Teachers’ Perspectives on Learning and Programming Environments for Secondary Education

2019 ◽  
pp. 47-55
Author(s):  
Riko Kelter ◽  
Matthias Kramer ◽  
Torsten Brinda
Keyword(s):  
Secondary Education ◽  
Programming Environments ◽  
Teachers Perspectives

scholarly journals Teachers’ Perspectives Regarding the Impacts of the Secondary Education Expansion Policy on Students’ Self-Regulatory Learning Experiences in Tanzania

2018 ◽  
Author(s):  
Godlove Lawrent
Keyword(s):  
Secondary Education ◽  
Student Performance ◽  
Data Gathering ◽  
New Schools ◽  
Study Approach ◽  
Education Expansion ◽  
The Government ◽  
Teachers Perspectives ◽  
Self Regulatory Learning ◽  
Expansion Policy

Since 2004, the Tanzania secondary education sector has witnessed a significant increase in the number of new schools and enrolment rates. At the same time, academic results have indicated an increase in poor student performance. The assumption has been that the expansion policy brought about devastating consequences for student learning. The purpose of this study, therefore, was to investigate the perceptions of teachers in relation to the impacts of the government’s secondary education expansion policy on students, especially their self-regulatory learning. A qualitative case study approach was employed, and interviews were used as data gathering tools. Thirty respondents were purposively drawn from two highly and two poorly performing community secondary schools in Tanzania. Findings revealed that false policy promises in relation to school libraries, students’ housing and students’ learning spaces were obstacles to students in developing their self-regulatory learning habits. For the sake of fostering students’ self-regulatory learning, this paper recommends that it is the responsibility of the government, among other stakeholders, to address all issues pertaining to school infrastructure. The limitation of this study provides a chance to suggest areas which need further investigation.

Examining the business education curricula in South Africa

2019 ◽  
Vol 61 (7/8) ◽  
pp. 940-962 ◽  
Author(s):  
Zayd Waghid
Keyword(s):  
South Africa ◽  
Secondary Education ◽  
Social Entrepreneurship ◽  
Business Education ◽  
Teaching Practice ◽  
Tertiary Institution ◽  
Content Type ◽  
The Social ◽  
Teachers Perspectives ◽  
Online Group

Purpose The purpose of this paper is to examine the business education curricula in South Africa in relation to social entrepreneurship and to ascertain pre-service teachers’ perspectives of the reasons for social entrepreneurship not being included in these curricula as observed in classroom teaching practices. Design/methodology/approach Through interpretivist inquiry, third-year pre-service teachers’ (n=92) comments on online group blogs were analysed to clarify a range of meanings and understandings of their responses. Findings Social entrepreneurship as a concept and as an ideal as well as certain fundamental concept is not adequately integrated in the business education curricula in secondary schools in South Africa. Furthermore, the schools where the pre-service teachers conducted their teaching practice were failing to integrate activities associated with social entrepreneurship in their business education curricula. Research limitations/implications The study was limited to a single tertiary institution. Similar studies in both developing and developed contexts in schools could be initiated as a means of teaching social entrepreneurship for social justice as a subject efficaciously. Practical implications The study recommends that social entrepreneurship should be implemented earlier in the secondary education system as a means of enhancing the social entrepreneurial capacities of school learners. Originality/value This is the first study examining the secondary education curricula in a developing economy, such as South Africa, in relation to the absence of the emerging concept of social entrepreneurship.

scholarly journals FORMING THE CONTENTS OF THE COURSE "DATABASES AND INFORMATION SYSTEMS" FOR FUTURE INFORMATIC TEACHERS

2020 ◽  
Vol 1 (191) ◽  
pp. 131-135
Author(s):  
Anna Puzikova ◽  
◽  
Viktoriia Matiash ◽  
Keyword(s):  
Information Systems ◽  
Secondary Education ◽  
Information And Communication Technologies ◽  
Science Teachers ◽  
Database Management ◽  
Professional Training ◽  
Database Management Systems ◽  
Management Systems ◽  
Programming Environments ◽  
Database Administration

The article is devoted to the problems of content formation and software selection for the implementation of the course "Databases and Information Systems" as a necessary component of professional training of bachelors in the specialty 014 Secondary Education (Informatics). The current needs of the country in qualified IT specialists require the formation of computer science teachers' ability to work with popular programming environments and information and communication technologies. In particular, mastering the knowledge of such an important section of ICT as databases will allow pupils to implement the tasks of automating data processing and prepare them for future professional activities. Training of bachelors in the specialty 014 Secondary Education (Informatics) at the Volodymyr Vynnychenko Central Ukrainian State Pedagogical University is carried out on the basis of an educational and professional program, a mandatory component of which includes the discipline "Databases and Information Systems" as a necessary component of training in informatics. The discipline consists of the following thematic sections. Section 1. Basic concepts and architecture of databases and database management systems. Database design. Section 2. Creating and managing a relational database. Section 3. Use of CASE-tools and work in the database management systems terminal. Procedural SQL. Section 4. Database administration. Modern directions of database development. Theoretical and practical provisions of the course from sections 1 and 2, related to the issues of architecture, design and creation of databases, it is proposed to consider the example of Microsoft Office Access. Topics from sections 3 and 4 are offered to be considered on examples of "non-educational" database management systems. Thus, the study of system aspects of SQL, user security and authorization, data protection mechanisms, data backup and recovery, and database administration, it is proposed to carry out using the CASE-tool MySQL Workbench and the client terminal of the MySQL server This program was successfully tested in 2019-2020 academic year, when teaching 3rd year students majoring in 014 Secondary Education (Mathematics), educational program: Secondary Education (Mathematics, Informatics and Economics).

scholarly journals Teachers’ Perspectives on Boys’ Underperformance in Education in Khyber Pakhtunkhwa, Pakistan

2021 ◽  
Vol 14 (1) ◽  
pp. 113-123
Author(s):  
Raza Ullah ◽  
Hazir Ullah
Keyword(s):  
Academic Performance ◽  
Secondary Education ◽  
Secondary School ◽  
Qualitative Interviews ◽  
Sampling Technique ◽  
Evidence Based ◽  
College Teachers ◽  
Khyber Pakhtunkhwa ◽  
School Certificate ◽  
Teachers Perspectives

This article is an attempt to explore possible causes of boys’ underperformance in the Secondary School Certificate (SSC) and Higher Secondary School Certificate (HSSC) Annual examinations of the Board of Intermediate and Secondary Education (BISE) Peshawar, KP, Pakistan. T he a im o f t he s tudy i s t o e xplore t he i ssue o f b oys’ underperformance from the perspectives of school and college teachers. Thus, the data for the study come from qualitative interviews with 30 school and college teachers (15 male and 15 female). We employed purposive sampling technique for including teachers. The findings of the study recommend that evidence-based strategies need to be adopted to improve boys’ academic performance and attitudes to learning.

Sign in / Sign up

Export Citation Format

Share Document