An Investigation Into the Perceptions of Teachers and Students in Mexico on the Implementation of Secondary Reforms

2021 ◽  
pp. 105678792110231
Author(s):  
Yee Han Peter Joong
Keyword(s):  
Mixed Methods ◽  
Secondary School ◽  
Classroom Management ◽  
Secondary School Teachers ◽  
Mixed Methods Study ◽  
Classroom Observations ◽  
School Teachers ◽  
Student Centered ◽  
Teachers And Students ◽  
New Challenges

This mixed methods study examines how secondary school teachers have implemented educational reforms in Mexico. Major sources of data were surveys from sample teachers and students in 12 schools on how often a teaching or evaluation strategy was used. Results from open-ended questions and classroom observations were used to triangulate results from survey data. The study concluded that most teachers were able to adopt majority of the reforms. Even though teacher-directed lessons still dominated, student-centered learnings were incorporated. However, classroom management need increased attention due to new challenges of transitioning. Educators in all jurisdictions can learn from the reform efforts.

Understanding the Ecologies of Education Reforms: Comparing the Perceptions of Secondary Teachers and Students in the Philippines

2019 ◽  
Vol 28 (3) ◽  
pp. 278-302
Author(s):  
Yee Han Peter Joong ◽  
Glen Mangali ◽  
Arnulfo R. Reganit ◽  
Barry Swan
Keyword(s):  
Secondary School ◽  
Classroom Management ◽  
Secondary Teachers ◽  
Secondary School Teachers ◽  
The Philippines ◽  
School Teachers ◽  
Performance Tasks ◽  
Student Centered ◽  
Teachers And Students ◽  
And Performance

This study examines how secondary school teachers have implemented educational reforms in the Philippines. Data sources were surveys for sample teachers and students in 20 schools on how often a teaching or evaluation strategy was used in various courses. The study concluded that most teachers were able to adopt most of the reforms. Even though teacher-directed lessons still dominated, there were sufficient student-centered lessons. Tests, exams, and performance tasks were used for evaluations. However, classroom management needs increased attention. More resources and professional development are needed. Policymakers and educators in all jurisdictions can learn from the reform efforts.

Motivation beliefs of secondary school teachers in Canada and Singapore: A mixed methods study

2008 ◽  
Vol 24 (7) ◽  
pp. 1919-1934 ◽  
Author(s):  
Robert M. Klassen ◽  
Wan Har Chong ◽  
Vivien S. Huan ◽  
Isabella Wong ◽  
Allison Kates ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Mixed Methods Study ◽  
School Teachers ◽  
Motivation Beliefs

scholarly journals Evaluation Study Of Competencies Of Secondary School Teachers In Punjab In The Context Of Classroom Management

2009 ◽  
Vol 6 (7) ◽  
Author(s):  
Safia Saeed
Keyword(s):  
Teacher Training ◽  
Secondary School ◽  
Classroom Management ◽  
Classroom Environment ◽  
Secondary School Teachers ◽  
Management Skills ◽  
School Teachers ◽  
Teachers And Students ◽  
Training Institutions ◽  
Short Courses

There are so many characteristics and traits of personality and all the characteristics, qualities and competencies need training, grooming, improvement and development. The best classroom environment is one that results in efficient learning. Discipline involves employing guidance and teaching techniques to encourage students to become self-directive and therefore to create an atmosphere conducive to learning. Teachers are decision-makers as they manage the daily routines of their classrooms. Some teachers squeeze out every minute of learning possible. They are highly organized and well prepared, and they constantly think and plan ahead. This doesn’t mean that they create a cold classroom atmosphere where students feel unwelcome. Rather, they are warm and enthusiastic teachers who are simply well organized and equally well versed in teaching. The major objective of this study was as to investigate the problems of classroom management of the secondary school teachers in Punjab. The population of the study consisted of the heads of the teacher training institutions, teacher educators, heads of secondary schools, secondary school teachers, and students. The sample included randomly selected ten heads of teacher training institutions, 50 teacher trainers, 800 hundred heads of secondary schools, 4,000 secondary school teachers and 4,000 students. Four questionnaires (one each for heads, teacher trainers, teachers and students) were developed for collection of data. Data were collected, analyzed and interpreted in the light of objective by using the Chi- Square. It was concluded from the study that the majority of respondents agreed that secondary school teachers were aware of time management skills, kept the classroom environment conducive for learning, and improved the learning skills of the students by using different behavior modification techniques. The majority of respondents agreed that secondary school teachers were dealing with the students in a non-psychological way; it was the common areas in which secondary school teachers had weak competencies. For improving the classroom management skills, in-service short courses should be planned and attendance of secondary school teachers in such courses should be made obligatory. For maintaining the discipline in the class, teacher should be trained in such a way that they properly understand each and every method with its proper use in particular situations. Short courses, seminars and symposia should be organized on a regular basis to refresh the knowledge of working secondary teachers. Teachers should understand human, as well as educational, psychology and apply it in their teaching process in the classroom.

scholarly journals Using Joint Display as an Analytic Process: An Illustration Using Bar Graphs Joint Displays From a Mixed Methods Study of How Beliefs Shape Secondary School Teachers’ Use of Technology

