scholarly journals Intergenerational learning among primary and lower secondary schools

2015 ◽  
Vol 12 (2) ◽  
pp. 1649 ◽  
Author(s):  
Soner Polat ◽  
Hande Çiçek
Keyword(s):  
Secondary Schools ◽  
Classroom Management ◽  
Secondary School Teachers ◽  
Descriptive Analysis ◽  
Structured Interview ◽  
Intergenerational Learning ◽  
Face To Face ◽  
School Year ◽  
Older Teachers ◽  
Lower Secondary Schools

<p>The purpose of this qualitative study is to identify on which topics intergenerational learning takes place among primary and lower secondary school teachers of different generations. If intergenerational learning is present among colleagues, the content of this learning will be specified. For this purpose, in 2013-2014 school year, in the district of İzmit in the province of Kocaeli two primary and two lower secondary schools where different generations work together were, therefore, selected and 39 teachers of three different generations in these schools were interviewed. Semi-structured interview technique was used during these face-to- face interviews. Data of the study, which was designed using phenomenological pattern, was analyzed with descriptive analysis method. The results indicated that younger teachers learn about topics such as classroom management and handling problems with parents from the experiences of their older colleagues. On the other hand, older teachers learn about the new teaching methods and techniques, teaching materials and the use of technical equipments from their younger colleagues. It was clearly seen that intergenerational learning proceed more functionally at schools where collaboration and knowledge-sharing are important values; where there aren’t any prejudices against age and where there are individuals who are open for development.</p>

Practitioners’ Involvement and Challenges, they Encountered in Curriculum Development: The Case of Secondary Schools in Amhara Sayint Woreda, Amhara Region, Ethiopia

2020 ◽  
Vol 11 (01) ◽  
Author(s):  
Solomon Melesse ◽  
Mulu Melesse
Keyword(s):  
Secondary Schools ◽  
Curriculum Development ◽  
Secondary School Teachers ◽  
School Principals ◽  
Sampling Technique ◽  
Structured Interview ◽  
Amhara Region ◽  
Vice Principals ◽  
Development Phases ◽  
Perceived Involvement

The purpose of this study was to assess practitioners’ perceived involvement and challenges they encountered in the process of curriculum development in Secondary schools of Amhara Sayintworeda. Mixed research design was employed to provide answer to the basic questions of this research. The sample consisted of 125 secondary school teachers, 3 school principals, 4 vice principals, and 1 supervisor. Proportional random sampling technique was used to select the sample teachers and comprehensive sampling technique was used to select the sample school principals, vice principals, and the supervisor. The data was collected through questionnaire and semi-structured interview. The collected data was analyzed using percentage, one sample t-test and thematic description. The findings indicated low practitioners’ perceived involvement in all the curriculum development phases other than curriculum implementation. Absence of financial and material incentives and practitioners’ lack of motivation were considered as the major inhibiting factors for practitioners’ involvement in the different phases of the curriculum development process. On the basis of the major findings, relevant recommendations are suggested in the paper.

Online Scratch Programming With Compulsory School Children During COVID-19 Lockdown

2021 ◽  
pp. 167-186
Author(s):  
Martina Benvenuti ◽  
Laura Freina ◽  
Augusto Chioccariello ◽  
Sabrina Panesi
Keyword(s):  
Teacher Training ◽  
Secondary Schools ◽  
Social Interactions ◽  
Secondary Teachers ◽  
School Children ◽  
Training Period ◽  
Programming Environment ◽  
Compulsory School ◽  
School Year ◽  
Lower Secondary Schools

In Spring 2020, the COVID-19 health emergency caused all Italian schools to close from March to the end of the school year. An intervention was organized with the aim of offering primary and lower secondary teachers the possibility to organize remote coding activities with their students. Nine workshops were held to introduce teachers to the Scratch online programming environment, and then a coding day was organized involving students from the last year of primary and lower secondary schools. The chosen activities proved to be motivating to the students, favoring social interactions and participation, and increasing their interest in coding. Teachers were positively impressed by the ease with which their students managed programming in Scratch, but some of them felt that they did not master programming well enough to autonomously support class activities. A longer teacher training period is needed.

scholarly journals EVALUATION OF CLASS TEACHERS’ OPINIONS ON THE REMEDIAL PROGRAM IN PRIMARY SCHOOLS (RPPS)

