey design, was employed to gain additional information regarding urban, secondary co-teacher perceptions of co-teaching. to that end the Co-teacher Perceptions Survey was administered to 95 middle and high school co-teachers in an urban school district situated in eastern Virginia. Results of this study indicate that successful co-teachers have higher perceptions of co-teaching, co-teacher philosophy and co-planning than unsuccessful co-teachers. Successful co-teachers also have different perceived use of co-teaching models than unsuccessful co-teachers as they use station and alternative teaching more often than their unsuccessful counterparts. However, no differences were noted in co-teacher perceptions for the following subgroups: general and special education co-teachers, middle and high school co-teachers, novice and veteran co-teachers, and voluntary and non-voluntary co-teachers. Implications for practice include ensuring both co-teachers are held equally responsible for student performance in co-taught classes and incorporating co-planning time in the master schedule with high expectations for deliverables from the co-planning process.

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Dupree, Kami M. "Secondary Mathematics Teachers’ Responses to Pivotal Teaching Moments." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7535.

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This study used a multiple case study design to explore the occurrence of pivotal teaching moments, teachers’ responses to these moments, and teachers’ own perceptions of the impact of these moments on their own knowledge development. The participants were six practicing secondary mathematics teachers. The researcher collected data from teacher created lesson plan outlines, observations of the same lesson delivered to two different classes, participant interviews, and teacher reflection journals. The researcher reviewed the lesson plan outlines prior to observations to understand teachers’ anticipations. During observations, the researcher recorded observed pivotal teaching moments, corresponding teacher responses to these moments, and instructional changes between the two observed lessons. Interviews allowed the researcher to identify in-the-moment teacher thinking and teachers’ motivations for their responses. Teacher reflection journals provided insights related to teachers’ classroom actions and learning. The results confirmed and built upon existing classifications of pivotal teaching moments and teachers’ responses, while also identifying seven themes related to teacher motivations for their responses. Teachers’ perceptions of changes in their own knowledge base occurred for their content knowledge as well as their pedagogical content knowledge. Future research should explore how pivotal teaching moments are created, how teacher-student interactions shape teacher knowledge development, and examine the role of teachers’ reflections about their practice in their knowledge development

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Liu, Yang. "Teaching and learning secondary school biology with diagrams." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/767.

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This thesis comprises a series of inter-related studies that examined: (1) diagrams presented in commonly used biology textbooks in Western Australian schools; (2) teachers’ use of diagrams as part of their normal teaching routines; (3) students’ perceptions of how they learn about diagrams in their lessons; and (4) students’ use of text and diagrams in explaining two phenomena in biology that had not been presented in class.Phase one of the research reports the results of an analysis diagrams presented in biology textbooks used by Western Australian students to examine their distribution pattern. Three types of diagrams (iconic, schematic, and charts & graphs) were investigated in science education based on the work of Novick (2006). Therefore, content analysis in this research entailed a systematic reading and categorizing of these diagrams from a number of secondary school textbooks. The textbook types include lower secondary general science textbooks, upper secondary biology textbooks, and biology workbooks. Descriptive statistics were conducted in order to provide first-hand data on exploring how diagrams are used in biology books. Findings of the study suggest that the three types of diagrams are distributed with unique patterns in the secondary biology textbooks.Phase two reports the investigation of biology teachers’ use of diagrams in their classroom teaching. Biology teachers’ teaching was observed in order to determine instructional methods related to diagrammatic teaching and learning in the natural environment. This study described and analysed how teachers of biology use the three different types of diagrams to introduce, explain and evaluate abstract biology concepts.The third phase of the research reports an analysis of how students think about their teachers’ instructional strategies when teaching with diagrams. An instrument was developed from a previously existing instrument to help students reflect upon their use of diagrams during their teachers’ instruction. The questionnaire data indicated that most participant students recognised teachers’ instructional methods in teaching diagrammatic representations as being explanatory tools, in representing biological concepts, and in help assessing their learning. The three dimensions identified by the questionnaire (Instruction with diagram, Assessment with diagrams and Student diagrammatic competence), demonstrated that students’ perceived experienced biology teachers as being more skillful in having diagrams to engage their learning.Phase four investigated students’ conceptual learning of diagrams alongside other modes of representations. The purpose of this phase was to determine how the students interpreted diagrams together with their counterpart – text – when learning three different biology concepts using an interview protocol. In each interview, students were presented with a biological concept with diagrammatic representation (iconic, schematic diagrams, and charts & graphs) together with textual representation (such as written text and chemical equations). The chapter concludes by showing that diagram and text serve different functional roles in students’ conceptual learning when one or both representations are presented. The results showed that diagram and text may constrain, construct or complementary each other so as to help students understand the complex concept.The final chapter draws together and discusses the findings generated in all of the previous studies in which diagrams were used in various aspects of secondary biological education, such as textbooks, classroom instruction, students’ perceptions, and representational learning with text. The limitations of the research are discussed and suggestions made for future research on the instructional usage of diagrams in biological teaching and learning.

