Gotowe bibliografie tematyczne / Middle secondary school

Gotowa bibliografia na temat „Middle secondary school”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 9 lutego 2022

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Artykuły w czasopismach na temat "Middle secondary school"

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Akos, Patrick, Heidi Schuldt i Meg Walendin. "School Counselor Assignment in Secondary Schools". Professional School Counseling 13, nr 1 (październik 2009): 2156759X0901300. http://dx.doi.org/10.1177/2156759x0901300101.

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Research has not yet begun to investigate the practice or impact of school counselor assignment. A preliminary study sought to explore the nature and consequences of school counselor assignment practices in secondary schools. Secondary school counselors from one large Southeastern school district were asked to complete a questionnaire created for the purpose of this study. The results suggest a significant difference between school counselor assignment at the middle and high school levels. Middle schools predominantly utilized grade-level assignment while high schools used alphabetical assignment. Distinct advantages and challenges were indicated by school counselors from each assignment type. Implications for professional school counselors and future research directions are provided.
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Gurr, David, i Lawrie Drysdale. "Middle‐level secondary school leaders". Journal of Educational Administration 51, nr 1 (25.01.2013): 55–71. http://dx.doi.org/10.1108/09578231311291431.

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Stropkovics, Kaleb Lo. "Reciprocal Learning: Academic Supports in Middle and Secondary Schools". Journal of Teaching and Learning 13, nr 1 (17.09.2019): 59–69. http://dx.doi.org/10.22329/jtl.v13i1.5992.

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This paper addresses the student support systems available in Chinese schools, with reference to those available in Canadian schools, in order to understand the most effective foundations for academic success and student motivation. The focus of educational support within Chinese and Ontario schools is rooted around times of high-stress exams, such as the Senior High School Entrance Exam (Zhongkao, 中考) and the National Higher Education Entrance Exam (Gaokao, 高考) in China, and the Education Quality and Accountability Office (EQAO) Literacy Exam and the Canadian Achievement Tests (CAT) in Ontario. I explore the available means through which schools provide guidance and additional support for students throughout the grades leading up to major examinations. This inquiry involves observation of various Chinese classrooms, research of literature examining stress levels and academic success, and observations of school programs and guidance facilities within the schools and communities.
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Campbell, N. Jo. "Computer Anxiety of Rural Middle and Secondary School Students". Journal of Educational Computing Research 5, nr 2 (maj 1989): 213–20. http://dx.doi.org/10.2190/ahnn-bbcw-c4kj-gar0.

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This study was conducted to investigate the effects of sex and school level on the computer anxiety of rural middle school and secondary students when home availability and school use of computers are controlled. A total of 1,067 students in middle and secondary grades in six rural school districts participated in the study. The instrument used was the Computer Anxiety Scale with Cronbach's reliability coefficients ranging from .83 to .91, depending on the school level of the students. Sex and school level differences were found in home availability, but not in school use of computers. The findings suggest computer anxiety is not affected by sex or school level when home availability and school use of a computer is statistically controlled.
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Lane, Kathleen Lynne, Wendy Peia Oakes, Emily D. Cantwell, David J. Royer, Melinda M. Leko, Christopher Schatschneider i Holly Mariah Menzies. "Predictive Validity of Student Risk Screening Scale for Internalizing and Externalizing Scores in Secondary Schools". Journal of Emotional and Behavioral Disorders 27, nr 2 (22.01.2018): 86–100. http://dx.doi.org/10.1177/1063426617744746.

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In this article, we examined predictive validity of Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE) scores for use at the middle ( N = 2,313 from four middle schools) and high ( N = 2,727 from two high schools) school level. Results indicated middle and high school students with high levels of risk according to fall SRSS-IE scores (particularly those with externalizing behaviors) were likely to have lower grade point averages, fail more courses, have more nurse visits, and spend more time in in-school suspensions compared with students at low risk for externalizing and internalizing behaviors. Education implications, limitations, and future directions are presented.
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Reys, Barbara J., i Robert E. Reys. "Recruiting Mathematics Teachers: Strategies to Consider". Mathematics Teacher 97, nr 2 (luty 2004): 92–95. http://dx.doi.org/10.5951/mt.97.2.0092.