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Sevgi Balkan ◽  
Coşkun Küçüktepe
Keyword(s):  
Primary Schools ◽  
Descriptive Analysis ◽  
Structured Interview ◽  
Second Grade ◽  
Future Research ◽  
Remedial Program ◽  
School Year ◽  
Grade Levels ◽  
Service Training ◽  
Implementation Stages

The purpose of the current study is to evaluate the remedial program first implemented in primary schools in the 2018-2019 school year on the basis of teacher opinions. To this end, it is attempted to perform a holistic analysis of the opinions of the class teachers implementing the training program in their classes, its implementation stages, the grade levels covered by the program, the content of the book used in the implementation and its applicability, the place and time of the implementation and to provide some insights for future research. In the current study designed as a qualitative study, the purposive sampling method was used and thus, a total of 8 tenured teachers implementing this program in their classes were selected. A semi-structured interview form was prepared to collect data and the data collected through this semi-structured interview form were analysed by using the descriptive analysis and content analysis techniques. The findings obtained from the analysis of the data revealed that the teachers evaluated the general objectives of RPPS as positive, partially positive and negative. Although they did not receive any in-service training while implementing the program, they did not encounter a general problem, and implemented the program in line with the information given to them. The teachers expressed different opinions about the objectives of the program and generally stated that the program should be started from the second grade onwards. The teachers made different comments on the content of the source book prepared for the program according to different modules and gave positive and negative opinions about its applicability. The teachers arranged the implementation steps according to their own knowledge and experience; they found the school suitable for the place of implementation, but they put forward different opinions about the time of implementation. In addition, the teachers presented various ideas on the basis of their experiences during the implementation. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0772/a.php" alt="Hit counter" /></p>

scholarly journals Humor Use in School Settings: The Perceptions of Teachers

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110226
Author(s):  
Ahmet Şahin
Keyword(s):  
Secondary School Teachers ◽  
School Administrators ◽  
Descriptive Analysis ◽  
Lower Secondary School ◽  
School Teachers ◽  
Face To Face ◽  
School Settings ◽  
Humor Style ◽  
Aggressive Humor ◽  
Metaphorical Analysis

This study investigated teachers’ use of humor in school settings. Eleven lower secondary school teachers from different branches volunteered in this qualitative study. I collected data through individual, face-to-face interviews and used content and descriptive analysis methods for data analysis. In conclusion, the participants mostly said that they generally used positive humor types for useful goals in school settings. The results regarding the participants’ goals of humor usage indicated that using positive humor types in the styles of affiliative humor and self-enhancing humor can be useful for managerial and pedagogical efficiency in schools. As for the results of the metaphorical analysis, participants mainly use positive humor and, to some extent, situational humor. Affiliative humor style was the most preferred one. The results also implied that some participants use self-enhancing humor style and aggressive humor style as well. Overall, this research offers a more complete and detailed understanding of teachers’ use of humor in school settings and can be used to guide teachers and school administrators who want to use humor effectively in both managerial and educational contexts.

scholarly journals Development and Validation of Performance Appraisal Scale (PAS-HSSTs) for Higher Secondary School Teachers

sjesr ◽  
2020 ◽  
Vol 3 (3) ◽  
pp. 105-116
Author(s):  
Muhammad Nadeem ◽  
Dr. Seema Arif ◽  
Dr. Muhammad Zaheer Asghar
Keyword(s):  
Public Schools ◽  
Secondary School ◽  
Secondary Schools ◽  
Classroom Management ◽  
Performance Appraisal ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
Appraisal System ◽  
School Teachers ◽  
Total N

A study was conducted to develop the research instrument for evaluating the Performance Appraisal System (PAS) at public higher secondary schools in Punjab. Data were collected from the three divisions total (N=900) male and female teachers of public schools using a multi-stage sampling technique. The questionnaire was founded on the factors elaborated in the Performance Evaluation Report (PER), National Professional Standards (NPS) for teachers. This scale is extended to evaluate the satisfaction of the teachers with the performance appraisal process. The factors taken from PER are classroom management, quality of teaching, motivation, teamwork, and punctuality, whereas Awareness, Satisfaction with PAS, Dissatisfaction with PAS, and Need for Improvement were added by the researchers to evaluate the PAS process. Performance Appraisal Scale for higher secondary school teachers (PAS-HSSTs) contained 57 items. The experts' opinion was sought to check for content validity, and a pilot study was performed with 300 teachers from public higher secondary schools. The reliability coefficient (Cronbach alpha) of the instrument was .866 for the pilot and .883 for final data. Structure Equation Modelling (SEM) was used for the validation of the instrument (PAS-HSSTs) using Confirmatory Factor Analysis (CFA). The factor loadings of all items used in the scale were well above the threshold value 0.35. The SEM results indicated that Fit indices for PAS resulted in an acceptable model fit.