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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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Dahmardeh, Mahdi. "English language teaching in Iran and communicative language teaching." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2748/.

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This is a study to investigate English Language Teaching (ELT) in Iran as well as the extent of its compatibility with communicative pedagogy. It has been accepted that language is more than a simple system of rules. Language is now generally seen as a dynamic resource for the creation of meaning. According to the advocates of Communicative Language Teaching (CLT), it is generally accepted that there is a need to distinguish between learning that and knowing how. In other words, there must be a distinction between knowing various grammatical rules and being able to use the rules effectively and appropriately when communicating. In 2007, the first Iranian national curriculum for teaching foreign languages was being developed by a team who was working under the supervision of the Ministry of Education based on CLT. Considering the extent of compatibility of the curriculum with CLT was felt to be important in evaluating the degree of success in achieving the goals of CLT. There were also efforts taken into consideration in order to consider the ELT in Iran from other perspectives. To do so, since the current programme and textbooks had been designed prior to introducing the new curriculum; therefore, it was felt necessary to consider them as well. In order to investigate the situation, varieties of research instruments were applied in order to collect valid and reliable data. These instruments were mainly composed of a review of literature, a desk based analysis of the curriculum, administering questionnaires as well as conducting interview sessions. The questionnaires were mainly distributed among English language teachers and the interviews were conducted with some authors of the curriculum, textbooks and English language teachers. The analysis and interpretation of the collected data suggested that while the newly designed curriculum document is to a great extent compatible with communicative pedagogy, the materials being used by teachers, as well as the current ELT programme, are mainly structurally based and cannot be considered as communicative. The thesis goes on to discuss some of the implications of these findings both for ELT in Iran and for future research.

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Watson, Ken (Ken D. )., University of Western Sydney, and School of Education and Early Childhood Studies. "Documenting pedagogical change : the teaching of literature in NSW secondary schools, 1990-2001, with special reference to the teaching of Shakespeare." THESIS_XXX_EEC_Watson_K.xml, 2003. http://handle.uws.edu.au:8081/1959.7/788.

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The teaching of literature in New South Wales secondary schools has shifted significantly in the period 1990-2001, influenced both by the newer literary theories and by the belated application to the teaching of Shakespeare of active approaches designed to encourage students to think dramatically, think theatrically when approaching playscripts. This essay explores the way in which the author's research papers and the pedagogical materials that they have generated have supported and indeed to some extent been instrumental in bringing about these changes. Beginning with an overview of literature teaching in secondary schools 1990, the essay identifies the questions which have driven the research over the past decade: 1/. Can Reader-Response Theory be made explicit to junior and middle secondary students? Would such knowledge be of value to them? 2/. Are there other aspects of modern literary theory that are worth exploring with secondary students? 3/. Can young readers be encouraged to reflect on their processes of response? Is such an endeavour worthwhile? 4/. How can the teaching of Shakespeare be improved? The last question led the author, during the period of candidature, to explore the puzzling question of why the pedagogy of teaching Shakespeare had lagged so far behind the methods employed in the teaching of other literature, and thus to an historical enquiry covering the teaching of Shakespeare over the past hundred years. At the same time, the author has been concerned to refine some of his teaching methods in order to encourage senior students to explore the plays from, for example, feminist, new historicist and post-colonial perspectives.
Doctor of Education (Ed.D.)