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The federal No Child Left Behind Act (Public Law 107-110, HR 1, 2001) calls for all teachers in schools receiving federal funds to be “highly qualified.” That is, they must hold a bachelor's degree, demonstrate competence in the subject matter that they teach, and have full state teacher certification—their certification requirements cannot be waived nor can they have an “emergency, provisional, or temporary” certificate. These requirements are mandatory by the 2005–2006 school year. However, a serious shortage of mathematics teachers continues to exist in middle and secondary schools. For example, the Missouri Department of Elementary and Secondary Education reported that during the past fifteen years, an average of fewer than 200 mathematics teaching certificates (middle school and secondary) were issued annually by thirty-four different colleges and universities in the state. This average is far short of the more than 400 job listings that Missouri school districts annually post for middle school and secondary mathematics teachers.
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Pachange, Priyanka Narayanrao, J. V. Dixit, Arjun M. C. i Akhil Dhanesh Goel. "Quality of Life among Middle and Secondary School Children with Epilepsy". Journal of Neurosciences in Rural Practice 12, nr 03 (24.03.2021): 490–94. http://dx.doi.org/10.1055/s-0041-1725242.

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Abstract Objectives Epilepsy is a leading cause of disability in school-going children. The objectives of this study were to estimate the prevalence of epilepsy in middle and secondary school children and to assess their quality of life (QOL). Materials and Methods This was a cross-sectional study done in schools under the municipal corporation area of Latur Taluka, Maharashtra. At school, children were screened for epilepsy and the positive children were visited at home. Children with confirmed epilepsy were used to calculate prevalence. The QOL of children diagnosed to have epilepsy was assessed using Quality of Life in Childhood Epilepsy Questionnaire (QOLCE-55) version 1.0. Statistical Analysis Mean scores in scales and subscales of QOLCE-55 were calculated. Association between variables was analyzed using unpaired/independent t-test and analysis of variance. Statistically significance was fixed for a p-value less than 0.05. Results Prevalence of epilepsy in middle and secondary school children was found to be 3.20 per 1000. In QOLCE-55, physical functioning was the most compromised, with the lowest mean QOL score (mean = 58.3, standard deviation = 20.66). Present age of the child, age at the first seizure episode, and time interval since last seizure had a statistically significant relation with QOL. The treatment gap was found to be 70.4%. Conclusions Assessment of QOL in children with epilepsy is important for effective and comprehensive management of epilepsy.
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Akelaitis, Artūras, i Romualdas Malinauskas. "Values Expression among Students of Middle School Age In Physical Education Classes". Pedagogika 112, nr 4 (23.12.2013): 71–76. http://dx.doi.org/10.15823/p.2013.1778.

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The paper strives to answer the question which peculiarities of values expression among students of middle school age in physical education classes in the context of M. Luksiene’s pedagogical legacy insight into past, present and future. The aim of this study was to examine peculiarities of values education among students of middle school age in physical education classes. Students of middle school age (14–15 years old) were separated in randomize way from Kaunas secondary schools: Kaunas “Purienų”, Kaunas “Tado Ivanausko” secondary schools, and S. Darius and S. Girenas gymnasium. The participants of the study were 214 students of middle school age (108 females and 106 males). The measure of terminal and instrumental value orientations was evaluated using modified M. Rokeach questionnaire. In the process of the research ethical and legal principles were observed. The statistical hypotheses were tested by applying the Student t-test. The empirical study showed that for middle school age boys achievement, perseverance and leadership were significantly more important values, and for girls – sincere communication, responsibility and obedience.
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Lee, Daniel E., i Jack A. Garrett. "Academic Freedom in the Middle and Secondary School Classroom". Clearing House: A Journal of Educational Strategies, Issues and Ideas 78, nr 6 (lipiec 2005): 267–68. http://dx.doi.org/10.3200/tchs.78.6.267-268.

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Grittner, Frank M. "Establishing Continuity Between Elementary, Middle and Secondary School Programs". Foreign Language Annals 23, nr 4 (wrzesień 1990): 293–95. http://dx.doi.org/10.1111/j.1944-9720.1990.tb00373.x.

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Rozprawy doktorskie na temat "Middle secondary school"

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Fok, Fung-yee. "A study of bullies in a secondary school". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752406.

