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Para o bem da juventude e para o progresso da nossa cidade: uma análise sobre a emergência e constituição do Ginásio Salesiano Itajaí (Itajaí - SC, 1945-1956); For the sake of youth and the progress of our city - An analysis of the emergence and formation of the Salesian Secondary School (Itajaí-SC, 1945- 1956)

Nicolau, Fabiana
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 16/04/2010 PT
Relevância na Pesquisa
66.15%
O Ginásio Salesiano Itajaí apareceu no cenário educativo da cidade de Itajaí em 1956. Tratase de uma escola secundária dirigida pelos padres da Sociedade São Francisco de Sales e voltada exclusivamente para o público masculino. Os padres salesianos se estabeleceram nessa cidade para assumir o então Ginásio Itajaí, administrado por uma sociedade anônima cujos fundadores e acionistas compunham parte da elite itajaiense. Quando os padres assumem a direção dessa instituição ela passou a se chamar Ginásio Salesiano Itajaí. Entendemos o ginásio como um dispositivo de poder. Ou seja, um corpo heterogêneo associado a práticas discursivas e não discursivas, que intercedem na economia da cidade, da população e dos indivíduos. Nesta perspectiva, o presente trabalho procura analisar e problematizar o processo de emergência desse dispositivo escolar, as relações estabelecidas com outras instituições sociais e as descontinuidades que se pretendeu instaurar com o estabelecimento deste ginásio católico. Intenta-se, também, compreender como o Ginásio Salesiano se constituiu, se legitimou e atuou na produção da cidade e daqueles que viriam compor o seu público escolar. Através da análise das fontes documentais busca-se perceber como as práticas constitutivas desse processo engendravam o ensino secundário masculino.; The Secondary School Salesian Itajaí appeared in the educational setting of the city of Itajaí in 1956. This is a school run by priests of the Society of St. Francis de Sales and dedicated exclusively to the male audience. The Salesians Fathers established themselves in the city to manage e coordinate Itajaí Secondary School...

Resolução de problemas e representações semióticas: uma experiência no ensino médio inspirada no rali matemático; Problem solving and semiotic representations: an experience at the secondary school based on mathematical rally

Prado, Marilia
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 01/07/2015 PT
Relevância na Pesquisa
65.93%
Este trabalho tem como tema de estudo a Resolução de Problemas no ensino e aprendizagem da Matemática na Educação Básica e insere-se no projeto Ensino de Matemática na Escola Elementar, no âmbito do programa Observatório da Educação (OBEDUC/CAPES), desenvolvido no IME-USP. Seu objetivo é investigar de que maneira as práticas de Resolução de Problemas podem ser implementadas na sala de aula e como essas práticas são vivenciadas pelos alunos. Para tanto, propôs-se desenvolver realizar e analisar uma experiência em Resolução de Problemas com alunos da 1a série do Ensino Médio de uma escola pública de São Paulo/SP, inspirada na competição internacional Rali Matemático. Em geral, durante a busca da solução de um problema em Matemática, as ideias precisam ser organizadas a partir da representação de objetos matemáticos e de relações entre eles. Com isso, entendendo que diferentes tipos de representações matemáticas são ferramentas úteis na atividade de resolução de problemas, buscamos analisar o papel de diversas representações semióticas nos processos de resolução dos alunos. A estratégia metodológica envolveu um estudo experimental de intervenção, organizado em três fases, cuja análise dos dados coletados foi de natureza qualitativa...

Tecnologias de Informação e Comunicação no Currículo de Matemática do Ensino Secundário após a Reforma Curricular de 1986; Information and Communication Technologies in the Secondary School Mathematics Curriculum after the Curricular Reform of 1986

