Peer Mentoring as Intervention Strategy towards Improving Secondary Teachers’ Interaction and Attitude in Secondary Schools

2016 ◽  
Vol 10 (7) ◽  
pp. 1-25
Author(s):  
Elizabeth Gyuse ◽  
Joel Eriba ◽  
Regina Samba ◽  
Emmanuel Achor
Keyword(s):  
Secondary Schools ◽  
Secondary Teachers ◽  
Peer Mentoring ◽  
Intervention Strategy

scholarly journals Teachers’ Perceptions on Integration of Information Communication Technology in Teaching and learning in Secondary Schools in Uasin Gishu County, Kenya

2018 ◽  
Vol 5 (5) ◽  
pp. 4754-4758
Author(s):  
Ogoti Evans Okendo
Keyword(s):  
Secondary Schools ◽  
Secondary Teachers ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Information Communication ◽  
Ict Integration ◽  
Public And Private ◽  
Technology In Teaching ◽  
Private And Public ◽  
Ict Infrastructure

The purpose of the study was to establish teachers’ perception on integration of information communication technology in teaching and learning in secondary schools in Uasin Gishu County. The study was guided by the Minimalism theory. The study utilized ex post facto research design. The target population included all private and public secondary schools in Uasin Gishu County and all teachers in private and public secondary schools in the county. Stratified and simple random sampling procedures were to select the respondents for the study. The study utilized questionnaire and observation schedules for data collection. The study concluded that most of teachers in public and private secondary schools in Uasin Gishu County had favorable perceptions of availability of ICT infrastructure in their school, The study further concluded  that both private and public secondary teachers in Uasin Gishu County had favorable perceptions of availability of plans for ICT integration in teaching in their school and that there is a significant relationship between public and private secondary teachers mean perception scores on ICT integration in Uasin Gishu County. the study recommended that the county Government of Uasin Gishu should provide ICT infrastructure in both private and public secondary schools and The principals and school managers in Uasin Gishu County should develop ICT integration plans at the school level which should inform the process of integrating the same in classroom teaching and learning.

Online Scratch Programming With Compulsory School Children During COVID-19 Lockdown

2021 ◽  
pp. 167-186
Author(s):  
Martina Benvenuti ◽  
Laura Freina ◽  
Augusto Chioccariello ◽  
Sabrina Panesi
Keyword(s):  
Teacher Training ◽  
Secondary Schools ◽  
Social Interactions ◽  
Secondary Teachers ◽  
School Children ◽  
Training Period ◽  
Programming Environment ◽  
Compulsory School ◽  
School Year ◽  
Lower Secondary Schools

In Spring 2020, the COVID-19 health emergency caused all Italian schools to close from March to the end of the school year. An intervention was organized with the aim of offering primary and lower secondary teachers the possibility to organize remote coding activities with their students. Nine workshops were held to introduce teachers to the Scratch online programming environment, and then a coding day was organized involving students from the last year of primary and lower secondary schools. The chosen activities proved to be motivating to the students, favoring social interactions and participation, and increasing their interest in coding. Teachers were positively impressed by the ease with which their students managed programming in Scratch, but some of them felt that they did not master programming well enough to autonomously support class activities. A longer teacher training period is needed.

scholarly journals This paper extracts and elaborates rural secondary teachers’ most effective reported motivating strategies. From the data generated by two years of mixed method research in rural secondary schools, these strategies emerged as among the most successful. Se

2018 ◽  
Vol 30 (1) ◽  
Author(s):  
Patricia L. Hardré ◽  
David W. Sullivan ◽  
Natasha Roberts
Keyword(s):  
Best Practices ◽  
Secondary Schools ◽  
Secondary Teachers ◽  
Mixed Method ◽  
Positive Impact ◽  
Mixed Method Research ◽  
Teacher Interviews ◽  
Teachers And Students ◽  
Motivation Strategies ◽  
Selection Of

This paper extracts and elaborates rural secondary teachers’ most effective reported motivating strategies. From the data generated by two years of mixed method research in rural secondary schools, these strategies emerged as among the most successful. Selection of best practices was based on a synthesis of what both teachers and students reported as making the greatest positive impact on their school-related motivation. Strategies are illustrated by multiple detailed examples from teacher interviews.  

scholarly journals The effects of school closures on SARS-CoV-2 among parents and teachers

2021 ◽  
Vol 118 (9) ◽  
pp. e2020834118 ◽  
Author(s):  
Jonas Vlachos ◽  
Edvin Hertegård ◽  
Helena B. Svaleryd
Keyword(s):  
Secondary Schools ◽  
Secondary Teachers ◽  
Infection Rate ◽  
Online Instruction ◽  
School Closures ◽  
Upper Secondary ◽  
Containment Measure ◽  
The Impact ◽  
Upper Secondary Schools ◽  
Lower Secondary Schools