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Baker, Jane McEver. "Exploring technological literacy: Middle school teachers' perspectives". ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/651.

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The No Child Left Behind (NCLB) Act of 2001 mandates that middle school students be technologically literate by the end of 8th grade, but teachers need more information on how to make this outcome a reality. This qualitative phenomenological study used a constructivist theoretical framework to investigate teachers' descriptions of technological literacy outcomes, instructional practice, and challenges influencing middle school student technological literacy. Twelve teachers at 1 public middle school in a large urban area of Georgia were interviewed. Data were analyzed using the typological method with the inclusion of both inductive and predetermined categories. Teachers described technologically literate middle school students as able to perform basic computer skills and use those skills for research and problem-solving. Teachers' instructional practices included modeling and demonstration, hands-on practice, coaching, collaboration, and frequent assessment to achieve the outcome of student technological literacy. Challenges that can impede teachers' implementation of practices for technological literacy included lack of school support, equipment, time, and effective professional development. Recommendations to overcome challenges include increasing availability of equipment by providing better ways to schedule the computer laboratories and staff to monitor the equipment. Relevant up-to-date staff development and inclusion of technological literacy as a school goal were also suggested. This study may influence social change because it may help teachers improve practices to develop students' technological literacy skills necessary for successful employment in the 21 st century.
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McGrew, Laura L. "Comparison of middle to high school transition programs". Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001mcgrewl.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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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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Woodhouse, Mick. "Middle management in a secondary school : an action research project". Thesis, University of Huddersfield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289466.

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This action research study examines the problems of a middle manager in a school, managing teams to deliver an operational project with little formal authority. The main objective of this study is to find out how a project can be managed in the most effective and efficient way when the teams involved have mixed work place loyalties and are operating within a restricted environment of limited resources. The management focus was on the micro-management of staff to influence performance and improve practice, including the performance of the practitioner-researcher. The study is set using a paradigm of symbolic interactionism based on qualitative research methods using action research. Primary data were gathered during two major research cycles each lasting an academic year. Data were collected using a series of participant logs, a detailed researcher log and indepth interviews with the teams and individuals. In the first cycle, a critical friend also provided data. The study presents the advantages and limitations of the methodology and suggests ways of reducing these limitations and enhancing the trustworthiness of the findings. The complexity of managing teams of form tutors who have multiple job roles and commitments in an inner city school environment is also highlighted. The study also raised sensitive issues and ethics in terms of the data that were generated when based on the performance and attitudes of participants. The main finding of this study was the importance of applying a range of methods which in isolation would have limited effects, but which produced a synergy of effect when applied together. These methods were based around the framework of Buchanan and Boddy's (1992), Public Performance-Backstaging Strategy. The framework included the use of traditional-rational-linear strategies backed up by a political management style. This study applied this basic framework to a specific school setting and introduced other strategies often at the micro level to influence staff. The study also shows the effectiveness of applying a different emphasis of strategy to different groups, from high to under performing staff. Some tactics were shown to be more effective; some worked well with some staff but had the opposite effect with other individuals. The efficiency of various techniques was investigated, some of which were shown to result in a high energy and emotional cost for the manager. The study concludes by showing that in certain circumstances it was more expedient to adopt a management of dilemmas approach rather than seek a total solution to a problem.
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Hallagan, Jean Elizabeth Masingila Joanna O. "Teachers' models of student responses to middle school algebraic tasks". 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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Wong, Ka-ming Tracy. "Students' perceptions of forgiveness in Hong Kong secondary schools". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2575581x.

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Brown, Sareta Valdez. "Middle School Teachers' Perspectives of Classroom Bullying". ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/135.

