Teachers' and School Administrators' Attitudes and Beliefs of Teacher Evaluation: A Preliminary Investigation of High Poverty School Districts

Science.gov (United States)

Reddy, Linda A.; Dudek, Christopher M.; Peters, Stephanie; Alperin, Alexander; Kettler, Ryan J.; Kurz, Alexander

2018-01-01

This study examined attitudes and beliefs regarding teacher evaluation of teachers and their school administrators in the state of New Jersey, USA. The sample included 33 school administrators and 583 Pre-K through 12th grade teachers from four high-poverty urban school districts (22 schools). Participant attitudes and beliefs were assessed using…

Burnout Syndrome in High School Teachers' in Bilecik, Bozuyuk

Directory of Open Access Journals (Sweden)

Ahmet Topuzoglu

2009-06-01

Full Text Available AIM: Burnout syndrome is manifested by physical exhaustion, long lasting tiredness and feelings of hopelessness. And also it consists of individual’s negative attitudes towards to life, occupation and the other persons. Burnout frequently seen in the occupations who work face to face with people like doctors, polices, nurses and managers. Generally teachers’ burnout level is higher than other occupations. Our aim is to determine the burnout levels and related factors of teachers working in high school of Bilecik Bozuyuk. METHODS: Totally 228 teachers participated to this cross sectional study (participating rate is %90.4. To find out the burnout level in these teachers Maslach Burnout Inventory was used. RESULTS: Of the total participants 52.1% were women, median age of participants were 33.0 years (Quartiles: 28.0–40.0 years There was no relation between the burnout level and the years in the occupation, weekly working time and the school that they educated. Occupational high school teachers, unwilingly occupation choosing, bad physical work environment, violence experience in the school significantly had higher points from burn out scale. CONCLUSION: Burnout level was higher in high school teachers, who didn’t want to be a teacher and who were working at bad physical environment and who had violence experience. [TAF Prev Med Bull 2009; 8(3.000: 217-222

High school mathematics teachers' perspectives on the purposes of mathematical proof in school mathematics

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Dickerson, David S.; Doerr, Helen M.

2014-12-01

Proof serves many purposes in mathematics. In this qualitative study of 17 high school mathematics teachers, we found that these teachers perceived that two of the most important purposes for proof in school mathematics were (a) to enhance students' mathematical understanding and (b) to develop generalized thinking skills that were transferable to other fields of endeavor. We found teachers were divided on the characteristics (or features) of proofs that would serve these purposes. Teachers with less experience tended to believe that proofs in the high school should adhere to strict standards of language and reasoning while teachers with more experience tended to believe that proofs based on concrete or visual features were well suited for high school mathematics. This study has implications for teacher preparation because it appears that there is a wide variation in how teachers think about proof. It seems likely that students would experience proof very differently merely because they were seated in different classrooms.

The High School Dropout Problem: Perspectives of Teachers and Principals

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Bridgeland, John M.; Dilulio, John J., Jr.; Balfanz, Robert

2009-01-01

To better understand the views of teachers and administrators on the high school dropout problem, focus groups and nationally representative surveys were conducted of high school teachers and principals. A focus group of superintendents and school board members was also included. To help interpret the results, the authors convened a colloquium…

High School Science Teachers' Views on Science Process Skills

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Gultepe, Nejla

2016-01-01

The current research is a descriptive study in which a survey model was used. The research involved chemistry (n = 26), physics (n = 27), and biology (n = 29) teachers working in Science High Schools and Anatolian High Schools in Turkey. An inventory that consisted of seven questions was designed to ascertain what teachers' think about the…

High School Physics Textbooks, Resources and Teacher Resourcefulness: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

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Tesfaye, Casey Langer; White, Susan

2014-01-01

What textbooks are physics teachers using? How highly do they rate those textbooks? What other types of materials do teachers use? The textbooks and other resources used by high school physics teachers in the US have evolved along with the changing demands of physics classes and the evolving set of options available to teachers. In this report,…

Determination of in-service needs of Turkish high school science teachers in Istanbul

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Ogan, Feral

The purposes of this study were to identify the in-service needs of high school science teachers in Istanbul, Turkey according to the subgroups such as school type and gender and determine the priority obstacles preventing these science teachers from attendance at in-service programs. Moreover, this study aimed to find the other greatest needs of high school science teachers that are not mentioned in the survey instrument. The data for this research was gathered by conducting a survey in Istanbul, Turkey in Fall 2001 and Spring 2002 Semesters. Turkish translation of the modified version of a science teacher's needs inventory, Science Teacher Inventory of Need (STIN), entitled STIN-2 was used as the survey instrument. The subjects consisted of 75 high school science teachers who were selected from 369 high schools by using stratified random sampling in grades nine through eleven. By personally administering the survey, 422 science teachers from 75 high schools completed the survey and a 97% response rate was achieved. The results obtained in this study show that Turkish high school science teachers in Istanbul have a number of shared needs. One other indication is that they also have a number of needs, which are specific to subgroups of those science teachers.

Australian Lesbian Teachers--A Reflection of Homophobic Harassment of High School Teachers in New South Wales Government Schools.

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Ferfolja, Tania

1998-01-01

Examines the homophobic harassment of lesbian teachers working in government high schools in Sydney (Australia). The experiences of six lesbian teachers show that harassment based on sexual orientation is often an invisible issue in schools, as is homosexuality in general. Recommendations are made for teaching about homosexual tolerance. (SLD)

Humor in High School and the Role of Teacher Leaders in School Public Relations

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Kosiczky, Bonnie; Mullen, Carol A.

2013-01-01

How can public schools improve public relations strategies, particularly in communications between teachers and students? The purposes of this study were to investigate teacher leaders' perceptions of the use of humor in the high school classroom and discover how humor might bridge instruction to student learning and strengthen teacher-student…

CERN High School Teachers Training Programme meets DG

CERN Multimedia

Brice, Maximilien

2014-01-01

CERN's DG Rolf Heuer met with the participants of the High School Teachers Training Programme on 23 July 2014 for a Q&A Session. Following the interaction, he met with the HST Working Group collaborating on a lesson plan for teaching SESAME in high schools.

High School Physical Sciences Teachers' Competence in Some ...

African Journals Online (AJOL)

Teachers' lack of competence in cognitive skills and strategies would be an important limiting factor in the successful implementation of the Physical Sciences curriculum. An urgent need ... Keywords: Cognitive skills, thinking skills, questions testing skills, problem solving, teacher training, high school physical science ...

Preparing prospective physics teachers to teach integrated science in junior high school

Science.gov (United States)

Wiyanto; Hartono; Nugroho, S. E.

2018-03-01

The physics education study program especially prepares its students to teach physics in senior high school, however in reality many its graduates have become science teachers in junior high school. Therefore introducing integrated science to prospective physics teachers is important, because based on the curriculum, science in the junior high school should be taught integratedly. This study analyzed integrated science teaching materials that developed by prospective physics teachers. Results from this study showed that majority of the integration materials that developed by the prospective physics teachers focused on topic with an overlapping concept or theme as connecting between two or three subjects.

Impact of Texas high school science teacher credentials on student performance in high school science

Science.gov (United States)

George, Anna Ray Bayless

A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas Assessment on Knowledge and Skills (Science TAKS), the state standardized exam in science, at grade 11 and student performance on a state standardized exam in science administered in grade 11. Years of teaching experience, teacher certification type(s), highest degree level held, teacher and school demographic information, and the percentage of students who met the passing standard on the Science TAKS were obtained through a public records request to the Texas Education Agency (TEA) and the State Board for Educator Certification (SBEC). Analysis was performed through the use of canonical correlation analysis and multiple linear regression analysis. The results of the multiple linear regression analysis indicate that a larger percentage of students met the passing standard on the Science TAKS state attended schools in which a large portion of the high school science teachers held post baccalaureate degrees, elementary and physical science certifications, and had 11-20 years of teaching experience.

Relationship between Spiritual Intelligence and Job Satisfaction among Female High School Teachers

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Zamani, Mahmmood Reza; Karimi, Fariba

2015-01-01

The present paper aims to study the relationship between spiritual intelligence and job satisfaction among female high school teachers in Isfahan. It was a descriptive-correlation research. Population included all female high school teachers of Isfahan (2015) in academic year 2013-2014. Sample size calculated was 320 teachers by Krejcie and…

Correlational Study between Teacher Perceived High School Principal Leadership Style and Teacher Self-Efficacy

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Riggs, Robert

2017-01-01

This quantitative correlational study addressed the concept that teacher-perceived high school principal leadership style correlated with teacher self-efficacy. A relationship existed between teacher self-efficacy and student outcomes and research indicated a relationship between leadership style and teacher self-efficacy. Also, the effect of…

The Analysis of Social Teachers' Performance in the Senior High Schools of Ciamis Regency

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Mulyadi, Endang; Yuniarsih, Tjutju; Disman; Supardan, Dadang

2016-01-01

This research is intended to analyze the principal's leadership, school cultures, teachers' welfare, achievement motivation and the competence of social teachers at Senior High Schools in Ciamis regency and their effects towards the teachers' performance. Population of this research are Social teachers at Senior High Schools in Ciamis regency,…

The Art of Teaching the Arts: A Workshop for High School Teachers

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Annenberg Media, 2005

2005-01-01

"The Art of Teaching the Arts: A Workshop for High School Teachers" is an eight-part professional development workshop for use by high school dance, music, theatre, and visual art teachers. The workshop examines how principles of good teaching are carried out in teaching the arts at the high school level. In the eight one-hour video programs,…

Urban High School Teachers' Beliefs Concerning Essential Science Teaching Dispositions

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Miranda, Rommel

2012-01-01

This qualitative study addresses the link between urban high school science teachers' beliefs about essential teaching dispositions and student learning outcomes. The findings suggest that in order to help students to do well in science in urban school settings, science teachers should possess essential teaching dispositions which include…

The Survey and Analysis of Excellent Senior High School Physics Teachers' Professional Growth Actuality

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Sun, Haibin; Liu, Tingting

2010-01-01

Excellent senior high school physics teachers are the backbone power in the new course reform of physics in China. The excellent senior high school physics teachers' professional growth actuality in Shandong is surveyed in this article by the self-made "Questionnaire of Excellent Senior High School Physics Teachers' Professional Growth",…

On the Front Lines of Schools: Perspectives of Teachers and Principals on the High School Dropout Problem

Science.gov (United States)

Bridgeland, John M.; Dilulio, John J., Jr.; Balfanz, Robert

2009-01-01

Teachers and administrators in public high schools recognize there is a dropout problem, know they are confronted with daunting challenges in classrooms and in schools, and express strong support for reforms to address high dropout rates. Yet, less than one-third of teachers believe that schools should expect all students to meet high academic…

Characteristics of High School Students' and Science Teachers' Cognitive Frame about Effective Teaching Method for High School Science Subject

Science.gov (United States)

Chung, Duk Ho; Park, Kyeong-Jin; Cho, Kyu Seong

2016-04-01

We investigated the cognitive frame of high school students and inservice high school science teachers about effective teaching method, and we also explored how they understood about the teaching methods suggested by the 2009 revised Science Curriculum. Data were collected from 275 high school science teachers and 275 high school students. We analyzed data in terms of the words and the cognitive frame using the Semantic Network Analysis. The results were as follows. First, the teachers perceived that an activity oriented class was the effective science class that helped improve students'' problem-solving abilities and their inquiry skills. The students had the cognitive frame that their teacher had to present relevant and enough teaching materials to students, and that they should also receive assistance from teachers in science class to better prepare for college entrance exam. Second, both students and teachers retained the cognitive frame about the efficient science class that was not reflected 2009 revised Science Curriculum exactly. Especially, neither groups connected the elements of ''convergence'' as well as ''integration'' embedded across science subject areas to their cognitive frame nor cognized the fact that many science learning contents were closed related to one another. Therefore, various professional development opportunities should be offered so that teachers succinctly comprehend the essential features and the intents of the 2009 revised Science Curriculum and thereby implement it in their science lessons effectively. Keywords : semantic network analysis, cognitive frame, teaching method, science lesson

Adventures in supercomputing: An innovative program for high school teachers

Energy Technology Data Exchange (ETDEWEB)

Oliver, C.E.; Hicks, H.R.; Summers, B.G. [Oak Ridge National Lab., TN (United States); Staten, D.G. [Wartburg Central High School, TN (United States)

1994-12-31

Within the realm of education, seldom does an innovative program become available with the potential to change an educator`s teaching methodology. Adventures in Supercomputing (AiS), sponsored by the U.S. Department of Energy (DOE), is such a program. It is a program for high school teachers that changes the teacher paradigm from a teacher-directed approach of teaching to a student-centered approach. {open_quotes}A student-centered classroom offers better opportunities for development of internal motivation, planning skills, goal setting and perseverance than does the traditional teacher-directed mode{close_quotes}. Not only is the process of teaching changed, but the cross-curricula integration within the AiS materials is remarkable. Written from a teacher`s perspective, this paper will describe the AiS program and its effects on teachers and students, primarily at Wartburg Central High School, in Wartburg, Tennessee. The AiS program in Tennessee is sponsored by Oak Ridge National Laboratory (ORNL).

