Teachers’ Perceptions About School Innovation Practices in Secondary Schools

The study examined teachers perceptions on the use of information and communication technology (ICT) devices for instructional delivery in secondary schools in Ebonyi State, Nigeria. Four research questions guided the study. The population of the study comprised of all the three thousand two hundred and eighty-five (3,285) teacher in the two hundred and twenty-one (221) public secondary schools in Ebonyi State. Simple random sampling technique was used to select (8) teachers each from ninety schools used for the study to give a sample of seven hundred and twenty (720) respondents. The instrument used for data collection was structured questionnaire. Pearson’s Moment Correlation Co-efficient was used to calculate the reliability co-efficient of the pilot tests to get established reliability value of 0.79. The data collected were analysed using mean scores. It was found among other things that ICT devices are not adequately available, most available ICT devices are not in good working condition in schools studied, hence they are not adequately used and above all trained personnel are not also adequately available to operate the functional ones. Government through her appropriate agencies should as a matter of urgency procure and distribute the necessary ICT devices to secondary schools, more trained personnel should be recruited but for the interim the available ones could be retrained through short term holiday programmes, workshops and conferences to ensure adequate use and maintenance of these ICT devices as this will go a long way in improving instructional delivery in Ebonyi State Secondary Schools.

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An Exploratory Study of EFL Teachers’ Perceptions on Grammar Terminology Use in Kosova

European Journal of Language and Literature ◽

10.26417/ejls-2019.v5i1-192 ◽

2019 ◽

Vol 5 (1) ◽

pp. 39

Author(s):

Sermin Turtulla

Keyword(s):

Secondary Schools ◽

Exploratory Study ◽

Curriculum Change ◽

Language Teaching ◽

National Curriculum ◽

Communication Competence ◽

Frequency Count ◽

Teachers Perceptions ◽

Percentage Distribution ◽

Efl Teachers

This exploratory study aims to find out perceptions of EFL teachers on grammar terminology use in Kosova in the light of recent national curriculum change in language teaching. Data was collected through semi-structured questionnaires administered to EFL teachers teaching in primary and lower secondary schools in Prizren. Data was analysed using frequency count and percentage distribution. Findings of the study revealed that teachers show superiority of communication competence over grammar competence in thought and the opposite in practice.

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The music curriculum in Hong Kong secondary schools — intentions and constraints

International Journal of Music Education ◽

10.1177/025576149803100104 ◽

1998 ◽

Vol os-31 (1) ◽

pp. 37-58 ◽

Cited By ~ 2

Author(s):

Fanny Yuen-Fun Ng ◽

Paul Morris

Keyword(s):

Hong Kong ◽

Secondary Schools ◽

Qualitative Data ◽

Objective Assessment ◽

The Other ◽

Music Curriculum ◽

Teachers Perceptions ◽

Academic Knowledge ◽

Key Dimensions ◽

Three Components

This paper has three purposes: it reviews the official aims of the formal music curriculum as promulgated by the Hong Kong Government, compares them to teachers’ perceptions of those aims and analyses the explanations of teachers for the pedagogic approach they emphasize. The analysis indicates that a balanced music curriculum is promoted which incorporates three components, namely: listening, performance and composition as its key dimensions. However, a combination of quantitative and qualitative data, collected by questionnaires and interviews showed that musical experiences associated closely with listening were perceived by teachers to be more important than the other components. What emerged most clearly from the explanations of the teachers was the extent to which the prevailing ethos of schooling in Hong Kong, which places a premium on the transmission and objective assessment of academic knowledge, was seen to be a powerful influence on the music curriculum. The result is an implemented music curriculum which is constrained by the broader context of schooling and is heavily.oriented to providing students with listening experiences.

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