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Teachers are faced with numerous interruptive bullying behaviors in middle school classrooms, which brought the quality of education into question. Bullying victims have shown decreased rates of academic success, measured by lower grades, compared to those not involved in bullying. The purpose of this basic interpretative qualitative study was to explore the phenomenon of classroom bullying from the perspectives and experiences of 10 middle school teachers. The research questions examined teachers' experiences in witnessing bullying in their classrooms and the strategies they used to identify and effectively avert bullying in school. Bandura's theories of moral disengagement and social learning theory of aggression informed and provided a framework for the research process. Information was gathered from 10 purposefully selected middle school teachers through personal interviews. Data analysis included coding, categorizing, and thematic analysis. The resulting themes revealed that teachers and school counselors played the most important role in bullying prevention. Physical, verbal, and cyberbullying were perceived as the major types of bullying in the middle school. Teachers reported that more bullying professional development was needed. Given the negative short and long term outcomes associated with bullying, the bullying phenomenon merits serious attention for preventive intervention. Social change will be realized when teachers become more knowledgeable of specific school bullying policies and are able to respond effectively to bullying incidents in schools. Subsequently, students will be able to enter peaceful, productive classrooms and schools.
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Bowers, Clinton Todd. "Effectiveness of inclusion in an Indiana middle school". ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/709.

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Repeated poor performance by students with special needs on the Indiana Statewide Test of Educational Progress (ISTEP) in an Indiana middle school supported the need for instructional changes. Following the implementation of a full inclusion program, a problem arose in that the program had not been evaluated and effectiveness was in question. This study, grounded in the constructivist and social reproduction theoretical frameworks, is important in explaining the effectiveness of a fully inclusive school. Whether placing middle school aged children with special needs in inclusive classrooms in the middle school setting is an effective practice is the research question guiding this work. A program evaluation was used to determine effectiveness by examining same student test score data in math and English from 2005 through 2007. The 2007 test scores reflected the first scores following a full year of inclusion. The test score data were compared using repeated-measures ANOVA to study overall performance from year to year. The findings of the project show that inclusion had a significant positive effect on ISTEP scores and is an effective method of instructing children with special needs in the least restrictive environment. The information gained from this work could be used to provide improved learning opportunities for middle school students with special needs in their current setting as well as influence their future learning opportunities through high school and beyond resulting in positive social change. Students with special needs may realize higher graduation rates and academic success while this work could be used to guide the implementation of an inclusion program by examining the methods explained in this paper.
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Książki na temat "Middle secondary school"

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D, Moore Kenneth, red. Middle and secondary school instructional methods. Wyd. 2. Boston: McGraw-Hill, 1999.

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S, Starr Irving, red. Secondary and middle school teaching methods. Wyd. 5. New York: Macmillan, 1986.

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S, Starr Irving, red. Secondary and middle school teaching methods. Wyd. 7. Englewood Cliffs, N.J: Merrill, 1996.

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Brahier, Daniel J. Teaching secondary and middle school mathematics. Wyd. 2. Boston: Pearson/AandB, 2005.

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Brahier, Daniel J. Teaching secondary and middle school mathematics. Wyd. 3. Boston: Pearson, 2009.

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S, Starr Irving, red. Secondary and middle school teaching methods. Wyd. 6. New York: Macmillan, 1991.

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Ornstein, Allan C. Secondary and middle school teaching methods. New York: HarperCollins, 1992.

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Teaching secondary and middle school mathematics. Wyd. 4. Boston: Pearson, 2013.

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Brahier, Daniel. Teaching Secondary and Middle School Mathematics. Fifth edition. | New York : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315685502.

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Teaching secondary and middle school mathematics. Boston: Allyn and Bacon, 2000.

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Części książek na temat "Middle secondary school"

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Brodie, Karin. "Conclusions and Ways Forward: The “Messy” Middle Ground". W Teaching Mathematical Reasoning in Secondary School Classrooms, 199–206. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09742-8_12.

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Landy, Robert J., i David T. Montgomery. "Educational Drama and Theatre in the Middle and Secondary School". W Theatre for Change, 37–80. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-00374-4_2.

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Sondergeld, Toni A., Andrea R. Milner, Laurence J. Coleman i Thomas Southern. "Lessons from the Field: Examining the Challenges and Successes of a Mathematics and Science Program Using Acceleration and Enrichment for Gifted Urban Middle School Students". W Secondary STEM Educational Reform, 75–101. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9781137002228_4.

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Duffy, Veronica Rose. "The Images of God of Middle Secondary School Adolescents: Implications for Religious Education". W International Handbooks of Religion and Education, 1253–64. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/1-4020-5246-4_88.