Especially for High School Teachers

Science.gov (United States)

Howell, J. Emory

2000-02-01

Secondary School Feature Articles JCE Classroom Activity: #24. The Write Stuff: Using Paper Chromatography to Separate an Ink Mixture, p 176A Teaching Chemistry in the Midwinter Every year, forecasters around the world provide us with long-range predictions of what the seasons will afford us in the coming year. And each year, the weather provides a few surprises that the forecasters did not predict - such as a record amount of snow or record heat indexes, depending on where you live. Although the weatherman didn't predict it, we still must pull out our snow shovels or sun block and take the necessary steps to adapt to the situation. As teachers, we make predictions of teaching and learning goals that we aspire to achieve during a given year, and like the weather, the year brings surprises that aren't in line with our predictions. With that in mind, I would like to offer JCE as the scholastic snow shovel or sun shield you need to jump-start your class and reach the goals you have set. So find a warm (or cool) place, get comfortable, and spend some time with the February issue of JCE. Articles of General Interest in This Issue For readers living where snow falls, Williams's article on page 148 offers some historical background on the use of calcium chloride as a deicer. A diver that depends for its buoyancy upon gas given off by a chemical reaction is described by Derr, Lewis, and Derr in the article beginning on page 171. In her article appearing on pages 249-250, Wang describes a laboratory exercise that makes the mastery of solution preparation skills fun. The students' skill is tested by using the solutions they make to carry out the Briggs-Rauscher oscillating reaction. For high school class applications I recommend use of 3% hydrogen peroxide, described as an option in the article. A well-organized approach to separating an ink mixture, with some possibly new twists, is laid out in the student- and teacher-friendly format of JCE Classroom Activity: #24, pages

Especially for High School Teachers

Science.gov (United States)

Howell, J. Emory

1999-10-01

Writing Across the Curriculum The notion that student learning is enhanced through writing is widely accepted at all educational levels if the product is fairly assessed and the learner is provided with feedback. Finding the time to critically evaluate student papers is difficult at best and competes with time needed to prepare laboratory investigations. A few weeks ago a teacher who has extensive extracurricular responsibilities that include extensive interaction with parents and community members shared with me his frustration in not being able to grade written reports. This teacher is the head football coach at his school, but many readers experience the same difficulties due to a variety of duties. There are no easy or completely satisfying answers to this problem, but this issue contains an account of a successful approach (Writing in Chemistry: An Effective Learning Tool, pp 1399-1403). Although they are based on experience in college courses, several ideas described in the article could be applied in high school chemistry courses. In another article, the author of Precise Writing for a Precise Science (pp 1407-1408) identifies 20 examples of familiar, but incorrect, grammatical constructions and explains how to phrase each one correctly. Chemical Education Research: Improving Chemistry Learning The results from research on how students learn have greatly increased our understanding of cognition in recent years. However, the results are often published in the science education research literature and are not readily accessible to the classroom teacher. Additionally, the research reports are couched in specialized terminology. This issue contains a Viewpoints article (pp 1353-1361) that bridges the gap between research results and classroom application. It was written by two veteran chemical educators, Dudley Herron and Susan Nurrenbern. The shift from behaviorism to constructivism as the dominant theory of learning is described briefly to provide a context

An Investigation of High School Social Studies Teachers' Understandings of Vocabulary Teaching and Learning

Science.gov (United States)

Harmon, Janis; Antuna, Marcos; Juarez, Lucinda; Wood, Karen D.; Vintinner, Jean

2018-01-01

This qualitative study focused on high school social studies teachers' understandings of and perspectives about vocabulary acquisition and instruction. The research questions were the following: (1) What do high school social studies teachers understand about vocabulary instruction? and (2) How do high school social studies teachers support…

Towards a high quality high school workforce: A longitudinal, demographic analysis of U.S. public school physics teachers

Directory of Open Access Journals (Sweden)

Gregory T. Rushton

2017-10-01

Full Text Available Efforts to improve the number and quality of the high school physics teaching workforce have taken several forms, including those sponsored by professional organizations. Using a series of large-scale teacher demographic data sets from the National Center for Education Statistics (NCES, this study sought to investigate trends in teacher quality at the national level in the two and a half decades between 1987 and 2012. Specifically, we investigated (i details about the degree backgrounds, main teaching assignments, and experience levels of those assigned to teach physics; (ii whether the proportion of those with certifications in physics as a fraction of the entire physics teaching workforce had changed; and (iii if workforce diversity (with respect to race and gender had changed over time. Our data indicate that trends in these domains have generally been positive, but still fall short of having a highly qualified physics teacher in each classroom. Additionally, the population of physics teachers has more novices and fewer veterans than it did 10 years ago, although veteran physics teachers are not as rare as those in other branches of high school STEM fields. We also analyzed trends in physics teacher race and gender diversity and found them to lag behind other STEM and non-STEM teacher communities. High school physics is still mostly taught by white males with backgrounds from outside of physics. Implications for future policy decisions at the local and national levels are discussed, including attending to the specific needs of degree-holding and non-degree-holding physics teachers separately and localizing teacher recruitment and preparation efforts in regional centers.

Towards a high quality high school workforce: A longitudinal, demographic analysis of U.S. public school physics teachers

Science.gov (United States)

Rushton, Gregory T.; Rosengrant, David; Dewar, Andrew; Shah, Lisa; Ray, Herman E.; Sheppard, Keith; Watanabe, Lynn

2017-12-01

Efforts to improve the number and quality of the high school physics teaching workforce have taken several forms, including those sponsored by professional organizations. Using a series of large-scale teacher demographic data sets from the National Center for Education Statistics (NCES), this study sought to investigate trends in teacher quality at the national level in the two and a half decades between 1987 and 2012. Specifically, we investigated (i) details about the degree backgrounds, main teaching assignments, and experience levels of those assigned to teach physics; (ii) whether the proportion of those with certifications in physics as a fraction of the entire physics teaching workforce had changed; and (iii) if workforce diversity (with respect to race and gender) had changed over time. Our data indicate that trends in these domains have generally been positive, but still fall short of having a highly qualified physics teacher in each classroom. Additionally, the population of physics teachers has more novices and fewer veterans than it did 10 years ago, although veteran physics teachers are not as rare as those in other branches of high school STEM fields. We also analyzed trends in physics teacher race and gender diversity and found them to lag behind other STEM and non-STEM teacher communities. High school physics is still mostly taught by white males with backgrounds from outside of physics. Implications for future policy decisions at the local and national levels are discussed, including attending to the specific needs of degree-holding and non-degree-holding physics teachers separately and localizing teacher recruitment and preparation efforts in regional centers.

Training Elementary Teachers to Prepare Students for High School Authentic Scientific Research

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Danch, J. M.

2017-12-01

The Woodbridge Township New Jersey School District has a 4-year high school Science Research program that depends on the enrollment of students with the prerequisite skills to conduct authentic scientific research at the high school level. A multifaceted approach to training elementary teachers in the methods of scientific investigation, data collection and analysis and communication of results was undertaken in 2017. Teachers of predominately grades 4 and 5 participated in hands on workshops at a Summer Tech Academy, an EdCamp, a District Inservice Day and a series of in-class workshops for teachers and students together. Aspects of the instruction for each of these activities was facilitated by high school students currently enrolled in the High School Science Research Program. Much of the training activities centered around a "Learning With Students" model where teachers and their students simultaneously learn to perform inquiry activities and conduct scientific research fostering inquiry as it is meant to be: where participants produce original data are not merely working to obtain previously determined results.

Teachers' and Administrators' Perceptions of Knowledge Management Competence of High School Administrators

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Memisoglu, Salih Pasa

2016-01-01

This study aims to determine the teachers' and administrators' perceptions of knowledge management competence in high school administration. The study was conducted using the screening model and the study group consisted of 162 teachers and 35 administrators working at eight high schools in Turkey. Administrators' knowledge management competence…

Prospective High School Physics Teachers' Beliefs about Teaching Practices: From Traditionalist to Constructivist

Science.gov (United States)

Demirci, Neset

2015-01-01

The main aim of this study was to determine the teaching practices of prospective high school physics teachers with respect to their preference for teaching as a traditionalist or as a constructivist. To study the beliefs of prospective high school physics teachers on this subject, firstly, the Teacher Belief Survey was administered to 135…

Latina Spanish High School Teachers' Negotiation of Capital in New Latino Communities

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Colomer, Soria Elizabeth

2014-01-01

Based on a qualitative study documenting how Spanish teachers bear an especially heavy burden as unofficial translators, interpreters, and school representatives, this article documents how some Latina high school Spanish teachers struggle to form social networks with Latino students in new Latino school communities. Employing social frameworks,…

The effects of experience and attrition for novice high-school science and mathematics teachers.

Science.gov (United States)

Henry, Gary T; Fortner, C Kevin; Bastian, Kevin C

2012-03-02

Because of the current high proportion of novice high-school teachers, many students' mastery of science and mathematics depends on the effectiveness of early-career teachers. In this study, which used value-added models to analyze high-school teachers' effectiveness in raising test scores on 1.05 million end-of-course exams, we found that the effectiveness of high-school science and mathematics teachers increased substantially with experience but exhibited diminishing rates of return by their fourth year; that teachers of algebra 1, algebra 2, biology, and physical science who continued to teach for at least 5 years were more effective as novice teachers than those who left the profession earlier; and that novice teachers of physics, chemistry, physical science, geometry, and biology exhibited steeper growth in effectiveness than did novice non-science, technology, engineering, and mathematics teachers.

Mental health first aid training for high school teachers: a cluster randomized trial.

Science.gov (United States)

Jorm, Anthony F; Kitchener, Betty A; Sawyer, Michael G; Scales, Helen; Cvetkovski, Stefan

2010-06-24

Mental disorders often have their first onset during adolescence. For this reason, high school teachers are in a good position to provide initial assistance to students who are developing mental health problems. To improve the skills of teachers in this area, a Mental Health First Aid training course was modified to be suitable for high school teachers and evaluated in a cluster randomized trial. The trial was carried out with teachers in South Australian high schools. Teachers at 7 schools received training and those at another 7 were wait-listed for future training. The effects of the training on teachers were evaluated using questionnaires pre- and post-training and at 6 months follow-up. The questionnaires assessed mental health knowledge, stigmatizing attitudes, confidence in providing help to others, help actually provided, school policy and procedures, and teacher mental health. The indirect effects on students were evaluated using questionnaires at pre-training and at follow-up which assessed any mental health help and information received from school staff, and also the mental health of the student. The training increased teachers' knowledge, changed beliefs about treatment to be more like those of mental health professionals, reduced some aspects of stigma, and increased confidence in providing help to students and colleagues. There was an indirect effect on students, who reported receiving more mental health information from school staff. Most of the changes found were sustained 6 months after training. However, no effects were found on teachers' individual support towards students with mental health problems or on student mental health. Mental Health First Aid training has positive effects on teachers' mental health knowledge, attitudes, confidence and some aspects of their behaviour. ACTRN12608000561381.

Exploring Teaching Satisfaction of Public High School Teachers: Empirical Evidence from Turkey

Science.gov (United States)

Büyükgöze, Hilal; Gün, Feyza

2017-01-01

The current paper primarily investigates teaching satisfaction of teachers working in public high schools of Ankara. The latter aim of this study is to determine whether teachers' satisfaction levels vary in relation to some demographic variables such as gender, education, type of high school, tenure, marital status, and membership to an…

High school science teachers' perceptions of telecommunications utilizing a Concerns-Based Adoption Model (CBAM)

Science.gov (United States)

Slough, Scott Wayne

The purpose of this study was to describe high school science teachers' perceptions of telecommunications. The data were collected through open-ended ethnographic interviews with 24 high school science teachers from five different high schools in a single suburban school district who had been in an emerging telecommunications-rich environment for two and one-half years. The interview protocol was adapted from Honey and Henriquez (1993), with the Concerns-Based Adoption Model (CBAM) (Bailey & Palsha, 1992) providing a conceptual framework for data analysis. For this study, the emerging telecommunications-rich environment included a district-wide infrastructure that had been in place for two and one-half years that included a secure district-wide Intranet, 24 network connections in each classroom, full Internet access from the network, four computers per classroom, and a variety of formal and informal professional development opportunities for teachers. Categories of results discussed include: (a) teacher's profession use of telecommuunications; (b) teachers' perceptions of student's use of telecommunications; (c) teachers' perceptions of barriers to the implementation of telecommunications; (d) teachers' perceptions of supporting conditions for the implementation of telecommunications; (e) teachers' perceptions of the effect of telecommunications on high school science instruction; (f) teachers' perceptions of the effect of telecommunications on student's learning in high school science; and (g) the demographic variables of the sex of the teacher, years of teaching experience, school assignment within the district, course assignment(s), and academic preparation. Implications discussed include: (a) telecommunications can be implemented successfully in a variety of high school science classrooms with adequate infrastructure support and sufficient professional development opportunities, including in classes taught by females and teachers who were not previously

High school physics teacher forms of thought about simple electric circuits

International Nuclear Information System (INIS)

Kucukozer, H.