Fernandes, José António; Alves, Maria Palmira; Viseu, Floriano; Lacaz, Tânia Maria
Fonte: Associação Portuguesa de Estudos Curriculares Publicador: Associação Portuguesa de Estudos Curriculares
Tipo: Artigo de Revista Científica
Publicado em //2006 POR
Relevância na Pesquisa
65.97%
No presente artigo estuda-se em que medida o desenvolvimento das Tecnologias de Informação e Comunicação (TIC) se reflecte no currículo prescrito de Matemática do ensino secundário, designadamente ao nível dos tipos de tecnologia, das referências que lhe são feitas e das recomendações do seu uso nos diferentes temas. Os dados usados no estudo resultaram da análise documental dos programas da área de Matemática do ensino secundário, desde a Reforma do Sistema Educativo de 1986 até à actualidade. Em termos de resultados, salienta-se ao longo das sucessivas alterações dos programas, no período considerado, um claro aprofundamento das TIC no currículo de Matemática, repercutindo-se em todas as dimensões estudadas: tipo de tecnologia, frequência com que são referidas nos programas e nos seus componentes e formas de uso recomendadas nos diferentes componentes do currículo.; This paper studies which degree the development of the Technologies of the Information and Communication (ICT) appears in the official mathematics curriculum of secondary school, namely related with types of technology, the references to them, and the recommendations to their use in the different contents. The data used in the study came from the documental analysis of the secondary syllabus of mathematics...

Um estudo comparativo sobre o uso das TIC na aprendizagem de matemática do ensino secundário/médio em Portugal e no Brasil; A comparative study on the use of ICT for learning in secondary school mathematics in Portugal and in Brazil school

Viseu, Floriano; Lima, Antonia Jacinta Barbosa; Fernandes, José António
Fonte: Programa de Estudos Pós-Graduados em Educação Matemática da PUC-SP Publicador: Programa de Estudos Pós-Graduados em Educação Matemática da PUC-SP
Tipo: Artigo de Revista Científica
Publicado em //2013 POR
Relevância na Pesquisa
66.01%
A crescente utilização de recursos tecnológicos na sociedade encontra abertura da escola para os integrar nas atividades de ensino e de aprendizagem. Na disciplina de matemática, muito contribuem para essa abertura as recomendações dos programas escolares ao preconizarem o uso desses recursos. Como o que é prescrito nem sempre é concretizado, procuramos averiguar como alunos do ensino médio, do Brasil, e do ensino secundário, de Portugal, utilizam os recursos tecnológicos nas suas atividades de aprendizagem nesta disciplina. O estudo seguiu uma abordagem quantitativa e a recolha de dados foi efetuada através de um questionário. Em termos de resultados, dos recursos tecnológicos, o mais utilizado pelos alunos nas suas atividades de estudo de matemática é a calculadora. O computador, a Internet e, sobretudo, o Quadro Interativo e o Moodle são ainda pouco explorados pelos alunos de ambos os países nas atividades que realizam na sala de aula e fora dela.; The increasing use of technology resources in society is having an impact in the school in what regards their integration in teaching and learning processes. In the Mathematics, the school curriculum is also advocating the use of these resources. However, as what is prescribed is not always implemented...

Educa????o F??sica no ensino m??dio noturno da Regi??o Sul do Rio Grande do Sul: realidade e possibilidades; Phisical Education in nocturnal secondary school of south of Rio Grande do Sul: reality and possibilities.

VARGAS, Jose Eduardo Nunes
Fonte: Universidade Federal de Pelotas; Educa????o F??sica; Programa de P??s-Gradua????o em Educa????o F??sica; UFPel; BR Publicador: Universidade Federal de Pelotas; Educa????o F??sica; Programa de P??s-Gradua????o em Educa????o F??sica; UFPel; BR
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
66.08%
This study has as objective analyze the reality from Physical Education (PE) in the nocturnal secondary school (NSS) of south of Rio Grande do Sul, projecting as your fundamental of pedagogics. Must be formed, according to the vision of your teachers. For to study the around from educational context from University Federal of Pelotas (UFPel) and contribute with changes in your influence zone, delimited the research to schools situated in twelve cities entailmented to your region of range: Arroio Grande, Cangu??u, Cap??o do Le??o, Cerrito, Herval, Jaguar??o, Morro Redondo, Pedro Os??rio, Pelotas, Piratini, S??o Louren??o do Sul and Turu??u. Of quality the study to utilized of interview semi-structured, to applied joined to fourteen teachers from public school state of teach, entailmented to nocturnal secondary school, with specific formation in PE. Were descriptived how meeting the pedagogic justification delimited for projection, objective, competence and abilities, subjects, proceeding to text, evaluation, materials end installations. Line whose that were ministrated (PE real) for teachers, together to your projections around to pedagogic ideal (PE ideal). Can verily with the real PE utilize from contents from sports and recreational...