scholarly journals AUGMENTATION OF STUDENTS’ ACADEMIC PERFORMANCE IN MATHEMATICS THROUGH CLASSROOM MANAGEMENT PRACTICES IN NIGERIA

2021 ◽  
Vol 12 ◽  
pp. 103-118
Author(s):  
Charles N. Ohanyelu ◽  
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
Classroom Management ◽  
Mathematics Teachers ◽  
Management Practices ◽  
Total Sample ◽  
Main Question ◽  
Face To Face ◽  
Descriptive Research ◽  
Research Questions

The academic performance of students in mathematics among public secondary schools in Nigeria has consistently been low over a period. There are many factors that may have contributed to this, however, the influence of classroom management practices on the academic performance have not been given much attention. Studies have shown that very little learning occurs in disorganized classrooms. This study therefore aims to explore how students’ academic performance in mathematics could be augmented through classroom management practices. Three research questions were raised, the main question is, how does classroom management practices enhance academic performance among students of public secondary schools in Nigeria? A descriptive research design was adopted using a total sample size N=250. The research instrument was a paper‐based questionnaire on a five‐point Likert scale administered face to face to randomly selected mathematics teachers from among 5 states in Nigeria, Mean and standard deviation were used to analyze the data and possible conclusions were drawn. The result among others shows that disciplined and well‐motivated classrooms have a significant impact on students’ academic performance in mathematics.

scholarly journals The opinions of teachers working at special education centers on inclusive/integration education

2017 ◽  
Vol 12 (3) ◽  
pp. 121-132 ◽  
Author(s):  
Ahmet Dogan ◽  
Ayse Bengisoy
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Qualitative Methodology ◽  
Job Training ◽  
Descriptive Analysis ◽  
Structured Interview ◽  
Face To Face ◽  
Northern Cyprus ◽  
On The Job Training

This study was conducted with the purpose of finding out the opinions of teachers working at special education centers about inclusive education. The study was conducted with teachers working at a special education center in Famagusta, Turkish Republic of Northern Cyprus, in the academic year of 2016-2017. Qualitative methodology was used in the research. Using semi-structured interview technique, face-to-face interviews were held with teachers of various ages, length of service, gender and of different undergraduate and graduate degrees who work at the special education center. Face-to-face interviews were recorded with voice recorders. The teachers were first informed on the reason of the interview and the reason for which the data would be used. Descriptive analysis technique was used in the analysis of data. According to research findings, teachers working at the special education center stated that there was no special education and inclusion law in Northern Cyprus, that the law should be passed at once, that inclusive education should be regulated with this law and arbitrary practices should be ended and that uncertainties should be eliminated. They emphasized that school managers and teachers were inadequate and ignorant about inclusive education, that especially teachers were unable to prepare and implement BEP programs, and that both teachers and managers should be subjected to compulsory on-the-job training on inclusive education. They argued that supporting education services were inadequate, special education teachers should be assigned to schools where inclusive education was offered and teachers should be given sufficient support and supportive education rooms should be designed and used properly. In conclusion, teachers working at special education centre suggested that the problems in inclusive education were entirely caused by legal gaps; that existing laws were inadequate for which reason a special education and inclusion law should be passed immediately and emphasis should be given to on-the-job training activities. Keywords: Inclusion/integration, special education, special education teachers, opinions on inclusion / integration.  

scholarly journals The Metaphors of Secondary School Teachers Towards the Concept of “Multiculturalism”

2018 ◽  
Vol 6 (5) ◽  
pp. 179 ◽  
Author(s):  
Emine Karasu Avcı ◽  
Melike Faiz
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Teachers ◽  
Descriptive Analysis ◽  
Research Data ◽  
Study Group ◽  
Jigsaw Puzzle ◽  
School Teachers ◽  
Phenomenological Design ◽  
Academic Year