2005-01-01

According to some researches on students and on science teachers, they have same conceptual difficulties about simple electric circuits and these affect their further learning or/and teaching. [2], [5], [8], [9], [11], [13]. The main aim of this study was to investigate in-service high school physics teachers form of thought about simple electric circuits. In this purpose a test that was developed by Kucukozer [7], contains eight questions related to simple electric circuits was applied to in-service physics teachers (25 subjects) in various Anatolian Teacher High School in Turkey. After analyzing and evaluating of their data, it was found that, the physics teachers have conceptual difficulties about simple electric circuits, especially the concepts about source of stationary current and current usage

Especially for High School Teachers

Science.gov (United States)

Howell, J. Emory

1999-08-01

Ocean-Stating the Case for Chemistry, by Paul J. Scheuer, p 1075 * Distillation Apparatuses Using Household Items, by Danielle R. D. Campanizzi, Brenda Mason, Christine K. F. Hermann, p 1079 New Orleans Concurrent Workshops, High School Program 8:30 a.m.-9:20 a.m. A. A Teaching Resource for You: The Journal of Chemical Education, J. E. Howell, J. W. Moore, and A. M. Sarquis B. Electrical Conductivity, J. M. Manion and P. F. Krause, and The Properties of Gases, J.-M. Whitfield and K. A. Woodling C. Chemistry with Calculators for Beginners, P. Sconzo (3 hours) D. Spectrum of Activities for Chemistry Teachers, Carolina Biological Supply, S. Mitchell, F. Cherry, and L. Akin (3 hours) 9:30 a.m.-10:20 a.m. A. Applying Chemical Education Research to the Classroom, L. Akin and J. Valasek B. Another Look at the Deflection of Falling Liquids, H. H. Harris and J. Newstrum, and Encouraging Students to Investigate Acids and Bases Using Plant Indicators, P. K. Kerrigan C. Chemistry with Calculators (continued) D. Spectrum of Activities (continued) E. Science Education for Public Understanding (SEPUP) and Chemistry, Health, Environment, and Me, M. Koker and L. Akin (2 hours) 10:30 a.m.-11:30 a.m. A. Increasing Aptitude and Interest of High School Students through Summer Camp, C. E. Fulton, and Energy Teaching Introduction to High School Chemistry, L.-M. Trejo B. Chemistry in Science Museum Exhibits: Opportunities and Challenges and Cooking with Chemistry, D. Katz C. Chemistry with Calculators (continued) D. Spectrum of Activities (continued) E. SEPUP (continued) 12:00 noon-1:15 p.m., High School Luncheon Educating High School Teachers for the 21st Century, Glenn Crosby 1:30 p.m.-2:20 p.m. A. Customized Mastery Learning in First-Year Chemistry and Computer Software for Chemistry Teachers Who Require Mastery Learning of Their Students, J. Bedenbaugh and A. Bedenbaugh B. Can One Teach Chemistry with Everyday Substances? A. Sae, and SourceBook Activities Using Everyday Substances, C

Especially for High School Teachers

Science.gov (United States)

Howell, J. Emory

1999-12-01

Chemistry and the Environment This issue contains more than 20 articles relating to the environment. Several articles of potential interest are indicated in the Table of Contents with the SSC mark (). Others are not so indicated because they depict use of expensive instrumentation or costly procedures, but if you have an interest in environmental chemistry you may wish to examine all the environmentally related articles. While many of the articles, both marked and unmarked, are targeted to college-level environmental chemistry curricula or to introductory courses for non-major, the methods described in several could be readily adapted to high school chemistry courses. One article likely to be of interest to teachers is found in News from Online, pp 1608-1609. The author explains how to use the U.S. Environment Protection Agency's EnviroMapper Web site to view and query environmental information. She mentioned finding a hazardous waste handler located near her home, so I decided to check the area near my home. I quickly located a natural gas salt dome storage facility marked on the map and, with a few more mouse clicks, I found information that included status of compliance with regulations, amounts of each compound released to the air in tons per year, and how to contact the corporation owning the site. Email and Web site addresses were included for the convenience of anyone wishing to contact the corporation. Students could learn a great deal about where they live that is relevant to chemistry by using the EPA site. Additional Web sites dealing with environmental issues and chemistry are cited in the sidebar at the bottom of p 1609. Among the articles that could be adapted to an advanced high school chemistry class or possibly even to an introductory class is one titled Bridge of Mandolin County (pp 1671-1672). It describes a case-study strategy similar to the scenarios used in ChemStudy. Students analyze information from various sources, including laboratory

Teacher Characteristics and School-Based Professional Development in Inclusive STEM-focused High Schools: A Cross-case Analysis

Science.gov (United States)

Spillane, Nancy Kay

Within successful Inclusive Science, Technology, Engineering, and Mathematics (STEM)-focused High Schools (ISHSs), it is not only the students who are learning. Teachers, with diverse backgrounds, training, and experience, share and develop their knowledge through rich, embedded professional development to continuously shape their craft, improve their teaching, and support student success. This study of four exemplars of ISHSs (identified by experts in STEM education as highly successful in preparing students underrepresented in STEM for STEM majors in college and future STEM careers) provides a rich description of the relationships among the characteristics of STEM teachers, their professional development, and the school cultures that allow teachers to develop professionally and serve the needs of students. By providing a framework for the development of teaching staffs in ISHSs and contributing to the better understanding of STEM teaching in any school, this study offers valuable insight, implications, and information for states and school districts as they begin planning improvements to STEM education programs. A thorough examination of an existing data set that included site visits to four ISHSs along with pre- and post-visit data, provided the resource for this multiple case study with cross-case analysis of the teachers and their teacher professional development experiences. Administrators in these ISHSs had the autonomy to hire teachers with strong content backgrounds, philosophical alignment with the school missions, and a willingness to work collaboratively toward achieving the schools' goals. Ongoing teacher professional development began before school started and continued throughout the school day and year through intense and sustained, formal and informal, active learning experiences. Flexible professional development systems varied, but aligned with targeted school reforms and teacher and student needs. Importantly, collaborative teacher learning

A framework for high-school teacher support in Geosciences

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Bookhagen, B.; Mair, A.; Schaller, G.; Koeberl, C.

2012-04-01

To attract future geoscientists in the classroom and share the passion for science, successful geoscience education needs to combine modern educational tools with applied science. Previous outreach efforts suggest that classroom-geoscience teaching tremendously benefits from structured, prepared lesson plans in combination with hands-on material. Building on our past experience, we have developed a classroom-teaching kit that implements interdisciplinary exercises and modern geoscientific application to attract high-school students. This "Mobile Phone Teaching Kit" analyzes the components of mobile phones, emphasizing the mineral compositions and geologic background of raw materials. Also, as geoscience is not an obligatory classroom topic in Austria, and university training for upcoming science teachers barely covers geoscience, teacher training is necessary to enhance understanding of the interdisciplinary geosciences in the classroom. During the past year, we have held teacher workshops to help implementing the topic in the classroom, and to provide professional training for non-geoscientists and demonstrate proper usage of the teaching kit. The material kit is designed for classroom teaching and comes with a lesson plan that covers background knowledge and provides worksheets and can easily be adapted to school curricula. The project was funded by kulturkontakt Austria; expenses covered 540 material kits, and we reached out to approximately 90 schools throughout Austria and held a workshop in each of the nine federal states in Austria. Teachers received the training, a set of the material kit, and the lesson plan free of charge. Feedback from teachers was highly appreciative. The request for further material kits is high and we plan to expand the project. Ultimately, we hope to enlighten teachers and students for the highly interdisciplinary variety of geosciences and a link to everyday life.

Teacher Mathematical Literacy: Case Study of Junior High School Teachers in Pasaman

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Ahmad, D.; Suherman, S.; Maulana, H.

2018-04-01

The aim of this paper was to examine the ability of junior high school mathematics teachers to solve mathematical literacy base Problems (PISA and PISA-like problems) for the case Pasaman regency. The data was collected by interviews and test. As the results of this study, teacher ability in solving mathematical literacy base problems for level 1 until 3 has been good, but for level 4 or above is still low. It is caused by teacher knowledge about mathematical literacy still few.

Factors Affecting the Retention of First-career and Second-career Science Teachers in Urban High Schools

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Rak, Rosemary C.

The turnover of high school science teachers is an especially troubling problem in urban schools with economically disadvantaged students. Because high teacher turnover rates impede effective instruction, the persistence of teacher attrition is a serious concern. Using an online survey and interviews in a sequential mixed-methods approach, this study investigates the perceptions of high school science teachers regarding factors that contribute to their employment decisions. The study also compares first-career and second-career science teachers' perceptions of retention and attrition factors and identifies conditions that urban school leaders can establish to support the retention of their science teachers. A purposeful sample of 138 science teachers from urban area New England public high schools with 50% or more Free and Reduced Price Lunch-eligible students participated in the survey. Twelve survey respondents were subsequently interviewed. In accord with extant research, this study's results suggest that school leadership is essential to fostering teacher retention. The findings also reveal the importance of autonomy, professional community, and adequate resources to support science instruction. Although mentoring and induction programs receive low importance ratings in this study, career-changers view these programs as more important to their retention than do first-career science teachers. Second-career interviewees, in particular, voice the importance of being treated as professionals by school leaders. Future research may examine the characteristics of mentoring and induction programs that make them most responsive to the needs of first-career and second-career science teachers. Future studies may also investigate the aspects of school leadership and professional autonomy that are most effective in promoting science teacher retention. Keywords: career-changers; school leaders; science teachers; second-career teachers; teacher retention; teacher turnover

The pathways of high school science teachers and policy efforts to alter the pipeline

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Sass, Tim

2012-03-01

There is currently much interest in improving the quality of science education in K-12 schools and encouraging more students, particularly minorities and women, to pursue careers in STEM fields. Two interrelated issues are at the forefront: the quality of science teachers and the supply of science teachers. Education research in general finds that the single most important school-based factor affecting student achievement is teacher quality. While there is little evidence that teacher credentials matter for student achievement in the lower grades, there is at least some evidence that content knowledge is an important determinant of teacher quality in middle and secondary schools. However, little is known about the pre-service preparation of high school science teachers and how the training of science teachers affects their performance in the classroom. While there are many efforts underway to increase the supply of science teachers, little is known about the supply of science teachers from different pathways and the factors that lead science teachers to leave the profession. In this presentation I discuss recent work on the supply of teachers from alternative pathways, focusing on high school science teachers. I also summarize the literature on teacher quality and attrition, emphasizing the current state of knowledge on secondary school teachers. Finally, I present current policy initiatives and discuss the likelihood of their success given current research findings.

Mental health first aid training for high school teachers: a cluster randomized trial

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Jorm Anthony F

2010-06-01

Full Text Available Abstract Background Mental disorders often have their first onset during adolescence. For this reason, high school teachers are in a good position to provide initial assistance to students who are developing mental health problems. To improve the skills of teachers in this area, a Mental Health First Aid training course was modified to be suitable for high school teachers and evaluated in a cluster randomized trial. Methods The trial was carried out with teachers in South Australian high schools. Teachers at 7 schools received training and those at another 7 were wait-listed for future training. The effects of the training on teachers were evaluated using questionnaires pre- and post-training and at 6 months follow-up. The questionnaires assessed mental health knowledge, stigmatizing attitudes, confidence in providing help to others, help actually provided, school policy and procedures, and teacher mental health. The indirect effects on students were evaluated using questionnaires at pre-training and at follow-up which assessed any mental health help and information received from school staff, and also the mental health of the student. Results The training increased teachers' knowledge, changed beliefs about treatment to be more like those of mental health professionals, reduced some aspects of stigma, and increased confidence in providing help to students and colleagues. There was an indirect effect on students, who reported receiving more mental health information from school staff. Most of the changes found were sustained 6 months after training. However, no effects were found on teachers' individual support towards students with mental health problems or on student mental health. Conclusions Mental Health First Aid training has positive effects on teachers' mental health knowledge, attitudes, confidence and some aspects of their behaviour. Trial registration ACTRN12608000561381

“I am a Teacher”: Early Career Teachers in High Needs Schools

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Tabitha Dell'Angelo

2018-03-01

Full Text Available As many as half of the new teachers who begin each year will leave either the school or the profession of teaching within five years. In underperforming districts and in schools with low resources, the retention among teachers is even worse (Ingersoll, 2010; Ingersoll & May, 2011. This comic examines a group of early career teachers; their experiences demonstrate the challenges and opportunities that are the reality for many new teachers entering high needs schools. The major themes that were uncovered included culture, success and failures, and work satisfaction. We conclude that the use of the comic representation is important in conveying the thoughts and feelings of these teachers.

Teacher Salaries and the Shortage of High-Quality Teachers in China's Rural Primary and Secondary Schools

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Xuehui, An

2018-01-01

Teacher salary level and structure are not only important factors affecting the supply of primary and secondary school teachers, but they are also crucial to attracting, training, and retaining high-quality teachers, thereby impacting the overall quality of education and teaching in schools. The reform of China's basic education management system…

Organizational Commitment among High School Teachers of India and Iran

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Joolideh, Faranak; Yeshodhara, K.

2009-01-01

Purpose: This paper aims to investigate the organizational commitment of teachers in India and Iran. It is an attempt to understand how these perceptions vary by demographic variables such as age and subject taught by teachers. Design/methodology/approach: Data were collected from 721 high school teachers in Bangalore (India) and Sanandaj (Iran).…

High school Physical Sciences teachers' competence in some basic cognitive skills

OpenAIRE

Selvaratnam, Mailoo

2011-01-01

The successful implementation of the national high school Physical Sciences curriculum in South Africa, which places strong emphasis on critical thinking and reasoning abilities of students, would need teachers who are competent in cognitive skills and strategies. The main objectives of this study were to test South African high school Physical Sciences teachers' competence in the cognitive skills and strategies needed for studying Physical Sciences effectively and also to identify possible r...

Teaching science to English Language Learners: Instructional approaches of high school teachers

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Frank, Betty-Vinca N.

Students who are English Language Learners (ELLs) form the fastest growing segment of the American school population. Prompted by the call for scientific literacy for all citizens, science educators too have investigated the intersection of language and science instruction of ELLs. However these studies have typically been conducted with elementary students. Few studies have explored how high school science teachers, particularly those who have not received any special training, approach science instruction of ELLs and what supports them in this endeavor. This was a qualitative case study conducted with five science teachers in one small urban high school that predominantly served ELLs. The purpose of this study was to examine instructional approaches used by teachers to make science accessible to ELLs and the factors that supported or inhibited them in developing their instructional approaches. This goal encompassed the following questions: (a) how teachers viewed science instruction of ELLs, (b) how teachers designed a responsive program to teach science to ELLs, (c) what approaches teachers used for curriculum development and instruction, (d) how teachers developed classroom learning communities to meet the needs of ELLs. Seven instructional strategies and five perceived sources of support emerged as findings of this research. In summary, teachers believed that they needed to make science more accessible for their ELL students while promoting their literacy skills. Teachers provided individualized attention to students to provide relevant support. Teachers engaged their students in various types of active learning lessons in social contexts, where students worked on both hands-on and meaning-making activities and interacted with their peers and teachers. Teachers also created classroom communities and learning spaces where students felt comfortable to seek and give help. Finally, teachers identified several sources of support that influenced their instructional

Instructional decision making of high school science teachers

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Carver, Jeffrey S.

