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Prenatální diagnostika cystické fibrózy a chorob s expanzemi trinukleotidů - výuka na středních školách / Prenatal diagnostics of cystic fibrosis and diseases associated with trinucleotide expansions - teaching at secondary schoolsNováková, Stanislava January 2015 (has links)
Cystic fibrosis and diseases associated with trinucleotide expansions are serious hereditary disease that serves in my Diploma thesis as role models suitable for teaching interesting topics of human genetics at secondary schools. By using appropriate methods of prenatal genetic treatment, it is possible to make a diagnosis of the developing fetus and to determine a corresponding prognosis in next prenatal and postnatal development in families at risk. The practical part of the thesis is devoted to the content analysis of biology schoolbooks for secondary schools and to the preparation of a prototype class of genetics at secondary schools. The aim of the content analysis of biology schoolbooks for secondary schools is the evaluation of various textbooks according to several preselected criteria. The aim of the presentation of the proposed prototype class was to determine, based on the responses obtained from the questionnaires, whether pupils of higher grades of secondary schools are interested in the subject matter of genetics, to find out what engaged their attention the most during the lessons or what they did not understand and what they considered as difficult. The lesson was conducted as a specialized seminar, the teaching method was a lecture. From the selected biology schoolbooks for...
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Analýza středního školství v Kraji Vysočina v kontextu demografického vývoje / Analysis of the secondary education in the Vysočina Region in context of demographic developmentVávrů, Tereza January 2017 (has links)
Analysis of the secondary education in the Vysočina Region in context of demographic development Abstract The aim of this thesis is to show the link between the demographic development and the development of the educational system, particularly on the example of the demographic development of the Vysočina Region and its impact on the secondary education in this region. The Vysočina Region was chosen because it is characterized by numerous specifics that distinguish it from other regions (e.g. a large number of small municipalities, rural and traditional characteristics of the region and lower education attainment of the population). Firstly, the current demographic development of the region is evaluated, secondly the development of the educational system is evaluated in its context. Afterwards, we examine the development of the number of secondary schools, the structure of their fields of education and their territorial distribution in the region. We also evaluate the current capacity of the secondary schools. The core of the analysis is the creation of derived forecast of the number of pupils in the various districts of the region through the use of rates of participation in secondary education in the districts. Because the estimate is carried out at the district level, it is possible to take into account...
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Des stratégies pédagogiques utilisées en classe de français pour développer la compétence scripturale des élèvesMarcotte, Sylvie 03 1900 (has links)
Thèse par articles / Dans un contexte où les données probantes sont prisées en éducation, cette thèse en didactique du français rappelle la pertinence, pour la recherche et la pratique, de s’intéresser en premier lieu à ce que l’enseignante fait en classe de français. Quelles sont les stratégies pédagogiques utilisées par les enseignantes en classe de français au secondaire québécois qui participent au développement de la compétence scripturale des élèves? Pour répondre à cette question, trois objectifs de recherche spécifiques sont poursuivis dans cette thèse. Chaque objectif fait l’objet d’un article scientifique, qui s’intègre dans un devis séquentiel de méthodes mixtes (Creswell, Plano Clark, Gutmann et Hanson, 2003).
Le premier article vise à identifier les stratégies pédagogiques utilisées en classe de français au secondaire québécois liées à l’écriture de meilleurs textes par les élèves. Il repose sur une analyse secondaire (Dale, 1993) de données collectées à grande échelle au secondaire québécois par le groupe DIEPE (1995) (analyses factorielles exploratoires et régressions multiples à deux niveaux).
Le deuxième article vise à identifier les stratégies pédagogiques utilisées en classe de français au secondaire québécois qui, selon le savoir d’expérience (Tardif et Lessard, 1999) des enseignantes, participent particulièrement au développement de la compétence scripturale des élèves. Il repose sur un atelier délibératif (Dogba, Dossa et Dagenais, 2017), lors duquel six enseignantes d’expérience choisissent ensemble des stratégies pédagogiques développant particulièrement la compétence scripturale de leurs élèves.