EXPLORING FACTORS ASSOCIATED WITH ESL/ELD STUDENTS’ PERFORMANCE ON THE ONTARIO SECONDARY SCHOOL LITERACY TEST

ZHENG, YING
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 2269513 bytes; application/pdf
EN
Relevância na Pesquisa
66.01%
The study explored factors associated with English as Second Language (ESL) and English Literacy Development (ELD) students’ performance on the Ontario Secondary School Literacy Test (OSSLT) from three different yet interrelated aspects. These aspects were the relationship between test performance and the characteristics of ESL/ELD students; the relationship between ESL/ELD students’ aggregated school performance and their school-level socio-economic status; and a comparison of ESL/ELD and non-ESL/ELD students’ performance on three test formats in the reading component of the OSSLT (multiple-choice questions, constructed-response questions, and constructed-response questions with explanations). The study was conducted based on 4,311 ESL/ELD students’ test data, their responses to the Educational Quality and Accountability Office’s (EQAO) Student Questionnaire, and the test results of 5,003 non-ESL/ELD students. School-level socio-economic status data from the Education Quality and Indicators Program (EQUIP) were merged with the OSSLT test data. These data were analyzed using exploratory factor analysis, multiple regression and discriminant analysis. The results indicated that e-literacy activities, literature literacy activities...

Relationship Building with Aboriginal Elders in the Publicly Funded Secondary School Classroom: A Study of Ethical Space from an Aboriginal Persepective

Longboat, Catherine
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
65.97%
This is a current story of ethical space in education that is often neglected in the design of educational experiences for Aboriginal students. This story is told through an Aboriginal lens rooted in the structured Two Row Wampum Belt relational agreement between Aboriginal peoples and Settlers. Through ethnographic narrative based on an extensive literature review, individual in-depth interviews, and a personal journal, this study documents the processes of acceptance, silence, complications, and then rejection to position Aboriginal Elders as inclusive bodies of knowledge in publicly funded secondary school classrooms. Aboriginal Elders are valued as Knowledge Holders, as Aboriginal teachers, guides, and mentors. Yet, the complexities of colonial rights, politics, and policies continue to intrude deeply into the lives of Aboriginal peoples to cause silence, confusion, and struggle rather than an evolution of new knowledge amongst two co-existing solitudes under the original terms of the Two Row Wampum Belt. The study was delayed and then came to an end when the school boards and local schools scrutinized its operating policies and unresolved funding issues. This study demonstrated that despite the Two Row Wampum Belt agreement that promised a co- existent relationship between Aboriginal peoples and Settlers...

Knowledge and musical ability at the end of lower secondary school

SCOPPOLA, LUDOVICA
Fonte: La Sapienza Universidade de Roma Publicador: La Sapienza Universidade de Roma
Tipo: Tese de Doutorado
IT
Relevância na Pesquisa
66.01%
Research question. This research arises from the observation that music in Italy plays a marginal role in education, resulting in the population’s a lack of interest in the musical culture, especially classical music. The research objective is the observation and analysis of the purposes, methods and effects of music education in students leaving the lower secondary school. Methodology. In order to define the perceived curriculum and skills acquired by the students, two research tools have been developed: a questionnaire for detecting background variables and habits about practice and listening to music and a standardized test for determining knowledge and skills achieved. In order to define the curriculum that is actually implemented in the classes, another questionnaire has been proposed to teachers, regarding contents and methods for teaching music. Finally, in order to analyze the efficacy of different teaching methodologies, the response of the questionnaires (for teachers and for the students) are compared with the standardized test results (knowledge and musical ability). The survey sample consists of students attending the final year of lower secondary school in twenty-nine schools with both traditional and musical curricula...

