Techniques used by Secondary School Teachers in Managing Classroom Disruptive Behaviour of Secondary School Students in District Karak (Pakistan)

The challenges proposed by the knowledge society requires a change of mentality and routines of our students. Consequently, a shift is also needed in the role played by teachers in their education. 34 secondary school teachers from three Spanish high schools, from Ceuta, Madrid and Asturias, working as part of a network, began to introduce project-based learning (PBL) and cooperative learning to facilitate this change. We analyze the correlations between the beliefs and the attitudes of teachers when they were initiating a methodological transition in their patterns of teaching. At the same time, we compare the competencies and strategies related with PBL that 372 secondary school students from these high schools consider being personally important with those who they believe necessary to improve their learning or to be successful with academic requirements.

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Effect of a Ban on Extracurricular Sports Activities by Secondary School Teachers on Physical Activity Levels of Adolescents: A Multilevel Analysis

Health Education & Behavior ◽

10.1177/1090198105285327 ◽

2006 ◽

Vol 33 (5) ◽

pp. 690-702 ◽

Cited By ~ 8

Author(s):

Roman Pabayo ◽

Jennifer O'Loughlin ◽

Lise Gauvin ◽

Gilles Paradis ◽

Katherine Gray-Donald

Keyword(s):

Physical Activity ◽

Secondary School ◽

Secondary School Students ◽

Secondary School Teachers ◽

Physical Activities ◽

Activity Levels ◽

School Teachers ◽

School Students ◽

School Year ◽

Sports Activities

To study the effect of a teachers' ban on supervising sports-related extracurricular physical activities (ECAs), levels of physical activity among 979 grade 7 students (mean age = 12.7 [0.5] years at baseline) were comparedduringand after the ban in seven schools that fully implementedthe ban, and three schools that did not implement the ban fully. On average, schools offered 18.0 ( SD = 5.1) ECAs during a no-ban school year. Students attending full implementation schools were significantly more likely than students in nonimplementation schoolsto be active after the banended(oddsratio forbeingactive = 1.89[95%confidenceinterval: 1.39,2.58]). They also increased the number of physical activities in which they participated (coefficient = 4.04; SE = 1.01). Ending a teachers' ban on sports-related ECAs was associated with increased involvement in physical activity among secondary school students.

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Do teachers know their students? Examining teacher attunement in secondary schools

School Psychology International ◽

10.1177/0143034318786536 ◽

2018 ◽

Vol 39 (4) ◽

pp. 416-432 ◽

Cited By ~ 5

Author(s):

Eleonora Marucci ◽

Beau Oldenburg ◽

Davide Barrera

Keyword(s):

Secondary School ◽

Risk Behavior ◽

Secondary School Students ◽

Secondary School Teachers ◽

Sixth Grade ◽

School Teachers ◽

School Students ◽

Five Dimensions ◽

The Mean ◽

Peer Nominations

Using survey data from 457 Italian sixth grade secondary school students ( M age = 11.9, SD = 0.7, 46% girls) and 58 of their teachers ( M age = 45.7, SD = 9.4, 92.8% female) this study examined the extent to which secondary school teachers were attuned to their students. More specifically, we investigated the extent to which teachers were aware of which students were highly liked, disliked, prosocial, aggressive, or engaged in risky behavior. For each of these five dimensions, teacher attunement was measured by comparing teacher’s nominations to the proportion of received peer nominations per student. Then, a general teacher attunement score was constructed by calculating the mean of these five scores. Descriptive analyses showed a moderate teacher attunement, which was highest for prosocial behavior and lowest for risk behavior. It was investigated whether certain teachers had a higher attunement than others. Our analyses showed that teacher attunement was positively associated with the amount of time teachers spent with their students and with their experience as a teacher. Furthermore, attunement was negatively associated with classroom size.

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A STUDY ON MORAL REASONING AND ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN SATHYAMANGALAM TALUK OF ERODE DISTRICT

Turkish Journal of Computer and Mathematics Education (TURCOMAT) ◽

10.17762/turcomat.v12i4.1201 ◽

2021 ◽

Vol 12 (4) ◽

pp. 1322-1327

Author(s):

Father Sri Marshal Joseph, Et. al.