Le troisième article vise à décrire comment peuvent être utilisées en classe de français au secondaire québécois les stratégies pédagogiques retenues consensuellement à l’issue de l’atelier délibératif. Il repose sur l’analyse d’observations directes non participantes menées dans la classe d’une enseignante de français du secondaire québécois au moyen d’un synopsis (Blaser, 2007, 2009; Lord, 2012, 2014; Schneuwly et Dolz, 2009) et d’une grille d’analyse complémentaire qui repose sur les gestes didactiques fondamentaux de l’enseignante (Aeby Daghé et Dolz, 2008; Schneuwly, 2000, 2009; Schneuwly et Dolz, 2009).
La mise en relation des résultats des trois articles nous conduit à discuter de leur complémentarité et de celle des méthodes employées ainsi qu’à souligner leurs implications pour la recherche et la pratique. Trois constats se dégagent. 1) Faire écrire les élèves permet aux enseignantes de français du secondaire québécois d’enseigner l’écriture, puisque cela leur permet d’utiliser plusieurs stratégies pédagogiques dans le but de développer la compétence scripturale de leurs élèves. 2) Pour développer la compétence scripturale des élèves, plusieurs stratégies pédagogiques peuvent être utilisées en classe, toutes de façons à la fois singulières et plurielles. Ces stratégies pédagogiques reposeraient toutes sur la mise à disposition de textes, que l’enseignante peut fournir aux élèves ou qu’elle peut leur faire écrire, et sur la mise en évidence des dimensions des objets de savoir à enseigner dans ces textes, bref sur des formes spécifiques des gestes didactiques fondamentaux présentifier et pointer (Schneuwly, 2000, 2009). 3) L’enseignante joue un rôle central pour développer la compétence scripturale des élèves en classe de français au secondaire québécois, par l’étayage et la diversification des stratégies pédagogiques. / In the context of evidence-based education, this thesis in French didactics stresses the relevance, for research and practice, of being primarily interested in what teachers do in French class. What are the pedagogical strategies used in class by French teachers within Quebec secondary schools that participate in developing students’ scriptural competence? To answer this question, three specific research objectives are pursued in this thesis. Each objective is the subject of a scientific article, which are all part of a sequential mixed methods research design (Creswell, Plano Clark, Gutmann and Hanson, 2003).
The first article aims to identify the pedagogical strategies used in French class that relate to the writing of better texts by students in Quebec secondary schools. It is based on a secondary analysis (Dale, 1993) of large-scale data that were collected in Quebec secondary schools by the DIEPE group (1995) (exploratory factor analysis and two-level multiple regressions).
The second article aims to identify the pedagogical strategies used in French class within Quebec secondary schools that specifically participate in developing students’ scriptural competence according to the teacher’s experience knowledge (Tardif and Lessard, 1999). It is based on a deliberative workshop (Dogba, Dossa and Dagenais, 2017), during which six experienced teachers together choose pedagogical strategies that specifically develop the scriptural competence of their students.
The third article aims to describe how the pedagogical strategies elected at the end of the deliberative workshop can be used in French class within Quebec secondary schools. It is based on the analysis of direct nonparticipant observations that were conducted in the class of a French secondary school teacher in Quebec using a synopsis (Blaser, 2007, 2009; Lord, 2012, 2014; Schneuwly and Dolz, 2009) and a complementary analysis grid based on the teacher's fundamental didactic gestures (Aeby Daghé and Dolz, 2008; Schneuwly, 2000, 2009; Schneuwly and Dolz, 2009).
The results of the three articles are then discussed to explore the complementarity of their results and methods, as well as to highlight their implications for research and practice. Three observations emerge. 1) Having students write allows French secondary school teachers in Quebec to teach writing, as it enables them to use several pedagogical strategies to develop their students’ scriptural competence. 2) To develop students’ scriptural competence, several teaching strategies can be used in class, in ways that are all simultaneously singular and plural. These pedagogical strategies may be based on the provision of texts that the teacher can show to students or that she can have them produce, and on highlighting the knowledge objects’ dimensions that ought to be taught in these texts, in short on specific forms of the fundamental didactic gestures of presentifying and pointing (Schneuwly, 2000, 2009). 3) The teacher plays a central role in developing the scriptural competence of students in French class within Quebec secondary schools, by scaffolding and diversifying pedagogical strategies.
