Secondary Education Classes Research Articles

The Effect of Training of Prospective Secondary School Teachers in Flander’s System of Classroom Interaction Analysis on the Classroom Verbal Behavior of their Students

The teacher in any educational system performs a significant function since his role is to perpetuate society heritage and simultaneously to energize human resources towards social progress. The face of twentieth-century life is a rapidly changing society, a mentoring store of knowledge, amazing innovations and new understanding, theories and concepts about the teaching learning process. Efforts are being made all over the world to bring about the changes in all educational programs and practices according to the changing needs of society, time and subjects. The sample included 32 prospective teachers drawn from M.A. secondary education class. Eight male and eight female prospective teachers voluntarily participated in the study and formed the treatment group. Equal numbers of male and female prospective teachers, from the same population, were matched to the treatment group and formed a no-treatment group. Two trained observers categorized the classroom interaction on the teaching of Urdu English and Pakistan studies and gathered data in the quantitative form. The interobserver reliability coefficient on the data ranged from .97 to .99. Three Factors Analysis of Variance with repeated measures was applied to find the effect of training, gender and subjects on the verbal behavior of the prospective teachers. The interaction effects between training & gender, training & subjects were also studied. Training of teachers in Flander's system of classroom interaction analysis has a positive and significant effect on the verbal 'behaviour of their students on the greater (accessed) use of the following categories of student talk on Spontaneous talk and Questioning by students. Flanders and other systems of classroom interaction analysis should be included and introduced in teacher education programs of the country at all levels. Teacher educators of all levels should use this system of classroom interaction analysis along with other observation procedures for the supervision and guidance of prospective teachers in practice teaching.

From the Beginning: Creating a Diversity and Multicultural Education Course at Jacksonville State University

In the fall of 2015, a new secondary education class, Diversity and Multicultural Education, was introduced at Jacksonville State University in Jacksonville, Alabama, USA. Although many multicultural theorists emphasize the importance of students taking diversity/multicultural education courses in college, there is no real model for creating such a class. This article creates a framework for how to conceptualize and teach a diversity and multicultural education course at the university level. It discusses the creation of the class through a critical pedagogy framework, the units which comprise the course, and the connection to current events. The article also includes student reflections about personal growth due to taking the new course, as well as personal reflections from the author.

Argumentação na sala de aula e seu potencial metacognitivo como caminho para um enfoque CTS no ensino de química: uma proposta analítica

Resumo O ensino de química muitas vezes é guiado pela utilização de fórmulas e esquemas, dada a natureza dos símbolos que permeiam tal disciplina. Nesse cenário, são poucos os estudos que tratam de aspectos ligados ao processo de reflexão usando temas na área de ciências exatas. Assim, fazer parte da formação de indivíduos críticos e reflexivos em relação ao conhecimento, a eles mesmos e ao ambiente social e natural em que vivem tem sido preocupação de educadores e psicólogos e está na base do movimento CTS – Ciência, Tecnologia e Sociedade. Este estudo, apoiando-se no potencial metacognitivo da argumentação na educação, amplia essa discussão ao investigar se a utilização desse tipo de discurso propicia aos alunos a reflexão sobre seus próprios pensamentos, mostrando um funcionamento ao nível metacognitivo necessário ao enfoque CTS em sala de aula. Foram analisadas produções textuais de três alunos em aulas de química no ensino médio, nas quais se solicitava o posicionamento destes diante da pergunta “Radioatividade: vida ou morte?”, após serem realizados debates sobre esse tema. As análises mostraram que a argumentação, por sua organização discursiva peculiar, se constitui em interessante alternativa para fazer emergir formas de pensamento sofisticadas, como as que definem um pensamento crítico e reflexivo.

Сотрудничество на Фейсбуке: как учителя обмениваются опытом через социальные сети

This study explores the use of Facebook for educational purposes, as a collaborative online space for enabling communication among teachers from different schools. The article describes how a group of 43 teachers on Facebook, from various schools in the southeast region of Brazil used a group on Facebook as a collaborative space for communicating among each other. On the group, these teachers shared experiences about the use of digital technologies in their secondary education classes. This study is based on Cultural Historical Activity Theory, considering the group on Facebook as a tool for mediating communication . The objective of this study is to explore why and how teachers collaborated with each other on Facebook, and to study how communication among them evolved in the process. We examined the posts on that group from 2012 to 2014, and two questionnaires responded online by the teachers in June 2012 and in December 2013. Our findings suggest that teachers tend to critically collaborate in smaller groups and that further online communication evolved outside the group of teachers, with the creation of smaller groups on Facebook inside their schools.