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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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Lam, Lai-wah Melanie. "Student evaluation of teaching in Hong Kong secondary school." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963407.

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Patchen, Jacob L. "Effective teaching strategies for intrinsically motivating secondary science students." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Patchen_JLMIT2010.pdf.

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Star, Rachel Padma. "Constructivist teaching practices middle and secondary school science teachers /." Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1123797028.

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Thesis (Dr. of Education)--University of Cincinnati, 2005.
Title from electronic thesis title page (viewed Mar. 23, 2006). Includes abstract. Keywords: Constructivist Teaching Practices; Science Teachers. Includes bibliographical references.

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Butroyd, Robert. "The values and teaching experiences of secondary school teachers." Thesis, University of Huddersfield, 2003. http://eprints.hud.ac.uk/id/eprint/4605/.

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GieSinger, Patricia. "Teaching practices and secondary mathematics students' perceptions about mathematics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0023/MQ51346.pdf.

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Al-Otaibi, Saad. "Methods of teaching Islamic education in Kuwaiti secondary schools." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497434.

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Lam, Lai-wah Melanie, and 林麗華. "Student evaluation of teaching in Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963407.

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Bond, R. M. "An interrelated approach to teaching mathematics in secondary schools." Thesis, Loughborough University, 1986. https://dspace.lboro.ac.uk/2134/7467.

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This thesis is primarily concerned with the production and evaluation of ideas and materials, based upon an interrelated approach to teaching, which is aimed at arousing curiosity and interest in pupils in secondary schools from the age of fourteen upwards. A case is presented for the consideration of such an approach and a brief account given of how early ideas were formulated. These ideas resulted in the establishment of positive guidelines and strategies upon which the research was to be based. Much emphasis is placed on the significance of effective and attractive written materials for pupils with one chapter being specifically aimed at outlining important aspects of general module preparation. The thesis presents in some detail evaluations of trials carried out with groups of students studying a variety of topics involving mathematical principles. It attempts to describe the successes and failures of various modules of study devised during the research programme and takes special account of comments made by pupils and staff who participated in trials. With the recommendation for a new approach to teaching, effective in-service training of teachers is an essential exercise. Various in-service training programmes organised for teachers and ideas produced during these sessions by enthusiastic, stimulated participants are reported. In addition, the thesis contains proposals for the establishment of a professional centre for mathematical education in schools and colleges within Leicestershire where ideas produced from research projects such as this can be extended, developed fully and subsequently disseminated in an effective manner. In conclusion, the achievements of the research programme are discussed and recommendations and suggestions made for wider use of the interrelated approach to teaching in secondary schools.

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Smith, D. N. "The teaching styles of student teachers of secondary mathematics." Thesis, University of Nottingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403911.

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Hardy, Colin A. "Investigations into the teaching of swimming in secondary schools." Thesis, Loughborough University, 1990. https://dspace.lboro.ac.uk/2134/33144.