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Implementing Educational Innovations: The case of the Secondary School Curriculum Diversification Programme in LesothoMgijima-Msindwana, Mirriam Miranda Nomso January 1991 (has links)
Philosophiae Doctor - PhD / Between 1974 and 1982 the MOE introduced in two phases the diversification programme [SSCDP] which sought to establish practical
subjects in the secondary school curriculum. This study examines the sustainability of implementation efforts beyond project expiry. It was
hypothesised that SSCDP is not working as originally intended. The broad research problem was framed thus: What implementation response arises from an open-ended innovation policy? Subsidiary questions are: 1. How far have the policy-makers communicated the meaning of SSCDP and what factors account for mismatches between policy intentions and innovation practice? 2. What is the response of Project schools and what factors explain variation in response? 3. What is their significance for the sustainability of SSCDP? The analysis draws key concepts from the innovation literature on models and strategies of planned change; relationships in the implementation hierarchy; determinants of and orientations to the implementation process. Centred around qualitative research methods, the investigation utilises data from project documents, semi-structured interviews and from observations during school visits. Findings show an overall low level of implementation that varies among project schools. This is attributed to: Poor interpretation of SSCDP goals; Deficiencies in the implementation management; Idiosyncratic school behaviours. The study concludes that the 'practitioner-policy-maker' discrepancy is
significant, hence the gap between policy intents and innovation practice. The gap is not regarded so much as an ultimate failure of the programme but as a necessary condition that allows for mutual adaptation between the innovation and its setting. This is reflected in the varied patterns of implementation response, classified as the: faithful; negotiators; selective adaptors; expansionists; and reductionist. As a policy-oriented study aiming at providing an 'improvement value', the findings lead to a proposal of improvements in the strategies of
managing change in three areas: shifting focus from an adoption to an implementation perspective. Recognising implementation as a process dependent on a mutual linkage relationship among participants. Recognising schools as important bearers of change. These three are crucial factors in the implementation-sustainability relationship.
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The role of critical thinking in the teaching of History at secondary schools in Masvingo, Zimbabwe : a critical investigationWekwete, Prayers 10 1900 (has links)
Abstracts in English, Xhosa and Sotho / The purpose of this study was to analyse the role of critical thinking in the teaching and learning
of History in three selected secondary schools in Masvingo urban area, Zimbabwe. The study
focused on the challenges Form III learners faced regarding critical thinking. The findings of
the research could assist to reveal the role of critical thinking in the secondary education
system of Zimbabwe and other countries. A qualitative study method adopting the interpretive
phenomenological approach was employed for the purpose of discovering participants’
experiences. The method was the most appropriate for the study since it enabled the
researcher to assess the attitudes of teachers and learners to critical thinking. It also assessed
their experiences with the development of critical thinking in the History learners in secondary
schools. The study used semi-structured interviews, focus group interviews, lesson
observations and document analysis to generate data. The study’s main findings reflected a
lack of critical thinking among learners in secondary schools in Masvingo urban area in Zimbabwe. The development of critical thinking was negatively affected by three major
categories of factors. These are: (a) the characteristics of the teaching and learning
environment such as deficiency in teaching and learning resources, inadequate infrastructure
and poor learning and teaching routines; (b) personal factors connected to the negative
attitudes and lack of motivation of teachers and learners to critical thinking; and (c) policyrelated
