scholarly journals Factors That Hinders Student’s Motivation – A Case Study Of Albania

2016 ◽  
Vol 12 (16) ◽  
pp. 237
Author(s):  
Bukurie Lila
Keyword(s):  
High School ◽  
High School Teachers ◽  
Future Generation ◽  
School Teachers ◽  
Technical School ◽  
Qualitative And Quantitative ◽  
The World ◽  
The Individual ◽  
Personal Success

Not everyone can invent theories to change the world forever. However, everyone can use motivation to achieve personal success beginning from a young age. One of the most difficult and most important aspect of a teacher’s work is the student’s motivation. Students who are not motivated cannot learn effectively. They fail to take the information provided, and are not willing to participate in the lessons. Also, some of them may become problematic in the course of the learning process. The aim of this study is to show the role teachers should play with regards to the students, the methods that he should use, and the techniques and teaching strategies that teachers should use in the classroom so that students will be motivated. The study is focused on the high school classes. Thus, they are also the most problematic category to focus on learning if there are no good techniques to motivate them. The methodology followed in this work is qualitative and quantitative. We interviewed 15 high school teachers in Tirana Economic Technical School and had a survey of about 80 students of this school, classes 10, 11, and 12. The purpose of the theme is to identify the gaps that exist in the motivation of the students in the classroom. This study provides recommendations on how to use the process of motivation to meet the individual needs of each student and to increase their productivity. Therefore, this will result to a future generation of people who are eager to go to school.

The Middle East in American High School Curricula a Kansas Case Study

1974 ◽  
Vol 8 (2) ◽  
pp. 8-19 ◽  
Author(s):  
Michael W. Suleiman
Keyword(s):  
High School ◽  
Middle East ◽  
High School Teachers ◽  
World History ◽  
The State ◽  
School Teachers ◽  
The World ◽  
School Curricula

This report summarizes the results of a survey of Kansas high school teachers of World History conducted in the Spring of 1972. Though the data were gathered in the state of Kansas, the textbooks used in the World History course are “national” in the sense that (1) the authors are not local or even regional and (2) the books are widely used in various parts of the country.

Drowning in negativism, self-hate, doubt, madness: Linguistic insights into Sylvia Plath’s experience of depression

2015 ◽  
Vol 11 (1) ◽  
pp. 41-54 ◽  
Author(s):  
Zsófia Demjén
Keyword(s):  
Lived Experience ◽  
Medical Humanities ◽  
Sylvia Plath ◽  
Individual Experience ◽  
Qualitative And Quantitative ◽  
The World ◽  
The Individual ◽  
Linguistic Methods ◽  
Linguistic Approach

This paper demonstrates how a range of linguistic methods can be harnessed in pursuit of a deeper understanding of the ‘lived experience’ of psychological disorders. It argues that such methods should be applied more in medical contexts, especially in medical humanities. Key extracts from The Unabridged Journals of Sylvia Plath are examined, as a case study of the experience of depression. Combinations of qualitative and quantitative linguistic methods, and inter- and intra-textual comparisons are used to consider distinctive patterns in the use of metaphor, personal pronouns and (the semantics of) verbs, as well as other relevant aspects of language. Qualitative techniques provide in-depth insights, while quantitative corpus methods make the analyses more robust and ensure the breadth necessary to gain insights into the individual experience. Depression emerges as a highly complex and sometimes potentially contradictory experience for Plath, involving both a sense of apathy and inner turmoil. It involves a sense of a split self, trapped in a state that one cannot overcome, and intense self-focus, a turning in on oneself and a view of the world that is both more negative and more polarized than the norm. It is argued that a linguistic approach is useful beyond this specific case.

scholarly journals What Teachers learned from STEM Education Project: Case Study of High School Teachers

2019 ◽  
Vol 1340 ◽  
pp. 012072
Author(s):  
Wisanugorn Nammungkhun ◽  
Napaporn Yutthaisong ◽  
Wanphakorn Jumphonnoi
Keyword(s):  
High School ◽  
High School Teachers ◽  
Stem Education ◽  
School Teachers ◽  
Education Project

Implementing Experiential Learning in High School Agriculture and Forestry Curriculum: A Case Study in Guatemala

2020 ◽  
Vol 43 (4) ◽  
pp. 381-397
Author(s):  
Henry Quesada ◽  
Julieta Mazzola ◽  
Daniel Sherrard
Keyword(s):  
High School ◽  
Experiential Learning ◽  
High School Teachers ◽  
School Curriculum ◽  
Current Status ◽  
Training Methods ◽  
School Teachers ◽  
Case Study Methodology ◽  
Professional Development Training

Background: Design and training methods for instructors on integrating experiential learning continues to be a challenge in high school education. Purpose: This work reports on research concerning the current status, available resources, limitations, and capabilities of high school teachers implementing experiential learning in a technical and vocational high school curriculum in Guatemala. Methodology/Approach: Case study methodology was used to examine professional development training involving the implementation of experiential learning into an agriculture and forestry curriculum. The design of the training included a series of hands-on activities to enable teachers to identify barriers and drivers influencing experiential learning and the redesign of a course program. Findings/Conclusions: Teachers were able to identify resources and limitations affecting the implementation of experiential learning in their teaching program. The guidance and examples provided by the instructors were fundamental for the teachers to modify a standard course program that included significant experiential learning methodologies. Implications: Many high school teachers lack the training and knowledge necessary for integrating experiential learning. Furthermore, in many cases, they are required to follow a structured curriculum that at allows for minimal modifications. Teachers also recognize that courses that only include classroom activities are the most challenging for including experiential learning activities.

A Workshop on Third World Politics for High School Students

1983 ◽  
Vol 36 ◽  
pp. 7-8
Author(s):  
Raymond J. McCandless ◽  
Jon Hussenbuttel
Keyword(s):  
High School ◽  
High School Students ◽  
International Relations ◽  
High School Teachers ◽  
Third World ◽  
World Politics ◽  
School Teachers ◽  
School Students ◽  
The World ◽  
Strong Consensus

Many scholars of international relations admit to the necessity of making international expertise concentrated in colleges and universities available to the school systems. While there may be a strong consensus among academics to support this as a goal of their institution, it is in many cases not regarded as a priority, nor is it easily accomplished. According to Humphrey Tonkin and Jane Edwards in The World in the Curriculum, “Creating effective cooperation between high schools and colleges is difficult, because of both bureaucratic incompatibilities and a rather ill-considered professional dignity on the part of college teachers.” It must be added that the high school teachers' attitude may also prevent a viable link between the two institutions.

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