Review of Underachievers in Secondary School: Education Off the Mark.

1990 ◽  
Vol 35 (6) ◽  
pp. 620-620
Author(s):  
No authorship indicated
2018 ◽  
pp. 63-81
Author(s):  
Tahira Roohi ◽  
Pervez Aslam Shami

This study was conducted to investigate the vision and surveillance of secondary school teachers regarding features and challenges that hinder equity in secondary school education. The study aims to explore effects of two dimensions of equity i.e. fair and inclusive at secondary school education in Khyber Pakhtunkhwa. The descriptive survey method was utilized in this study. The researcher – made instruments consisted of open-ended questions were administered to the 100 secondary school teachers of four districts i.e. Hangu, Karak, Peshawar and Haripur of Khyber Pakhtunkhwa. The study illustrate that the teachers preview the stipulation of fair and inclusive education system and design, resources, and curriculum are very crucial aspects that hinder the equity in secondary school education. To some extent, the features regarding secondary school teacher’s lesson planning, and students’ reward and punishment are encumbering the equity in education. Most of the teachers consider that Khyber Pakhtunkhwa Elementary and Secondary Education Department (KPESE) have a chief role in the provision of an equitable secondary school education. On the basis of finding the conclusion was drawn and possible recommendations were suggested.


Author(s):  
Dorothy Businge Kabugo Kakongoro

This chapter analyses the extent to which the teacher-centred delivery approach has influenced the quality of learning in private secondary school education in Uganda. Theories applied are: The Stimulus-Response (S-R) Learning theory, the Social Learning theory and the Transmission model. A Self-administered questionnaire, Focus Group discussion and interview guides were used to collect data. Discussion of the chapter centered on how the teacher's roles inside the classroom result into attainment of problem solving skills, interpersonal skills and preparing the learner for occupation. Findings showed that, to equip learners with higher order skills, teachers demonstrated all the five roles. However, effective use of this approach was encumbered by a number of limitations that recommendations are provided. Key among these is incorporating a number of activities to inter-marry the philosophies of the teacher-centred and the student-centred approaches in secondary school education.


2021 ◽  
pp. 162-188
Author(s):  
Tom O’Donoghue ◽  
Judith Harford

This chapter provides an exposition of former students’ memories of secondary schooling in Ireland for the period 1922–1967, supplemented by similar material uncovered in the historical record. No claim is made that it portrays what were the common experiences of all. Rather, it is the product of a desire to cast the net as widely as possible, in order to canvass a maximum variety of perspectives. Further, most although not all of the testimony upon which we have based it is mainly of the ‘topical life story’ type. In other words, it is testimony based on memory. At the same time, we are not denying the possibility that it has the potential to provide understandings to add to the corpus of historical work already undertaken on the history of Irish secondary school education presented in previous chapters.


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