The Role of Teachers in Grief Management of Secondary  Education Students

This research analyses the role of the affective dimension in learning mathematics during secondary education. In particular, the evolution of motivation and beliefs according to the students’ academic level, as well as the relationship between these two factors. The sample consisted of 202 students from all four years of secondary education, whose motivation and beliefs about mathematics and learning mathematics were evaluated. Beliefs were grouped into three categories: related to the specific classroom context, to mathematics, and to oneself as a learner of this subject. The results obtained indicate lower motivation and less favourable beliefs in 3rd year. From the beliefs analysed, those regarding the classroom context, and more specifically the teachers, have obtained the largest effect size.

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LEARNING OUTCOMES FOR LIFELONG LEARNING IN THE CONTEXT OF LATVIAN VOCATIONAL SECONDARY EDUCATION

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2013vol2.596 ◽

2015 ◽

Vol 2 ◽

pp. 386

Author(s):

Gunta Kinta

Keyword(s):

Secondary Education ◽

Vocational Education ◽

Lifelong Learning ◽

Learning Outcomes ◽

Vocational Schools ◽

Clear Understanding ◽

Education Students

Using learning outcomes, which are defined as statements of what a learner knows, understands and is able to do after learning, may support lifelong learning, since the outcome of education rather that input and process are emphasised. In Latvia vocational education is considered to have important role in the context of lifelong learning. Therefore, this study aimed at exploring views of vocational education students concerning the role of lifelong learning knowledge, skills and competences in vocational secondary education. The questionnaire including 19 statements of general learning outcomes was completed by 1817 vocational education students from 25 vocational schools. The results of the study indicate that the respondents appreciate the importance of these learning outcomes, although in case of some statements the respondents do not have clear understanding how these learning outcomes relate to their occupation.

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Role of Teachers' Motivational Beliefs in PBL Implementation

PsycEXTRA Dataset ◽

10.1037/e651672012-001 ◽

2012 ◽

Cited By ~ 1

Author(s):

Mary C. English

Keyword(s):

Motivational Beliefs ◽

Role Of Teachers

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Role of Teachers' Support in the Association Between Academic Achievement and Adverse School Climates

PsycEXTRA Dataset ◽

10.1037/e715072011-001 ◽

2011 ◽

Author(s):

Josafa Da Cunha ◽

Lidia N.D. Weber

Keyword(s):

Academic Achievement ◽

Role Of Teachers

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Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

Journal of Applied Research and Multidisciplinary Studies ◽

10.32350/jarms/2020/0101/906 ◽

2020 ◽

Vol 1 (1) ◽

Author(s):

Ayaz Muhammad Khan ◽

Amber Jamshaid ◽

Tayyibah Roohi ◽

Amna Ramzan

Keyword(s):

Sustainable Development ◽

Primary School ◽

Sampling Technique ◽

School Teachers ◽

Primary School Teachers ◽

Primary Level ◽

Significant Difference ◽

Role Of Teachers ◽

Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

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