Littérature scientifique sur le sujet « Study and teaching (Secondary) »
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Articles de revues sur le sujet "Study and teaching (Secondary)"
Beisenherz, Paul C., et Marylou Dantonio. « Preparing secondary teachers to study science teaching ». Journal of Science Teacher Education 2, no 2 (juin 1991) : 40–44. http://dx.doi.org/10.1007/bf02962851.
Texte intégralKothawade, Dr Pravin Laxman. « Correlative Study of Teaching Effectiveness & ; Job Satisfaction of Higher Secondary School Teachers ». Indian Journal of Applied Research 4, no 7 (1 octobre 2011) : 116–18. http://dx.doi.org/10.15373/2249555x/july2014/35.
Texte intégralDas, Sijila, et Nalinilatha M. « A STUDY ON TEACHING COMPETENCY OF SECONDARY SCHOOL TEACHERS ». International Journal of Research -GRANTHAALAYAH 5, no 6 (30 juin 2017) : 508–13. http://dx.doi.org/10.29121/granthaalayah.v5.i6.2017.2063.
Texte intégralZain, Azrani Mohd, Soaib Asimiran, Abu Bakar Razali et 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 (25 novembre 2021) : 243. http://dx.doi.org/10.5296/ijhrs.v11i4s.19251.
Texte intégralKim, ShinYoung. « An Evaluation Study on Teaching Practicum in Secondary Schools ». Korean Society for Educational Evaluation 31, no 4 (30 décembre 2018) : 831–63. http://dx.doi.org/10.31158/jeev.2018.31.4.831.
Texte intégralBolden, Benjamin. « Teaching composing in secondary school : a case study analysis ». British Journal of Music Education 26, no 2 (3 juin 2009) : 137–52. http://dx.doi.org/10.1017/s0265051709008407.
Texte intégralSUGIYAMA, Sarina, et Yukinori UTSUMI. « Study on STEM Teaching Materials in Australian Secondary Schools ». Journal of Research in Science Education 63, no 2 (30 novembre 2022) : 311–22. http://dx.doi.org/10.11639/sjst.22005.
Texte intégralLu, Huanhuan, Yanxia Jiang et Hualin Bi. « MODELING TEACHING IN STUDY OF GALVANIC CELLS : UPPER-SECONDARY SCHOOL CONTEXT ». Journal of Baltic Science Education 19, no 6 (5 décembre 2020) : 972–88. http://dx.doi.org/10.33225/jbse/20.19.972.
Texte intégralKalita, Anju, et Kaberi Saha. « A Study on the Effectiveness of Teachers Teaching English in the Secondary Schools of Kamrup District ». Paripex - Indian Journal Of Research 2, no 3 (15 janvier 2012) : 76–77. http://dx.doi.org/10.15373/22501991/mar2013/28.
Texte intégralMuhsen Al Harbi, Abdullah Abdul. « Evaluation Study for Secondary Stage EFL Textbook : EFL Teachers’ Perspectives ». English Language Teaching 10, no 3 (2 février 2017) : 26. http://dx.doi.org/10.5539/elt.v10n3p26.
Texte intégralThèses sur le sujet "Study and teaching (Secondary)"
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.
Texte intégralLau, Yin-har, et 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.
Texte intégralKgwadi, Ntate Daniel. « Inexpensive conceptual experiments/demonstrations for physics teaching ». Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834635.
Texte intégralDepartment of Physics and Astronomy
Mabodoko, Mkhumbuzi Joe. « A phenomenological investigation into the lived experiences of grade 12 Physical Sciences learners from selected schools in the Western Cape Province ». Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2565.
Texte intégralThis study aims to narrate the lived experiences of Grade 12 Physical Sciences learners. According to UMALUSI reports on National Senior Certificate (NSC) of 2011 and 2013, there seems to be a steady decrease in the number of learners writing Physical Sciences from 2008 to 2013. One of the aims of this study is to investigate why there is a steady decline in the number of learners choosing the subject and what their classroom experiences are. A related aim is to describe how these learners’ perceptions of their Physical Sciences educators affect their mental experiences in the subject. The study used phenomenology both as a research methodology as well as the underpinning theoretical framework. Twelve Grade 12 learners from 3 different schools in the Metro North Education District in Cape Town were chosen to participate in this research. The data were collected using two rounds of in-depth semi-structured interviews. The interviews were transcribed and explicated using Giorgi’s phenomenological method. The findings show that although Physical Sciences educators are trying to support their learners, they are failing to meet the expectations of the learners. These findings provide new insights into understanding the world of the learner better and that the recommendations could have transformative implications for curriculum planners, curriculum advisors and pedagogical strategies in how the subject is presented to learners.
Pentland, Kathleen Ann. « Similarities and differences in perceptions held by secondary art teachers, secondary art students and animators on the role and character of animation in art education ». Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28998.
