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Artykuły w czasopismach na temat "Study ang teaching (Secondary)"
Zain, Azrani Mohd, Soaib Asimiran, Abu Bakar Razali i Nor Aniza Ahmad. "The Implementation of Teaching Supervision in Excellence Cluster Secondary Schools and Daily Secondary Schools". International Journal of Human Resource Studies 11, nr 4S (25.11.2021): 243. http://dx.doi.org/10.5296/ijhrs.v11i4s.19251.
Pełny tekst źródłaKaula 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, nr 1 (1.03.2023): 1–10. http://dx.doi.org/10.58421/misro.v2i1.46.
Pełny tekst źródłaNigam, Shivangi. "Study of teacher effectıveness of secondary school teachers ın relatıon to theır servıce stream and caste category". E-methodology 5, nr 5 (23.04.2019): 72–78. http://dx.doi.org/10.15503/emet.v5i5.524.
Pełny tekst źródłaDalnaik, 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, nr 12 (31.12.2022): 421–27. http://dx.doi.org/10.22214/ijraset.2022.47889.
Pełny tekst źródłaSahoo, Suruchi, Mahendra Prasad Behera i Sanjaya Sahu. "Metacognitive Awareness on Teaching and Teaching Competence of Secondary Prospective Teachers". Shanlax International Journal of Arts, Science and Humanities 8, nr 3 (1.01.2021): 77–85. http://dx.doi.org/10.34293/sijash.v8i3.3466.
Pełny tekst źródłaKim, Somin. "예비 고등 수학교사들의 Geometer’s Sketchpad를 이용한 수업 시연에 관한 다중 사례 연구". Korean School Mathematics Society 20, nr 3 (30.09.2017): 303–23. http://dx.doi.org/10.30807/ksms.2017.20.3.005.
Pełny tekst źródłaHan, Eunjung, i 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, nr 10 (31.05.2024): 721–41. http://dx.doi.org/10.22251/jlcci.2024.24.10.721.
Pełny tekst źródłaDATOY, FLORAFEL C. "Teaching Competence and Challenges Encountered in Secondary Science Instruction". International Journal of English Language Studies 2, nr 4 (30.10.2020): 33–46. http://dx.doi.org/10.32996/ijels.2020.2.4.4.
Pełny tekst źródłaKanmaz, Ahmet. "A study on interdisciplinary teaching practices: Primary and secondary education curricula". African Educational Research Journal 10, nr 2 (24.06.2022): 200–210. http://dx.doi.org/10.30918/aerj.102.22.032.
Pełny tekst źródłaThangarajan, M. "A STUDY OF THE RELATIONSHIP BETWEEN TEACHER ATTITUDE AND TEACHING APTITUDE OF PROSPECTIVE SECONDARY SCHOOL TEACHERS". International Journal of Technical Research & Science 3, nr 04 (25.05.2018): 142–44. http://dx.doi.org/10.30780/ijtrs.v3.i4.2018.014.
Pełny tekst źródłaRozprawy doktorskie na temat "Study ang teaching (Secondary)"
Lau, Yin-har, i 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.
Pełny tekst źródłaMabodoko, 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.
Pełny tekst źródłaThis 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.
Pełny tekst źródłaPentland, 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.
Pełny tekst źródłaEducation, Faculty of
Graduate
Kgwadi, Ntate Daniel. "Inexpensive conceptual experiments/demonstrations for physics teaching". Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834635.
Pełny tekst źródłaDepartment 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.
Pełny tekst źródłaThere 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&.
Pełny tekst źródłaTaylor, Charles 1955. "Conceptual development in mechanics". Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8063.
Pełny tekst źródłaChiarella, 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.
Pełny tekst źródłaSchürmann, 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.
Pełny tekst źródłaKsiążki na temat "Study ang teaching (Secondary)"
1939-, Brumbaugh Douglas K., red. Teaching secondary mathematics. Mahwah, N.J: L. Erlbaum Associates, 1997.
Znajdź pełny tekst źródłaSavage, Jonathan, i Jayne Price. Teaching secondary music. London: SAGE, 2012.
Znajdź pełny tekst źródłaPike, Mark A. Teaching secondary English. London: P. Chapman Pub., 2004.
Znajdź pełny tekst źródła1944-, McDuell G. R., i Association for Science Education, red. Teaching secondary chemistry. London: John Murray, 2000.
Znajdź pełny tekst źródłaDavid, Sang, i Association for Science Education, red. Teaching secondary physics. London: John Murray, 2000.
Znajdź pełny tekst źródła1964-, Rock David, red. Teaching secondary mathematics. Wyd. 2. Mahwah, NJ: Lawrence Erlbaum, 2001.
Znajdź pełny tekst źródłaRoss, Keith. Teaching secondary science. Wyd. 2. London: David Fulton, 2004.
Znajdź pełny tekst źródłaDavid, Curtis. Teaching secondary English. Buckingham [England]: Open University Press, 1993.
Znajdź pełny tekst źródłaParkinson, John. Improving secondary science teaching. London: RoutledgeFalmer, 2004.
Znajdź pełny tekst źródłaJohn, Parkinson. Improving secondary science teaching. New York, NY: RoutledgeFalmer, 2003.
Znajdź pełny tekst źródłaCzęści książek na temat "Study ang teaching (Secondary)"
Whitehead, Jack, Jacqueline Delong, Marie Huxtable, Liz Campbell, Cathy Griffin i Joy Mounter. "Self-Study in Elementary and Secondary Teaching". W 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.
