PARTNERSHIP BETWEEN TEACHER AND SECONDARY SCHOOL STUDENT THROUGH LEARNING MATHEMATICS

2016 ◽  
Vol 2 ◽  
pp. 24
Author(s):  
Maija Balode
Keyword(s):  
Secondary School ◽  
Student Teacher ◽  
Secondary School Student ◽  
Learning Objectives ◽  
Teaching Aids ◽  
Learning Mathematics ◽  
Methods Of Learning

This article examines secondary school student and teachers cooperation through learning mathematics. The aim of the study is to find out whether the teacher and student cooperation is a partnership. The partnership is viewed as a cooperation where involved work toward mutual goals. Secondary school student - teacher partnership is possible if the teacher trusts students and together with them chooses the learning objectives, the teaching aids and methods of learning. Students take responsibility for their choices and they are motivated to accomplish them if there is possibility to make a choice. The article deals with teachers' views on teaching and students' opinions about what helps and what interferes learning mathematics.

Role of Different School Systems in Cognitive Abilities & Academic Achievement of Adolescents

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 25-41
Author(s):  
Sidra Iqbal ◽  
Mah Nazir Riaz
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
School System ◽  
Cognitive Abilities ◽  
Secondary School Student ◽  
School Systems ◽  
Raven's Standard Progressive Matrices ◽  
Post Hoc ◽  
Cambridge School

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

Effect of Resource Factors and Quality of Instruction on Performance in Mathematics of Nigeria Secondary School Students

2020 ◽  
Vol 5 (1) ◽  
pp. 61-69
Author(s):  
Umar Abdullahi ◽  
Musa Sirajo
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Poor Performance ◽  
Secondary School Student ◽  
Teaching Staff ◽  
Ministry Of Education ◽  
School Students ◽  
Quality Of Instruction ◽  
The Public

It seems that educational system in Nigeria has undergone only quantitative improvement in terms of number of schools and students’ enrolment. However, there has been little effort in respect to the capacity to manage them through provisions of adequate financial, human, material and physical resources. Physical and material resources in secondary schools were discovered to be inadequate and poorly equipped. Some of the secondary school buildings were dilapidated, also the allocated financial resource, teaching and non-teaching staff are grossly inadequate compared with the students’ enrolment. The public, the Ministry of Education and other stakeholders in education are expressing serious concern about the consistency of the poor performance of secondary school students especially in mathematics. Increase in population and the government’s free education programs make people want to take advantage of the education provided. Provision of both professionally qualified and non-qualified teachers by government and non-state providers of education also appear not to ameliorate the problem of declining performances in mathematics. The effect of all these on the public secondary school student academic performance in mathematics concern the researchers of this study. It is against this background that the study sought to empirically investigates effect of resource factors and quality of instruction on performance in mathematics of Nigeria secondary school students.

Using Hevruta to Do and Teach Comparative Theology

2017 ◽  
Author(s):  
Devorah Schoenfeld ◽  
Jeanine Diller
Keyword(s):  
Traditional Method ◽  
Learning Objectives ◽  
Comparative Theology ◽  
Religious Difference ◽  
Scriptural Reasoning ◽  
Methods Of Learning ◽  
Classroom Use

The traditional method of study known as hevruta is the foundation of traditional Jewish methods of learning as practiced in the yeshiva. This method has been articulated as Scriptural Reasoning in a way that emphasizes the practice of engaged reflection on a text. In this chapter, the authors will attempt a different articulation based on the use of this method in their classrooms, an approach that emphasizes disagreement. When disagreement is placed at the center of the process, the hevruta method becomes a tool for encountering and learning from religious difference. The chapter provides an overview of and rationale for using hevruta, a treatment of learning objectives, suggested steps for classroom use, sample questions, and a discussion of hevruta and comparative theology.

scholarly journals Identifying Student Teachers’ Inquiry-Related Questions in Biology Lessons

2021 ◽  
Vol 11 (2) ◽  
pp. 87
Author(s):  
Matti Hiltunen ◽  
Sirpa Kärkkäinen ◽  
Tuula Keinonen
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Secondary School ◽  
Student Teachers ◽  
Secondary School Student ◽  
Basic Knowledge ◽  
Factual Knowledge ◽  
Primary School Student ◽  
Video And Audio ◽  
Higher Order Questioning

