scholarly journals Statistics and Probability at Secondary Schools in the Federal State of Salzburg: An Empirical Study

2014 ◽  
Vol 44 (1) ◽  
pp. 17-24
Author(s):  
Wolfgang Voit ◽  
Arne C. Bathke
Keyword(s):  
Secondary Schools ◽  
Empirical Study ◽  
Mathematics Instruction ◽  
Daily Practice ◽  
Federal State ◽  
Academic Education ◽  
School Teachers ◽  
Statistics And Probability ◽  
The Status ◽  
Study Population

Knowledge about the practical use of statistics and probability in today's mathematics instruction at secondary schools is vital in order to improve the academic education for future teachers. We have conducted an empirical study among school teachers to inform towards improved mathematics instruction and teacher preparation. The study provides a snapshot into the daily practice of instruction at school. Centered around the four following questions, the status of statistics and probability was examined. Where did  the current mathematics teachers study? What relevance do statistics and probability have in school? Which contents are actually taught in class? What kind of continuing education would be desirable for teachers? The study population consisted of all teachers of mathematics at secondary schools in the federal state of Salzburg.

scholarly journals A comparative analysis of Biology books included in the Federal list of school textbooks (2018) for grades 5–7

2020 ◽  
Vol 9 (4) ◽  
pp. 312-316
Author(s):  
Antonina Vasilyevna Marina ◽  
Irina Nikolaevna Selina ◽  
Ekaterina Mikhailovna Churapina ◽  
Anna Serezhaevna Shahzadyan
Keyword(s):  
Comparative Analysis ◽  
Secondary School ◽  
Secondary Schools ◽  
General Education ◽  
Educational Process ◽  
Federal State ◽  
School Teachers ◽  
Biology Teachers ◽  
Main Component ◽  
State Educational

The paper discusses one of the most important issues for educational process organization while teaching Biology at secondary school educational and methodological support and its main component a course book. The authors prove the urgency of this problem as school teachers face a great choice of Biology course books. The paper also contains a brief overview how the notion course book developed in Russia. The authors have given a modern interpretation of the notion course book taking into account the Federal State Educational Standards of General Education. Particular attention is paid to considering the structure of the course book. The specificity of a Biology course book for secondary schools is characterized. The authors have also revealed some variability of Biology course books for 57 grades of secondary schools in modern conditions when there are two federal lists of school textbooks. The reasons for the existing difficulties in the choice of a Biology course book by school Biology teachers are revealed. Particular attention is paid to the criteria for a comparative analysis of the content of Biology course books for secondary schools. The authors have also revealed a degree of completeness of Biology courses with various components for grades 57. The presented materials can be used by school teachers while teaching a Biology course at a secondary school.

Cognitive Equality and Educational Policies: An Example from Pakistan

1979 ◽  
Vol 18 (1) ◽  
pp. 79-88
Author(s):  
Robert E. Klitgaard ◽  
Sadequa Dadabhoy ◽  
Simin Lithouhi
Keyword(s):  
Secondary Schools ◽  
Empirical Study ◽  
Educational Policies ◽  
Cognitive Achievement

An empirical study of distributions of examination scores within secondary schools in Karachi shows that intraschool inequalities are relatively large. The results of several analyses are consistent with the hypothesis that either schools in Karachi do not care about the equality of their students' cognitive achievement, or if they do care, current policies are ineffective at reducing or widening their distributions of scores.

scholarly journals The unique effects of Covid-19 – A qualitative study of the factors that influence teachers’ acceptance and usage of digital tools

2021 ◽  
Author(s):  
Olivia Wohlfart ◽  
Tim Trumler ◽  
Ingo Wagner
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Secondary School Teachers ◽  
Digital Tools ◽  
Federal State ◽  
Distance Teaching ◽  
School Teachers ◽  
Technological Infrastructure ◽  
Professional Experiences ◽  
Acceptance Model

AbstractThe objective of this study is to examine the factors that influence teachers’ acceptance of digital tools for undertaking distance teaching during the Covid-19 pandemic. Based on the variables of the technology acceptance model, we have conducted interviews with 15 secondary school teachers with varying degrees of professional experiences and combinations of subjects, from the federal state of Baden-Wuerttemberg in Germany and analyzed the same. The results indicate that, other than user motivation, three areas, namely “regulations and specifications,” “technological infrastructure,” and “heterogeneity of students and teachers,” affect the adoption of digital tools. The Covid-19 pandemic, which inevitably led teachers to embrace digital tools, positively influenced the perception and immediate usefulness of digital tools. We assert that no other variable would have been able to universally influence technology usage and acceptance to such an extent as to replicate the findings of our study and simultaneously highlight the uniqueness of the current situation and the necessity for examining its impact.