Texte intégralEducation, Faculty of
Graduate
Woodward, Robert. « Teaching television literacy in South African secondary schools ». Master's thesis, University of Cape Town, 1992. http://hdl.handle.net/11427/18321.
Texte intégralThis 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.
Ceasar, Reginald Raymon. « Investigating an integrated teaching methodology as a means to prepare students for university studies in mathematics ». Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Texte intégralLangdon, Paul. « Built environment education : a curriculum paradigm ». Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40377.
Texte intégralThere is a fundamental need for more comprehensive curriculum planning in built environment education. The goal of this research is to develop a curriculum paradigm that can be used to create curriculum plans and instructional designs for built environment education as part of the art class in secondary schools.
The built environment content of this curriculum paradigm is based on the active investigation of the students' internal world with all its different perceptions and lived experience and how this affects their understanding of the greater built environment. Through a more intense investigation of the greater built environment, the students will then analyze the effect that this environment has on their own perceptions and living habits. By developing a more conscious understanding of the built environment, the students will be better equipped to make informed decisions on how to better adapt to or change their environment.
A guiding principle for the curriculum paradigm was to ensure that the introduction of a new subject area, such as built environment education, into art education curriculum involved processes of creativity and discovery along with self-reflective and participatory action for both the teacher and students. To be effective, the content material must not only be accessible through the traditional modes of academic literature research but also made valid through observation, reflection and interaction with the particular built environment of the teacher and students themselves.
Vigilance and active participation in the process of urban change are vital. These changes can only be effective and enduring if we acknowledge the capacity of the built environment to enrich our lives as private and communal beings.
One of the essential goals of this curriculum paradigm is to capture the excitement and potential that the built environment offers as a pervasive agent for understanding and celebrating constructed past, present and future.
Taylor, Charles 1955. « Conceptual development in mechanics ». Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8063.
Texte intégralChiarella, Andrew. « Statistical reasoning and scientific inquiry : statistics in the physical science classroom ». Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33882.
Texte intégralLivres sur le sujet "Study and teaching (Secondary)"
Savage, Jonathan, et Jayne Price. Teaching secondary music. London : SAGE, 2012.
Trouver le texte intégral1939-, Brumbaugh Douglas K., dir. Teaching secondary mathematics. Mahwah, N.J : L. Erlbaum Associates, 1997.
Trouver le texte intégralPike, Mark A. Teaching secondary English. London : P. Chapman Pub., 2004.
Trouver le texte intégral1944-, McDuell G. R., et Association for Science Education, dir. Teaching secondary chemistry. London : John Murray, 2000.
Trouver le texte intégralDavid, Sang, et Association for Science Education, dir. Teaching secondary physics. London : John Murray, 2000.
Trouver le texte intégralBrumbaugh, Douglas K. Teaching secondary mathematics. 2e éd. Mahwah, NJ : Lawrence Erlbaum, 2001.
Trouver le texte intégralRoss, Keith. Teaching secondary science. 2e éd. London : David Fulton, 2004.
Trouver le texte intégralDavid, Curtis. Teaching secondary English. Buckingham [England] : Open University Press, 1993.
Trouver le texte intégralSang, David. Teaching secondary physics. London : Hodder Education, 2011.
Trouver le texte intégralParkinson, John. Improving secondary science teaching. London : RoutledgeFalmer, 2004.
Trouver le texte intégralChapitres de livres sur le sujet "Study and teaching (Secondary)"
Whitehead, Jack, Jacqueline Delong, Marie Huxtable, Liz Campbell, Cathy Griffin et Joy Mounter. « Self-Study in Elementary and Secondary Teaching ». Dans International Handbook of Self-Study of Teaching and Teacher Education Practices, 1253–89. Singapore : Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6880-6_42.
Texte intégralWhitehead, Jack, Jacqueline Delong, Marie Huxtable, Liz Campbell, Cathy Griffin et Joy Mounter. « Self-Study in Elementary and Secondary Teaching ». Dans Springer International Handbooks of Education, 1–38. Singapore : Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1710-1_42-1.
Texte intégralLewis, Catherine, Shelley Friedkin, Elizabeth Baker et Rebecca Perry. « Learning from the Key Tasks of Lesson Study ». Dans Constructing Knowledge for Teaching Secondary Mathematics, 161–76. Boston, MA : Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-09812-8_10.
Texte intégralOrtiz, José, et Aldora Dos Santos. « Mathematical Modelling in Secondary Education : A Case Study ». Dans International Perspectives on the Teaching and Learning of Mathematical Modelling, 127–35. Dordrecht : Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0910-2_14.
Texte intégralGuerra-Ramos, María Teresa, et José Baltazar García-Horta. « Scientific Skills in Secondary Education : A Study of Curriculum Expectations and Teachers’ Thinking ». Dans Teaching Science with Context, 49–64. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74036-2_4.
Texte intégralJarosz, Anna. « The Methodology of the Longitudinal Action-Research Study Among Secondary-School Learners ». Dans Second Language Learning and Teaching, 73–95. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13892-9_4.