2021 ◽  
Vol 20 ◽  
pp. 160940692199328
Author(s):  
Tashane K. Haynes-Brown ◽  
Michael D. Fetters
Keyword(s):  
Mixed Methods ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Two Dimensions ◽  
Mixed Methods Study ◽  
School Teachers ◽  
Analytic Tool ◽  
Use Of Technology ◽  
Teachers Beliefs ◽  
Bar Graphs

Qualitative researchers engaged in mixed methods studies need novel approaches for integrating qualitative and quantitative findings during analysis. Joint display visuals have become an integral part of the presentation of the findings of mixed methods studies and can be aptly described as an analytic tool owing to the process involved in building joint displays. In this article, our purpose is to illustrate the iterative process utilized in building joint displays using both bar graphs and observational field notes to understand a specific phenomenon. An explanatory sequential mixed methods study was conducted with Jamaican secondary school teachers that sought to understand how teachers’ beliefs shaped the use of technology. Based on the use of joint display analysis in this study, we illustrate how the insights gleaned and challenges encountered from each iteration of developing successive joint displays helped us to refine our understanding through an assessment of the organizational intent, analytic intent, and effectiveness of the visuals created. By engaging in the process of building successive joint displays, we identified inconsistencies in the findings that would likely not otherwise have been revealed. We learned that the inconsistencies represented two dimensions of the teachers’ beliefs, thus resulting in a more comprehensive understanding of the integrated data. The methodological insights gleaned from each iteration of building joint displays can be used by other researchers engaged in this process and enhance their understanding of the value of joint display as a powerful analytic tool.

scholarly journals Chinese secondary school teachers’ conceptions of L2 assessment: A mixed-methods study

2021 ◽  
Vol 11 (3) ◽  
pp. 445-472
Author(s):  
Maggie Ma ◽  
Gavin Bui
Keyword(s):  
Mixed Methods ◽  
Secondary School ◽  
Curriculum Reform ◽  
Student Development ◽  
Secondary School Teachers ◽  
Eastern China ◽  
Strong Association ◽  
Mixed Methods Study ◽  
School Teachers ◽  
Conceptions Of Assessment

Teacher conceptions of assessment influence their implementation of learning-focused assessment initiatives as advocated in many educational policy documents. This mixed-methods study investigated Chinese secondary school teachers’ conceptions of L2 assessment in the context of an exam-oriented educational system which emphasizes English grammar, vocabulary and reading comprehension skills. For the quantitative part of the study, survey data were collected to gauge the conceptions of assessment held by 66 senior secondary EFL teachers from six schools in Eastern China. For the qualitative part, case studies of two teachers from schools with different rankings were conducted. Quantitative results showed that the teacher participants as a group agreed most with the view that assessment is to help learning. However, there was a strong association between two factors, that is, the assessment as accurate for examination and teacher/school control factor, and the assessment as accurate for student development factor. The strong association indicated that it may be less likely for the group of teachers to adopt the formative assessment initiatives emphasizing student development as promoted in the English curriculum reform. Qualitative findings further revealed individual differences in the two case study teachers’ conceptions and practices of assessment as well as the interplay among meso-level (e.g., school factor), micro-level (e.g., student factor), and macro-level (e.g., sociocultural and policy contexts) factors in shaping the teachers’ different conceptions and practices of assessment. A situated approach has been proposed to enhance teachers’ assessment literacy.

scholarly journals Caring Behavior of Teachers: Investigating the Perceptions of Secondary School Teachers and Students in Lahore

2021 ◽  
Vol 6 (2) ◽  
pp. 63-78
Author(s):  
Muhammad Abid Malik ◽  
Sadia Bashir
Keyword(s):  
Secondary School ◽  
Classroom Management ◽  
Interpersonal Relationships ◽  
Classroom Environment ◽  
Secondary School Teachers ◽  
Academic Support ◽  
School Teachers ◽  
Caring Behavior ◽  
Teacher Student ◽  
Teachers And Students

This study is designed to investigate perceptions of teachers and students about caring behavior of teachers. The purpose of the study is to gain better understanding about factors that play a role in the development of teachers’ caring behavior and teacher-student caring relationship. A scale employed by King and Chan (2011) has been adopted for this purpose. The revised scale consists of four main factors (Sense of Respect and Trust, Interpersonal Relationships, Academic Support, and Classroom Management), and twenty two items. Data were collected from 403 grade 9 students and 156 secondary school teachers who belonged to seven public secondary schools in Lahore. Both descriptive and inferential statistics were used for data analysis. The study revealed that both the teachers and students gave great importance to the teachers’ caring behavior. They agreed to the top two factors i.e. Sense of Respect and Trust, and Classroom Management. The opinions differed about the priority of the other two i.e. Interpersonal Relationships and Academic Support. When it came to individual items, the differences were more prominent as four out of top five items were different. There were no statistically significant differences based on teachers’ gender and education level, but their experience made a difference with less experienced teachers showing more inclination towards caring behavior. The study recommends the teachers to develop a culture of respect and care in the classroom by showing respect to the students, developing a culture of greetings, calling them with their proper names, appreciating good behavior, and involving them in decision making. Keywords: caring behavior, teacher behavior, classroom environment, teacher-student relationships

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