In this research, it is aimed to reveal the perceptions which teachers from various branches and performing duty in secondary schools have, concerning the concept of multiculturalism, through metaphors. As one of the qualitative research methods, phenomenological design has been used in the research. The study group of the research is composed of 70 teachers who worked in the secondary schools located in Kastamonu Province and its districts in the academic year 2016-2017, and voluntarily accepted to participate in the research. Within the scope of the research, data has been obtained by asking teachers to complete the statement: Multiculturalism is like …; because …. The collected data has been analyzed by means of descriptive analysis. In the research, it has been concluded that teachers generally have positive perceptions related to the multiculturalism concept. Teachers consider the concept of multiculturalism mostly as a sense embracing differences and riches, with the metaphors which they have already enhanced. Besides, in the research, a negative result regarding multiculturalism as a divisive factor has been also received. As for the metaphors that the teachers have mainly developed, these are the metaphors of rainbow, forest, riches, jigsaw puzzle, food, garden, Noah’s pudding, synthesis and change.

scholarly journals Promoting Intergenerational Engagement Within the College Classroom: Faculty Training Needs

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 366-367
Author(s):  
Afeez Hazzan ◽  
Kristin Heffernan ◽  
Jason Dauenhauer
Keyword(s):  
Classroom Management ◽  
Older Adult ◽  
Population Aging ◽  
Qualitative Content Analysis ◽  
Research Question ◽  
Faculty Training ◽  
Faculty Members ◽  
Global Network ◽  
Intergenerational Learning ◽  
Face To Face

Abstract As population aging accelerates worldwide, institutions of higher education are increasing efforts to focus on ways to meet the growing needs of older adult learners. Many institutions are addressing these needs by joining the Age-Friendly University (AFU) Global Network. Affiliated institutions are required to promote intergenerational learning to facilitate the reciprocal sharing of expertise between learners of all ages, including older adults. However, these institutions will need to provide instructors with the training to ensure that intergenerational engagement is being actively fostered in the classrooms. In this study, we examine the perspectives of faculty members who have opened their classrooms to older adult auditors. The research question was: What types of training do faculty recommend to promote intergenerational engagement in the classroom? In-depth face to face interviews were conducted with 27 faculty members. Qualitative content analysis of the data yielded the following four themes: 1) Provide accessible training to teach faculty their role 2) Educate faculty about the importance of becoming aware of generational time periods/context 3) Learn to approach auditors with a mindset that they are adults and have had careers/experiences, and 4) Train faculty on how to foster discussion. Overall, these findings point to a need for training that focus on intergenerational curricular design and multigenerational classroom management.

scholarly journals CA-informed Interactional Feature Analysis of Conversations in Textbooks Used for Teaching English Speaking in Thai Secondary Schools

2020 ◽  
Vol 13 (7) ◽  
pp. 140
Author(s):  
Nasree Pitaksuksan ◽  
Kemtong Sinwongsuwat
Keyword(s):  
Secondary Schools ◽  
Secondary School Teachers ◽  
Face To Face ◽  
Textbook Series ◽  
Southern Thailand ◽  
In Series ◽  
English Speaking ◽  
Printed Materials ◽  
As Stress ◽  
Opening And Closing

With Conversation Analysis (CA) insights, this paper examines the textbooks used to teach oral English communication to Thai EFL learners in secondary schools. In an attempt to raise the awareness of features of naturally-occurring conversation and help increase the learners&rsquo; exposure to these features, two textbook series, hereafter A and B, were purposively sampled for a close examination of their model conversations and related exercises. Six textbooks, three from each series, were obtained from secondary school teachers voluntarily joining a CA-informed English conversation-teaching workshop in lower southern Thailand. The findings showed that textbook series A contains action-driven, function-based communicative content, whereas B is theme/situation-based, being organized around topics or events likely faced by learners in daily life. Both textbook series put more focus on face-to-face dialogues, offering a significantly smaller number of phone and multi-party conversations. The model conversations in both series are presented with punctuation symbols of written language and without any representations of spoken language features such as stress and intonation. Some of the conversations in series B are sequentially incomplete, and while offering students conversations with various types of action sequences, both series can integrate more opening and closing sequences as well as sequences with dispreferred responses into their model conversations. To raise learners&rsquo; awareness of features of natural conversation, more instances of repair and overlap may also be integrated into both audio and printed materials. Finally, to achieve the communicative unit goal, more scaffolding exercises can be provided to allow students to practice not only word and sentence pronunciation in isolation, but in relation to achieving a particular interactional goal via the construction of turns in more manageable, meaningful sequences.

Sign in / Sign up

Export Citation Format

Share Document