The instructional decision-making processes of high school science teachers have not been well established in the literature. Several models for decision-making do exist in other teaching disciplines, business, computer game programming, nursing, and some fields of science. A model that incorporates differences in science teaching that is consistent with constructivist theory as opposed to conventional science teaching is useful in the current climate of standards-based instruction that includes an inquiry-based approach to teaching science. This study focuses on three aspects of the decision-making process. First, it defines what factors, both internal and external, influence high school science teacher decision-making. Second, those factors are analyzed further to determine what instructional decision-making processes are articulated or demonstrated by the participants. Third, by analyzing the types of decisions that are made in the classroom, the classroom learning environments established as a result of those instructional decisions are studied for similarities and differences between conventional and constructivist models. While the decision-making process for each of these teachers was not clearly articulated by the teachers themselves, the patterns that establish the process were clearly exhibited by the teachers. It was also clear that the classroom learning environments that were established were, at least in part, established as a result of the instructional decisions that were made in planning and implementation of instruction. Patterns of instructional decision-making were different for each teacher as a result of primary instructional goals that were different for each teacher. There were similarities between teachers who exhibited more constructivist epistemological tendencies as well as similarities between teachers who exhibited a more conventional epistemology. While the decisions that will result from these two camps may be different, the six step

A quantitative analysis of factors influencing the professional longevity of high school science teachers in Florida

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Ridgley, James Alexander, Jr.

This dissertation is an exploratory quantitative analysis of various independent variables to determine their effect on the professional longevity (years of service) of high school science teachers in the state of Florida for the academic years 2011-2012 to 2013-2014. Data are collected from the Florida Department of Education, National Center for Education Statistics, and the National Assessment of Educational Progress databases. The following research hypotheses are examined: H1 - There are statistically significant differences in Level 1 (teacher variables) that influence the professional longevity of a high school science teacher in Florida. H2 - There are statistically significant differences in Level 2 (school variables) that influence the professional longevity of a high school science teacher in Florida. H3 - There are statistically significant differences in Level 3 (district variables) that influence the professional longevity of a high school science teacher in Florida. H4 - When tested in a hierarchical multiple regression, there are statistically significant differences in Level 1, Level 2, or Level 3 that influence the professional longevity of a high school science teacher in Florida. The professional longevity of a Floridian high school science teacher is the dependent variable. The independent variables are: (Level 1) a teacher's sex, age, ethnicity, earned degree, salary, number of schools taught in, migration count, and various years of service in different areas of education; (Level 2) a school's geographic location, residential population density, average class size, charter status, and SES; and (Level 3) a school district's average SES and average spending per pupil. Statistical analyses of exploratory MLRs and a HMR are used to support the research hypotheses. The final results of the HMR analysis show a teacher's age, salary, earned degree (unknown, associate, and doctorate), and ethnicity (Hispanic and Native Hawaiian/Pacific Islander); a

TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS

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Alamsyah Harahap

2015-12-01

Full Text Available English classroom's process of teaching and learning is an important aspect of successful English teaching and learning. The analysis of classroom discourse is a very important form which the classroom process research has taken place. The present study focuses on SMA (high school English classroom discourse. The microethnography of Spradley was the research method deployed. Through a detailed description and analysis of the collected data referring to Sinclair and Coulthard’s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear. On the basis of the discourse patterns' problem found, a few strategies for high school English teachers are put forward through the teacher training in order to improve English teaching and learning at high school in Indonesia. The research results showed that teacher talk highly dominated the English classroom discourse; 94% of teacher-students talk. IRF Model of Sinclair and Coulthard was not found in the English classroom (only IF pattern and no lesson achieved.

Authoritative School Climate, Aggression toward Teachers, and Teacher Distress in Middle School

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Berg, Juliette K.; Cornell, Dewey

2016-01-01

Aggression toward teachers is linked to burnout and disengagement from teaching, but a positive school climate may reduce aggression and associated teacher distress. Using authoritative school climate theory, the study examined whether schools with high disciplinary structure and student support were associated with less aggression and less…

Do Technological and Vocational High Schools Differentiate between Male and Female Teachers?

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Rahayu, Y.; Abdullah, A. G.; Asfiyanur, E. P.; Putra, R. C.

2018-02-01

High Quality Vocational education is one way to create skilled and professional human resources. In the implementation of teaching and learning process there are many components that are very important one of them is the educator (teacher), where through the quality of teachers materials are expected to be well absorbed by students. Teachers generally consist of male and female teachers where in this era of teacher globalization teachers in vocational schools are not only dominated by male teachers, there are many women who serve as educators in unlimited vocational schools by selected majors. But the polemic is the issue of gender inequality that has been the subject of talks in various countries since 1979. Gender bias in education is the educational reality that benefits certain sexes, leading to gender inequality in which various forms of gender inequality occur in different regions. Female teachers in technology and engineering as a minority are deemed incompetent in understanding vocational materials and are deemed less able in the application of school practices than male teachers. But at this point it can be observed that the large number of female teachers who enter the world of teaching skills in vocational schools in Indonesia. Therefore, this research was conducted to find out the extent of gender differences in the influence of teaching styles on the learning process in SMK with the concentration of technique and technique. This research is planned to be implemented in a vocational high school in Indonesia with concentration of Department of Engineering and Technology which include the use of qualitative research collecting research data by using interview and survey technique

Occupational low back pain in primary and high school teachers: prevalence and associated factors.

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Mohseni Bandpei, Mohammad A; Ehsani, Fatemeh; Behtash, Hamid; Ghanipour, Marziyeh

2014-01-01

The purposes of this study were to investigate the prevalence of and risk factors for low back pain (LBP) in teachers and to evaluate the association of individual and occupational characteristics with the prevalence of LBP. In this cross-sectional study, 586 asymptomatic teachers were randomly selected from 22 primary and high schools in Semnan city of Iran. Data on the personal, occupational characteristics, pain intensity, and functional disability as well as the prevalence and risk factors of LBP were collected using different questionnaires. Point, last month, last 6 months, annual, and lifetime prevalence rates of LBP were 21.8%, 26.3%, 29.6%, 31.1%, and 36.5%, respectively. The highest prevalence was obtained for the high school teachers. The prevalence of LBP was significantly associated with age, body mass index, job satisfaction, and length of employment (P teachers appears to be high. High school teachers were more likely to experience LBP than primary school teachers. Factors such as age, body mass index, length of employment, job satisfaction, and work-related activities were significant factors associated with LBP in this teacher population. Copyright © 2014 National University of Health Sciences. Published by Elsevier Inc. All rights reserved.

Authoritative school climate, aggression toward teachers, and teacher distress in middle school.

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Berg, Juliette K; Cornell, Dewey

2016-03-01

Aggression toward teachers is linked to burnout and disengagement from teaching, but a positive school climate may reduce aggression and associated teacher distress. Using authoritative school climate theory, the study examined whether schools with high disciplinary structure and student support were associated with less aggression and less distress. The sample of 9,134 teachers in 389 middle schools came from the Virginia Secondary School Climate Survey, a statewide survey administered to all public schools with 7th and 8th grade enrollment. The majority of teachers (75%) were female. More than half (53%) reported that they had more than 10 years of teaching experience; 23% reported 6 to 10 years; 24% reported 1 to 5 years. Students reported on the degree to which their schools were structured and supportive. Teachers reported on their experiences of aggression by students, their level of distress, and their feelings of safety. Staff-related infractions computed from Department of Education records were also used. Multilevel modeling revealed that teachers in authoritative schools experienced less aggression and felt safer and less distressed. Lower aggression by students mediated the association between more authoritative schools and lower distress such that more structured and supportive schools had greater teacher safety and, in turn, less distress. The findings support the idea that more structured and supportive schools relate to greater safety for teachers and, in turn, less distress. Research limitations and implications for practice are discussed. (c) 2016 APA, all rights reserved).

Chronic Teacher Turnover in Urban Elementary Schools

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Kacey Guin

2004-08-01

Full Text Available This study examines the characteristics of elementary schools that experience chronic teacher turnover and the impacts of turnover on a school’s working climate and ability to effectively function. Based on evidence from staff climate surveys and case studies, it is clear that high turnover schools face significant organizational challenges. Schools with high teacher turnover rates have difficulty planning and implementing a coherent curriculum and sustaining positive working relationships among teachers. The reality of these organizational challenges is particularly alarming, given that high turnover schools are more likely to serve low-income and minority students. The negative relationship between teacher turnover and school functioning, and the fact that turbulent schools are disproportionately likely to serve lowincome and minority students have important implications for both district and school-level policies. Specifically: Teacher turnover rates are one indicator of school health, which school districts should consider when focusing on school improvements. Districts need to begin by developing the means to identify individual schools that experience high levels of teacher turnover. Current district policies in implementing professional development for teachers in low-performing schools are inefficient when teachers do not remain in the schools in which they are trained. In order for low-performing schools to improve, districts need to consider providing incentive programs so that high quality teachers apply for, and remain in, these schools. Future research is needed to address the causal link between turnover, organizational functioning and student outcomes. Additionally, there is a need for research examining district policies that may facilitate teacher turnover within a district, including how districts place and transfer teachers, as well as how teachers’ salaries are budgeted.

High School Teachers' Perceptions of Cyberbullying Prevention and Intervention Strategies

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Stauffer, Sterling; Heath, Melissa Allen; Coyne, Sarah Marie; Ferrin, Scott

2012-01-01

Recent meta-analyses indicate that bully prevention programs produce minimal change in student behavior. This study examined 66 high school teachers' perceptions regarding the effect of cyberbullying on students, which intervening strategies teachers would use when dealing with cyberbullying, and which prevention strategies would assist in…

Online Resources for High School Teachers--A CLIC Away

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Holmes, Jon L.

2000-04-01

"I'm a high school teacher. I don't have time to sift through all of JCE to find what I need. I don't have enough time as it is!" If you need to find things in a hurry, go to JCE HS CLIC, the JCE High School Chemed Learning Information Center, http://JChemEd.chem.wisc.edu/HS/. You will find good solid, reliable information, and you will find it fast. CLIC is open 24 hours every day, all over the world. What You Will Find at JCE CLIC We know teachers are pressed for time. During the few minutes between classes or at the end of the day, information needs to be found very quickly. Perhaps you are looking for a demo that illustrates electrochemistry using Cu, Mg, orange juice, and a clock; or a student activity on chromatography that is ready to copy and hand out; or a video to illustrate the action of aqua regia on gold, because you can't use aqua regia and can't afford gold. You can find each of these quickly at CLIC. The Journal has always provided lots of articles designed with high school teachers in mind. What the new JCE HS CLIC does is collect the recent materials at one address on JCE Online, making it quicker and easier for you to find them. Information has been gathered from both print and online versions of the Journal, from JCE Software, and from JCE Internet. It is organized as shown at the bottom of the page. Getting Access to Information You have located something that interests you, perhaps a list of tested demonstrations that pertain to consumer chemistry. Now it is time to get it. JCE subscribers (individuals and libraries) can read, download, and print the full versions of the articles as well as all supplemental materials, including student handouts and instructor's notes. You will need the username and password that are on the mailing label that comes with your Journaleach month. JCE HS CLIC home page: http://JChemEd.chem.wisc.edu/HS/ Your Suggestions, Please Our plans for JCE HS CLIC do not end with what you find now. Other resources and features

Teaching and Learning in High School Reading Classes: Perspectives of Teachers and Students

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Harmon, Janis; Wood, Karen; Smith, Kassandra; Zakaria, Nauff; Ramadan, Kimberly; Sykes, Melissa

2016-01-01

This qualitative study investigated high school reading programs and participants focusing on the insider perspectives of teachers and their students. The study occurred in two sites, one in a Southern state and the other in an Eastern state. The participants, five high school reading teachers and two to three students in each of their reading…

Gender Inequality among Japanese High School Teachers: Women Teachers' Resistance to Gender Bias in Occupational Culture

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Miyajima, Tomomi

2008-01-01

This study explores gender inequality in the occupational culture of Japanese high school teachers with special focus on women teachers' resistance to gender-biased practices. It examines the effectiveness of official and informal teacher training programmes in raising awareness of gender issues. Through an ethnographic case study conducted in…

Especially for High School Teachers

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Howell, J. Emory

2000-01-01

Ideas and Resources in This Issue This issue contains a broad spectrum of topics of potential interest to high school teachers, including chemical safety, history, demonstrations, laboratory activities, electrochemistry, small group learning, and instructional software. In his report on articles published recently in The Science Teacher, Steve Long includes annotated references from that journal, and also from JCE, that provide timely and practical information (pp 21-22). The chemical significance of several anniversaries that will occur in the year 2000 are discussed in an article by Paul Schatz (pp 11-14). Scientists and inventors mentioned include Dumas, Wöhler, Goodyear, Joliot-Curie, Krebs, Pauli, Kjeldahl, and Haworth. Several discoveries are also discussed, including development of the voltaic pile, the use of chlorine to purify water, and the discovery of element 97, berkelium. This is the fourth consecutive year that Schatz has written an anniversaries article (1-3). Although most readers probably do not plan to be teaching in the years 2097-3000, these articles can make a nice addition to your file of readily available historical information for use now in meeting NSES Content Standard G (4). In contrast to the short historical summaries, an in-depth account of the work of Herman Boerhaave is provided by Trinity School (NY) teacher Damon Diemente. You cannot recall having heard of Boerhaave? Diemente explains in detail how Boerhaave's scientific observations, imperfect though they were, contributed significantly to the understanding of temperature and heat by scientists who followed him. Chemical demonstrations attract the interest of most of us, and Kathy Thorsen discusses several that appeared in Chem 13 News during the past year (pp 18-20). Included are demonstrations relating to LeChâtelier's principle, electronegativity, and the synthesis and reactions of carbon monoxide. Ideas for investigating the hydrophobic nature of Magic Sand are given in JCE

Parents' Perceptions of Teacher Support at a Cyber Charter High School

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Borup, Jered; Stevens, Mark A.