Recruiting, Retaining, and Retraining Secondary School Teachers and Principals in Sub-Saharan Africa

Mulkeen, Aidan; Chapman, David W.; DeJaeghere, Joan G.; Leu, Elizabeth
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
EN_US
Relevância na Pesquisa
66.25%
This working paper is based on country case studies of Ethiopia, Ghana, Guinea, Madagascar, Tanzania, and Uganda, and an extensive literature review. In many parts of Africa, the demand for secondary teachers substantially exceeds the supply, due to factors such as secondary teacher attrition, bottlenecks in the teacher preparation system, and perceived unattractive conditions of service. Few countries have strong policies, strategies, and programs for recruiting able secondary school graduates to secondary teaching. The paper suggests several critical and promising areas for improvement in the quality of secondary teachers through new approaches to recruitment; pre-service and in-service teacher development; and improvements in the deployment, utilization, compensation, and conditions of service for teachers.

Self-Monitoring in L2 writing by spanish secondary school students

Men??rguez Sarabia, Roc??o; Nicol??s, Florentina; Roca de Larios, Julio
Fonte: Universidad de Granada Publicador: Universidad de Granada
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
65.93%
Although teacher feedback is generally considered to play an important role in the development of students??? writing abilities, recent research is increasingly showing that its effectiveness very much depends on how well it matches students??? concerns. One technique especially suitable to determine these concerns is to encourage students to self-monitor their own written production by means of annotations. In this study, we analyzed the annotations made by two groups of EFL secondary school students at different levels of proficiency while writing an expository text. Both groups used requests for translation as the basic annotation technique and their annotations were mainly focused on syntax and lexis, but proficiency-related differences were also found in the average number of annotations made and in the attention paid to discourse and organization. These findings are empirically discussed and a number of pedagogical recommendations are suggested.; Aunque los comentarios escritos y las correcciones de los profesores se consideran recursos did??cticos importantes para que los estudiantes puedan desarrollar adecuadamente su habilidad escritora, estudios recientes demuestran que la efectividad de dichos comentarios y correcciones depende en gran medida de c??mo se relacionen con las preocupaciones de los aprendices. Una t??cnica especialmente adecuada para determinar estas preocupaciones consiste en animar a los estudiantes a que monitoricen su propia producci??n escrita por medio de anotaciones. En este estudio se analizaron las anotaciones realizadas por dos grupos de estudiantes con distinto dominio del ingl??s como lengua extranjera en un instituto de educaci??n secundaria mientras compon??an un texto expositivo por escrito. Ambos grupos utilizaron la petici??n de traducci??n como forma de anotaci??n predominante y centraron sus anotaciones en cuestiones de l??xico y de sintaxis. Las diferencias entre los dos grupos se centraron fundamentalmente en el promedio de anotaciones realizadas y en la atenci??n prestada al discurso y a la organizaci??n del texto. Estos resultados se interpretan desde una perspectiva emp??rica y se utilizan como punto de partida para sugerir diversas recomendaciones pedag??gicas.

An examination of the role of the ICT coordinator in the secondary school system in Ireland

Cleere, Anthony James
Fonte: University of Limerick, Department of Education & Professional Studies Publicador: University of Limerick, Department of Education & Professional Studies
Tipo: Master thesis (taught); all_ul_research; ul_theses_dissertations; none
ENG
Relevância na Pesquisa
66.01%
non-peer-reviewed; Due to the rise in use and general growth of Information and Communication Technology (ICT) the roles of some ICT Coordinators in the Irish secondary school system have expanded to combine a large number of duties. To further examine this topic and to establish some straight facts an examination of the workload of the ICT Coordinator in the Irish secondary school system was carried out. Relevant literature about the equivalent positions in such countries as New Zealand, Denmark and Britain was reviewed and issues which arose included ‘Job Description’, ‘Time Availability’, ‘Technical Support’ and ‘Pedagogical Duties versus Technical Duties’. The boundaries of this ICT Coordinator position have been pushed and pushed to include all aspects of technology. In such a dynamically expanding industry the status and position of the person closest to it in schools has remained somewhat unchanged over recent years. Many ICT Coordinators feel under pressure due to the broad scope of duties. These issues were explored via electronic survey and interview of ICT Coordinators and other personnel with knowledge of ICT in schools in Ireland. The results were then organised and reported. Subsequent comparison with the findings of previous research showed first and foremost that the majority of ICT Coordinators don’t have enough time for what has become expected of them in their position and secondly many felt that too much was being expected of them in a technical capacity. The crucial area of integrating ICT into the education of the students was being left in the shadow of technical support. Questions about the over-use of the ICT Coordinator for technical purposes and about the general level of importance associated with the role were put forward in the analysis. Conclusions were then drawn under the headings from the literature review mentioned above.