matters being an obstacle to learners’ development of critical thinking such as policies
that embrace enrolment of learners, the History syllabus, the system of public examinations
and the creation of the examination-oriented education system. The study revealed that
several approaches such as the provision of essential learning resources and the improvement
of teacher motivation could enhance effective implementation of critical thinking in the curriculum of Zimbabwe’s secondary schools. The study also revealed that including critical
thinking in the curriculum could contribute positively to the improvement of the Zimbabwean
education system. The study recommends that the Zimbabwean government, Ministry of
Primary and Secondary Education, the secondary school authorities, universities and
teachers’ training colleges and Zimbabwe’s Schools’ Examination Council work together to
develop critical thinking among learners in Zimbabwean secondary schools. / Xikongomelo xa ndzavisiso lowu i ku xopaxopa hi ndzima ya ku ehleketa hi vuenti eka ku
dyondzisa na ku dyondza Matimu eswikolweni swa sekondari swinharhu leswi nga hlawuriwa
endhawini ya doroba eMasvingo eZimbabwe. Ndzavisiso wu tshikilela eka mintlhontlho leyi
vadyondzi va Form III va langutanaku na yona ya ku ehleketa hi vuenti. Leswi kumekaku eka
ndzavisiso swi nga pfuneta ku kombisa ndzima ya ku ehleketa hi vuenti eka dyondzo ya
sekondari eZimbabwe na matiko man'wana. Methodi wa ndzavisiso wa qualitative lowu
tekelaku eka interpretive phenomenological approach ku tirhisiwe wona hi xikongomelo xa ku
kuma mintokoto ya vakhomaxiavo. Methodi a wu fanele swinene eka ndzavisiso hikuva wu
kotise muendli wa ndzavisiso ku kambela mavonelo ya mathichara na vadyondzi eka ku
ehleketa hi vuenti. Wu tlhele wu kambela mintokoto ya vona hi nhluvuko wa ku ehleketa hi
vuenti eka vadyondzi va Matimu eswikolweni swa sekondari. Ndzavisiso wu tirhise ti-semistructured
interview, wu tshikilela na le ka ti-interview ta ntlawa, ku langutisa kunene leswi
endlekeka eka tidyondzo na ku dokumenta vuxopaxopi ku endla vutivi. Swikulukumba leswi
kumiweke eka ndzavisiso swi kombise ku pfumaleka ka ku ehleketa hi vuenti exikarhi ka
vadyodnzi eswikolweni swa sekondari endhawini ya doroba ra Masvingo eZimbabwe. Ku
hluvukisa ku ehleketa hi vuenti swi khumbeke hi ndlela yo biha hikokwalaho ka swilo
swinharhu swa nkoka. Swona hi leswi: (a) swihlawulekisi swa mbangu wa ku dyondzisa na ku
dyondza swo fana na nkalo wa swihlovo swa swipfuneto eka ku dyondzisa na ku dyondza, ku
kala ka infrastrakchara na matirhiselo ya le hansi ya maendlelo ya ku dyondza na ku
dyondzisa; (b) swilo swa vanhu xiviri leswi khumbanaka na mavonelo yo ka ya nga ri
lamanene, na ku pfumaleka ka nsusumeto wa nhlohlotelo eka mathicara na vadyondzi eka ku
ehleketa hi vuenti; na (c) swilo leswi fambelanaka na swa pholisi leswi swi nga swihingakanyi
eka nhluvukiso wa vadyondzi eka ku ehleketa hi vuenti swo fana na tipholisi leti ti angarhelaka
ku tsarisa ka vadyondzi, silabasi ya Matimu, sisteme ya makambelelo ya vadyondzi va mfumo,
na ku endliwa ka sisteme leyi fambelanaka na nkambelo eka sisteme ya dyondzo. Ndzavisiso
wu paluxe leswo matirhelo yo hambana yo fana no nyiketa swihlovo swa swipfuneto eka ku
dyondza na ku antswisa nsusumeto wa nhlohlotelo eka mathicara swi nga antswisa tirhelo
lerinene eka ku ehleketa hi vuenti eka kharikhyulamu ya swikolo swa sekondari eZimbabwe. Ndzavisiso wu tlhele wu paluxa leswo ku katsa ku ehleketa hi vuenti eka kharikhyulamu swi
nga pfuneta hi vuyelo byo antswa eka sisteme ya dyondzo ya Zimbabwe. Ndzavisiso wu
bumabumela leswo mfumo wa Zimbabwe, va vulobye bya Dyondzo ya Prayimari na
Sekondari, vafumi wa swikolo swa sekondari, tiyunivhesiti na tikholichi ta ku letela mathicara
na huvo ya Zimbabwe ya vukamberi bya swikolo swa sekondari ku nga Zimbabwe's Schools
Examination Council, va fanele ku tirhisana eka ku hluvukisa ku ehleketa hi vuenti eka
vadyondzi va swikolo swa sekondari eZimbabwe. / Maikemišetšo a dinyakišišo tše ebile go sekaseka tema ye e kgathwago ke go nagana ka
tsinkelo ka go ruteng le go ithuta thuto ya Histori ka dikolong tše tharo tšeo di kgethilwego ka
lefelong la motsesetoropo la Masvingo, ka Zimbabwe. Dinyakišišo di nepišitše kudu ditlhohlo
tšeo baithuti ba Foromo ya III ba ilego ba lebana le tšona mabapi le go nagana ka tsinkelo.
