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Journal articles on the topic 'Secondary teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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1

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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2

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

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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Drake Brown, Sarah, Wilson J. Warren, Todd Beach, and Frederick D. Drake. "Teaching History Now: Secondary Schools." Teaching History: A Journal of Methods 42, no. 2 (November 4, 2017): 104–7. http://dx.doi.org/10.33043/th.42.2.104-107.

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12

Más Marín, María Cristina. "Teaching secondary students ICC through music. A teaching proposal." Fòrum de recerca, no. 20 (2015): 617–36. http://dx.doi.org/10.6035/forumrecerca.2015.20.41.

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13

Dr. S. S. Patil, Dr S. S. Patil, and Dr Jayashree V. Rakkasagi. "Infusion Method for Teaching Peace Education to Secondary School Children." International Journal of Scientific Research 2, no. 9 (June 1, 2012): 112–13. http://dx.doi.org/10.15373/22778179/sep2013/42.

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14

M.Kh., Shomirzayev. "“Technology” In Secondary Schools Organization Of Science Classes." American Journal of Social Science and Education Innovations 02, no. 11 (November 30, 2020): 395–405. http://dx.doi.org/10.37547/tajssei/volume02issue11-66.

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15

Zain, Azrani Mohd, Soaib Asimiran, Abu Bakar Razali, and Nor Aniza Ahmad. "The Implementation of Teaching Supervision in Excellence Cluster Secondary Schools and Daily Secondary Schools." International Journal of Human Resource Studies 11, no. 4S (November 25, 2021): 243. http://dx.doi.org/10.5296/ijhrs.v11i4s.19251.

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This study explores the implementation of teaching supervision in Excellence Cluster National Secondary Schools and Daily Secondary Schools. This study adopts the qualitative exploratory approach and involves eight study samples selected by purposive sampling. Methods of interview, observation and document analysis were used as the main tools in collecting the study data. The data collected were analysed using in-depth reading, open coding and axial coding. The results of the study as a whole show that the two categories of schools do not show differences in the characteristics studied in the implementation of teaching supervision in secondary schools. The study’s findings show that teaching supervision in Excellence Cluster Secondary Schools and Daily Secondary Schools is implemented through the devolution of power to middle leaders. Teaching supervision is guided by the teaching supervision form found in SKPMG2 standard 4. Teaching supervision in both school categories is done three times a year involving three phases. Moreover, teaching evaluation is done through direct observation in the classroom with full guidance on the teaching supervision form. The similarity in the implementation of teaching supervision is due to the same challenges faced by principals in both school categories, namely time constraints and administrative workload. The findings also show that supervisors use no specific approach for teaching supervision. The implication of this study is that it provides an insight into the implementation of teaching supervision by school administrators and that strengthening the skills and knowledge of middle leaders could improve teaching supervision effectiveness and positively impact the students, teachers and the school.

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16

Nbina, JB, and OA Mmaduka. "Enhancing chemistry teaching in secondary schools: An alternative teaching approach." AFRREV STECH: An International Journal of Science and Technology 3, no. 2 (July 4, 2014): 127. http://dx.doi.org/10.4314/stech.v3i2.8.

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17

Read, Martyn, David Galloway, and Anne Edwards. "Secondary School Teaching and Educational Psychology." British Journal of Educational Studies 41, no. 3 (September 1993): 321. http://dx.doi.org/10.2307/3122302.

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18

Király, Sándor. "Teaching integral transforms in secondary schools." Teaching Mathematics and Computer Science 9, no. 2 (2011): 241–60. http://dx.doi.org/10.5485/tmcs.2011.0282.

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19

EDGE, D. A. "Mathematics Teaching in Scottish Secondary Schools." Teaching Mathematics and its Applications 5, no. 3 (1986): 127–37. http://dx.doi.org/10.1093/teamat/5.3.127.

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20

Battersby, Diana. "Teaching secondary school literacies with ICT." British Journal of Educational Technology 37, no. 2 (March 2006): 311–12. http://dx.doi.org/10.1111/j.1467-8535.2006.00602_6.x.

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21

Sklar, H. "Reimagining the Teaching of Secondary English." Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 7, no. 2 (April 1, 2007): 309–16. http://dx.doi.org/10.1215/15314200-2006-041.

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22

Van Decar, Patricia. "Teaching about Korea in Secondary School." Social Studies 79, no. 4 (July 1988): 177–93. http://dx.doi.org/10.1080/00220973.1945.11019914.

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23

Merrill, Steve. "Learning and Teaching in Secondary Schools." Journal of In-service Education 31, no. 1 (March 1, 2005): 211–24. http://dx.doi.org/10.1080/13674580500200480.