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Battista, Michael T., i Leah M. Frazee. "Middle School Students’ Use of Property Knowledge and Spatial Visualization in Reasoning About 2D Rotations". W International Perspectives on the Teaching and Learning of Geometry in Secondary Schools, 231–63. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77476-3_14.

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Kanbir, Sinan, M. A. Clements i Nerida F. Ellerton. "Historical Reflections on How Algebra Became a Vital Component of Middle- and Secondary-School Curricula". W Using Design Research and History to Tackle a Fundamental Problem with School Algebra, 11–58. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59204-6_2.

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Gibb, Brandy, i Guofang Li. "From Words to Thematic Text Analysis: Collocation Activities as Academic Vocabulary Building Strategies in the Middle and High School ELA Classroom (Grades 6–12)". W Teaching the Content Areas to English Language Learners in Secondary Schools, 33–48. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02245-7_3.

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Fleming, Peter. "What is middle leadership?" W Successful Middle Leadership in Secondary Schools, 1–19. Second edition. | New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351066709-1.

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Stephenson, Kathryn. "What do head teachers expect from middle leaders?" W Successful Middle Leadership in Secondary Schools, 20–29. Second edition. | New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351066709-2.

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Hornby, Garry. "Parental Involvement in Middle and Secondary Schools". W Parental Involvement in Childhood Education, 61–77. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8379-4_5.

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Streszczenia konferencji na temat "Middle secondary school"

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Mirolo, Claudio, i Doranna Di Vano. ""Welcome to Nimrod" to learn CS ideas in the middle school". W the 8th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2532748.2532756.

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Lestari, Roima Rizki, Dr Mulyono i Ani Minarni. "An Effort to Improve Self-Regulated Learning of Secondary Middle School Students Through Autograph-Assisted Mathematics Realistic Approach". W Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.69.

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Курбанова, Марьям Магомедбековна, i Габибула Муталлипович Рабаданов. "TECHNOLOGIES OF FORMATION OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN EXTRACURRICULAR TIME AT THE MIDDLE STAGE OF FOREIGN LANGUAGE TEACHING". W Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Декабрь 2020). Crossref, 2021. http://dx.doi.org/10.37539/srp294.2020.94.49.005.

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Статья посвящена рассмотрению понятия межкультурной коммуникативной компетенции и различных технологий по ее формирования у учеников средней школы. The article is devoted to the consideration of the concept of intercultural communicative competence and various technologies for its formation in secondary school students.
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Мурашова, Евгения Анатольевна. "SPEECH PLAY AS A MEANS OF FORMING GRAMMAR SKILLS IN STUDENTS OF LOWER AND MIDDLE CLASSES OF comprehensive school". W Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Апрель 2020). Crossref, 2020. http://dx.doi.org/10.37539/srp290.2020.72.92.009.

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В статье рассматривается значение речевой игры для освоения грамматики немецкого языка как важного компонента формирования коммуникативной компетенции учащихся младших и средних классов СОШ. Описываются алгоритм, формы и классификация речевых игр, направленных на формирование грамматических навыков и стимулирование речевой деятельности учащихся. The article examines the importance of speech play for the mastery of German grammar as an important component of the formation of communicative competence of students of junior and secondary classes of high comprehensive school. Algorithm, forms and classification of speech games aimed at formation of grammar skills and stimulation of speech activity of students are described.
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Robinson, Stefanie L., i Jennifer A. Mangold. "Implementing Engineering and Sustainability Curriculum in K-12 Education". W ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-66693.