Dikutollo tša dinyakišišo di ka thuša go utolla tema ye e kgathwago ke go nagana ka tsinkelo
ka lenaneo la thuto ya dikolo tše di phagamego tša Zimbabwe le ka dinageng tše dingwe.
Mokgwa wa dinyakišišo wa boleng wo o dirišago mokgwa wa go hlatholla seemo o šomišitšwe
ka maikemišetšo a go utolla maikutlo a bakgathatema. Mokgwa wo o bile maleba kudu go
dinyakišišo tše ka ge o kgontšhitše monyakišiši go sekaseka maikutlo a barutiši le a baithuti
mabapi le go nagana ka tsinkelo. O sekasekile gape maitemogelo a bona mabapi le go
tšweletša go nagana ka tsinkelo ga baithuti ba thuto ya Histori ka dikolong tšeo di phagamego.
Dinyakišišo di šomišitše dipoledišano tšeo dipotšišo tša gona di nyakago gore baarabi ba fe
mabaka, dipoledišano le dihlophanepišo, ka ditekodišišo tša thutišo le tshekatsheko ya
dingwalwa ka nepo ya go tšweletša tshedimošo. Dikutollokgolo tša dinyakišišo di laeditše
tlhokego ya go nagana ka tsinkelo magareng ga baithuti ka dikolong tšeo di phagamego ka
lefelong la metsesetoropo la Masvingo ka Zimbabwe. Go tšweletša go nagana ka tsinkelo go
amilwe gampe ke mabaka a mararo a magolo. Wona ke: (a) dikokwane tša seemo sa go ruta
le go ithuta tša go swana le tlhaelelo ya methopo ya go ruta le ya go ithuta, tlhokego ya
mananeokgoparara le mekgwa ye e fokolago ya go ithuta le ya go ruta; (b) mabaka a seng ao a amanago le maikutlo a go se loke le tlhokego ya tlhohleletšo ya barutiši le baithuti go
nagana ka tsinkelo; le (c) mabaka a go amana le melawana ao a fetogago ditšhitišo go
tšweletšo ya go nagana ka tsinkelo go baithuti go swana le melawana yeo e amogelago go
ngwadišwa ga baithuti, lenaneothuto la Histori, tshepedišo ya ditlhahlobo tša dikolo tša mmušo
le go hlama ga lenaneothuto leo le theilwego go ditlhahlobo. Dinyakišišo di utollotše gore
mekgwa ye mmalwa ya go swana le kabo ya methopo ya go ithuta ye bohlokwa le kaonafatšo
ya tlhohleletšo ya barutiši di ka thuša phethagatšo ye e šomago gabotse ya go nagana ka
tsinkelo ka go lenaneothuto la dikolo tšeo di phagamego tša ka Zimbabwe. Dinyakišišo di
utollotše gape gore go akaretšwa go nagana ka tsinkelo ka go lenaneothuto go ka ba le seabe
se sekaone go kaonafatšo ya lenaneothuto la Zimbabwe. Dinyakišišo di šišinya gore mmušo
wa Zimbabwe, Kgoro ya Thuto ya Dikolo tša Phoraemari le ya Dikolo tše di Phagamego,
bolaodi bja dikolo tše di phagamego, diyunibesithi le dikholetše tša go ruta barutiši le Lekgotla
la Ditlhahlobo tša Dikolo tša Zimbabwe di swanetše go šomišana mmogo ka nepo ya go
tšweletša go nagana ka tsinkelo gareng ga baithuti ka dikolong tše di phagamego tša
Zimbabwe. / Educational Foundations / D. Ed. (Philosophy of Education)
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Response to Intervention (RTI) and Promising Practices: What Works at the Secondary LevelLittle, Regena Ann 08 1900 (has links)
The primary focus of RtI has been at the elementary school level. However, over the past few years there has been a shift, and RtI has been expanding to secondary schools. Through this expansion, it is unclear if RtI has been effectively implemented at the secondary level. The ultimate goal for any school implementing change is institutionalization or sustainability. Therefore, this qualitative case study examined the institutionalization or sustainability of RtI systems in one high school. This study was designed to deepen the understanding of secondary RtI and to add to the literature on RtI at the secondary level. The purpose was to understand how one secondary school addressed the complexity and uniqueness of the secondary environment while sustaining RtI practices. The participants in this study shared several research-based practices that they believed assisted struggling students to become academically successful. The findings regarding RtI practices and implementation were supported by researchers whose works were analyzed in the literature review. The study concluded that understanding the phases of change, the three major forces which influenced change and a clear, well thought out plan are vital components to success.