Teachers and the foundations of intercultural interaction

With the effects of globalisation, the number of people exposed to intercultural interaction has increased significantly. One of the most affected sectors is education. In parallel to the increase in numbers of students going abroad for tertiary education, primary and secondary education classes have also become culturally and religiously more diverse, mainly due to the effects of migration. With the increase in cultural diversity among their students, teachers find themselves facing new challenges. In order to be able to effectively encourage cultural exchange and intercultural dialogue, teachers need to cultivate their own intercultural competence. However, instead of directly jumping to the end result, this paper focuses on the very foundations of any intercultural interaction, namely self-awareness – of one’s own normative settings –, acceptance of the equality of different cultural approaches, and strategies for how these can be transformed into personal attributes. The author highlights the importance of the internalisation of a belief in order to be able to reflect it in one’s behaviour and convey to others the sense that they are genuinely accepted as they are. Self-Determination Theory (SDT) provides important insights into how and under which conditions internalisation can take place. Combining the insights gained from SDT with questioning techniques used by coaching experts, the author drafts a set of self-assessment questions which aim to help teachers reflect on the foundations of their intercultural interactions, gauge their level of internalisation and define the areas they have to focus on in order to cultivate their intercultural competence.

Recontextualising Cellular Respiration in Upper Secondary Biology Education. Characteristics and Practicability of a Learning and Teaching Strategy

Since concepts may have different meanings in different contexts, students have to learn to recontextualise them, i.e. to adapt their meanings to a new context. It is unclear, however, what characteristics a learning and teaching strategy for recontextualising should have. The study aims to develop such a learning and teaching strategy for cellular respiration. The strategy consists of a storyline, consisting of three contexts, with embedded cognitive elements and some episodes focussed on recontextualising cellular respiration. Testing the strategy in two classes in upper secondary biology education showed that the strategy was largely practicable.

The Use of Manipulatives in Teaching Basic Mathematics

Manipulative are concrete objects that are designed to help students learn mathematics. Modeling real-life situations and abstract mathematics concepts is the most striking advantage of physical manipulatives in the mathematics classroom. The study used a quasi-experimental design to compare the performance of two freshman Bachelor of Secondary Education classes in Math 101 (Basic Mathematics) and determine the effect of teaching the subject using manipulative. The controlled group had the conventional instruction method while the experimental group was taught using activities with manipulative. Sources of data used in the study were results of the OLSAT mental ability test, an attitude towards mathematics inventory and a mathematics test used in the pretest and posttest. Statistical tools included frequency counts, percentages, ranking, weighted means and t-test for independent samples and correlated samples. The study found out that both groups were within the normal range of mental ability. The subject had a favorable attitude towards mathematics. There was a significant difference in the performance of the two groups after the treatment. The study recommended the extensive use of manipulatives in teaching mathematics classes inasmuch as the students taught could adopt the same techniques when they become teachers in the field.

Emotional climate and high quality learning experiences in science teacher education

The role of emotion during learning encounters in science teacher education is under-researched and under-theorized. In this case study, we explore the emotional climates (ECs), that is, the collective states of emotional arousal, of a preservice secondary science education class to illuminate practice for producing and reproducing high quality learning experiences for preservice science teachers. Theories related to the sociology of emotions informed our analyses from data sources such as preservice teachers' perceptions of the EC of their class, emotional facial expressions, classroom conversations, and cogenerative dialogue. The major outcome from our analyses was that even though preservice teachers reported high positive EC during the professor's science demonstrations, they also valued the professor's in the moment reflections on her teaching that were associated with low EC ratings. We co-relate EC data and preservice teachers' comments during cogenerative dialogue to expand our understanding of high quality experiences and EC in science teacher education. Our study also contributes refinements to research perspectives on EC. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 51: 1301–1325, 2014.

Aplicación de las Tecnologías del Aprendizaje y el Conocimiento para el aprendizaje de las actividades físico-deportivas en el medio natural en las clases de Educación Física

La finalidad tanto de la webquest como de la página web es guiar al alumno en la búsqueda e investigación de una tarea propuesta, facilitándole a su vez las herramientas necesarias, con el objetivo de que adquiera las competencias marcadas. En el presente trabajo se describe la aplicación práctica de ambas herramientas en las clases de Educación Física de la Educación Secundaria Obligatoria, con contenidos relacionados con las actividades físico-deportivas en el medio natural. Con este trabajo se pretende aportar ideas adicionales que motiven al uso de las tecnologías de la información y de la comunicación como herramienta didáctica dentro del ámbito de la Educación Física.