2016-01-01

Despite high growth rates, cyber charter schools experience higher attrition rates than their brick-and-mortar counterparts. Students' reasons for failing an online course are complex and students may require a high level of teacher support to be successful online. Research examining effective teacher engagement has relied heavily on teacher…

Job Satisfaction, Stress and Coping Strategies among Moroccan High School Teachers.

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Benmansour, Naima

1998-01-01

Studied job stress, job satisfaction, and coping strategies through self-report measures from 153 Moroccan high school teachers. Results show that 45% of the teachers were satisfied with their jobs, but over half reported high levels of stress, negatively correlated with job satisfaction. Factor analysis of 16 coping strategies produced four…

Reading Aloud in High Schools: Students and Teachers across the Curriculum

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Warner, Lionel; Crolla, Caroline; Goodwyn, Andy; Hyder, Eileen; Richards, Brian

2016-01-01

Reading aloud is apparently an indispensible part of teaching. Nevertheless, little is known about reading aloud across the curriculum by students and teachers in high schools. Nor do we understand teachers' attitudes towards issues such as error correction, rehearsal time, and selecting students to read. A survey of 360 teachers in England shows…

Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School.

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Longobardi, Claudio; Prino, Laura E; Marengo, Davide; Settanni, Michele

2016-01-01

A robust body of research has identified school transitions during adolescence, and in particular the transition from middle to high school, as one of the riskiest phases for school failure, being characterized by significant social, emotional and behavioral changes. This transition is critical even with respect to academic achievement: in Italy, the highest frequency of school dropout can be observed in the 9th and 10th grades, partly as a consequence of poor adjustment to the new school context. The impact of students' relationships with their teachers may be particularly relevant during critical developmental periods. Indeed, student-teacher relationships have been widely recognized as protective factors in school adjustment and, in case of negative relationships, also as a factor that increases the risk of maladjustment. Positive and affective student-teacher relationships may play an important role in students' adaptation to the school environment, favoring both academic achievement and adaptive behaviors. The aim of this study was to investigate the effects of the quality of teacher-student relationships, as perceived by pupils, on academic achievement, and problem and prosocial behaviors during the relevant school transition. The sample consisted of 122 students (55% female). We employed a self-report questionnaire to collect information on: demographic characteristics, quality of the relationship with teachers, problem and prosocial behaviors, and academic achievement. Students filled in the questionnaires twice: once during the 8th grade and 1 year later, during their first year of high school (9th grade). Regression analyses indicated that both average and varying levels of closeness with teachers significantly predicted changes in academic achievement: A perceived increase in closeness in 9th grade, as well as a higher mean closeness level, was associated with an increase in academic achievement. In turn, an increase in the level of perceived conflict

Relations between Teachers' Classroom Goals and Values: A Case Study of High School Teachers in Far North Queensland, Australia

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Pudelko, Claudia E.; Boon, Helen J.

2014-01-01

To date, there is an empirical gap in the evidence of the relations between teachers' classroom goals and values, two key variables linked to students' achievement motivation. The purpose of this study was to investigate this relationship in an Australian teacher sample. We surveyed 102 high school teachers from seven schools in Cairns, Queensland…

Towards a High Quality High School Workforce: A Longitudinal, Demographic Analysis of U.S. Public School Physics Teachers

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Rushton, Gregory T.; Rosengrant, David; Dewar, Andrew; Shah, Lisa; Ray, Herman E.; Sheppard, Keith; Watanabe, Lynn

2017-01-01

Efforts to improve the number and quality of the high school physics teaching workforce have taken several forms, including those sponsored by professional organizations. Using a series of large-scale teacher demographic data sets from the National Center for Education Statistics (NCES), this study sought to investigate trends in teacher quality…

Still Motivated to Teach? A Study of School Context Variables, Stress and Job Satisfaction among Teachers in Senior High School

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Skaalvik, Einar M.; Skaalvik, Sidsel

2017-01-01

This study explored how teachers' working conditions or school context variables (job demands and job resources) were related to their teaching self-concept, teacher burnout, job satisfaction, and motivation to leave the teaching profession among teachers in Norwegian senior high school. Participants were 546 teachers in three counties in central…

High school teachers' perspectives on effective approaches for teaching biology to students with special needs

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Kos, Agnieszka

The demands of national educational reforms require high school biology teachers to provide high quality instruction to students with and without special needs. The reforms, however, do not provide teachers with adequate teaching strategies to meet the needs of all students in the same context. The purpose of this grounded theory study was to understand high school biology teachers' perspectives, practices, and challenges in relation to teaching students with special needs. This approach was used to develop a substantive model for high school biology teachers who are challenged with teaching students with and without special needs. Data were collected via in-depth interviews with 15 high school teachers in a Midwestern school district. The data were analyzed using open coding, axial coding, and selective coding procedures in accordance with the grounded theory approach. Essential model components included skills and training for teachers, classroom management strategies, teaching strategies, and student skills. The emergent substantive theory indicated that that teacher preparation and acquired skills greatly influence the effectiveness of inclusion implementation. Key findings also indicated the importance of using of a variety of instructional strategies and classroom management strategies that address students' special needs and their learning styles. This study contributes to social change by providing a model for teaching students and effectively implementing inclusion in regular science classrooms. Following further study, this model may be used to support teacher professional development and improve teaching practices that in turn may improve science literacy supported by the national educational reforms.

The Impact of Collective Bargaining on Teacher Transfer Rates in Urban High-Poverty Schools

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Nelson, F. Howard

2006-01-01

Data in this report reveals that collectively bargaining agreements are not the source of the teacher quality problem in urban school districts. The data shows that collective bargaining agreements are associated with reduced teacher transfer activity, especially in high-poverty schools, and less reliance on first-year teachers to staff…

A STUDY OF TEACHER-PUPIL INTERACTION IN HIGH SCHOOL BIOLOGY CLASSES.

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PARAKH, JAL SOHRAB

A CATEGORY SYSTEM FOR SYSTEMATIC OBSERVATION OF HIGH SCHOOL BIOLOGY LABORATORY AND LECTURE-DISCUSSION-RECITATION CLASSES WAS DEVELOPED AND USED TO QUANTIFY, ANALYZE, AND DESCRIBE OBSERVED CLASSROOM BEHAVIOR. THE CATEGORY SYSTEM WAS DEVELOPED BY OBSERVING EIGHT HIGH SCHOOL BIOLOGY TEACHERS ONCE EACH MONTH FOR FOUR SUCCESSIVE MONTHS. THE OBSERVER…

Emotional Experience, Expression, and Regulation of High-Quality Japanese Elementary School Teachers

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Hosotani, Rika; Imai-Matsumura, Kyoko

2011-01-01

The present study investigates the emotional experience, expression, and regulation processes of high-quality Japanese elementary school teachers while they interact with children, in terms of teachers' emotional competence. Qualitative analysis of interview data demonstrated that teachers had various emotional experiences including self-elicited…

The Meaning(s) of Teacher Leadership in an Urban High School Reform

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Scribner, Samantha M. Paredes; Bradley-Levine, Jill

2010-01-01

Purpose: The purpose of this study is to examine the meaning of teacher leadership from teachers' perspectives. The authors examine teachers' practice of and talk about legitimate sources of power and influence in the context of an urban high school reform. Design: This is an interpretive study of teacher leadership situated in one small high…

Determination of the High School Students’ Attitudes towards Their Teachers

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Yücel Gelişli

2017-10-01

Full Text Available In the current study, the aim is to determine the high school students’ attitudes towards their teachers depending on some variables and the relationship between their attitudes and achievements. Thus, the study was designed according to relational survey model. The population of the study, which was specified based on the purposive sampling method, was comprised of 220 ninth and twelfth graders attending a state high school in the city of Ankara. In the current study, “The Scale of Students’ Attitudes towards the Teacher (SOSATT” was used as a data collection instrument to elicit the students’ attitudes towards their teachers. The reliability co-efficient of the scale was 0.886. A positive and moderately significant correlation was found between the ninth grade students’ achievement scores and their attitude scores taken from the sub-dimensions of the scale and from the whole scale. Finally, teachers can be suggested to establish more effective communication with their students and to use methods and strategies that can enhance academic achievement.

High School Physical Education Teachers' Beliefs about Teaching Students with Mild to Severe Disabilities

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Casebolt, Kevin M.; Hodge, Samuel R.

2010-01-01

The purpose of this study was to analyze high school physical education teachers' beliefs about teaching students with disabilities in inclusive physical education. The participants (3 men, 2 women) were certified physical education teachers at four suburban high schools. The research method was descriptive-qualitative using a case study approach…

High School Teachers' Conceptions of Engineers and Engineering

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Hoh, Yin Kiong

2012-01-01

This paper describes a workshop activity the author has carried out with 80 high school science teachers to enable them to overcome their stereotypical perceptions of engineers and engineering. The activity introduced them to the biographies of prominent women in engineering, and raised their awareness of these female engineers' contributions to…

Meeting the Needs of High School Science Teachers in English Language Learner Instruction

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Cho, Seonhee; McDonnough, Jacqueline T.

2009-08-01

This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning (ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’ special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications for science teacher preservice and inservice education in regard to working with language minority students.

High School Students' Perceptions of and Attitudes towards Teacher Power in the Classroom

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Koutrouba, Konstantina; Baxevanou, Eleni; Koutroumpas, Athanasios

2012-01-01

The present study examines Greek High School students' perceptions of and attitudes towards their teachers' power, from findings produced during a questionnaire-based study conducted in the period 2010-2011, with the participation of 1076 students attending 68 schools across Greece. Greek students provided information on how their teachers exert…

The Effect of Vocational High School Administrators' Leadership Behaviors on Teacher Job Satisfaction

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Tas, Said

2017-01-01

The purpose of this research is to determine the effect of vocational high school administrators' leadership behaviors on teacher job satisfaction. The study group of the research consists of 21 technical teachers who work at vocational high schools in the city of Isparta. The data obtained have been analyzed by calculating the frequency,…

Science teachers' beliefs about teaching and reform: Case studies from a restructured high school

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King, Elizabeth A.

A qualitative research study of the beliefs of three science teachers about teaching and educational reform was carried out at a restructured high school belonging to the Coalition of Essential Schools (CES), a nationally prominent restructuring movement. One problem of educational reform is to sustain change in the science classroom. A new wave of reform is shifting the focus away from curriculum changes and towards professionalism of teachers empowered to restructure schools. The beliefs of the teachers are key to decisions made in the classroom. The teachers and staff of Metro High School adopted the Ten Common Principles of CES as their guide to restructuring and sustaining change. Changes included increased authority for teachers in shared decision making, increased staff time for professional development, grouping students heterogeneously, grouping students and faculty in teams for extended time periods, and organizing instruction around small group and individual student study (student-centered). The theoretical framework centers on the constructivist theory of learning, particularly Vygotsky's socio-cultural model, and Bakhtin's dialogic function of language. Nespor's belief system model was used to describe the four characteristic features of beliefs: episodic memories, alternativity, existential presumption, and evaluative loading. My research questions were: What memories of teaching have influenced the teachers? What are the teachers' beliefs about the learning environment? What are the teachers' beliefs about their students? What are the teachers' beliefs about student activities? Interviews were the primary data source for the case studies of the three teachers, with additional data from lesson plans, photo-voice, and other artifacts. The teachers shared many common beliefs including that strong peer support is necessary for reform. The teachers' beliefs allied themselves to the majority of the common principles of CES, especially personalization and

Effectiveness of health education teachers and school nurses teaching sexually transmitted infections/human immunodeficiency virus prevention knowledge and skills in high school.

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Borawski, Elaine A; Tufts, Kimberly Adams; Trapl, Erika S; Hayman, Laura L; Yoder, Laura D; Lovegreen, Loren D

2015-03-01

We examined the differential impact of a well-established human immunodeficiency virus (HIV)/sexually transmitted infections (STIs) curriculum, Be Proud! Be Responsible!, when taught by school nurses and health education classroom teachers within a high school curricula. Group-randomized intervention study of 1357 ninth and tenth grade students in 10 schools. Twenty-seven facilitators (6 nurses, 21 teachers) provided programming; nurse-led classrooms were randomly assigned. Students taught by teachers were more likely to report their instructor to be prepared, comfortable with the material, and challenged them to think about their health than students taught by a school nurse. Both groups reported significant improvements in HIV/STI/condom knowledge immediately following the intervention, compared to controls. Yet, those taught by school nurses reported significant and sustained changes (up to 12 months after intervention) in attitudes, beliefs, and efficacy, whereas those taught by health education teachers reported far fewer changes, with sustained improvement in condom knowledge only. Both classroom teachers and school nurses are effective in conveying reproductive health information to high school students; however, teaching the technical (eg, condom use) and interpersonal (eg, negotiation) skills needed to reduce high-risk sexual behavior may require a unique set of skills and experiences that health education teachers may not typically have. © 2015, American School Health Association.