The challenges of implementing a virtual learning environment in a secondary school : an Irish case study

Shortt, Joseph F.
Fonte: University of Limerick, Department of Education and Professional Studies Publicador: University of Limerick, Department of Education and Professional Studies
Tipo: Master thesis (Taught); all_ul_research; ul_theses_dissertations; none
ENG
Relevância na Pesquisa
66.05%
non-peer-reviewed; This case study evaluates the challenges encountered in the implementation of a Virtual Learning Environment in a secondary school in Ireland. The VLE had been in use at the school for four years yet the take up by teachers had been modest. This study examines a variety of determinants that influence technology acceptance and successful implementation outcomes in respect of the VLE at the school. A questionnaire survey of staff was carried out and semi-structured interviews with six teachers at the school. The VLE logs and statistics were examined along with documentation relating to the VLE. Data was analysed from the perspective of Innovation Diffusion Theory and Unified Theory of Acceptance and Use of Technology (UTAUT). The study begins with an examination of technological factors influencing technology adoption including issues surrounding acquisition, management and support of a VLE in an Irish school. It also explores teacher level factors of VLE acceptance and how teacher attitudes to a VLE are developed. School level factors, the implementation process and teachers‟ experience and views of these are also examined. It then goes beyond these factors to look at the significance of the curriculum and assessment to teacher attitudes to a VLE. The findings show that there are specific technological...

Adelaide secondary school students’ participation in sport and their cultural identity: a humanistic sociological study.

Maniam, Vegneskumar
Fonte: Universidade de Adelaide Publicador: Universidade de Adelaide
Tipo: Tese de Doutorado
Publicado em //2011
Relevância na Pesquisa
66.01%
The focus of this study is the relationship between secondary school students' sense of cultural identity and their participation in sports. Recent studies by the Australian Bureau of Statistics on the participation of Australian youth in sports and physical activities indicated that 25 per cent of young adolescents aged 12 to 14 years were not involved in sports. This figure rose to 36 per cent for students in one-parent families; to 44 per cent for those from overseas and non-English speaking countries. Other studies found that those of minority cultural background more often played Soccer, Australian Rules Football and Rugby than Cricket, Netball or Hockey. The participation of the larger minority ethnic groups of Australia within the established sports was the focus of a 1997 book, pointed to the need for studies which investigated individuals‟ personal understanding of their own and mainstream culture and how these factors influenced their involvement in sports. This study conducted such research with students from year 11 classes in six secondary schools in Adelaide. It adopted the humanistic sociological approach originating with the Polish-American sociologist Florian Znaniecki, and later developed by J J Smolicz for research on cultural pluralism in Australia. The concepts of group cultural values and individual personal cultural values were adopted to investigate individuals' participation in sport and their sense of cultural identity. The method involved collecting information on participants' personal and family background and analysing their written personal statements in to response open-ended guideline questions on their views and experiences concerning playing sport...

Peer-Led Team Learning as an Instructional Strategy for Secondary School Science

Wells, Thadeane
Fonte: Brock University Publicador: Brock University
Relevância na Pesquisa
65.93%
This study investigated the impact of an instructional learning strategy, peer-led team learning (PLTL), on secondary school students' conceptual understanding of biology concepts related to the topic of evolution. Using a mixed methods approach, data were gathered quantitatively through pre/posttesting using a repeated measures design and qualitatively through observations, questionnaires, and interviews. A repeated measures design was implemented to explore the impact of PLTL on students' understanding of concepts related to evolution and students' attitudes towards PLTL implementation. Results from quantitative data comparing pre/posttesting were not able to be compared through inferential statistics as a result of inconsistencies in the data due to a small sample size and design limitations; however, qualitative data identified positive attitudes towards the implementation of PLTL, with students reporting gains in conceptual understanding, academic achievement, and interdependent work ethic. Implications of these findings for learning, teaching, and the educational literature include understanding of student attitudes towards PLTL and insight into the role PLTL plays in improving conceptual understanding of biology concepts. Strategies are suggested to continue further research in the area of PLTL.

