scholarly journals Teachers’ And Students’ Perceptions of Discipline and How Often Acts of Indiscipline Occur in Ghanaian Secondary Schools: Case Study of a Secondary School in Sunyani

2017 ◽  
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teachers And Students

scholarly journals Implementing the MY FRIENDS Youth programme in a New Zealand secondary school: The experiences of staff and Year 9 students

2021 ◽  
Author(s):  
◽  
Laurence Fay
Keyword(s):  
New Zealand ◽  
Young People ◽  
Secondary School ◽  
Secondary Schools ◽  
School Context ◽  
Anxiety And Depression ◽  
Teachers And Students ◽  
The Impact ◽  
Youth Resilience

<p>Increasing rates of young people’s anxiety and depression is a concern for New Zealand secondary schools and this results in issues for students such as decreased wellbeing and school attendance, health difficulties and social isolation. In 2013 the Ministry of Education introduced a pilot of the MY FRIENDS Youth Resilience programme into secondary schools for students in Year 9. This thesis reports on the experiences of teachers and students of the MY FRIENDS Youth programme in one secondary school context. This programme is based on cognitive behavioural therapy principles and has been developed to support young people build their understanding and skills in resilience to enhance their wellbeing. The programme has been implemented and evaluated with young people in a number of countries. Research has shown it to have beneficial effects in promoting emotional resilience and in reducing anxiety and depression in students. The findings of this school case study are explored, and the impact of the programme for the students and their school community is presented. A case study methodological approach was used that enabled the collection of rich data to explore the deep meaning from teachers and students. This involved an in-depth instrumental case study within one secondary school involving teachers, students, the counsellor, the principal and students’ parents. Observations, document analysis and interviews took place to build a comprehensive understanding of how teachers and students learned through the programme. Findings suggest the students see the MY FRIENDS Youth Resilience programme as a positive, useful programme that has enabled them to learn various strategies to deal with challenging scenarios in their life. The findings also address barriers to implementation and possible implications for the future. Several suggestions for the programme are discussed along with certain adaptations of the programme to make it more relevant to the New Zealand context.</p>

scholarly journals Implementing the MY FRIENDS Youth programme in a New Zealand secondary school: The experiences of staff and Year 9 students

2021 ◽  
Author(s):  
◽  
Laurence Fay
Keyword(s):  
New Zealand ◽  
Young People ◽  
Secondary School ◽  
Secondary Schools ◽  
School Context ◽  
Anxiety And Depression ◽  
Teachers And Students ◽  
The Impact ◽  
Youth Resilience

<p>Increasing rates of young people’s anxiety and depression is a concern for New Zealand secondary schools and this results in issues for students such as decreased wellbeing and school attendance, health difficulties and social isolation. In 2013 the Ministry of Education introduced a pilot of the MY FRIENDS Youth Resilience programme into secondary schools for students in Year 9. This thesis reports on the experiences of teachers and students of the MY FRIENDS Youth programme in one secondary school context. This programme is based on cognitive behavioural therapy principles and has been developed to support young people build their understanding and skills in resilience to enhance their wellbeing. The programme has been implemented and evaluated with young people in a number of countries. Research has shown it to have beneficial effects in promoting emotional resilience and in reducing anxiety and depression in students. The findings of this school case study are explored, and the impact of the programme for the students and their school community is presented. A case study methodological approach was used that enabled the collection of rich data to explore the deep meaning from teachers and students. This involved an in-depth instrumental case study within one secondary school involving teachers, students, the counsellor, the principal and students’ parents. Observations, document analysis and interviews took place to build a comprehensive understanding of how teachers and students learned through the programme. Findings suggest the students see the MY FRIENDS Youth Resilience programme as a positive, useful programme that has enabled them to learn various strategies to deal with challenging scenarios in their life. The findings also address barriers to implementation and possible implications for the future. Several suggestions for the programme are discussed along with certain adaptations of the programme to make it more relevant to the New Zealand context.</p>

CLARITY IN SOCIAL INTELLIGENCE OF SECONDARY SCHOOL STUDENTS

2021 ◽  
Vol 66 (1) ◽  
pp. 3-13
Author(s):  
Ngo Phan Trong
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Social Intelligence ◽  
Secondary School Students ◽  
Communication Style ◽  
School Students ◽  
Teachers And Students ◽  
Medium Level ◽  
Survey Results ◽  
Learning From Others

This study was conducted on 1170 students at 10 secondary schools in 5 provinces in Vietnam. Survey results determined student's clarity on others at medium level. The Clarity to others of surveyed students was correlated with factors such as: communication style, communication trends and temperament of students in communicating and learning from others. The results of multiple linear regresion model of factors have been determined the prediction of the effects of the above factors. The predictive discovered models in the study have been useful suggestions for parents, teachers and students, helping them to improve Clarity in social intelligence of secondary school students.

scholarly journals Teachers’ And Students’ Attitudes Towards Integrating Environmental Education in the Secondary School Curriculum for Managing Environmental Degradation in Machakos Sub County, Kenya