Antecedents of Teachers' Educational Beliefs about Mathematics and Mathematical Knowledge for Teaching among In-Service Teachers in High Poverty Urban Schools

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Corkin, Danya M.; Ekmekci, Adem; Papakonstantinou, Anne

2015-01-01

This paper examines the antecedents of three types of educational beliefs about mathematics among 151 teachers predominantly working in high poverty schools. Studies across various countries have found that teachers in high poverty schools are less likely to enact instructional approaches that align with mathematics reform standards set by…

High School Teachers' Perspectives on the English Language Arts Common Core State Standards: An Exploratory Study

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Ajayi, Lasisi

2016-01-01

This was an exploratory study that examined high school teachers' perspectives about their early experiences with the English language arts Common Core State Standards. The sources of data for the study included a survey and structured interviews. Twenty-three high school ELA teachers from one unified school district in Southern California…

HIV prevention through drugs and sex education in junior high schools in Bandung West Java: the teachers' perspective.

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Hinduan, Zahrotur R; Riyanti, Eka; Tasya, Irma A; Pohan, Mawar N; Sumintardja, Elmira N; Astuti, Sri R; Jabar, Bambang A; Pinxten, Lucas Wj; Hospers, Harm J

2009-07-01

to explore the teacher perspective on needs (in terms of knowledge, skills and curriculum content), attitudes, beliefs and self-efficacy related to teaching and implementation of a reproductive health (RH)/drug education (DE) program at their own junior high school. one hundred and thirty-three teachers participated in a survey, from February to April 2009, measuring: socio demographic, behavioral intention, perceived behavior control, content knowledge, school climate, reproductive health knowledge and school drug education. all teachers had a high intention to teach RH and DE, especially the younger RH teachers had a high intention to teach about teenage pregnancy and sexually transmitted infections. DE teachers had a high intention facts/effects of drugs, first-time drug use dealing with peer pressure. Perceived beliefs of teachers, parents, school management and perceived self-efficacy were strong predictors for the intention of RH teaching and DE. the high intention of the RH and DE teacher offers a great opportunity to build and implement a DE and RH curriculum in junior high school. Before a curriculum is developed and implemented there is a need to assess and strengthen the teacher's skills and effectiveness in teaching RH and DE.

The Organizational Health of Urban Elementary Schools: School Health and Teacher Functioning.

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Mehta, Tara G; Atkins, Marc S; Frazier, Stacy L

2013-09-01

This study examined the factor structure of the Organizational Health Inventory-Elementary version (OHI-E; Hoy, Tarter, & Kottkamp, 1991) in a sample of 203 teachers working in 19 high-poverty, urban schools and the association of organizational school health with teacher efficacy, teacher stress, and job satisfaction. Results indicated a similar factor structure of the OHI-E as compared with the population of schools in the original sample (Hoy et al., 1991), and that specific components of organizational health, such as a positive learning environment, are associated with teacher efficacy, stress, and satisfaction. Overall, teachers' relations with their peers, their school leadership, and their students appear especially critical in high-poverty, urban schools. Recommendations for research and practice related to improving high-poverty, urban schools are presented.

High School Physical Education Teachers' Attitudes and Use of Fitness Tests

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Mercier, Kevin; Phillips, Sharon; Silverman, Stephen

2016-01-01

Recommendations for using and implementing fitness tests have been extensively researched and teachers' attitudes toward fitness tests are beginning to be studied. Less understood is how high school teachers use fitness tests and the role their attitudes toward fitness tests affect students' attitudes toward physical activity. The purpose of this…

Three Southern high school biology teachers' perspectives on teaching evolution: Sociocultural influences

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Kyzer, Peggy Mckewen

Organizations in science and science education call for students to have a thorough understanding of the theory of evolution. Yet many high school biology teachers do not teach evolution and/or include creationism in their instruction (National Academy of Science, 1998). Historically, the controversy surrounding evolution has created tension for teachers. This case study explored the sociocultural influences related to teaching evolution in three Southern 10th-grade public high school biology classrooms. It also explored the socially and culturally embedded influences on teachers' instructional goals and personal perspectives toward evolution as well as modification of instruction when evolution is taught. Theoretically framed using symbolic interactionism and sociocultural theory, data were collected between October 2003 and April 2004 and included classroom observations two to three times per week, artifacts, and in-depth interviews of the participating teachers, their science department chairpersons, their students, and a Protestant minister. The classroom teachers were unaware of the focus of the study until after evolution was taught. The analysis used in this study was an inductive, interpretative approach that allowed exploration of the sociocultural influences that affect how teachers teach evolution. The sociocultural influences and the lived experiences of each teacher created a continuum for teaching evolution. One of the participating teachers who was heavily involved in the community and one of its fundamentalist churches elected to avoid teaching evolution. Another participating teacher at the same school integrated the theory of evolution in every unit. The third teacher who taught in another school elected to teach evolution in a superficial manner to avoid conflict. The data revealed that the participating teachers' sociocultural situatedness influenced their decisions and instruction on evolution. The influence of strong religious beliefs within

Results of a Master's degree program for high-school teachers

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Cocke, W. J.

1993-05-01

Starting in the summer of 1990, the Astronomy Department at the University of Arizona began a 3-year summer program for upgrading the skills of high-school and middle-school science teachers. The program granted Master's degrees in Astronomy to the 33 teachers that completed the program this past summer. The teachers received tuition waivers and stipends to cover living expenses. The funding came mostly from the National Science Foundation, but the University of Arizona cost-shared at the 15% level. About half of the teachers were from Arizona, and the rest came from out-of-state. Although minorities were encouraged to apply, we had few minority applicants, and there were no Afro-Americans and only one Hispanic in the program. The content of the courses was heavily slanted towards mathematics and the physical sciences. The math level went up to vector calculus and linear partial differential equations, and there was a heavy emphasis on physics and astrophysics. Astronomy turned out to be a good umbrella under which to strengthen the teachers' knowledge of the physical sciences. One of the weak points in the program was the pace at which we introduced new material to the teachers. The summer sessions were short and very intense, and the teachers often found themselves with insufficient time to digest the information. This was offset to some degree by the high rate of cooperative learning that the teachers exhibited. The program seems to have been a great success, and the teachers report that their higher level of understanding is very useful to them in the classroom, and the astronomy content provided an excellent source of new demonstrations and projects. We present the results of a final survey, in which we ask the teachers to summarize their thoughts about the program and its effectiveness.

Comparative Study of Mental Health of High School Teachers and Educational Counselors

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Mansour Shakiba

2012-03-01

Full Text Available Background: Teachers have an important effect on mental health and development of students. Teaching and counseling may be stressful jobs. The objective of this study was to compare psychological status of high school teachers and educational counselors measured by the Minnesota Multiphasic Personality Inventory (MMPI.Materials and Method: In a cross-sectional study 60 teachers (20 male and 40 female and 60 educational counselors (20 male and 40 female from high schools of Zahedan city were recruited randomly and asked to complete Minnesota Multiphasic Personality Inventory (Iranian short form of MMPI. Data were analyzed using descriptive statistics and t test.Results: The results showed significant differences between teachers and educational counselors in 6 clinical scales of MMPI so that the teachers had higher scores than educational counselors in D (depression, Pd (psychopathy, Pa (paranoid, Pt (Psychastenia, Sc (schizophrenia and Ma (hypomania scales of MMPI. Mean scores of Male counselors in hysteria and psychopathy were higher than female's scores and also female teachers had higher mean scores in hypochondria, hysteria, paranoid, psychastenia and schizophrenia than male teachers.Conclusion: Although the profiles of both teachers and educational counselors were normal but teachers had higher mean scores than counselors, thus, efforts need to be made to explore possible factors associated to those differences

Examination of Job Satisfaction of the Medical Vocational High School Teachers

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Bayraktar, Hatice Vatansever; Güney, Burcu

2016-01-01

The aim of this study is to determine the job satisfaction level of Medical Vocational High School teachers and whether it differs according to different variables. The research was organized in accordance with the screening model. The population of the research was composed of vocational course teachers who worked in Medical Vocational High…

Attitude of teachers towards musically gifted students in grammar schools and vocational high-schools

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Milošević Ivana

2016-01-01

Full Text Available Besides parents and schools, the teachers as well have a major role in identification of gifted students, in their acquisition of basic knowledge, improving skills, improving self-esteem and capability of solving various tasks. Attitude of teachers towards gifted students is based on the role which is imposed on the teacher and his ability to take advantage of his role maximally. The success in implementing this role is directly related to the personal traits of a teacher. They should be different from the routine teachers and have personal qualities. They are extremely capable, distinguished by open-mindness, flexibility and high self-respect, being involved in personal and professional development. They are enthusiastic (highly motivated and devoted to their professional call, having a talent for establishing social relations with children (patience, sensitivity, sense of humour and good communication skills.

[Professional burnout among university and high school teachers--comparative study].

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Swietochowski, Waldemar

2011-01-01

Professional burnout is a set of negative emotional and behavioral symptoms, observed in workers of widely understood human service occupations, including teachers. In spite of the considerable number of studies of burnout in teachers, a few of them concern university teachers. The aim of the article was to estimate the degree of burning threat in this professional group and to analyze individual determinants and dynamics of burning out in academic teachers. Gender, age, personality traits and temperament traits were given the status of main factors in the study. The role of the perceived social support was also analyzed. 97 academic workers of three state universities (University, Medical University and Technical University) in Łódź took part in the study; 100 teachers of high schools formed a comparative group. MBI General Survey was applied to measure dependent variables (burnout and its three components: Emotional Exhaustion, Cinicism and Professional Efficacy). The level of factors was measured with standard psychological tests: NEO-FFI and FCZ-KT. The Scale of Perceived Social Support was also applied. The results show considerably lower threat of the burning out syndrome in university than in high school teachers. Among individual factors only two temperament traits (emotional reactivity and perseveration) and one personality trait (extroversion) seem to be important determinants of professional burnout. The perceived social support does not prevent the progress of burnout syndrome. Based on the obtained results several practical conclusions were formulated. They refer mainly to preventive training for beginners in teaching and changes in the organization of academic teachers' work.

Aspects of Teacher Education that Affect Student Success in Arizona Public High Schools

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Faith Elizabeth Andreasen

2009-03-01

Full Text Available This study was designed to investigate what aspects of teacher education (if any affect student success. Questionnaires were mailed to a random sample of high- and low-performing urban and rural public high schools across Arizona. Quantitative variables that were researched include the level of degree a teacher attains, the route a teacher chooses to achieve certification, teachers’ attendance at core-subject related workshops, teacher mentoring, and teacher collaboration using data based information to drive decision-making. Qualitative research enabled teachers to state a valuable skill learned in college that promotes student success and to reveal what they felt their current school does to promote student success. A mixed methodology approach was used to analyze the data; quantitatively through regression analysis and qualitatively through coded themes.A detailed explanation was presented with accompanying data to support the statements. The results of this research support teacher mentoring and attendance at core subject related workshops as vehicles to promote student success. This dissertation provides information for policy makers, administrators, and teachers who are invested in promoting student success.

Understanding a High School Physics Teacher's Pedagogical Content Knowledge of Argumentation

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Wang, Jianlan; Buck, Gayle A.

2016-08-01

Scientific argumentation is an important learning objective in science education. It is also an effective instructional approach to constructivist science learning. The implementation of argumentation in school settings requires science teachers, who are pivotal agents of transforming classroom practices, to develop sophisticated knowledge of argumentation. However, there is a lack of understanding about science teachers' knowledge of argumentation, especially the dialogic meaning of argumentation. In this case study, we closely examine a high school physics teacher's argumentation-related pedagogic content knowledge (PCK) in the context of dialogic argumentation. We synthesize the teacher's performed PCK from his argumentation practices and narrated PCK from his reflection on the argumentation practices, from which we summarize his PCK of argumentation from the perspectives of orientation, instructional strategies, students, curriculum, and assessment. Finally, we describe the teacher's perception and adaption of argumentation in his class. We also identity the barriers to argumentation implementation in this particular case and suggest solutions to overcome these barriers.

Parent-Teacher Partnership and High School Students' Development in Mainland China: The Mediating Role of Teacher-Student Relationship

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Deng, Linyuan; Zhou, Nan; Nie, Ruihong; Jin, Peipei; Yang, Mengxi; Fang, Xiaoyi

2018-01-01

Parent-teacher partnership is associated closely with adolescents' development. However, little is known about the association between parent-teacher partnership and Chinese high school students' development. Therefore, this study examines whether and how parent-teacher partnership (objective contacts and subjective relationship quality) relates…

Teacher Support, Instructional Practices, Student Motivation, and Mathematics Achievement in High School

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Yu, Rongrong; Singh, Kusum

2018-01-01

The authors examined the relationships among teacher classroom practices, student motivation, and mathematics achievement in high school. The data for this study was drawn from the base-year data of High School Longitudinal Study of 2009. Structural equation modeling method was used to estimate the relationships among variables. The results…

The Influence of the Antecedent Variable on the Teachers' Performance through Achievement Motivation in Senior High School

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Dewi, Erni R.; Bundu, Patta; Tahmir, Suradi

2016-01-01

This study aims at analysing whether the antecedent variable directly affects the performance of the high school teachers or not. In addition, this research strives to find out whether the antecedent variable indirectly affects the teachers' performance through the achievement motivation of the high school teachers. It was a quantitative research…

The relationship between whistleblowing and organizational citizenship behavior for high school teachers

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Abbas ERTÜRK

2016-04-01

Full Text Available The purpose of this study is to examine the relationship between whistleblowing and organizational citizenship behaviors in high school teachers. The research was conducted using the screening model. A total of 381 teachers participated in the research from general and vocational high schools. 216 (56.7% of them were male and 165 (43.3% were female. The "Whistleblowing Scale" and "Organizational Citizenship Scale" were used to collect the data. Descriptive statistics, t-test and ANOVA were used in the data analysis. The Scheffe test was used for the comparison of multiple tests in order to determine the source of the difference for the F values. Pearson correlation analysis was used to determine the relation between the level of organizational citizenship behavior and whistleblowing. The results were tested at the level of p<.01 and p<.05. The survey findings indicate that the teachers’ level of whistleblowing behavior is moderate and that males are whistleblowers significantly more than females, and that there is no significant difference between the groups in terms of the type of school. The teachers’ level of organizational citizenship behavior was high and does not differ according to gender, but significantly differs according to the type of school in favor of vocational schools. In addition, correlation analysis indicates a positive and significant relationship between teachers' whistleblowing behavior and organizational citizenship behavior at a low level.