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The research grew out of the author's interest in the process of learning to swim and his concern about the recent problems faced by schools in providing swimming lessons. 1ST INVESTIGATION. The results of a questionnaire given to 582 fifth year secondary school pupils from six schools in a Midlands local authority showed that nearly all pupils could swim, females did less well than males at swimming, and low ability pupils (those swimming less than 100 metres) were less likely to enjoy and go swimming in their own time, and more likely to have a parent non-swimmer. 2ND INVESTIGATION. As there was a substantial number of pupils who had made little progress during the secondary years, twenty-nine low ability pupils were Interviewed to probe Into the reasons for their lack of progress. The results Indicated that many of their problems emanated from experiences in the swimming pool, and that their lack of confidence or fear of water affected such areas as stroke technique. The background profile of the group indicated that there was not a general rejection of sporting and educational values, but the variations among pupils suggested that teachers need to have a knowledge of individual as well as group characteristics. 3RD INVESTIGATION. The fact that the school was the main agent of Instruction for many low ability pupils and that many of the pupils' worries stemmed from experiences in structured situations, Indicated that the author should focus on the teaching of swimming for the next investigation. The results, based on a mini-experimental teaching unit (ETU) format. showed that an Intervention strategy could increase the pupils' practical Swimming time, that experienced teachers, who spent the majority of their time teaching and not managing, were able to improve the back crawl performance of females and low ability pupils and to leave the pupils with an accurate picture of the skill. 4TH INVESTIGATION. Although the behaviours of successful experienced teachers may provide models for less experienced teachers, the author was aware, as a teacher educator, that the concerns of pre-service teachers were not always the same as those of co-operating teachers and supervisors. Consequently, a content analysis of the non-success features of Swimming lessons Cited in the evaluation reports of pre-service teachers and supervisors was carried out. The results showed that pre-service teachers were particularly concerned with pupil non-compliance and pupil difficulty with the task, whereas supervisors felt that many of the pre-service teachers' problems were related to their presentation and their choosing and organizing of material to their management of pupils and to lack of professional skills. The present study Indicated that differences exist between pre-service teachers and supervisors in their perceptions of the non-success features of swimming lessons, and that conflict could occur between them unless they try and understand each other's perspective.

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Madida, Minenhle S. "Innovative communication protocols for teaching in rural secondary schools." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1782.

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A thesis submitted to the Faculty of Arts in fulfilment of the requirements for the Degree, Masters of Communication Science in the Department of Communication Science at the University of Zululand, 2018.
The enhancement of the quality of education through the digitisation of the learning systems is a national priority in South Africa and beyond. Some academic institutions, both basic and higher level, have responded to this by adopting the use of ICT in their practice. However, the enormous digital divide between urban and rural areas has escalated with its negative effect on the schools. Most rural schools remain underdeveloped with a huge deficit in teaching and learning resources, while technological progressions continue at an unprecedented speed. These advancements in technology come with drastic changes in all spheres of life, particularly in the labour market. Thus, the need for preparing high school learners with relevant skills for the future, which mostly relies on ICT capabilities. This study, therefore, focuses on how the use of ICT in a rural classroom can help bring the learners to speed with the digital revolutions we are witnessing. The study adopts the Technology Acceptance Model as well as the Interactive Model to propose plausible solutions. The data were collected from 121 rural secondary school teachers in the King Cetshwayo District Municipality. The findings of the study revealed that the lack of ICT skills among teachers, and insufficient resources to support classroom experiences are key barriers to the effective use of innovative communication protocols, which include ICT in the rural classroom. This has policy implications for the department of higher education in terms of human resource development and the provision of appropriate logistics.

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STAR, RACHEL PADMA. "CONSTRUCTIVIST TEACHING PRACTICES: MIDDLE AND SECONDARY SCHOOL SCIENCE TEACHERS." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1123797028.

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Ross, Donna Louise. "Influences of block scheduling on secondary science teaching practices /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7539.

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Nicholson, Rebecca. "Teaching grammar: Australian secondary English teachers’ beliefs and practices." Thesis, Nicholson, Rebecca (2019) Teaching grammar: Australian secondary English teachers’ beliefs and practices. Masters by Research thesis, Murdoch University, 2019. https://researchrepository.murdoch.edu.au/id/eprint/55853/.