Transformation of Teaching Pedagogical Practices in Higher Education in the Situation of Covid-19 (Based on the example of transforming academic practices in the Pedagogical Faculty of the Thracian University)

2021 ◽  
Vol 9 (2) ◽  
pp. 17-24
Author(s):  
Rumyana Neminska
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Empirical Study ◽  
Pedagogical Practices ◽  
Online Environment ◽  
Academic Education ◽  
Teaching Models ◽  
Academic Practices ◽  
Learning Management ◽  
Short Time

When COVID-19 pandemic hit Bulgarian education was in the middle of its reform. Health requirements, the long lockdown, have expelled a huge surge of the need not only for a survival but also for the preservation and transformation of education. Education on all levels including higher academic education took quick steps to reorient to online learning. In a short time, university electronic platforms became the daily place for learning. This online reorientation has led to a number of changes in teaching models, online learning management and more. Practically all methodologies and methodologies that the pedagogical students get acquainted with have been rewritten. It is in this direction that the article traces the challenges facing higher education and examines an empirical study of the attitudes of student educators trained in an online environment.

scholarly journals Spotlight on Leadership Path-Goal Theory Silos in Practice to Improve and Sustain Job-Oriented Development: Evidence from Education Sector

2021 ◽  
Vol 13 (21) ◽  
pp. 12324
Author(s):  
Atif Saleem ◽  
Ling Wu ◽  
Sarfraz Aslam ◽  
Tianxue Zhang
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Leadership ◽  
Secondary School Teachers ◽  
Leadership Behavior ◽  
Pearson Correlation ◽  
School Context ◽  
Equation Modeling ◽  
Goal Theory ◽  
School Teachers

Sustainable development is a process occurring on several levels, which placed the expectations on educational institutions, especially secondary schools, change radically. Schools, therefore, are gradually likely to emphasize enhanced and sustainable teaching practices under the agenda of the United Nations 2030, sustainable future. Hence, the job-oriented development of teachers is a critical factor of the school leadership mechanism. Considering this, the present empirical research was designed to study the mechanism of path-goal theory (PGT) to sustain teachers’ job-oriented development in private secondary schools in Pakistan. The viewpoint of teachers, whose job performance is ultimately affected by the school leadership behavior and who perform the job at the front line in schools, was taken on board for the investigation. A total of 2469 secondary school teachers from 785 private secondary schools participated in the present study. Confirmatory factor analysis, t-test, Pearson correlation, and path analysis structural equation modeling analytics were mainly involved in the data analysis. Overall, the findings substantiated the constructive PGT mechanism, especially indicating that directive leadership is the most influential and effective leadership behavior in complex tasks, including when teachers are inexperienced. Moreover, the helpful role of supportive leadership and achievement-oriented leadership behaviors backs up the directive behavior. Although participative leadership behavior was problematic in the studied schools, it should be constructively adopted, as it was found to be a statistically significant predictor. Therefore, training programs for school leaders with good experience in participatory leadership functions can be productive for long-term teachers’ motivation. The literature shows that several secondary school teachers still perform poorly because of inadequate leadership, and the viewpoint of teachers on PGT was ignored in earlier studies. Hence, there was a dire need to conduct this research to address these concerns, especially in the non-Western, Asian context. In addition to pioneering academic research on leadership PGT in the secondary school context, the PGT elements were investigated, including teachers’ extrinsic and intrinsic motivation for the first time, adding new understanding about the theory.

scholarly journals Para um perfil do conhecimento gramatical da geração do milénio

2020 ◽  
pp. 37-54
Author(s):  
Joana Batalha ◽  
Ana Luísa Costa
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Secondary Education ◽  
Empirical Study ◽  
School Teachers ◽  
Grammatical Knowledge ◽  
Grammar Learning ◽  
European Portuguese ◽  
Prescribed Curriculum ◽  
Academic Year

The academic year 2019/20 is marked by the arrival at university of students born in the new millennium. When this generation of students began to ‘learn grammar’ at school, teachers and other specialists were debating the terminology for basic and secondary education and the place of grammar in the curriculum was changing. In this article, we propose to contribute to a description of the knowledge about language to which millennials had access, more than a decade after the Terminological Dictionary (DT) became official (DGE, 2008). Assuming that there is a prescribed curriculum and a real curriculum, we start from the question what is the place of grammar in the curriculum to offer a comparative analysis of the discourse prescribed for the teaching of grammar in official curricular documents approved between 2000/01 and 2019/20. From this analysis, we present an empirical study assessing the grammatical knowledge in European Portuguese of 65 students entering higher education in 2019/20. For this study, we used a diagnostic instrument, assessing knowledge of different grammatical topics, mainly in the domains of morphology and syntax. The results obtained, which update data from previous studies on students’ difficulties in grammar learning, suggest that terminological standardization and changes in the prescribed curriculum have not solved all the problems in the teaching of grammar.

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