In-Service Teacher Training to Provide Psychosocial Support and Care in High-Risk and High-Need Schools: School-Based Intervention Partnerships

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Ebersöhn, Liesel; Loots, Tilda; Eloff, Irma; Ferreira, Ronél

2015-01-01

This article uses a South African case study to argue that postcolonial, emerging economy societies in transition often contain schools characterised as high risk and high need. Such schools require teachers to adapt to roles other than facilitating learning, such as psychosocial support and care, and which requires additional professional…

The Contribution of Extracurricular Coaching on High School Teachers' Job Satisfaction

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Rocchi, Meredith; Camiré, Martin

2018-01-01

The purpose of the present study was to explore the contribution of extracurricular coaching on high school teachers' job satisfaction. Specifically, the study looked at how perceptions of the coaching environment (athlete relationships, colleague relationships and opportunities through coaching) influenced teachers' perceptions of stressors…

The Frequency and Affecting Factors of Smoking Among the High School Teachers in Konya

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Ruhusen Kutlu

2007-08-01

Full Text Available This study was carried out to describe the prevalence of smoking and analyze the affecting factors on smoking among the high school teachers. This descriptive and cross-sectional study was performed among 213 high school teachers working at 6 high schools selected among 37 high schools in Konya randomly between 20 February 2006-30 May 2006. Of 213 high school teachers who participated in the study, 152 (71.4% were men, 61 (28.6% were women, the lowest age was 22, the highest age was 60 and the mean age was 41,45±8,20. The prevalence of current smokers was [ (every day smokers 38.0% (n=81 plus occasional smokers 4.7% (n=10] 42.7% (n=91, former smokers 21.6% (n=46, never smokers 35.7% (n=76, quit ratio [quit ratio is defined as the number of former smokers divided by the number of ever smokers (current and former smokers] was 33.6%, respectively. The lowest age at starting smoking was 10, the highest age was 40 and the median age was 18 years old. The median value of Fagerstrom dependence was 3 and 73.7% (n=67 was placed at a low and very low addiction degree. When the correlation between smoking behavior and socio-demographic characteristics was investigated, being 15-19 aged was statistically regarded as important to start smoking (X2=47.8, p0.05. There was a smoking room (96.4% for teachers in the high schools who participated in the research. However, this restriction was obeyed by the rate of 57.4%, and it was sometimes (62.8% possible that somebody could see the smoker teachers in the corridors of the school. Of the smokers, 65.3% smoked in their houses and 90.6% stated that smoking adversely affected their children. [TAF Prev Med Bull. 2007; 6(4: 273-278

An examination of the perceived teaching competencies of novice alternatively licensed and traditionally licensed high school science teachers

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Shea, Kathleen A.

In most states, there are two routes to teacher licensure; traditional and alternative. The alternative route provides an accelerated entry into the classroom, often without the individual engaging in education coursework or a practicum. No matter the route, teaching skills continue to be learned by novice teachers while in the classroom with the guidance of a school-based mentor. In this study, the perceptions of mentor teachers of traditionally and alternatively licensed high school science teachers were compared with respect to mentees' science teaching competency. Further, the study explored the novice teachers' self-perception of their teaching competency. A survey, consisting of 56 Likert-type questions, was completed by mentors (N = 79) and novice high school science teachers (N = 83) in six northeastern states. The results revealed a statistically significant difference in the perceptions of the mentors of traditionally and alternatively licensed novice high school science teachers in the areas of general pedagogical knowledge, pedagogical content knowledge and professional growth, with more favorable perceptions recorded by mentors of traditionally licensed science teachers. There were no differences in the perceptions of the mentors with respect to novice high school teachers' content knowledge. There was no statistical difference in the self-perceptions of competency of the novice teachers. While alternative routes to licensure in science may be a necessity, the results of this study indicate that the lack of professional preparation may need to be addressed at the school level through the agency of the mentor. This study indicates that mentors must be prepared to provide alternatively licensed novice teachers with different assistance to that given to traditionally licensed novice teachers. School districts are urged to develop mentoring programs designed to develop the teaching competency of all novice teachers regardless of the route that led them

SOURCES OF PROFESSIONALISM, A STUDY OF HIGH SCHOOL TEACHERS.

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COLOMBOTOS, JOHN L.

AN INVESTIGATION WAS CONDUCTED OF THE DISTINCTIVE CHARACTERISTICS OF HIGH SCHOOL TEACHERS AS CONTRASTED WITH THEIR PEERS IN A BUSINESS ORGANIZATION. THE EFFECT OF THIS DISTINCTIVENESS ON THE PERSONAL NATURE OF TENSIONS AND CONFLICTS ASSOCIATED WITH JOB PERFORMANCE, CAREER GOALS, AND CAREER PATTERNS WAS ALSO STUDIED. ITS GENERAL OBJECTIVE WAS TO…

Professionality of Junior High School (SMP) Science Teacher in Preparing Instructional Design of Earth and Space Sciences (IPBA)

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Marlina, L.; Liliasari; Tjasyono, B.; Hendayana, S.

2017-02-01

The teacher is one important factor in the provision of education in schools. Therefore, improving the quality of education means we need to enhance the quality and the professionalism of teachers. We offer a solution through education and training of junior high school science teachers in developing the instructional design of Earth and Space Sciences (IPBA). IPBA is part of the science subjects which is given to students from elementary school to college. This research is a preliminary study of junior high school science teacher professionalism in creating instructional design IPBA. Mixed method design is used to design the research. Preliminary studies conducted on junior high school science teacher in one MGMPs in South Sumatera, and the respondent are 18 teachers from 13 schools. The educational background of science teachers who teach IPBA not only from physical education but also biology and agriculture. The result of preliminary study showed that the ratio of teachers who teach IPBA are 56% from physic education, 39% from biology, and 5% from agriculture. The subjects of IPBA that considered difficult by teachers are the distribution of sun, moon, and satellite motion; specific processes in lithosphere and atmosphere; and the correlation between lithosphere and atmosphere with the environment. The teachers also face difficulty in preparing media, choosing the right methods in teaching IPBA.

Computer Processing 10-20-30. Teacher's Manual. Senior High School Teacher Resource Manual.

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Fisher, Mel; Lautt, Ray

Designed to help teachers meet the program objectives for the computer processing curriculum for senior high schools in the province of Alberta, Canada, this resource manual includes the following sections: (1) program objectives; (2) a flowchart of curriculum modules; (3) suggestions for short- and long-range planning; (4) sample lesson plans;…

The perceptions and practices of selected high school teachers in special admission schools regarding writing across the curriculum

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Mitchell, Rebecca Hayward

The National Assessment of Educational Progress (NAEP) measured the writing achievement of 55,000 American school children. The students performed at the basic or lower level. In 1988, "The Writing Report Card of the NAEP," and in 1996, the Pennsylvania Mathematics and Reading Assessment along with the Stanford 9 Exam concluded that students, of all racial/ethnic backgrounds, are unable to write well except in response to the simplest tasks. The purpose of this study was to determine the perceptions and practices of math, science, and social studies high school teachers in special admission schools regarding writing across the curriculum (WAC). Specifically, this study attempted to answer: (1) Do math, science, and social studies teachers differ in their perceptions and practices regarding student writing in their classrooms? (2) Are teacher characteristics related to the perceptions and practices of math, science, and social studies teachers regarding the need for student writing in their classrooms? The questions led to the following null hypotheses: (1) There is no significant difference among math, science, and social studies teachers regarding their perceptions and practices for student writing in their classrooms. (2) There is no significant relationship between the highest degree earned, the length of teaching experience, and the level of grades taught by math, science, and social studies teachers and their perceptions and practices regarding the need for student writing in their classrooms. A review of the literature since 1992 using ERIC and Dissertation Abstracts revealed that there were no studies concerned with the focus of this particular study. A cross sectional survey of School District of Philadelphia math, science, and social studies high school teachers in special admission schools was conducted. A questionnaire was developed to obtain the data. A panel of experts was selected to establish validity of the instrument. Thirty-two usable

Examining the Relationship among High-School Teachers' Technology Self-Efficacy, Attitudes towards Technology Integration, and Quality of Technology Integration

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Gonzales, Stacey

2013-01-01

This quantitative study explored the relationships among high-school teachers' (n = 74) technology self-efficacy, teachers' attitudes towards technology integration, and quality of teachers' technology integration into instruction. This study offered the unique perspectives of in-service high-school teachers as they have first-hand experience…

Teacher Self-Concept and Teacher Effectiveness as Perceived by Teachers of English and Students of Senior High Schools

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Chuzaimah Dahlan Diem

2016-02-01

Full Text Available The purpose of this study was to investigate whether self-concept of EFL teachers influenced their effectiveness in teaching English as a foreign language, as perceived by both teachers and students. The study involved 275 EFL teachers and 88 senior high school students in South Sumatra. Variables of education, teaching experience, and age were analyzed using multiple regression analysis, and specific hypotheses were tested to see whether the addition of the other independent variables could add to the effectiveness of the teacher. The results showed significant relationships between self-concept and all the four factors used to define teacher effectiveness. The combination of self-concept and experience serves as the first salient factor influencing the four factors of teacher effectiveness in addition to self-concept alone. Education was also found to be a factor which influenced teacher effectiveness

Teachers' Perspectives of the Principals' Invitational Leadership Behaviors, Teacher Job Satisfaction and Principal Effectiveness in High-Poverty Rural Elementary Schools

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Younis, Matthew Christopher Zadin

2017-01-01

The purpose of this study was to examine the impact of Invitational Leadership behaviors on school teacher satisfaction, teacher perceptions of the school principal's performance, and to identify if there was a difference between the levels of inviting behaviors of principals at high-achieving and low-achieving rural schools in North Carolina. The…

Internal and External Factors Shaping Educational Beliefs of High School Teachers of "Sacred" Subjects to Girls

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Iluz, Shira; Rich, Yisrael

2009-01-01

This research investigated pedagogical beliefs of teachers of "sacred" school subjects, curricular topics that the school community deems culturally valued, unassailable and inviolate. Two hundred and fifty-five teachers of girls only who taught sacred or secular subjects in Jewish modern religious high schools responded to questionnaires focusing…

VOCATIONAL AGRICULTURE TEACHER MORALE STUDY--A COMPARISON OF SELECTED FACTORS IN SCHOOLS WHERE THE MORALE OF VOCATIONAL AGRICULTURE TEACHERS IS "HIGH" WITH SCHOOLS WHERE THE MORALE OF VOCATIONAL AGRICULTURE TEACHERS IS "LOW".

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BENTLEY, RALPH R.; REMPEL, AVERNO M.

A STUDY WAS UNDERTAKEN TO DETERMINE WHETHER DIFFERENCES EXISTED WITH RESPECT TO STUDENT ATTITUDE TOWARD THEIR TEACHER, FEELINGS ABOUT SCHOOL WORK PROBLEMS, AND ACADEMIC APTITUDE BETWEEN VOCATIONAL AGRICULTURE DEPARTMENTS IN WHICH TEACHER MORALE WAS HIGH AND THOSE IN WHICH TEACHER MORALE WAS LOW. THE TEACHER SAMPLE INCLUDED 21 WITH THE HIGHEST…

The Organizational Health of Urban Elementary Schools: School Health and Teacher Functioning

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Mehta, Tara G.; Atkins, Marc S.; Frazier, Stacy L.

2013-01-01

This study examined the factor structure of the Organizational Health Inventory-Elementary version (OHI-E; Hoy, Tarter, & Kottkamp, 1991) in a sample of 203 teachers working in 19 high-poverty, urban schools and the association of organizational school health with teacher efficacy, teacher stress, and job satisfaction. Results indicated a similar factor structure of the OHI-E as compared with the population of schools in the original sample (Hoy et al., 1991), and that specific components of organizational health, such as a positive learning environment, are associated with teacher efficacy, stress, and satisfaction. Overall, teachers’ relations with their peers, their school leadership, and their students appear especially critical in high-poverty, urban schools. Recommendations for research and practice related to improving high-poverty, urban schools are presented. PMID:23935763

High School Teacher Perspectives and Practices: Second Language Writing and Language Development

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Gilliland, Betsy

2015-01-01

Teachers' understandings of second language learning influence their practices in the classroom. This paper analyzes interview and classroom data collected during a year-long ethnographic study of two high school English language development classes to identify (1) what the teachers understood about second language (L2) development and L2 academic…

Relationship between Leadership Behaviors of High School Principals and Teacher Retention in Texas

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Aiken, Debra L.

2010-01-01

The study investigated the relationship between leadership behaviors of high school principals and teacher retention in Texas. A total of 88 Texas high school principals participated in the survey. Leadership behaviors were measured using the Culturally Adapted Leadership for Inspired Business Excellence and Results (CALIBER) Leadership Assessment…

Re-training High School Teachers of English in Brazil: The Experience of the Instituto de Idiomas Yazigi.