MORE THAN “A LITTLE BIT NERVOUS”: UNDERSTANDING THE EXPERIENCES OF YOUNG WOMEN WITH ANXIETY DURING SECONDARY SCHOOL

Ross, Vita-Marie
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
66.08%
In recent years, there has been greater recognition of the importance of examining and improving the mental health of Canadian youth, in that approximately 50% of mental health problems surface during adolescence (Mental Health Commission of Canada, 2013). One of the most debilitating mental health issues facing young people is anxiety (Canadian Mental Health Association, 2014; Rockhill et al., 2010). The ability of anxiety to impair the daily functioning of students at school is becoming an increasing concern for Canadian teachers (Canadian Teachers’ Federation, 2012). The purpose of this study was to understand the experiences of six young women between 18 and 22 years of age who self-reported having anxiety during secondary school. Semi-structured interviews were used to assist in further understanding these women’s experiences. An inductive approach was employed to analyze the data. Data analysis revealed four primary themes: (1) experience of anxiety, (2) triggers of anxiety, (3) effects of anxiety, and (4) coping with anxiety. All participants’ experience of anxiety included physiological and cognitive symptoms. For some of these young women, a lack of awareness of their anxiety and stigma were additionally encountered. Participants identified academic...

Dyslexia and hand preference in secondary school students

Vlachos,Filippos; Andreou,Eleni; Delliou,Afroditi; Agapitou,Paraskevi
Fonte: Pontificia Universidade Católica do Rio de Janeiro; Universidade de Brasília; Universidade de São Paulo Publicador: Pontificia Universidade Católica do Rio de Janeiro; Universidade de Brasília; Universidade de São Paulo
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/06/2013 EN
Relevância na Pesquisa
65.93%
Research results with regard to handedness and dyslexia have been ambiguous. The present study investigated the relationship between handedness and dyslexia in secondary school students based on genetic (Right-Shift) and hormonal-developmental theories of handedness. A total of 135 students (45 dyslexics and 70 age- and sex-matched controls) participated in the study. Handedness was defined according to the Edinburgh Handedness Inventory. We developed several classifications that represented various levels of handedness. Both continuous and dichotomous classifications of handedness revealed a small but reliable increase in the proportion of non-right-handers among dyslexics, likely because of the increased proportion of dyslexics among pure left-handers. Dyslexics did not display precisely the same pattern of right and left responses as controls, with some differences at the extremes of the continuum. The present results provide empirical support for Annett's (1985) Right-Shift theory predictions. Additionally, the present study indicates that using a numerical scoring system or dichotomous classifications with restricted criteria that permit the measurement of several degrees of handedness appears to better determine hand preference than using broad classifications into handedness groups.

The impact of expanding A Level students' awareness and use of metacognitive learning strategies on confidence and proficiency in foreign language speaking skills; The impact of expanding advanced level secondary school students' awareness and use of metacognitive learning strategies on confidence and proficiency in foreign language speaking skills

Forbes, Karen; Fisher, Linda
Fonte: Taylor & Francis Publicador: Taylor & Francis
Tipo: Article; accepted version
EN
Relevância na Pesquisa
66.01%
This is the accepted manuscript. The final version is available from Taylor & Francis at http://www.tandfonline.com/doi/abs/10.1080/09571736.2015.1010448#.VTEcyS6fbe5.; In an increasingly multilingual world, the question of how to improve foreign language speaking skills of pupils in British schools is of paramount importance to language teachers and policy makers today. This paper examines how an explicit focus on metacognitive strategy use within secondary school foreign language lessons impacts pupils' confidence and proficiency in speaking. The small-scale action research study was conducted with a class of five Year Twelve (age 16-17) Advanced Level learners of French in a secondary school in England. While all of the pupils generally achieved well in the reading, writing and listening aspects of the course, they performed considerably less well in speaking tasks. The primary aim of this study was therefore to introduce the students to a range of metacognitive learning strategies with a view to improving their confidence and proficiency in speaking. Data was collected from questionnaires, interviews, strategy checklists and assessment marks collected both before and after a six-week period of strategy instruction. The findings indicate that the use of learning strategies seems to have had a positive impact on pupils' confidence and proficiency in speaking and after the intervention the participants reported an increase in how much they both valued and used a range of metacognitive strategies.