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24

Schulzki, Anton. "Teaching Elections in a Secondary Classroom." Geography Teacher 13, no. 3 (July 2, 2016): 138–40. http://dx.doi.org/10.1080/19338341.2016.1197846.

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25

Goulson, Cary F. "Secondary Teaching Skills Seminar: Some Suggestions." Clearing House: A Journal of Educational Strategies, Issues and Ideas 59, no. 9 (May 1986): 410–12. http://dx.doi.org/10.1080/00098655.1986.11478196.

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26

Goulson, Cary F. "Secondary Teaching Skills Seminar: Some Suggestions." Clearing House: A Journal of Educational Strategies, Issues and Ideas 59, no. 9 (May 1986): 410–12. http://dx.doi.org/10.1080/00098655.1986.11478197.

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27

Goulson, Cary F. "Secondary Teaching Skills Seminar: Some Suggestions." Clearing House: A Journal of Educational Strategies, Issues and Ideas 59, no. 9 (May 1986): 410–12. http://dx.doi.org/10.1080/00098655.1986.9955707.

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28

Antsiferova, Olga. "Secondary Texts in Teaching Foreign Students." Social and cultural space of Russia and abroad: society, education, language, no. 4 (2015): 5–14. http://dx.doi.org/10.17853/2312-3281-2015-4-5-14.

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29

Mamoura, Maria, and Aglaia Raftopoulou. "Secondary Teachers and Creativity in Teaching: Conceptions and Practices." International Journal of Educational Studies 3, no. 3 (October 21, 2020): 120–28. http://dx.doi.org/10.53935/2641-533x.v3i3.149.

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In recent years, there seems to be a sharp shift towards the concept of creativity in education. Given that many theorists and researchers find it difficult to define the concept of creativity itself, this paper will attempt to investigate a) the conceptions about creativity in teaching of 5 teachers of humanistic subjects (Modern Greek Language, Ancient Greek Language, History, Greek Literature) in Greek secondary education b) how these specific conceptions are reflected in their teaching practices and c) the degree to which certain teaching strategies that seem to better facilitate creativity in teaching. The research data were collected from five (5) interviews, transcripts and worksheets of ten (10) teachings including field notes. Data were analyzed by the method of grounded theory. Data analysis showed that the emphasis is placed on "creative teaching" rather than on "teaching in order to develop student‟s creativity", as distinguished by Jeffrey and Craft. The most important finding of the research is that despite their good intentions or stated open perceptions, the research subjects do not systematically promote students' creativity unless they abandon their regulatory role and leave a genuine space of self-efficacy to their students. The authors conclude that further research is needed to answer the following questions: why is the model of creative teacher dominant and not that of the teaching that promotes students' creativity and in what extent and in which ways is creativity defined by specific cognitive subjects.

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30

Mamoura, Maria, and Aglaia Raftopoulou. "Secondary Teachers and Creativity in Teaching: Conceptions and Practices." Research Journal of Education, no. 64 (April 20, 2020): 31–38. http://dx.doi.org/10.32861/rje.64.31.38.

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In recent years, there seems to be a sharp shift towards the concept of creativity in education. Given that many theorists and researchers find it difficult to define the concept of creativity itself, this paper will attempt to investigate a) the conceptions about creativity in teaching of 5 teachers of humanistic subjects (Modern Greek Language, Ancient Greek Language, History, Greek Literature) in Greek secondary education b) how these specific conceptions are reflected in their teaching practices and c) the degree to which certain teaching strategies that seem to better facilitate creativity in teaching. The research data were collected from five (5) interviews, transcripts and worksheets of ten (10) teachings and including field notes. Data were analyzed by the method of grounded theory. Data analysis showed that the emphasis is placed on "creative teaching" rather than on "teaching in order to develop student’s creativity", as distinguished by Jeffrey and Craft. The most important finding of the research is that despite their good intentions or stated open perceptions, the research subjects do not systematically promote students’ creativity unless they abandon their regulatory role and leave a genuine space of self-efficacy to their students. The authors conclude that further research is needed to answer the following questions: why is the model of creative teacher dominant and not that of the teaching that promotes students’ creativity and in what extent and in which ways is creativity defined by specific cognitive subjects.

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31

Mills, Janet. "Starting at secondary school." British Journal of Music Education 13, no. 1 (March 1996): 5–14. http://dx.doi.org/10.1017/s0265051700002904.

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The quality of music teaching that pupils receive when they enter a new secondary school at the age of 11 years varies. The article considers the characteristics of unsuccessful and successful approaches to teaching in Year 7.

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32

Priyadarshini, E. Lavanya, and Dr R. Annakodi Dr.R.Annakodi. "Effectiveness of Different Methods in Teaching Environmental Education to Secondary Students." International Journal of Scientific Research 3, no. 3 (June 1, 2012): 86–87. http://dx.doi.org/10.15373/22778179/march2014/29.