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This thesis presents an investigation into English teachers’ beliefs and declared practices in teaching grammar in Western Australian secondary schools. In doing so, this study has produced an up-to-date account of secondary school teachers’ conceptualisation of grammar, the factors they perceive influence their teaching of grammar, and their preparedness and confidence in teaching grammar. This qualitative study will extend knowledge into the beliefs of Australian secondary English teachers towards teaching grammar. Drawing on the literature review, a theoretical framework about English teachers’ beliefs and practices was created which informed data collection and analysis. Data collection was derived from semi-structured in-depth interviews with six secondary English teachers, all female, with experience in teaching Years 7 to 10 in Western Australian schools. A theory-based interview guide elicited participant’s beliefs and practices in teaching grammar. The interview transcripts were coded inductively and deductively according to the theoretical framework and the data itself to generate main themes. The findings suggest that there exists a dichotomy between the secondary teachers’ conceptualisation of grammar as “functional literacy” and their prescriptive approach to teaching grammar. Teachers felt traditional grammar teaching is “boring” and “complex” and valued grammar teaching for its association with Standard Australian English and a student’s future success. Frequent concern was expressed for their student’s limited knowledge of and disinterest in learning grammar and emphasised the importance of grammar teaching in primary school. These findings support previous research that secondary English teachers have not learnt grammar at school and lack training in teaching grammar. These findings may provide policy makers, teacher educators and practitioners with a greater understanding of the current trends in beliefs and practices towards grammar teaching in the secondary English context.

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Tsui, Chi-Yan. "Teaching and Learning Genetics with Multiple Representations." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1614.

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This study investigated the secondary school students' learning of genetics when their teachers included an interactive computer program BioLogica in classroom teaching and learning. Genetics is difficult to teach and learn at school because it is conceptually and linguistically complex for students who have little or no prior knowledge about it. Yet genetics is now central to learning and research in biomedical sciences and is essential for understanding contemporary issues such as genetic engineering and cloning. Interactive multimedia programs such as BioLogica have provided new opportunities for learning as these programs feature multiple external representations (MERs) of knowledge in different formats, including visualgraphical and verbal-textual and at different levels of organisation. Users can manipulate and observe the behaviour of these MERs. Ainsworth (1999) summarised three functions of MERs claimed by researchers in supporting learners - to provide complementary information or processes, to constrain interpretations of phenomena and to promote construction of deeper understanding of the domain. Using an interpretive, case-based research approach with multiple methods and multiple sources of data, this study was guided by two foci of inquiry - teachers' integration and implementation of BioLogica in their classroom teaching, and students' learning with BioLogica alongside other resources. The theoretical framework drew on perspectives from educational psychology, the conceptual learning model in science education, and cognitive/computational sciences.Student learning was interpreted using a multidimensional conceptual change framework (Tyson, Venville, Harrison, & Treagust, 1997)-social/affective dimension in terms of students' interests and motivations, epistemological dimension in terms of genetics reasoning of six types (Hickey & Kindfield, 1999), and ontological dimension in terms students' gene conceptions (Venville & Treagust, 1998). Teaching and learning with BioLogica were also analysed and interpreted using Ainsworth's three functions of MERs. Necessary techniques including triangulation were used to increase the rigour of data analysis and interpretation in keeping with the qualitative research tradition. The study was conducted during the years 2001 and 2002 at six classroom sites across four senior high schools of different contexts in the metropolitan Perth area in Western Australia. Five teachers and their Year 10 students (four classes) and Year 12 students (two classes) - 117 students (90 girls and 27 boys), aged from 14 to 18, - participated in the study. Data were collected in response to the initial research questions and the reformulated case-specific research questions. The findings in terms of general assertions were generated from within-case and cross-case analyses and interpretations. Findings of the study suggest that teachers idiosyncratically incorporated (rather than integrated) BioLogica activities in their classroom teaching based on their beliefs and referents for normal classroom teaching. The teachers' implementation and scaffolding of student learning with BioLogica were affected by their knowledge of the software and beliefs about its usefulness based on the salient features of the MERs rather than their functions.Institutional support, technical issues, and time constraints were the possible barriers for using BioLogica in teaching. The findings also suggest that most students were motivated and enjoyed learning with BioLogica but not all who were actively engaged in the activities improved their genetics reasoning. Mindfulness (Salomon & Globerson, 1987) in learning with the BioLogica MERs, learning together with peers, scaffolded learning within the zone of proximal development (Vygotsky, 1978) were deemed important to students' conceptual learning. The postinstructional gene conceptions of most students were not sophisticated and were generally intelligible-plausible (IP) but not intelligible-plausible-fruitful (IPF). While most students identified two salient features of BioLogica MERs, visualisation and instant feedback, some students who substantially improved their reasoning believed that these two features helped their understanding of genetics. Overall, students exhibited social/affective (motivational) and epistemological conceptual change but little or no ontological change. The findings have implications for further and future research. First, Thorley's status analysis is useful in analysing multidimensional conceptual change (Tyson et al., 1997). Second, MERs have provided new learning opportunities and challenges for classroom learning and science teacher education. Third, there is urgency for improving Year 10 genetics teaching and learning. Fourth, the notion of multiple representations is promising in unifying theoretical constructs in psychology, cognitive/computational sciences, science education and science teacher education.