Texte intégralLudwig, Matthias, et Xenia-Rosemarie Reit. « A Cross-Sectional Study About Modelling Competency in Secondary School ». Dans International Perspectives on the Teaching and Learning of Mathematical Modelling, 327–37. Dordrecht : Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6540-5_27.
Texte intégralSartatzemi, Maya, Vassilios Dagdilelis et Katerina Kagani. « Teaching Programming with Robots : A Case Study on Greek Secondary Education ». Dans Advances in Informatics, 502–12. Berlin, Heidelberg : Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11573036_47.
Texte intégralBouchardon, Serge, et Magali Brunel. « Teaching Literary Interactive Digital Narratives in Secondary Education : A French Study ». Dans Interactive Storytelling, 101–20. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-22298-6_7.
Texte intégralSpooner, Kerri. « Authentic Mathematical Modelling Experiences of Upper Secondary School : A Case Study ». Dans International Perspectives on the Teaching and Learning of Mathematical Modelling, 627–37. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62968-1_52.
Texte intégralActes de conférences sur le sujet "Study and teaching (Secondary)"
Eichler, Andreas. « Statistics teaching in German secondary high schools ». Dans Joint ICMI/IASE Study : Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08208.
Texte intégralFields, Paul. « A case study in collaboration preparing secondary education teachers ». Dans Joint ICMI/IASE Study : Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08703.
Texte intégralArnold, Pip. « Developing new statistical content knowledge with secondary school mathematics teachers ». Dans Joint ICMI/IASE Study : Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08507.
Texte intégralBorim da Silva, Cláudia, et Cileda de Queiroz e Silva Coutinho. « Reasoning about variation of a univariate distribution : a study with secondary mathematics teachers ». Dans Joint ICMI/IASE Study : Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08312.
Texte intégralGonzález, Teresa, et Jesús Pinto. « Conceptions of four pre-service teachers on graphical representation ». Dans Joint ICMI/IASE Study : Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08309.
Texte intégralCarranza, Pablo, et Alain Kuzniak. « Duality of probability and statistics teaching in French education ». Dans Joint ICMI/IASE Study : Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08206.
Texte intégralKim, Sang Cheol. « A STUDY ON SHIFTS OF OPEN SECONDARY SCHOOLS POLICY IN KOREA THROUGH HISTORICAL NEW INSTITUTIONALISM ». Dans 8th Teaching & Education Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.008.013.
Texte intégralGroth, Randall. « Navigating layers of uncertainty in teaching statistics through case discussion ». Dans Joint ICMI/IASE Study : Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08509.
Texte intégralMeletiou-Mavrotheris, Maria, Efi Paparistodemou, Efstathios Mavrotheris, Pilar Azcárate, Anna Serradó et Jose Cardeñoso. « Teachers’ professional development in statistics : The EarlyStatistics European project ». Dans Joint ICMI/IASE Study : Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08707.
Texte intégralOpolot-Okurut, Charles, Patrick Opyene-Eluk et Margaret Mwanamoiza. « The current teaching of statistics in schools in Uganda ». Dans Joint ICMI/IASE Study : Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08603.
Texte intégralRapports d'organisations sur le sujet "Study and teaching (Secondary)"
Klampe, Charlotte. The work values of secondary teachers : a comparative study by teaching assignment. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.3261.
Texte intégralRashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk et Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], novembre 2020. http://dx.doi.org/10.31812/123456789/4116.
Texte intégralKramarenko, Tetiana H., Olha S. Pylypenko et Vladimir I. Zaselskiy. Prospects of using the augmented reality application in STEM-based Mathematics teaching. [б. в.], février 2020. http://dx.doi.org/10.31812/123456789/3753.
Texte intégralTaylor, 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, janvier 2000. http://dx.doi.org/10.15760/etd.6139.
Texte intégralDuong, Bich-Hang, Vu Dao et Joan DeJaeghere. Complexities in Teaching Competencies : A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), décembre 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.
Texte intégralJiménez-Parra, José Francisco, Sixto González-Víllora et Alfonso Valero-Valenzuela. The evolution of the Teaching Personal and Social Responsibility from a contextual to a transcontextual model. A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, avril 2022. http://dx.doi.org/10.37766/inplasy2022.4.0031.
Texte intégralPeters, Vanessa. Meeting Learners Where They Are : Using Microsoft Forms to Drive Improvement in Learning Outcomes. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/52.
Texte intégralShokaliuk, Svitlana V., Yelyzaveta Yu Bohunenko, Iryna V. Lovianova et Mariya P. Shyshkina. Technologies of distance learning for programming basics lessons on the principles of integrated development of key competences. [б. в.], juillet 2020. http://dx.doi.org/10.31812/123456789/3888.
Texte intégralHillman, Kylie, et Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, août 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.
Texte intégralHillman, Kylie, et Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, août 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.
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