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Introducing students to engineering concepts in early education is critical, as literature has shown that students’ degree of comfort and acceptance of science and technology is developed very early on in their education. While introducing engineering as a potential profession in K-12 classrooms has its own merits, it has also proven itself to be useful as a teaching tool. Engineering can lend itself to concepts that can engage students in critical thinking, problem solving, as well as the development of math and science skills. In engineering higher education there has been an increased focus on industrial ecology and sustainability in order to help students understand the environmental and social context within today’s society. The authors of this paper discuss the importance of these attributes when introducing engineering to K-12 students. Engineering and sustainability are not two mutually exclusive concepts, but sustainability should be considered throughout the practice of the engineering discipline. The ADEPT (Applied Design Engineering Project Teams) program at the University of California, Berkeley was established to design and deploy a standards-based engineering curriculum for middle schools and high schools (grades 6–12) designed to integrate mathematics and science concepts in applied engineering projects, inspire secondary students, and strengthen the classroom experience of current and future faculty in math, science, and engineering. This paper discusses the importance of introducing engineering and sustainability in K-12 classrooms. Example modules that were developed through the ADEPT program are presented as well as a set of recommendations that were designed as a guideline for educators to incorporate engineering and sustainability in K-12 classrooms. While the module discussed here was designed for middle school students, the curriculum and criteria recommended can be adapted to primary and secondary education programs.
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Wong, Timothy T. K., i Yee Wan Kwan. "A STUDY ON USING GAME-BASED METHOD TO IMPROVE LEARNING EFFICIENCY OF JUNIOR SECONDARY SCHOOL STUDENTS". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end017.

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Game-based approaches aim at improving participants’ engagement and satisfaction, they might have great advantages in solving the issues of students demotivated and uninvolved in learning activities. However, there are few studies on using games elements in education and examining to what extent game-based educational approaches enhance learning. To bridge this research gap, the objective of this study is to examine whether game-based method improves students’ academic performance in the school subject Life and Society. A total of four classes of Grade Seven students and two teachers participated in the study in Hong Kong. Three classes (n= 75) were assigned to the experimental groups and one class (n=30) were assigned to the control group. The experimental group participated in class sessions where they learned the timeline, major events, and factors affecting economic development of Hong Kong by a group-based card game, while the control group were taught by lecture-based method. Using a pre- & post-tests design, data were collected by a tailor-made survey including 9 fact-based questions to assess the learning outcomes. The contents of the survey were judged two experienced teachers and one panel head. Paired samples t-tests and two-way ANOVA were used to compare the possible changes, group differences and interaction effects. Results showed that both the experimental group and control group significantly increased their academic performance in the post-tests, indeed the average post-test scores of experimental groups were higher than that of the control group. Only one among three classes in the experimental group showed a significant increase in post-test scores, indicating a possibility of teacher difference. Boys in the experimental groups significantly improved in the post-test while girls did not differ significantly from pre-test scores. Both students with low and middle ability levels improved significantly in their post-test scores, while students with high ability level did not reach statistical significance. The interaction effect between gender and student ability level was statistically significant, indicating that the influence of student ability level on pre-test scores depended on their gender. Finally recommendations, implications, and limitations to the study are discussed.
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Perekietka, Paweł, Łukasz Nitschke, Jadwiga Jagieła, Agnieszka Kukla i Przemysław Pela. "The KOALA team competition for middle schools in algorithmic puzzle-like problem solving". W the 9th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2670757.2670762.

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Porozovs, Juris, i Soneta Grosberga-Merca. "Students' and Teachers' Opinion on the Possibilities of Improving Students' Research Skills in Biology Lessons". W 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.051.

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Acquisition of students' research skills in the learning process is one of the main goals in the educational process. The aim of the study was to clear out the opinion of students and teachers on the possibilities of improving students' research skills in biology lessons. The survey of the 10th, 11th and 12th-grade students about their opinion on the importance of research skills, the level of their research skills and possibilities of improving students’ research skills in biology lessons were carried out in three secondary schools of Latvia. Altogether 142 students were surveyed. Three biology teachers were interviewed as well. The results of the research showed that most of the surveyed students appreciate the benefits of acquiring research skills. The majority of the surveyed students rate their level of research skills as average. Most of the students usually do not have problems with research activities. Students consider that the most difficult of the stages is nomination and justification of the hypothesis. The majority of surveyed students consider that most of the methods used in lessons have a middle or big influence on the development of research skills. Students consider that laboratory work has the greatest impact on the development of research skills. Students evaluate the teacher's activity in the learning process and consider that different activities used in Biology lessons promote the development of research skills. The surveyed biology teachers rate the students' research skills as good. Teachers are convinced that one of the most important preconditions for the development of research skills is the formation of interest in the relevant topic. Successful cooperation between teachers and students plays a crucial role in the development of students' scientific skills.
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Raporty organizacyjne na temat "Middle secondary school"

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita i Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, maj 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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