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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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Blade, Jamie. "Variety is the Key: Teaching Shakespeare in Secondary English Classrooms." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/english_hontheses/7.

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This thesis explores the reasons teachers teach Shakespeare, especially his plays, in Secondary English classrooms, which plays teachers teach and why they teach them, and a catalog of methods of teaching Shakespeare. The catalog includes methods of introduction, literary analysis, performance, multimedia, and technology, as well as methods that integrate multiple approaches. The thesis stresses the integration of multiple approaches and the employment of a variety of methods.

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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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Christian, Richard Dennis Rhodes Dent. "A design for teaching preservice secondary social studies teachers methods for teaching critical thinking skills." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633389.

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Thesis (Ed. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 10, 2006. Dissertation Committee: Dent M. Rhodes (chair), Larry Kennedy, Kenneth Jerrich, Frederick Drake. Includes bibliographical references (leaves 195-204) and abstract. Also available in print.

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Corney, Graham John. "Geography student teachers' conceptions of teaching environmental topics." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10020350/.

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Kim, Sunah Irvine Hope. "Art in schools: considering the profession of teaching secondary art." Related Electronic Resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.

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Dozier, Patricia Ann. "How do secondary students feel about the co-teaching strategy? /." Search for this dissertation online, 2005. http://wwwlib.umi.com/cr/ksu/main.

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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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Brinson, Helen S. "Effective teaching strategies of foreign languages in secondary diverse classrooms." Master's thesis, Mississippi State : Mississippi State University, 2005. http://library.msstate.edu/etd/show.asp?etd=etd-04212005-142302.

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Pedersen, Josefine. "The Colonial Era in the Gambian Secondary School History Teaching." Thesis, Växjö University, School of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1991.

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The aim of this thesis is to study and analyse how the manifestation of the British colonial era is presented and interpreted in Gambian secondary school history teaching. The sources used in this study are the history syllabus, history textbooks and a few teachers. The research questions are: To what extent is the colonial era projected in the history teaching, if so, why is so much emphasis focused on the colonial times? What attitudes do the people have regarding the colonial era and the British; what is positive and what is negative with the strong focus on the colonial times?

The reason why I have chosen to study the colonial era and its magnitude and impact in the history teaching in the Gambia, is that this is an unexplored subject and I found it interesting to focus on this subject and put it in relation to such a small country as the Gambia. The reasons mentioned above is what it makes it interesting to study how the colonial era is viewed in the history teaching in the Gambia and how teachers handle this subject. How do they handle this period of history in a former colony?

In this study I have used the qualitative method. My empirical material has been collected through history schoolbook analysis, interviews with three teachers and participated classroom observations in the history subject. My theoretical framework includes concepts like learning procedure, learning dilemmas and attitudes about colonialism, which are described and discussed.

The colonial era is frequently emphasised in the history teaching in the Gambia, almost all the history teaching consist of this subject area. Furthermore, the attitude towards this era and the British colonisers varies among interviewed teachers. One conclusion is that it is important to convey both a positive and a negative view about this matter.

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Dissertations / Theses on the topic 'Secondary teaching'

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