Keyword(s):

Academic Achievement ◽

Secondary School ◽

Moral Reasoning ◽

Home Environment ◽

Secondary School Students ◽

Secondary School Teachers ◽

School Teachers ◽

School Students ◽

Significant Difference ◽

Good Behaviour

Moral reasoning is mainly focusing on making right decisions to do right activities and exhibit good behaviour of school students in a particular situation and it provides chances for them to discover and realize values, to build character and to improve personality. The findings reveal that there exits significant difference amongst moral reasoning of secondary school students and their profile. Moral reasoning is positively and moderately related with academic achievement of secondary school students. Hence, secondary school teachers should give proper guidance to their secondary school students for improving their moral reasoning and ethical and moral behaviours. Parents must provide conducive home environment for their secondary school students to enhance their abilities for moral reasoning and academic achievement. Furthermore, secondary school teachers should interact, discuss and exchange ideas regularly with their secondary school students for increasing their moral reasoning and academic achievement. Peer groups and family members must also give moral support to their secondary school students for improving their moral reasoning and academic achievement. In addition, secondary schools should conduct various programmes for enhancing moral reasoning and academic achievement among their secondary school students.

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Are Parents' and Children's Thinking Styles Related?

Psychological Reports ◽

10.2466/pr0.2003.93.2.617 ◽

2003 ◽

Vol 93 (2) ◽

pp. 617-630 ◽

Cited By ~ 9

Author(s):

Li-Fang Zhang

Keyword(s):

Secondary School ◽

Secondary School Students ◽

Thinking Styles ◽

Personal Factors ◽

School Teachers ◽

School Students ◽

Mainland Chinese ◽

Chinese Secondary School Students ◽

Children’S Thinking

This study extends the investigation of the validity of Sternberg's theory of mental self-government to mainland Chinese secondary school students and their parents. The assumption of a ‘socialization effect’ underlying the theory was subjected to broader investigation. 232 students and their parents responded to a range of demographic questions and to the Thinking Styles Inventory which is based on Sternberg's theory. The two major findings are that (1) Sternberg's theory is valid with both samples, and (2) students' thinking styles are related not only to their personal factors, e.g., sex, grade, and self-rated abilities, but also to their parents' thinking styles. These findings have implications for school teachers and counselors as well as for parents.

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Definitions of Disruptive Behaviour by Secondary School Teachers of Brunei Darussalam

Indian Journal of Public Health Research & Development ◽

10.5958/0976-5506.2019.01525.0 ◽

2019 ◽

Vol 10 (6) ◽

pp. 1604

Author(s):

Fathimath Muna

Keyword(s):

Secondary School ◽

Secondary School Teachers ◽

Disruptive Behaviour ◽

School Teachers ◽

Brunei Darussalam

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PERCEPTION OF NORTH-CENTRAL NIGERIAN SCHOOL TEACHERS ABOUT SUBSTANCE USE AMONG THEIR SECONDARY SCHOOL STUDENTS

10.26226/morressier.5d1a035857558b317a13f61e ◽

2019 ◽

Author(s):

Ayotunde Omotoso ◽

Alfred Banso Makanjuola ◽

Tunji Alao Abiodun

Keyword(s):

Substance Use ◽

Secondary School ◽

Secondary School Students ◽

School Teachers ◽

School Students ◽

North Central ◽

Nigerian School

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MEDIATION IN SCHOOLS IN THE OPINIONS OF TEACHERS AND SECONDARY SCHOOL STUDENTS

Probacja ◽

10.5604/01.3001.0014.4892 ◽

2020 ◽

Vol 2 ◽

pp. 135-158

Author(s):

Joanna Rusinkiewicz ◽

Łukasz Piś

Keyword(s):

Young People ◽

Secondary School ◽

Social Life ◽

Secondary School Students ◽

Common Knowledge ◽

Research Question ◽

School Teachers ◽

School Students ◽

Living Space ◽

Teachers And Students

The rapidly expanding living space of young people, filled with various – often new – content, which is the source of all experiences and sensations, gradually blurring the subtle boundaries between what is and what is not socially accepted, generates confl icts and disputes between frustrated teenagers. These often result from a lack of ability to deal with a particular situation and a lack of ability to solve the problem. It is common knowledge that confl icts are an integral part of social life. Ultimately however, they would have probably led to the destruction of societies if it had not been for the tools and procedures developed to solve them. Thanks to the ability to solve confl icts and mitigate their eff ects, it is easier for young people to enter into new social roles. It is also easier for them to function at school, family and peer levels. School as a space of educational interaction between diff erent subjects is a place of particular risk for confl icts and disputes. Therefore, knowledge of school mediation may prove extremely useful in this matter. The purpose of school mediation is to reach an agreement and agree appropriate positions on important issues. In its assumptions, mediation introduces a culture of dialogue and co-responsibility for shaping the school’s image. The aim of the research conducted in March 2020 was to fi nd out the opinion of the two most important groups in each school – teachers and students – about mediation and the mediator. Therefore, an attempt was made to fi nd an answer to the research question: What is the opinion of teachers and secondary school students on the value of mediation in schools?

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