scholarly journals New Zealand Secondary School Teachers' Perceptions and Practices Toward Curriculum Integration

2021 ◽  
Author(s):  
◽  
Susan Arrowsmith
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Secondary Schools ◽  
Curriculum Integration ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Senior Managers ◽  
Theoretical Understanding ◽  
Teachers Perceptions ◽  
Zealand Secondary School

<p>Curriculum integration is an approach that aims to integrate teaching across traditional subject boundaries. Curriculum integration has received a growing level of interest in recent years in New Zealand, even from secondary schools that up until now have largely retained disciplinary boundaries. However, in spite of this recent popularity, curriculum integration remains a contested concept in terms of its definition, theoretical grounding, and practice, and we still know very little about how and why teachers are enacting this idea.  This study investigated New Zealand secondary school teachers’ perceptions and practices pertaining to curriculum integration. Participants included 25 teachers and senior managers from four New Zealand secondary schools currently employing curriculum integration. A collective case study design was utilised, gathering qualitative data through focus group sessions, semi-structured interviews, classroom observations, and document analysis. The data was analysed thematically.  The findings indicated that teachers’ theoretical understanding of integration was limited, and that most of the programmes were pragmatically founded. Factors that appeared to enhance the success of curriculum integration were the historical roots, whether the programme was initiated by teachers or senior managers, the type and degree of integration employed, if the programme ran as a special curriculum or across the whole school, the level of support received, and the timing of the programmes.  It was apparent that whilst curriculum integration has been advocated by the New Zealand Curriculum, there are still many challenges for secondary schools wishing to employ it. If this is indeed an area of future growth, then the Ministry of Education have a responsibility to provide a clear definition of, and professional development for, curriculum integration. This would help to strengthen the progressive, integrated curriculum espoused in the New Zealand Curriculum so that it is on far less shaky ground than at present.</p>

scholarly journals Teaching in superdiverse multicultural classrooms: Ideas from New Zealand secondary school teachers

2021 ◽  
Author(s):  
Bronwyn E. Wood ◽  
Shona McRae ◽  
Meredith Raukura
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Cultural Diversity ◽  
Teaching Strategies ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Supportive Relationships ◽  
Zealand Secondary School ◽  
Multicultural Classrooms ◽  
Ethnic Students

Increased migration in recent years means that New Zealand classrooms are growing in cultural diversity—and in some communities, the extent and complexity of this has reached levels of “superdiversity”. This article reports on how teachers (n = 23) in four superdiverse secondary schools in New Zealand were responding to the growing cultural diversity in their classrooms. Four key approaches that were used by teachers in all schools to develop supportive relationships and foster greater inclusion are outlined. In addition, several teaching strategies are provided to help support teachers to face the growing complexity of mixed, hybrid, and evolving identities of multi-ethnic students in their classrooms.

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.

Attitude of Secondary School teachers towards Physical Fitness for Sports in Ekiti State, Nigeria

2021 ◽  
pp. 91-100
Author(s):  
Olurotimi Marcus BOLARINWA
Keyword(s):  
Local Government ◽  
Secondary School ◽  
Secondary Schools ◽  
Physical Fitness ◽  
Secondary School Teachers ◽  
Research Work ◽  
Local Government Area ◽  
Validity And Reliability ◽  
School Teachers ◽  
Sports Activities

This research work investigated the attitude of Secondary School Teachers in the Ijero Local Government Area of Ekiti State, Nigeria towards Physical fitness for sports. The research design used for the study was the descriptive type of research. A simple random sampling technique was used to select two hundred (200) secondary school teachers selected from all the secondary schools in Secondary Schools in Ijero Local Government Area of Ekiti State, Nigeria. The instrument for data collection for the study was a self-structured questionnaire. The instrument was subjected to a validity and reliability mechanism and it was found to be appropriate for the study. Four (4) research questions were raised and tested at 0.05 level of significance. The data collected were analysed using Chi-Square (X2) statistical analysis package. The findings of the study revealed that the disposition of secondary school teachers’ influences their attitude towards physical fitness programme and sports activities, the interest of secondary school teachers’ influences their attitude towards physical fitness programme and sports activities, availability of sports facilities influence the attitude of secondary school teachers’ toward physical fitness programme and sports activities and, secondary school teachers’ perception of health benefits of physical fitness influences their attitude towards physical fitness participation and sports activities in secondary schools in Ijero Local Government Area of Ekiti State, Nigeria. Based on the findings, appropriate conclusions and recommendations were made.

VERBAL JUSTIFICATION—IS IT A PROOF? SECONDARY SCHOOL TEACHERS’ PERCEPTIONS

2010 ◽  
Vol 8 (6) ◽  
pp. 1071-1090 ◽  
Author(s):  
Michal Tabach ◽  
Ruthi Barkai ◽  
Pessia Tsamir ◽  
Dina Tirosh ◽  
Tommy Dreyfus ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Teachers Perceptions

Advanced Placement Computer Science

1984 ◽  
Vol 77 (5) ◽  
pp. 372-379
Author(s):  
James S. Braswell
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Computer Science ◽  
Advanced Placement ◽  
Secondary School Teachers ◽  
First Year ◽  
School Teachers ◽  
College Board ◽  
Science College ◽  
Teacher's Guide

The College Board's Advanced Placement (AP) offering in computer science is in its first year of operation. In the spring of 1983 the board (1984) published a course description to serve as a guide to those secondary schools that wish to offer AP Computer Science. This course description is also the basis of the first AP examination in computer science that is being administered in May 1984. A teacher's guide for AP Computer Science (College Board 1983) has also been prepared to assist secondary school teachers in planning and teaching the course.

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