To reduce the transmission of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), most countries closed schools, despite uncertainty if school closures are an effective containment measure. At the onset of the pandemic, Swedish upper-secondary schools moved to online instruction, while lower-secondary schools remained open. This allows for a comparison of parents and teachers differently exposed to open and closed schools, but otherwise facing similar conditions. Leveraging rich Swedish register data, we connect all students and teachers in Sweden to their families and study the impact of moving to online instruction on the incidence of SARS-CoV-2 and COVID-19. We find that, among parents, exposure to open rather than closed schools resulted in a small increase in PCR-confirmed infections (odds ratio [OR] 1.17; 95% CI [CI95] 1.03 to 1.32). Among lower-secondary teachers, the infection rate doubled relative to upper-secondary teachers (OR 2.01; CI95 1.52 to 2.67). This spilled over to the partners of lower-secondary teachers, who had a higher infection rate than their upper-secondary counterparts (OR 1.29; CI95 1.00 to 1.67). When analyzing COVID-19 diagnoses from healthcare visits and the incidence of severe health outcomes, results are similar for teachers, but weaker for parents and teachers’ partners. The results for parents indicate that keeping lower-secondary schools open had minor consequences for the overall transmission of SARS-CoV-2 in society. The results for teachers suggest that measures to protect teachers could be considered.

scholarly journals Epidemiology of substance use among secondary school learners in Atteridgeville, Gauteng

2012 ◽  
Vol 18 (1) ◽  
pp. 6 ◽  
Author(s):  
S V Moodley ◽  
M J Matjila ◽  
M Y H Moosa
Keyword(s):  
Substance Use ◽  
Secondary Schools ◽  
Drug Users ◽  
Illicit Drug ◽  
Intervention Strategy ◽  
Sampling Technique ◽  
Cannabis Use ◽  
Cluster Sampling ◽  
Prevalence Rates ◽  
Cross Sectional

<strong>Introduction.</strong> Adolescent substance use has a number of adverse consequences for both the individual and society. Anecdotal evidence suggested the existence of a serious substance use problem among learners in Atteridgeville, part of the City of Tshwane Metropolitan Municipality in Gauteng, South Africa. <strong></strong><p><strong>Objectives.</strong> The objectives of the study were to determine the prevalence rates and age of initiation of substance use among learners attending secondary schools in Atteridgeville, and the factors, if any, associated with cannabis use.</p><p><strong>Methods.</strong> This was a cross-sectional study. A cluster sampling technique was employed. Twenty-two of the total of 191 grade 8 - 11 classes in the nine Atteridgeville secondary schools were randomly selected, with all 895 learners in the selected classes being invited to participate. Self-administered questionnaires were used to collect data. Statistical analysis was conducted using the survey estimation commands in STATA 10.0. <strong></strong></p><p><strong>Results.</strong> The lifetime prevalence rates for the three most commonly used substances were 51.4% (95% confidence interval (CI) 41.5 - 61.5%) for alcohol, 25.2% (95% CI 17.1 - 33.3%) for cigarettes and 13.2% (95% CI 8.3 - 18.2%) for cannabis. Alcohol was also found to have the lowest mean age of initiation at 14.6 years (standard deviation 2.0). Based on CRAFFT screening scores, 30.3% (95% CI 24.5 - 36.1%) of learners met the criteria for possible problem substance use. Following multivariate analysis, the factors found to be significantly associated with lifetime cannabis use were age, gender, lifetime cigarette use, lifetime alcohol use, the number of illicit drug users among the learners’ five closest friends, and an older sibling with a history of illicit drug use.</p><p><strong>Conclusion.</strong> The results of the study suggest that substance use among learners in Atteridgeville is widespread and that a comprehensive intervention strategy is required.</p>

Video-Literature Teaching in the EFL/ESL Classroom

2019 ◽  
pp. 35-53
Author(s):  
Jelena Bobkina ◽  
Elena Domínguez Romero
Keyword(s):  
Secondary Schools ◽  
Secondary Teachers ◽  
Literary Texts ◽  
Film Adaptations ◽  
Literature Teaching ◽  
Literary Works ◽  
Key Factor ◽  
Official Curriculum ◽  
Wife Of Bath ◽  
Esl Classroom

This chapter reports on work carried out to develop an inclusive multimodal framework for the implementation of literary works with film adaptations as part of a video/literature workshop designed for one of the Master's courses aimed at the training of EFL/ESL secondary teachers in the Complutense University in Madrid (Spain). This multimodal framework was motivated primarily by the fact that literature has recently become an essential part of the curriculum in Bilingual Secondary Schools in Madrid. The reality that the use of film adaptations of literary texts facilitates the implementation of literature in the EFL/ESL classroom was also a key factor. The lines following not only describe the framework developed, but also provide one example of implementation of the model for the teaching of Geoffrey Chaucer's “The Wife of Bath,” without any doubt one of the hardest texts to tackle in the EFL/ESL classroom out of the literary works recommended for the bilingual official curriculum in the Spanish Community of Madrid.

Implementing Secondary RTI Models

2015 ◽  
pp. 25-52
Author(s):  
Susan G. Porter
Keyword(s):  
Secondary Schools ◽  
Secondary Students ◽  
Secondary Teachers ◽  
School Leaders ◽  
Critical Role ◽  
Educational Leaders ◽  
Process Models ◽  
Secondary Response ◽  
Academic Challenges ◽  
Effective Implementation

This chapter explores the critical role that superintendents, principals, and other school leaders play in the effective implementation of secondary Response to Intervention (RTI) models in schools and school districts. This chapter also outlines the unique challenges that school leaders often encounter in their efforts to implement RTI reforms in secondary schools, including the unique culture and structure of secondary schools, the mindset and perspectives of secondary teachers, and the complexity of secondary students and their academic challenges. Finally, through research-supported frameworks (e.g., teacher efficacy, distributed leadership models, and educational change process models), this chapter offers tools and strategies for educational leaders who are undergoing RTI reforms in their secondary schools.

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