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33

Sahoo, Suruchi, Mahendra Prasad Behera, and Sanjaya Sahu. "Metacognitive Awareness on Teaching and Teaching Competence of Secondary Prospective Teachers." Shanlax International Journal of Arts, Science and Humanities 8, no. 3 (January 1, 2021): 77–85. http://dx.doi.org/10.34293/sijash.v8i3.3466.

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Metacognition is the individual’s awareness of how he learns and what he does, employment of proper knowledge to gain his ends; the ability to employ cognitive skills that are required in an ordinary test, the knowledge of which strategies be employed with which goals, and the assessment of individual processes before and after the performance” (Flavell, 1997). Here, an attempt was made to investigate the relationship and differences of metacognitive awareness on teaching and teaching competence of prospective secondary teachers. The main objective of the study was to compare the significant mean differences and relationship of of metacognitive awareness on teaching and teaching competence of male and female secondary prospective teachers. A sample of 100 secondary prospective teachers consisted of 50 males and 50 females from Dr. PMIASE, Sambalpur, and Panchayat College, Bargarh, were selected randomly. For this study, both correlational and causal-comparative method was employed by the researcher. To collect data, the researcher used the Inventory of Metacognitive Awareness for Teachers (MAIT) developed by C. Balcikanli (2011) and the General teaching Competence scale (GTC) developed by B.K. Passi and Lalitha (1994). The obtained data were analyzed using”t” test and Pearson correlation coefficient “r.” It was that found the mean scores of male teachers are significantly better than the female teachers when metacognitive awareness was compared with teaching and teaching competence. Lastly, the result indicated there existed a strong positive correlation of metacognitive awareness on teaching and teaching competency concerning male and female student teachers.

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34

Dixon, Gavin, Bob Moon, and Ann Shelton Mayes. "Teaching and Learning in the Secondary School." British Journal of Educational Studies 42, no. 2 (June 1994): 200. http://dx.doi.org/10.2307/3122342.

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35

Huseynoghlu-Bilal Hasanly, Soltan. "Teaching of Nasimi legacy at secondary schools." Azerbaijan Journal of Educational Studies 261-262, no. 261-262 (2019): 65–78. http://dx.doi.org/10.29228/edu.57.

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36

Mutya, Romel, and Cristina Ramas. "Computer-Based Instruction in Teaching Secondary Biology." International Journal of Science, Technology, Engineering and Mathematics 2, no. 3 (July 14, 2022): 1–16. http://dx.doi.org/10.53378/352900.

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This study investigates the effectiveness of Computer-Based Instruction (CBI) in teaching Biology to 7th graders of a secondary night school in Cebu City, Philippines. A pretest and posttest quasi-experimental design with a control group was utilized to two groups of students, of which one was exposed to CBI and the other to the conventional lecture method (CLM). An Instructional Materials Motivation Survey (IMMS) was used to assess its motivational characteristics. Data gathered were analyzed using descriptive statistics, frequency count and percentage, mean and standard deviation, t-test. Findings revealed that both groups had Fairly Satisfactory performance in the pretest, which implies that the students had low knowledge on the topic. The study also found that both groups had significantly increased their performances from the pretests to the posttests, implying the essence of CLM and CBI use. Ultimately, the study revealed that the use of CBI is more effective than CLM, as seen in the enhanced students’ performance, signifying the effectiveness of the instruction using a computer in teaching Biology concepts. The students commended the CBI for being a user-friendly, autonomous, self-paced, and self-regulating instructional design that helped them enhance their performance in the least learned competencies. A contextualized CBI in Biology was crafted to serve as a guide for teachers and enable the students to pave the way for the mastery of the different competencies in Biology.

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37

Salwén, Håkan, and Henrik Lokind. "Team-Teaching Philosophy in Upper Secondary School." Journal of Didactics of Philosophy 1, no. 1 (October 1, 2017): 21–39. http://dx.doi.org/10.46586/jdph.2017.9423.

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This paper discusses a team-taught course we designed, executed and evaluated at Tibble Gymnasium, an upper secondary school in Stockholm, Sweden. With the use of a two-teacher system we wanted to overcome typical difficulties philosophical novices face. After discussing the justifications for designing and teaching the course, we continue to detail its structure and content. Next we evaluate the project with reference to data collected from the students and from reference groups. The resulting effects on students as well as teachers are considerable. The students in the project are, according to the data, more satisfied with their learning and earned higher grades than students in the reference group and the teachers have improved their philosophical and pedagogical skills.

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38

AKHARRAZ, Mohamed. "Culture Teaching in Moroccan EFL Secondary Schools." International Journal of Language and Literary Studies 3, no. 2 (June 29, 2021): 127–44. http://dx.doi.org/10.36892/ijlls.v3i2.579.