2018 ◽  
Vol 6 (09) ◽  
Author(s):  
Timothy Mandila Chikati
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Environmental Degradation ◽  
Environmental Attitudes ◽  
Action Plan ◽  
School Curriculum ◽  
Teachers And Students ◽  
Secondary School Curriculum ◽  
Students Attitudes

This study investigated implementation of integrated environmental education in the secondary school curriculum for managing environmental degradation in Machakos Sub-County. The study was thus informed by Fullan’s theory of educational change (2007). The theory views the implementation of IEE programme through lenses of four independent variables identified as need; clarity; complexity; quality and practicality on the one hand and teachers’ and students’ levels of environmental awareness, knowledge, skills, attitudes and participation as dependent variables on the other hand. These variables network with local factors and external factors as intervening variables to determine the IEE implementation process. The study employed cross-section survey design under the quantitative approach. Probability sampling designs were used to select participants for the study. The target population of this study was public secondary schools, teachers and form 4 students from Machakos Sub-County. Stratified and simple random sampling techniques were employed in sampling secondary schools, teachers and students.  Questionnaires were used for data collection. Quantitative data were analysed using simple descriptive statistics. Overall study findings demonstrated that both teachers’ and students’ attitudes towards integrated environmental education in the secondary school curriculum were fairly positive though not adequate enough for effective implementation of IEE in the school curriculum hence, the unyielding environmental degradation in Machakos Sub-County. The study recommended that The Ministry of Education and the relevant urgencies such as KICD, DQAS and KNEC work jointly with school managers to draw an action plan to reinforce and intensify teachers’ and students’ levels of environmental attitudes through pre-service and in-service training, workshops and seminars on contemporary environmental issues. It is also recommended that studies are undertaken to understand those impediments that impede change in teachers’ and students’ environmental attitudes so that useful and practical interventions can be identified.

scholarly journals Remedial Teaching Practices in Secondary Schools of Northern Samar

2014 ◽  
Vol 1 ◽  
pp. 78-83
Author(s):  
Jeselle S. Aquino
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teaching Practices ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Public And Private ◽  
Remedial Teaching ◽  
Significant Difference ◽  
Teachers And Students ◽  
The Difference

The problem of poor quality in education has been traced to a number of causes, which include socio-economic factors, teacher-related factors, inadequate learning materials, and the short and congested school curriculum, among others. With this result, it is therefore imperative to organize remediation programs in low performing schools to address the needs of the learners to achieve desired learning outcomes and to enhance faculty’s teaching competence. The study determined the remedial teaching practices employed by secondary school teachers in both public and private schools in Northern Samar. It also found out the difference between the extent of remedial teaching practices as perceived by the teachers and students and if there was a significant difference between the extent of practices of public and private secondary schools in Northern Samar. The descriptive-comparative method was utilized in the study using a researcher-made survey questionnaire as the primary instrument. The study was conducted in twenty (20) public and private secondary schools in Northern Samar selected based on the results of the National Achievement Test (NAT) from 2010 to 2011. Frequency counts, percentages, and weighted mean computations were used to analyze the data obtained. The t-test was used to test the difference between the extent of remedial teaching practices as perceived by the secondary teachers and students and the difference in the extent of remedial teaching practices among public and private secondary schools in Northern Samar. The remedial teaching practices of the secondary school teachers were rated “extensive” by both teachers and students. There was a significant difference between the perceptions of the secondary school teachers and the students on the extent of remedial teaching practices but there was no significant difference between the extent of remedial teaching practices of the public and the private secondary schools in Northern Samar.

scholarly journals Something new under the sun in secondary school: a case study

2020 ◽  
Vol 28 (106) ◽  
pp. 8-24
Author(s):  
Silvia Regina dos Santos Coelho ◽  
Candido Alberto Gomes
Keyword(s):  
Secondary School ◽  
Quantitative Methodology ◽  
Continuous Assessment ◽  
Structured Interviews ◽  
Counter Term ◽  
Organizational Image ◽  
Upper Secondary ◽  
Teachers And Students ◽  
A Company

Abstract This paper reports on a case study carried out in an upper secondary school (grades 10-12), which for 17 years has established learning workshops, with interseriation and interdisciplinarity, as well as complementary distance learning. The establishment, located in the industrial City of Curitiba, Brazil, maintains agreements so that its students, electively, attend the technical education in the counter-term. The qualitative-quantitative methodology included documental analysis, observation, semi-structured interviews with principals, counselors, teachers and students and application of questionnaires to convenience samples of teachers and students. The results show that, according to social expectations, this school has become publicly different due to its methodologies and success in reconciling the preparation for higher studies and technical courses. Continuous assessment and parallel recovery reduce reprobation and abandonment to minimum levels. The predominant organizational image is that of the school as a company, with components of the bureaucratic model, to frame the innovations in the official molds, and the school’s image as culture. Implications of these organizational images are discussed.

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