Devising a plan to solve Fermi problems involving large numbers

Fermi problems are open, non-standard problems that require the students to make assumptions about the problem situation and to estimate relevant quantities before engaging in, often, simple calculations (Arleback The Montana Mathematics Enthusiast, 6(3):331–364, 2009). Our study focuses on the plans—schemes aimed at solving—devised by students aged 12–16 years to solve Fermi problems involving big numbers. The strategies which appear in these schemes are characterized herein and analyzed to find out to what extent they would be suitable to solve the problems. Some of the identified strategies are related to magnitude estimation (use of a reference point), whereas others correspond to modeling processes (grid distribution, use of a concentration measurement, reductions of a problem, and use of a proportion). We conclude that Fermi problems involving large numbers may constitute a good opportunity to discuss heuristics and problem solving strategies in compulsory secondary education classes.

From storybooks to bullet points: books and the Bible in primary and secondary religious education

This article uses research carried out in a variety of English schools to suggest a discontinuity in the handling of the Bible between primary and secondary religious education (RE) classes, the former providing a more positive climate for the development of skills of scriptural reading and interpretation than the latter where students (and teachers) often expressed negativity towards books and the Bible in their RE learning. It employs Ricoeur’s manifestation and proclamation distinction to argue that engagement with religious scriptures in RE is necessary for students to develop a comprehensive understanding of religion and religious meaning, and it uses his model of the interpretive act of reading to analyse the practice and attitudes revealed by the research. The article argues that while the subjectivities of reader and text currently obstruct Biblical learning in the secondary classes, this is less the case in the primary schools. Here, the greater scope given to narrative, and its power to provoke new understanding, provides a foundation on which secondary RE teachers could usefully build if their students are to come to appreciate and rise to the challenges of close engagement with religious scriptures.

An investigation of the use of TOEFL® Junior™ Standard scores for ESL placement decisions in secondary education

A common use of language tests is to support decisions about examinees such as placement into appropriate classes. Research on placement testing has focused on English for Academic Purposes (EAP) in higher education contexts. However, there is little research exploring the use of language tests to place students in English as a Second Language (ESL) support classes in secondary education. The present study examined the relationship between secondary school students’ language test scores from a standardized English-language test and the placement of these students into ESL classes by their language teachers. Ninety-two ESL students in two English-medium schools took TOEFL® Junior™ Standard. For the same students, data collection also included teachers’ judgments regarding the ESL classes the students should attend. Strong correlations between test scores and the teacher-assigned ESL levels were found. Moreover, the results from the logistic regression analysis indicated a great degree of overlap between the teacher-assigned ESL levels and the levels predicted from the TOEFL Junior Standard scores. The findings of this study provide some preliminary evidence to support the use of TOEFL Junior Standard as an initial screening tool for ESL placement. The limitations and implications of these findings for ESL placement decisions in secondary education are also discussed.

Using Study Skills to Become Independent Learners in Secondary Content Classes

Adolescent students with learning disabilities (LD) often have a difficult time in secondary general education classes for a variety of reasons. One reason is the lack of study skills necessary to successfully navigate through content area courses. As secondary students with LD spend more time in the general education classroom, it is important for them to learn and apply these study skills that help them become independent learners. There are many skills that fall under the broad term of study skills; in this article, five strategies that fall under the umbrella term of study skills are discussed: guidelines for using the explicit instruction model for teaching study habits, time management, self-management, obtaining information from textbooks and lectures, and interpreting visual aids.

Presenting Material Via Graphic Organizers in Science Classes in Secondary Education

The linear sequencing of PowerPoint slides does not always meet support from researchers; therefore presenting study material via graphic organizers on an infinite canvas seems to be an appealing alternative. This study explores the impact of these graphic organizers on learning in science classes in secondary education. An experiment was set up in a geography class in general- oriented technical secondary education in Belgium. One teacher taught four class groups (n=77) on continental drift for three lessons of 50minutes, and ended with a 10-minute presentation that reviewed the topic. In the two control class groups, this review was presented using slideware, which was in line with the guidelines of the Cognitive Theory of Multimedia Learning. In the two experimental class groups, the teacher presented an animated version of the review, which outlined the material via graphic organizers. Findings indicate that there is no significant difference in learning outcomes, self-efficacy, cognitive load and two motivational variables (attitude toward behaviour, intrinsic motivation), but the control version scored higher on perceived usefulness.

