scholarly journals Students, Teachers and Management Teams in Bilingual Programmes: Shared Perceptions and Areas for Improvement

2019 ◽  
Vol 17 ◽  
pp. 277
Author(s):  
Esther Nieto Moreno de Diezmas
Keyword(s):  
Data Collection ◽  
Secondary Schools ◽  
Native Language ◽  
English Teachers ◽  
Management Teams ◽  
Lay Theories ◽  
Integrated Learning ◽  
Shared Beliefs ◽  
La Mancha ◽  
Perceptions Of Students

This paper explores the shared beliefs and perceptions of students and teachers in CLIL (Content and Language Integrated Learning) programmes. Unlike in most studies, this research considers the perspectives of all categories of teachers involved when implementing CLIL, including the members of the management teams, along with CLIL programme coordinators, CLIL teachers and English teachers. A total of 114 participants from two state secondary schools located in two provinces of Castilla-La Mancha took part in the study. The instruments used for data collection were Likert type questionnaires containing between 21 and 59 questions that were supplemented with open-ended questions and interviews. Results showed various sources of tension among stakeholders, shared lay theories about bilingualism such as idealization of the native language assistant, and revealed some shortcomings in the implementation of the bilingual programmes for issues such as coordination and shortage of resources.

scholarly journals Use of an Integrative Research on the Education System

2019 ◽  
Vol 8 (4) ◽  
pp. 7661-7664
Keyword(s):  
Secondary Schools ◽  
Education System ◽  
Native Language ◽  
Language Teaching ◽  
Educational Process ◽  
Quality Education ◽  
Integrated Learning ◽  
Integrated Education ◽  
Integrative Research

This article discusses the effectiveness of integrated learning in native language teaching in secondary schools. This article mainly focuses on the coordinating native language lessons based on integrated education , in consequence, adducing preventive ways the educational process from falling into the same position and prevents students from losing interest in the lessons, privileges of teachers to work on their own and ensure that quality education remains in the system.

scholarly journals Artefacts, practices and pedagogies: teaching writing in English in the NAPLAN era

2021 ◽  
Author(s):  
Susanne Gannon ◽  
Jennifer Dove
Keyword(s):  
Secondary Schools ◽  
English Teachers ◽  
Teaching Writing ◽  
Pedagogical Practices ◽  
Deep Dive ◽  
Geographically Dispersed ◽  
English Classes ◽  
Novel Method ◽  
Teaching Of Writing

AbstractIn secondary schools, English teachers are often made responsible for writing results in national testing. Yet there have been few studies that focussed on this key group, or on how pedagogical practices have been impacted in the teaching of writing in their classrooms. This study investigated practices of English teachers in four secondary schools across different states, systems and regions. It developed a novel method of case study at a distance that required no classroom presence or school visits for the researchers and allowed a multi-sited and geographically dispersed design. Teachers were invited to select classroom artefacts pertaining to the teaching of writing in their English classes, compile individualised e-portfolios and reflect on these items in writing and in digitally conducted interviews, as well as elaborating on their broader philosophies and feelings about the teaching of writing. Despite and sometimes because of NAPLAN, these teachers held strong views on explicit teaching of elements of writing, but approached these in different ways. The artefacts that they created animated their teaching practices, connected them to their students and their subject, suggested both the pressure of externally driven homogenising approaches to writing and the creative individualised responses of skilled teachers within their unique contexts. In addition to providing granular detail about pedagogical practices in the teaching of writing in the NAPLAN era, the contribution of this paper lies in its methodological adaptation of case study at a distance through teacher-curated artefact portfolios that enabled a deep dive into individual teachers’ practices.

scholarly journals «GERMAN GRAMMAR» BY JACOB GRIMM AND SCHOOL GERMAN GRAMMAR BOOKS IN THE NINETEENTH-CENTURY GERMANY

2020 ◽  
Vol 23 (4) ◽  
pp. 121-127
Author(s):  
Oleg V. Lukin ◽  
Keyword(s):  
Nineteenth Century ◽  
Secondary Schools ◽  
Native Language ◽  
German Language ◽  
Linguistic Research ◽  
Scientific Approach ◽  
The Matrix ◽  
History Of Linguistics ◽  
History Of ◽  
Xix Century

The article is devoted to the place of J. Grimm's «German grammar» among school German grammar books of the XIX century Germany. The work that appeared at the beginning of the century opened a new page in the history of linguistics – the development of comparative historical language study and the formation of linguistics as a science. The paper provides information on some of the most important German grammar textbooks in Germany of the XIX century, used in secondary schools. They were grammar books by J. Ch. Gottsched, J. Ch. Adelung, J. Ch. A. Heyse, J. G. Radlof, S. G. A. Herling, F. J. Schmitthenner, M. W. Götzinger, etc. The author of the article compares J. Grimm's «German grammar» with the above-mentioned grammar works of that time and puts forward a hypothesis that in the XIX century Germany there appeared an opposition between scientific approach to grammar and that of school grammar books, which, according to the author, reflects dramatically different goals set by both sides. Unlike school textbooks which task is to consistently initiate students into the system of their native language, often on the basis of the matrix created by Alexandrian grammarians, scientific grammar is based on the results of linguistic research and seeks to answer questions about language phenomena. J. Grimm rejected any normative grammar based on logics, that resulting in the aversion on the part of the pedagogical community. Nevertheless, the publication of «German grammar» resulted in appearance of German language textbooks the writers of which tried to build their work on the basis of Grimm’s work, thereby contributing to the popularization of the ideas of the great linguist both among the pedagogical community and the students (A. F. H. Vilmar and K. A. J. Hoffmann).

scholarly journals Students’ Perception of the Influence of Guidance and Counselling Services and Academic Performance in Baringo Country, Kenya.