Constructing Stage-Environment Fit: Early Adolescents' Psychological Development and their Attitudes Towards School in English Middle and Secondary School Environments

Symonds, Jenny
Fonte: University of Cambridge; Faculty of Education Publicador: University of Cambridge; Faculty of Education
Tipo: Thesis; doctoral; PhD
EN
Relevância na Pesquisa
66.12%
This longitudinal multiple methods study used an ethnographic approach to examine the development of early adolescents? psychology during pubertal and school transitions. It explored potential associations between attitudes to school, perceptions of school life and transfer, home and peer relations, and puberty over the course of a school year. It compared two groups of UK 11 and 12 year olds (Year 7), one in a middle school (age range 8?13 years) without transfer at age 11, and the other in a secondary school (11?16 years) where transfer from primary school had just occurred. Pupil attitudes to school were surveyed across the Year 7 cohort in each school at the beginning (N=252) and end (N=262) of the school year. The initial survey facilitated selection of two matched groups of target pupils (N=20) who were engaged in an active participation method designed to improve validity. Data on perceptions of school and growing up were gathered in 80 interviews, 40 audio diaries, 42 hours of participant observation and by 63 targeted observations across three school terms. An end of year survey assessed the attitudes of the target pupils and their year groups. Qualitative data were analysed inductively using grounded theory coding procedures which uncovered early adolescent needs that mismatched with many design features of secondary schooling. Of particular developmental offence were impersonal teachers and lessons that were non-practical...

Factors affecting Mathematics achievement of first-year secondary school students in Central Uganda

Kiwanuka,Henry Nsubuga; Van Damme,Jan; Van Den Noortgate,Wim; Anumendem,Dickson Nkafu; Namusisi,Speranza
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/08/2015 EN
Relevância na Pesquisa
66.02%
This study explores the sources of variability in Mathematics achievement of Ugandan students at the student, classroom and school level. The Mathematics score and questionnaire responses of 4,819 first-year secondary school students (Grade Seven, about 14-15 years old) from 78 classrooms of 49 schools were analysed. A three-level linear model was used. The results indicate that out of the total variance in Mathematics achievement 68.8%, 14.2% and 17.0% are situated at student, classroom and school level, respectively. Of all the considered explanatory variables at the three levels, i.e. socio-economic status, gender, prior Mathematics achievement, parental support, peer influence, class mean of prior Mathematics achievement and of students' perception of good classroom assessment, school mean of class climate (class mean of attitude toward mathematics) and of parental support were significant predictors of Mathematics achievement. The relevant factors could explain 7.6%, 73.1% and 84.3%, respectively, of student-, classroom- and school-level differences. Implications of our study are considered.

Job satisfaction among urban secondary-school teachers in Namibia

George,Evy; Louw,Daniël; Badenhorst,Gerhard
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/05/2008 EN
Relevância na Pesquisa
66.05%
An exploratory study on the role of extrinsic and intrinsic factors in determining job satisfaction amongst urban secondary-school teachers in Namibia was undertaken. Biographical variables pertaining to the teachers' gender, age, marital status, school resources, teaching experience, academic qualifications, and rank were investigated to determine whether these had any significant relevance, or made any notable contribution, to the level of job satisfaction experienced. Also, the correlation between burnout and job satisfaction was investigated to determine the extent to which these two factors are related. A sample of 337 secondary-school teachers randomly selected from 17 government schools, in the Windhoek region of Namibia, voluntarily participated in the study. Results showed significant levels of dissatisfaction pertaining to intrinsic factors of work and, more especially, those factors relating to school area and rank. A significant correlation between levels of burnout and job satisfaction was found, particularly in respect of emotional exhaustion and depersonalization, which were shown to correlate with low levels of job satisfaction. Limitations and recommendations pertaining to the study are discussed.