Littérature scientifique sur le sujet « Study ang teaching (Secondary) »
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Articles de revues sur le sujet "Study ang teaching (Secondary)"
Zain, 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 intégralKaula Stephen. « The Teaching Methodology and the Behavior of Ordinary Secondary School Students in Learning Mathematics Subject : A case of selected Ordinary Secondary Schools in Mbeya, Tanzania ». Journal of Mathematics Instruction, Social Research and Opinion 2, no 1 (1 mars 2023) : 1–10. http://dx.doi.org/10.58421/misro.v2i1.46.
Texte intégralNigam, Shivangi. « Study of teacher effectıveness of secondary school teachers ın relatıon to theır servıce stream and caste category ». E-methodology 5, no 5 (23 avril 2019) : 72–78. http://dx.doi.org/10.15503/emet.v5i5.524.
Texte intégralDalnaik, Sagar Kumar. « A Study on Problems of Teachers in Teaching Mathematics at Higher Secondary Level of Mayurbhanj District, Odisha ». International Journal for Research in Applied Science and Engineering Technology, no 12 (31 décembre 2022) : 421–27. http://dx.doi.org/10.22214/ijraset.2022.47889.
Texte intégralSahoo, Suruchi, Mahendra Prasad Behera et Sanjaya Sahu. « Metacognitive Awareness on Teaching and Teaching Competence of Secondary Prospective Teachers ». Shanlax International Journal of Arts, Science and Humanities 8, no 3 (1 janvier 2021) : 77–85. http://dx.doi.org/10.34293/sijash.v8i3.3466.
Texte intégralKim, Somin. « 예비 고등 수학교사들의 Geometer’s Sketchpad를 이용한 수업 시연에 관한 다중 사례 연구 ». Korean School Mathematics Society 20, no 3 (30 septembre 2017) : 303–23. http://dx.doi.org/10.30807/ksms.2017.20.3.005.
Texte intégralHan, Eunjung, et Hyejoo Jung. « A Study on the Perception of Secondary Teacher Competency and Secondary Teacher Training Curriculum ». Korean Association For Learner-Centered Curriculum And Instruction 24, no 10 (31 mai 2024) : 721–41. http://dx.doi.org/10.22251/jlcci.2024.24.10.721.
Texte intégralDATOY, FLORAFEL C. « Teaching Competence and Challenges Encountered in Secondary Science Instruction ». International Journal of English Language Studies 2, no 4 (30 octobre 2020) : 33–46. http://dx.doi.org/10.32996/ijels.2020.2.4.4.
Texte intégralKanmaz, Ahmet. « A study on interdisciplinary teaching practices : Primary and secondary education curricula ». African Educational Research Journal 10, no 2 (24 juin 2022) : 200–210. http://dx.doi.org/10.30918/aerj.102.22.032.
Texte intégralThangarajan, M. « A STUDY OF THE RELATIONSHIP BETWEEN TEACHER ATTITUDE AND TEACHING APTITUDE OF PROSPECTIVE SECONDARY SCHOOL TEACHERS ». International Journal of Technical Research & ; Science 3, no 04 (25 mai 2018) : 142–44. http://dx.doi.org/10.30780/ijtrs.v3.i4.2018.014.
Texte intégralThèses sur le sujet "Study ang teaching (Secondary)"
Lau, 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 intégralMabodoko, 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.
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 intégralPentland, 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
Kgwadi, 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
Langdon, Paul. « Built environment education : a curriculum paradigm ». Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40377.
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.
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 intégralTaylor, 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 intégralSchürmann, Leon. « An investigation into the use of weather type models in the teaching of South African climatology at senior secondary school level ». Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1015948.
Texte intégralLivres sur le sujet "Study ang teaching (Secondary)"
1939-, Brumbaugh Douglas K., dir. Teaching secondary mathematics. Mahwah, N.J : L. Erlbaum Associates, 1997.
Trouver le texte intégralSavage, Jonathan, et Jayne Price. Teaching secondary music. London : SAGE, 2012.
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 intégral1964-, Rock David, dir. 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 intégralParkinson, John. Improving secondary science teaching. London : RoutledgeFalmer, 2004.
Trouver le texte intégralImproving secondary science teaching. New York, NY : RoutledgeFalmer, 2003.
Trouver le texte intégralChapitres de livres sur le sujet "Study ang 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 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 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 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 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 intégralMaguire, Meg. « Bullying and the Postgraduate Secondary School Trainee Teacher : an English case study ». Dans The Journal of Education for Teaching at 40, 374–88. London : Routledge, 2018. http://dx.doi.org/10.4324/9781315114309-25.
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 intégralBower, Rachel S. G., et Vanessa Z. Mari. « Feedback and Assessment for Emerging Bilinguals in Secondary Mathematics : A Case Study of Written Feedback ». Dans Teaching Mathematics to English Language Learners, 223–39. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48355-5_12.
Texte intégralCheah, Ui Hock, Patricio G. Herbst, Matthias Ludwig, Philippe R. Richard et Sara Scaglia. « Topic Study Group No. 13 : Teaching and Learning of Geometry—Secondary Level ». Dans Proceedings of the 13th International Congress on Mathematical Education, 435–38. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62597-3_40.
Texte intégralActes de conférences sur le sujet "Study ang 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 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 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 intégralReston, Enriqueta, et Lisa Grace Bersales. « Reform efforts in training statistics teachers in the Philippines : challenges and prospects ». Dans Joint ICMI/IASE Study : Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08604.
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 ang teaching (Secondary)"
Моісеєнко, Наталя Володимирівна, Михайло Вікторович Моісеєнко, Владислав Сергійович Кузнецов, Богдан Альбертович Ростальний et Арнольд Юхимович Ків. Teaching computer game development with Unity engine : a case study. CEUR Workshop Proceedings, septembre 2023. http://dx.doi.org/10.31812/123456789/8486.
Texte intégralCassity, Elizabeth, Jennie Chainey, Jacqueline Cheng et Debbie Wong. Teacher development multi-year study series. Vanuatu : Interim report 2. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-659-8.
Texte intégralCassity, Elizabeth, Debbie Wong, Jevelin Wendiady et Jennie Chainey. Teacher Development Multi-Year Study Series. Vanuatu : Final Report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-729-8.
Texte intégralRuhalahti, Sanna, Ricardo Cuenca et Sabine Rieble-Aubourg. Acquiring Socio-emotional Skills through Digital Badge-Driven Learning : A Case Study of Teachers Experiences in Barbados and Trinidad and Tobago. Inter-American Development Bank, avril 2023. http://dx.doi.org/10.18235/0004858.
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 intégralChioda, Laura, Paul Gertler et Nicole Perales. Empowering Women : Teaching Leadership Skills to Youth in Uganda. Centre for Excellence and Development Impact and Learning (CEDIL), avril 2023. http://dx.doi.org/10.51744/crpp10.
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 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 intégral