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To empower Moroccan students to join the rapidly growing globalized world, the Ministry of education, through multiple official documents, incessantly calls for culture incorporation in the teaching of foreign languages. While the existing research studies on culture in the Moroccan EFL context have considerably revolved around textbook analysis, no study known to the researcher, has explored the real classroom practices of culture teaching in Moroccan secondary schools. Hence, this study explores how culture is being treated by the teaching practitioners at Moroccan secondary EFL classrooms – second-year Baccalaureate level. The thematic analysis of the data collected from 76 EFL instructors at Souss Massa Academy, through online questionnaires and interviews, has shown that the research participants demonstrated a good understanding of the culture teaching. However, the findings exhibited that plenty of challenges have made the linguistic components continue to pre-empt the significant portion of time in the classroom teaching. Based on the reported hurdles, a set of recommendations for the EFL teachers, ELT supervisors, textbook and curriculum designers, and further research were highlighted.

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39

Talbert, Joan E., Milbery W. McLaughlin, and Brian Rowan. "Understanding Context Effects on Secondary School Teaching." Teachers College Record: The Voice of Scholarship in Education 95, no. 1 (September 1993): 1–24. http://dx.doi.org/10.1177/016146819309500105.

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40

Yang, Sun A., and Soo Jin Lee. "Secondary Teachers’ Advanced Knowledge for Teaching Algebra." School Mathematics 21, no. 2 (June 30, 2019): 419–39. http://dx.doi.org/10.29275/sm.2019.06.21.2.419.

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41

Westrom, Marv. "Teaching Structured Programming in the Secondary Schools." Journal of Research on Computing in Education 25, no. 2 (December 1992): 274–76. http://dx.doi.org/10.1080/08886504.1992.10782050.

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42

Lewitter, Fran, and Philip E. Bourne. "Teaching Bioinformatics at the Secondary School Level." PLoS Computational Biology 7, no. 10 (October 27, 2011): e1002242. http://dx.doi.org/10.1371/journal.pcbi.1002242.

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43

Hafen, Christopher A., Bridget K. Hamre, Joseph P. Allen, Courtney A. Bell, Drew H. Gitomer, and Robert C. Pianta. "Teaching Through Interactions in Secondary School Classrooms." Journal of Early Adolescence 35, no. 5-6 (June 9, 2014): 651–80. http://dx.doi.org/10.1177/0272431614537117.

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44

Moyes, A. "Teaching industrial location — secondary data: second best?" Journal of Geography in Higher Education 18, no. 2 (January 1994): 214–21. http://dx.doi.org/10.1080/03098269408709260.

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45

Cope, P. "Teaching PROLOG programming in the secondary school." Journal of Computer Assisted Learning 5, no. 4 (December 1989): 223–30. http://dx.doi.org/10.1111/j.1365-2729.1989.tb00212.x.

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46

Ortiz-Colon, Ana Maria, and Jose Luis Maroto Romo. "Teaching with Scratch in Compulsory Secondary Education." International Journal of Emerging Technologies in Learning (iJET) 11, no. 02 (February 23, 2016): 67. http://dx.doi.org/10.3991/ijet.v11i02.5094.

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The article analyzes the impact that the use of Scratch has in a group of students of Compulsory Secondary Education in the development of the teaching unit. For this we have studied the evolution of creative thought and analyzed the considerations made by the different actors involved, students and teachers. Qualitative and quantitative data are intended to complement the type of evidence and notes in research design followed. The tools used were the interview, field notes, diary of the researcher and the rubric adapted and created by Eduteka. The research results indicate that with the use of Scratch language students get better grades and are more motivated. As a conclusion, we can say that the application of the Scratch program improves school performance and student motivation significantly.

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47

Stickles, Paula R. "Authentic Teaching Experiences in Secondary Mathematics Methods." Investigations in Mathematics Learning 7, no. 3 (March 2015): 1–22. http://dx.doi.org/10.1080/24727466.2015.11790342.

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48

Quicke, J. C., and K. Beasley. "Teaching about mental handicap in secondary schools." International Journal of Rehabilitation Research 10, no. 2 (June 1987): 239. http://dx.doi.org/10.1097/00004356-198706000-00025.

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49

Gursslin, Jonathan. "Teaching Water Activities in Secondary Physical Education." Journal of Physical Education, Recreation & Dance 82, no. 2 (February 2011): 13–14. http://dx.doi.org/10.1080/07303084.2011.10598575.

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50

James, Robert K., and Frank E. Crawley. "Laboratory Teaching Skills for Secondary Science Teachers." School Science and Mathematics 85, no. 1 (January 1985): 11–19. http://dx.doi.org/10.1111/j.1949-8594.1985.tb09591.x.

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