COMPARISON EDUCATION SYSTEMS OF DENMARK AND TURKEY AT PRIMARY LEVEL

COMPARISON EDUCATION SYSTEMS OF DENMARK AND TURKEY AT PRIMARY LEVEL

The relationship between epistemological beliefs and teaching anxiety in mathematics

The purpose of this study is to investigate the relationship between the anxiety of teaching mathematics and epistemological beliefs of prospective teachers. Research was carried out on 279 teacher candidates studying in the primary education mathematics teaching, secondary education mathematics teaching and class teaching programs. A 23-item Mathematics Teaching Anxiety Scale and a 35-item Epistemological Belief Scale were applied to the teacher candidates included in the sampling. In the analysis of the data, the Pearson Product-Moment Correlation Coefficient analysis was applied to determine the relationship between the anxiety of teaching mathematics and epistemological beliefs. As a result of the analysis, it has been determined that a weak, negative correlation exists between the anxiety of teaching mathematics and epistemological beliefs in the teacher candidates. Key words: Mathematics, teaching anxiety, epistemological beliefs, prospective teacher.

Guiding discussions in the class about ethnic diversity

In the literature on intercultural education there is an abundance of text about what ought to be going on in the classroom and a lack of empirical descriptions of the dilemmas of intercultural education in practice. This article describes the practice of five teachers guiding discussions about sensitive issues in ethnically diverse secondary education classes in the Netherlands. On the basis of the literature, we differentiated five requirements regarding the role of teachers in these discussions. With the help of interviews we mapped the objectives and approaches that the teachers considered to be desirable and attainable. Observations gave an impression of what teachers actually did and said. The results show the courage and fears, dilemmas and solutions of the teachers. Four teachers experienced difficulties with various professional requirements. These findings give us a starting point for understanding and rethinking the professional development needed for the guidance of these types of discussions.

How Well Do Science Teachers Do? Differences in Teacher-Student Interpersonal Behavior Between Science Teachers and Teachers of Other (School) Subjects~!2009-12-21~!2010-04-07~!2010-05-11~!

The differences in teacher interpersonal behavior between science classes and other subject classes in secondary education are investigated using the Questionnaire on Teacher Interaction (QTI). Multilevel analysis of variance was used on an existing Dutch data set containing 44,353 students and 605 teachers. 8,503 students (19.2 percent) reported on science teachers. Science teachers were perceived as less dominant and less cooperative. Science teachers perceived themselves as less cooperative. Dominance and cooperation are known to be favorable for learning results and students' subject related attitudes. Hence, science teachers' different interpersonal behavior contributes to lower appreciation and higher perceived difficulty levels for students regarding the science subjects.

The Effects of a Computerized Professional Development Program on Teachers and Students with and without Disabilities in Secondary General Education Classes

Effects of a computerized professional development (PD) program were investigated in two studies. For each, teachers were randomly assigned to either a Virtual Workshop (VW) group that used a computerized program for PD or to an Actual Workshop (AW) group that participated in a live PD session. In Study 1, the teachers' knowledge about and planning for use of a concept comparison routine significantly improved after completing either workshop. Further, Knowledge Scores earned by the VW group were significantly higher than those of the AW group. In Study 2, both groups of teachers' knowledge about the routine, planning for the routine, and implementation of the routine in classrooms significantly improved, as did the concept acquisition of their students with and without learning disabilities. Implementation scores earned by the VW teachers were significantly higher than those of the AW teachers. Students were satisfied with the instruction provided by both teacher groups. All teacher groups in both studies were satisfied. Implications are discussed.

O professor de filosofia: limites e possibilidades - dinâmica e problematização do ensino-aprendizagem

A temática do presente texto versa sobre limites e possibilidades do professor de filosofia na relação ensino-aprendizagem desenvolvida nas salas de aula. Localizando os elementos fundamentais ao processo pedagógico - tais como o ensino, o papel do professor, a experiência filosófica e o sentido pedagógico de reaprender o aprendido -, o contexto pedagógico é pensado nos seus agentes e no objetivo a ser alcançado: o conhecimento que permite a integração de saberes. Recorrendo à contribuição do pensamento de Hannah Arendt no que corresponde ao esclarecimento de uma das várias questões da crise da educação, que segundo a autora é a quebra da autoridade do professor, faz-se o resgate do papel fundamental do docente no jogo ensino-aprendizagem. Tal resgate torna-se possível quando a prática docente é repensada nos termos próprios de sua fundamentação e perspectiva mais abrangente: a formação humana. Ao longo do texto, as propostas pedagógicas de pensadores da educação para o ensino de filosofia em turmas de ensino médio contribuem para a compreensão das perspectivas lançadas na abordagem do tema. Elementos como aprendizagem, conteúdo, ensino, processo educativo são retomados de modo que favoreçam a apreensão do sentido verdadeiramente filosófico da disciplina filosofia. Imprescindível para tal acontecimento é a experiência, que não se caracteriza empiricamente, mas no modo pela qual busca contribuir para o desenvolvimento do modo de conceber e desenvolver a docência de filosofia, da mesma forma que tem por intenção permitir o florescimento de novas formas de aprendizagem como proporcionadora de uma verdadeira experiência filosófica.