2021 ◽  
Vol 2 (1) ◽  
pp. 32-35
Author(s):  
Wilson Kiptala ◽  
John Kipruto
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
Research Method ◽  
Group Discussion ◽  
The Self ◽  
Counseling Services ◽  
Guidance And Counseling ◽  
Counselling Services ◽  
Perceptions Of Students ◽  
Perception Theory

The purpose of the study was to determine the perceptions of students of the influence of guidance and counseling services on academic performance in Baringo County, Kenya. The objectives of the study were to: investigate the perception of students on the various guidance and counseling services and determine the perceptions of students on the influence of guidance and counseling on academic performance. The study was guided by the self-perception theory. The ontology was constructivist. The epistemology was interpretivist. The research method was qualitative. The research design was phenomenology. Samples of 12 secondary schools, 130 students, 12 teachers were selected. Focus Group Discussion (FDG) and interview guides were used to generate data. The data was thematically analyzed. The study major findings were; that students perceived guidance and counseling services positively and that they had contributed significantly to their academic performance. The study recommends that there is need to further develop and strengthen guidance and counseling in Baringo County Secondary Schools and develop a theory to guide this process, informed by increased cases of indiscipline and truancy among students.

scholarly journals Investigation of Number Sense Strategies Used By the 8th Grade Students in Turkey

2018 ◽  
Vol 6 (7) ◽  
pp. 108
Author(s):  
Zübeyde Er ◽  
Perihan Dinç Artut
Keyword(s):  
Data Collection ◽  
Secondary Schools ◽  
Qualitative Analysis ◽  
Number Sense ◽  
City Centre ◽  
Data Collection Tool ◽  
Analysis Methods ◽  
8Th Grade

The purpose of this research was to determine strategies used by 8th grade students in Number Sense problems. This was a case study of 28 8th grade students at three similar secondary schools in a city centre south of Turkey. A Number Sense test consisting of 25 items designed according to five main Number Sense components was used as a data collection tool. The data were analyzed using qualitative analysis methods. The students preferred Strategies Based on Rules while solving the Number Sense test compared to strategies based on number sense or Strategies Partially Based on Number Sense.

Constancy of Teachers' Perceptions of Students—A Multidimensional Scaling Study

1972 ◽  
Vol 35 (2) ◽  
pp. 515-518 ◽  
Author(s):  
Andrew K. Clark ◽  
Thomas O. Maguire ◽  
Gene V. Glass
Keyword(s):  
Data Collection ◽  
Multidimensional Scaling ◽  
Classroom Behavior ◽  
Close Correspondence ◽  
Teachers Perceptions ◽  
Parental Relationship ◽  
Academic Aptitude ◽  
Data Collection And Analysis ◽  
Perceptions Of Students ◽  
Similarity Judgments

Teachers made similarity judgments of student descriptions which varied on the dimensions of classroom behavior, academic aptitude, and parental relationship. The multidimensional configuration derived from a computer analysis of the similarities bore a close correspondence to the configuration obtained in a previous study which employed different methods of data collection and analysis.

scholarly journals Smart Teacher Smart Class Portal in Enhancing Secondary School English Teachers’ English Language Teaching Knowledge in Bangladesh

2015 ◽  
Vol 19 (1-2) ◽  
pp. 147-157
Author(s):  
SM Kamruddin Ropum ◽  
Md Yasin Arafat
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
English Language ◽  
Language Teaching ◽  
Lesson Plan ◽  
English Teachers ◽  
English Language Teaching ◽  
Teaching Knowledge ◽  
Post Test ◽  
Teaching Learning

Smart teacher smart class (STSC) is a portal developed by Dnet which contains curriculum, teachers’ guide, education policy, textbook, lesson plan, multimedia contents, and teaching-learning strategies on different subjects aiming to provide content and pedagogical support to the secondary school teachers in Bangladesh. Making an offline CD, the STSC portal is provided to the respective teachers of secondary schools Dnet works with. The regular use of the STSC portal helps the teachers to improve their knowledge about effective teaching-learning techniques. The study was designed as one group pre-test post-test quasi-experimental method to find the effect of STSC portal on secondary school English teachers’ English language teaching knowledge (ELTK). Twenty eight English teachers from 14 secondary schools were selected purposively to form the group and the tests were administered on them considering 6 months intervention (STSC portal) period. The test was adapted from Cambridge language teaching knowledge (TKT) test focusing on different ELT aspects. The tests scores of the teachers were categorized in 4 knowledge levels: limited, basic, deep and extensive. The findings of the study show that the STSC portal induces a significant improvement of the teachers’ ELTK. Most of the teachers showed better performances in the post-test than the pre-test. Moreover, significance (0.001) and effect size score (0.91) also depict a clear and large effect in enhancing teachers’ ELTK. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12087 Journal of NELTA, Vol 19 No. 1-2, December 2014: 147-157

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