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Creating sustainable teaching and learning environments in dysfunctional Secondary Schools in the Mutale Area of Vhembe DistrictMbulaheni, Visi Muriel January 2015 (has links)
DEd (Curriculum Studies) / Department of Curriculum Studies / Poor learner academic performance is a major problem in South African public schools today. A considerable number of schools in the Vhembe District are dysfunctional. While the Department of Basic Education (DoBE) is attempting to intervene in these schools to address this problem, the interventions and turnaround strategies have not been sustainable. In schools where interventions and turn around strategies are being provided, such interventions have been short lived and were not sustainable. The aim of the study was to investigate the issues affecting teachers in dysfunctional secondary schools in order to develop a model for creating a sustainable teaching and learning environment. This study used both quantitative and qualitative research designs in which questionnaires, interview and observation schedules were used, for data collection processes. Purposive sampling procedure was used to select participants. Quantitative data was analysed using IBM Statistical package for Social Sciences Version 23 (IBM SPSS statistics), and Atlas.ti Version 6 programme for qualitative data. Results showed that conditions in the schools were not conducive to the promotion of quality teaching and learning. Teachers were demotivated resulting in poor performance in all school activities which contributed to rendering the schools dysfunctional. Some teachers even left the profession. A model was developed for the creation of a sustainable teaching and learning environment in dysfunctional secondary schools in the Mutale area.
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A comparative study and analysis of substance abuse among grade 11 and 12 learners in selected secondary schools in Thohoyandou AreaMagadze, Tshimangadzo Oscar 04 1900 (has links)
MA.CRM / Department of Criminal Justice / See the attached abstract below
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Conflict management styles by school management teams in secondary schoolsNemaguvhuni, Adziambei 01 1900 (has links)
MEd (Educational Management) / Department of Educational Management / See the attached abstract below
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Reflections on an Initiative to Improve Junior Secondary School Pupils’ Understanding of NumberJohnston, Noel 17 April 2012 (has links)
In 2005 the opportunity to apply the New Zealand ‘Numeracy’ approach to teaching Mathematics was extended into the secondary school sector. The goal was to alter teachers’ pedagogy so that ‘sense
making’ rather than ‘instruction’ was the core objective of their lessons. Ultimately it is hoped that along with a familiarity and comprehension of Number will come a relatively seamless acquisition of the fundamentals of Algebra. This paper will present details of this approach for teaching Number, the status of Number in the secondary school curriculum, the focus and ramifications of teaching for understanding, as opposed to assimilating and learning to apply algorithms, and will also consider evidence of the effectiveness of the initiative.
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