Pełny tekst źródłaWhitehead, Jack, Jacqueline Delong, Marie Huxtable, Liz Campbell, Cathy Griffin i Joy Mounter. "Self-Study in Elementary and Secondary Teaching". W Springer International Handbooks of Education, 1–38. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1710-1_42-1.
Pełny tekst źródłaOrtiz, José, i Aldora Dos Santos. "Mathematical Modelling in Secondary Education: A Case Study". W 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.
Pełny tekst źródłaJarosz, Anna. "The Methodology of the Longitudinal Action-Research Study Among Secondary-School Learners". W Second Language Learning and Teaching, 73–95. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13892-9_4.
Pełny tekst źródłaGuerra-Ramos, María Teresa, i José Baltazar García-Horta. "Scientific Skills in Secondary Education: A Study of Curriculum Expectations and Teachers’ Thinking". W Teaching Science with Context, 49–64. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74036-2_4.
Pełny tekst źródłaLudwig, Matthias, i Xenia-Rosemarie Reit. "A Cross-Sectional Study About Modelling Competency in Secondary School". W 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.
Pełny tekst źródłaMaguire, Meg. "Bullying and the Postgraduate Secondary School Trainee Teacher: an English case study". W The Journal of Education for Teaching at 40, 374–88. London: Routledge, 2018. http://dx.doi.org/10.4324/9781315114309-25.
Pełny tekst źródłaSpooner, Kerri. "Authentic Mathematical Modelling Experiences of Upper Secondary School: A Case Study". W 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.
Pełny tekst źródłaBower, Rachel S. G., i Vanessa Z. Mari. "Feedback and Assessment for Emerging Bilinguals in Secondary Mathematics: A Case Study of Written Feedback". W 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.
Pełny tekst źródłaCheah, Ui Hock, Patricio G. Herbst, Matthias Ludwig, Philippe R. Richard i Sara Scaglia. "Topic Study Group No. 13: Teaching and Learning of Geometry—Secondary Level". W 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.
Pełny tekst źródłaStreszczenia konferencji na temat "Study ang teaching (Secondary)"
Eichler, Andreas. "Statistics teaching in German secondary high schools". W Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08208.
Pełny tekst źródłaFields, Paul. "A case study in collaboration preparing secondary education teachers". W Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08703.
Pełny tekst źródłaArnold, Pip. "Developing new statistical content knowledge with secondary school mathematics teachers". W Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08507.
Pełny tekst źródłaBorim da Silva, Cláudia, i Cileda de Queiroz e Silva Coutinho. "Reasoning about variation of a univariate distribution: a study with secondary mathematics teachers". W Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08312.
Pełny tekst źródłaCarranza, Pablo, i Alain Kuzniak. "Duality of probability and statistics teaching in French education". W Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08206.
Pełny tekst źródłaGonzález, Teresa, i Jesús Pinto. "Conceptions of four pre-service teachers on graphical representation". W Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08309.
Pełny tekst źródłaReston, Enriqueta, i Lisa Grace Bersales. "Reform efforts in training statistics teachers in the Philippines: challenges and prospects". W Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08604.
Pełny tekst źródłaGroth, Randall. "Navigating layers of uncertainty in teaching statistics through case discussion". W Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08509.
Pełny tekst źródłaMeletiou-Mavrotheris, Maria, Efi Paparistodemou, Efstathios Mavrotheris, Pilar Azcárate, Anna Serradó i Jose Cardeñoso. "Teachers’ professional development in statistics: The EarlyStatistics European project". W Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08707.
Pełny tekst źródłaOpolot-Okurut, Charles, Patrick Opyene-Eluk i Margaret Mwanamoiza. "The current teaching of statistics in schools in Uganda". W Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08603.
Pełny tekst źródłaRaporty organizacyjne na temat "Study ang teaching (Secondary)"
Моісеєнко, Наталя Володимирівна, Михайло Вікторович Моісеєнко, Владислав Сергійович Кузнецов, Богдан Альбертович Ростальний i Арнольд Юхимович Ків. Teaching computer game development with Unity engine: a case study. CEUR Workshop Proceedings, wrzesień 2023. http://dx.doi.org/10.31812/123456789/8486.
Pełny tekst źródłaCassity, Elizabeth, Jennie Chainey, Jacqueline Cheng i 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.
Pełny tekst źródłaCassity, Elizabeth, Debbie Wong, Jevelin Wendiady i 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.
Pełny tekst źródłaRuhalahti, Sanna, Ricardo Cuenca i 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, kwiecień 2023. http://dx.doi.org/10.18235/0004858.
Pełny tekst źródłaRashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk i Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], listopad 2020. http://dx.doi.org/10.31812/123456789/4116.
Pełny tekst źródłaChioda, Laura, Paul Gertler i Nicole Perales. Empowering Women: Teaching Leadership Skills to Youth in Uganda. Centre for Excellence and Development Impact and Learning (CEDIL), kwiecień 2023. http://dx.doi.org/10.51744/crpp10.
Pełny tekst źródłaKramarenko, Tetiana H., Olha S. Pylypenko i Vladimir I. Zaselskiy. Prospects of using the augmented reality application in STEM-based Mathematics teaching. [б. в.], luty 2020. http://dx.doi.org/10.31812/123456789/3753.
Pełny tekst źródłaDuong, Bich-Hang, Vu Dao i Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), grudzień 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.
Pełny tekst źródłaJiménez-Parra, José Francisco, Sixto González-Víllora i 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, kwiecień 2022. http://dx.doi.org/10.37766/inplasy2022.4.0031.
Pełny tekst źródłaPeters, 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.
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