Prior research has shown that both teacher-led and recitation questions dominate in classrooms; teachers ask closed-ended questions more than open-ended questions. Even though classroom questioning has been studied in many previous studies there has been very limited research addressing the questioning of student teachers during inquiry-based biology lessons focusing on the inquiry stages: introduction, examination, and conclusion. In this study, a total of 21 lessons by 12 student teachers in primary and secondary schools were video- and audio-recorded. The recorded discussions were transcribed and the qualities of the questions were analyzed using content analysis, and the questions of student teachers were categorized into 10 different question categories. The findings revealed that primary school student teachers asked mainly for factual knowledge, concepts, and basic knowledge of species in all inquiry stages. Secondary school student teachers also asked mainly for concepts and basic knowledge of species. They also asked students to generate ideas and explain their answers, especially in the examination and conclusion stages. The present study indicates that student teachers’ questioning needs to be developed more towards higher-order questioning such as analyzing, synthetizing, and evaluating to scaffold students in inquiries and develop future teachers’ questioning skills in teacher education.

scholarly journals Effecting of Internet Addiction among Secondary School Student

2020 ◽  
Vol 08 (04) ◽  
pp. 83-86
Author(s):  
Luay Abdulwahid Shihab ◽  
Abdulkareem Salman Khudhair ◽  
Imad S Alshaw ◽  
Zahraa Abbas Abdulnabi ◽  
Tariq Essa
Keyword(s):  
Secondary School ◽  
Internet Addiction ◽  
Secondary School Student

scholarly journals SCHOOL MUSEUMS IN THE KINGDOM OF POLAND – IDENTIFICATION OF MAIN ISSUES

Muzealnictwo ◽  
2018 ◽  
Vol 59 ◽  
pp. 39-47
Author(s):  
Aldona Tołysz
Keyword(s):  
Secondary School ◽  
20Th Century ◽  
Natural Science ◽  
Educational Institutions ◽  
Blind People ◽  
National Education ◽  
Teaching Aids ◽  
Museums And Collections ◽  
And Mathematics ◽  
Scientific Value

School museums – which had been founded mostly in the vicinity of educational institutions – used to collect teaching aids. So-called natural history cabinets were the most popular among them, recommended, inter alia, by the Commission of National Education in 1783. The tradition of collecting this type of exhibits was common until the middle of the 20th century. There are two types to be distinguished: school museums and pedagogical museums, which differ with respect to the character of their activity and the kind of exhibits. School museums collected basically objects of natural science, instruments for teaching geography, chemistry and mathematics as well as prints and facilities used during lessons. The second group also specialised in exhibits of natural science, but they were no longer used and usually of higher scientific value, including patterns and examples known in the education system. Among the earliest school museums created in the Kingdom of Poland were Warsaw collections of the Institute for Deaf and Blind People (1875), and those of the Eugeniusz Babiński’s so-called Realschule. At the beginning of the 20th century the idea was spreading, inspired inter alia by the exemplary activity of the Polish School Museum in Lviv (1903). The biggest number of school museums and collections were created in institutions founded by the Polish Educational Society (1906–1907). The survived resources give us relatively detailed information about the collections from Warsaw and Pabianice, which aspired to be categorised as pedagogical museums. The Secondary School for Boys of the Merchants Association in Łódź and the Pedagogical Museum in Warsaw (1917) had also in their possession some interesting collections. The latter one was based upon the collections of former governmental schools, in which – in accordance with a decree issued by Russian authorities – the scientific exhibits were to be collected.

scholarly journals Psychological Counseling: Ways of Alleviating Stress and Anxiety among Senior Secondary School Students

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Dr. Zaki Akhtar ◽  
Prasant
Keyword(s):  
Secondary School ◽  
School Environment ◽  
Secondary School Student ◽  
Psychological Counseling ◽  
School Students ◽  
Senior Secondary School ◽  
Student Stress ◽  
Effective Counseling ◽  
Correlation Result ◽  
Senior Secondary

Highly competitive school environment and unexpected parental pressure led the students’ life more distress and full of depression. Such pressure and environmental constraints must be dealt with effective counseling process. Hence, they need psychological counseling in all walks of life. The present study aimed to explore the level of Stress and Anxiety among senior secondary school student approaching board exam. It is also an attempt investigate the effect of counseling on alleviation of stress and Anxiety. A sample of 100 students (50girls and 50 boys) from senior secondary school was selected from Jamshedpur .Student stress scale standardized by Akhtar (2011) and Sinha’s anxiety inventory developed by D. Sinha’s (1961, 1968). The data were analyzed by using T-test and correlation. Result revealed that the pre counseling level of stress and Anxiety differed significantly. Correlation coefficient revealed that there is positive correlation between stress and Anxiety.

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