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Gomes de Matos, Francisco

The Yazigi Project for the Teaching of English in Brazilian High Schools, a 2-year, nationwide program for the retraining of high school teachers of English as a foreign language, involved 2,210 teachers and a team of 60 teacher trainers and retrainers. Each training session lasted 6 days and totalled a minimum of 30 hours, with a maximum of 50…

Towards a high quality high school workforce: A longitudinal, demographic analysis of U.S. public school physics teachers

OpenAIRE

Gregory T. Rushton; David Rosengrant; Andrew Dewar; Lisa Shah; Herman E. Ray; Keith Sheppard; Lynn Watanabe

2017-01-01

Efforts to improve the number and quality of the high school physics teaching workforce have taken several forms, including those sponsored by professional organizations. Using a series of large-scale teacher demographic data sets from the National Center for Education Statistics (NCES), this study sought to investigate trends in teacher quality at the national level in the two and a half decades between 1987 and 2012. Specifically, we investigated (i) details about the degree backgrounds, ma...

EPISTEMOLOGICAL PERCEPTION AND SCIENTIFIC LITERACY IN LEVEL HIGH SCHOOL TEACHERS

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Ramiro Álvarez-Valenzuela

2016-07-01

Full Text Available Research in science education has helped to find some difficulties that hinder the teaching-learning process. These problems include conceptual content of school subjects, the influence of prior knowledge of the student and the teachers have not been trained in their university education epistemologically. This research presents the epistemological conceptions of a sample of 114 high school teachers university science area, which refer the ideas about the role of observation in scientific knowledge development and the work of scientists in the process of knowledge generation. It also includes the level of scientific literacy from the literature that is used as a source of information on the teaching. The result also identifies the level of scientific literacy in students and their influence on learning.

An Engineering Research Program for High School Science Teachers: Year Two Changes and Results

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DeJong, Brian P.; Yelamarthi, Kumar; Kaya, Tolga

2016-01-01

The research experiences for teachers program at Central Michigan University was initiated to team in-service and pre-service teachers with undergraduate engineering students and engineering faculty, in an engineering research setting. During the six-week program, teachers learn engineering concepts and develop high-school instructional material…

One High School English Teacher: On His Way to a Flipped Classroom

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Shaffer, Shelly

2016-01-01

This article describes a qualitative case study, conducted at a high school in the Southwestern United States, that follows a veteran teacher as he develops and implements a two-week unit on "The Great Gatsby" by F. Scott Fitzgerald using flipped classroom methods. The researcher collected data while the teacher used this method for the…

The support gap: New teachers' early experiences in high-income and low-income schools

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Susan Moore Johnson

2004-10-01

Full Text Available In this article, the authors consider three sources of support for new teachers—hiring practices, relationships with colleagues, and curriculum—all found in earlier research to influence new teachers’ satisfaction with their work, their sense of success with students, and their eventual retention in their job. They find that a "support gap" exists: new teachers in low-income schools are less likely than their counterparts in high-income schools to experience timely and information-rich hiring, to benefit from mentoring and support by experienced colleagues, and to have a curriculum that is complete and aligned with state standards, yet flexible for use in the classroom. Such patterns of difference between high-income and lowincome schools warrant careful consideration because they reveal broad patterns of inequity, which can have severe consequences for low-income students. Survey data for this study were collected from random samples of teachers in five states. One survey, focusing on hiring practices and teachers’ relationships with colleagues, was administered to 374 first-year and secondyear teachers in Florida, Massachusetts, and Michigan. A second survey, focusing on curriculum, was administered to 295 second-year elementary school teachers in Massachusetts, North Carolina, and Washington. The inequitable patterns of support for teachers reported here have important implications for the work of state policymakers, school district administrators, and principals. The authors describe these and offer recommendations for policy and practice in the conclusion.

Teachers' Perspectives on Online Virtual Labs vs. Hands-On Labs in High School Science

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Bohr, Teresa M.

This study of online science teachers' opinions addressed the use of virtual labs in online courses. A growing number of schools use virtual labs that must meet mandated laboratory standards to ensure they provide learning experiences comparable to hands-on labs, which are an integral part of science curricula. The purpose of this qualitative case study was to examine teachers' perceptions of the quality and effectiveness of high school virtual labs. The theoretical foundation was constructivism, as labs provide student-centered activities for problem solving, inquiry, and exploration of phenomena. The research questions focused on experienced teachers' perceptions of the quality of virtual vs. hands-on labs. Data were collected through survey questions derived from the lab objectives of The Next Generation Science Standards . Eighteen teachers rated the degree of importance of each objective and also rated how they felt virtual labs met these objectives; these ratings were reported using descriptive statistics. Responses to open-ended questions were few and served to illustrate the numerical results. Many teachers stated that virtual labs are valuable supplements but could not completely replace hands-on experiences. Studies on the quality and effectiveness of high school virtual labs are limited despite widespread use. Comprehensive studies will ensure that online students have equal access to quality labs. School districts need to define lab requirements, and colleges need to specify the lab experience they require. This study has potential to inspire positive social change by assisting science educators, including those in the local school district, in evaluating and selecting courseware designed to promote higher order thinking skills, real-world problem solving, and development of strong inquiry skills, thereby improving science instruction for all high school students.

Middle school science teachers' reaction and pedagogical response to high stakes accountability: A multiple case study

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Tse, Kenneth

The purpose of this study was to understand how science teachers reacted to the high stakes accountability and standardized testing in California. In a multiple case study of middle and intermediate schools in Southern California, four research questions focused on the perceptions of secondary science teachers and how they responded to the changes in the accountability specifically geared towards science as a content area, the pedagogical skills teachers were using both outside and inside of the classroom that impact instruction, the pedagogical training received that related specifically to the content standards, the tools or impediments that existed for teachers to successfully utilize these pedagogical methods and types of support and assistance the school site administration and/or school district offered in learning about the California Science Standards and the STAR test. Interviews were conducted with multiple middle/intermediate school teachers, science department chairpersons and school site administrators to gather information about what the classroom teachers were doing pedagogically to improve student performance on the STAR tests. Moreover, the study described the issues that supported the professional development of the teacher and what schools and districts were doing to support them.

High School Mathematics Teachers' Levels of Achieving Technology Integration and In-Class Reflections: The Case of Mathematica

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Ardiç, Mehmet Alper; Isleyen, Tevfik

2017-01-01

The purpose of this study is to determine the levels of high school mathematics teachers in achieving mathematics instruction via computer algebra systems and the reflections of these practices in the classroom. Three high school mathematics teachers employed at different types of school participated in the study. In the beginning of this…

Professional Development Urban Schools: What Do Teachers Say?

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Green, Tanya R.; Allen, Mishaleen

2015-01-01

This quantitative causal-comparative study compared perceptions of professional development opportunities between high-achieving and low-achieving elementary-middle school teachers in an urban school district using the Standards Assessment Inventory (SAI). A total of 271 teachers participated including 134 (n = 134) teachers from high-achieving…

Teacher Identity and Self-efficacy Development in an Alternative Licensure Program for Middle and High School Math and Science Teachers

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West, Robert J.

This mixed-method case study focused on the phenomenon of the transition from student to teacher. The educational system in the United States is constantly shifting to provide the correct number of teachers for our nations' schools. There is no simple formula for this process and occasionally an area of need arises that is not being met. Recently, the demand for science and math teachers in the K-12 system has outpaced the supply of new teachers (Business-Higher Education Forum, 2011). To complicate the problem further, teachers are leaving the field in record numbers both through retirement and attrition (National Commission on Teaching and America's Future, 2007). Particularly hard hit are poor rural schools with low-performing students, such as the schools of Appalachia (Barley, 2009; Goodpaster, Adedokun, & Weaver, 2012). Out of this need, alternative licensure programs for teachers have developed. The alternative teacher-training program studied in this research is the Woodrow Wilson Teaching Fellowship (WWTF) website, "The Woodrow Wilson Ohio Teaching Fellowship seeks to attract talented, committed individuals with backgrounds in the STEM fields---science, technology, engineering, and mathematics---into teaching in high-need Ohio secondary schools" (para. 2) . The researcher was interested in the formation of teacher identity and self-efficacy as these constructs have been shown to manifest in highly effective teachers that are likely to remain in the field of teaching (Beaucamp & Thomas 2009; Klassen, Tze, Betts, & Gordon, 2010). The research method included in-depth interviews, mixed with pretest/posttest administrations of the Teacher Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy 2001) given during the teacher-training period and again following the first year of professional teaching. Results from both the TSES and the interviews indicate that the participants had a successful transition into teaching. They both felt and demonstrated that

Curriculum Orientations and Educational Philosophies of High School Arabic Teachers

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Alsalem, Abeer Saleh

2018-01-01

This study aims to investigate the curriculum orientations of High school Arabic teacher in Riyadh city and to examine the relationship between curriculum orientation and their educational philosophies. The quantitative method (descriptive study) was adopted in this questionnaire survey-based study. Mean and standard deviation for the overall of…

Psychological and biographical differences between secondary school teachers experiencing high and low levels of burnout.

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Pierce, C M; Molloy, G N

1990-02-01

A total of 750 teachers from 16 government and non-government schools from areas of contrasted socio-economic status (SES) responded to a questionnaire designed to investigate associations between selected aspects of burnout among teachers working in secondary schools in Victoria, Australia. By comparing high and low burnout groups on biographic, psychological and work pattern variables, differences between teachers experiencing high and low levels of burnout were identified. Multiple regression analyses assessed the relative importance of these variables in accounting for the variance in each of the three burnout subscales. School type was related to perceptions of stress and burnout. Higher levels of burnout were associated with poorer physical health, higher rates of absenteeism, lower self-confidence and more frequent use of regressive coping strategies. Teachers classified as experiencing high levels of burnout attributed most of the stress in their lives to teaching and reported low levels of career commitment and satisfaction. Further, teachers who recorded high levels of burnout were characterised by lower levels of the personality disposition of hardiness, lower levels of social support, higher levels of role stress and more custodial pupil control ideologies than their low-burnout counterparts. Psychological variables were found to be more significant predictors of burnout than biographical variables.

Exploring the positional identities of high school science teachers

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Blackwell, Edith Lavonne

The identity of the teacher has been determined to influence classroom practices. Positional identity is defined as one's perception of self relative to others. This qualitative research study investigates the positional identity of five high school science teachers of different ethnicities and how their positional identities influence their classroom practices. Positional identity is thought to be determined by one's perception of how one's race, ethnicity, gender, age, religion and socioeconomic status position one relative to others. The methods of data collection included classroom observations, structured and semi-structured interviews, book club meetings, teacher journals, and researcher journals, demographic and online questionnaires. The teachers that overcame stereotypes based on race/ethnicity, gender and socioeconomic status felt empowered in their positional identities and were able to empower their students. The data also identified those teachers that struggle the most with finding their power within their positional identities were the immigrants that were not able to merge their personal identities within the pre-determined social positions they encountered in this society. The empowerment or powerlessness of the science teachers' positional identities impacted instruction and practices within the science classroom.

High School Teachers' Openness to Adopting New Practices: The Role of Personal Resources and Organizational Climate.

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Johnson, Stacy R; Pas, Elise T; Loh, Deanna; Debnam, Katrina J; Bradshaw, Catherine P

2017-03-01

Although evidence-based practices for students' social, emotional, and behavioral health are readily available, their adoption and quality implementation in schools are of increasing concern. Teachers are vital to implementation; yet, there is limited research on teachers' openness to adopting new practices, which may be essential to successful program adoption and implementation. The current study explored how perceptions of principal support, teacher affiliation, teacher efficacy, and burnout relate to teachers' openness to new practices. Data came from 2,133 teachers across 51 high schools. Structural equation modeling assessed how organizational climate (i.e., principal support and teacher affiliation) related to teachers' openness directly and indirectly via teacher resources (i.e., efficacy and burnout). Teachers with more favorable perceptions of both principal support and teacher affiliation reported greater efficacy, and, in turn, more openness; however, burnout was not significantly associated with openness. Post hoc analyses indicated that among teachers with high levels of burnout, only principal support related to greater efficacy, and in turn, higher openness. Implications for promoting teachers' openness to new program adoption are discussed.

Rural Teacher's Perceptions of Safety on Texas High School Campuses

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Wright, Ronald J., Jr.

2015-01-01

This qualitative phenomenological research study used narrative inquiry to explore the perceptions of safety of rural Texas high school teachers as it related to a campus intruder or active shooter. The investigator utilized Creswell's (2012) six steps in analyzing and interpreting the qualitative data. The results of the study showed that…

An Investigation of Factors Related to Teachers' Organizational Commitment in Rural High Schools

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Walker, Victoria LaShawn

2013-01-01

Relevant literature indicates that teachers who are not committed to their organization do not perform, do not provide a quality education for their students, and do not remain members of the organization; thus, making staffing, retaining, and maintaining highly qualified teachers problematic for rural schools. Limited research has been conducted…

Fear and Trembling in the American High School: Educational Reform and Teacher Alienation

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Brooks, Jeffrey S.; Hughes, Roxanne M.; Brooks, Melanie C.

2008-01-01

This article reports findings from a two-year case study of teachers in a single public high school. Data were gathered and analyzed using a conceptual framework that conceived of alienation as a set of five sub-constructs: powerlessness, meaninglessness, normlessness, isolation, and estrangement. Findings suggested that teachers experienced each…

Teacher and Student Perceptions on High School Science Flipped Classrooms: Educational Breakthrough or Media Hype?

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Hunley, Rebecca C.

For years educators have struggled to ensure students meet the rigors of state mandated tests. Challenges that often impede student success are student absences, school closings due to weather, and remediation for students who need additional help while advanced students can move ahead. Many educators, especially secondary math and science teachers, have responded to these issues by implementing a teaching strategy called the flipped classroom where students view lectures, power points, or podcasts outside of school and class time shifts to allow opportunities for collaborative learning. The purpose of this research was to evaluate teacher and student perceptions of high school flipped science classrooms. A qualitative phenomenological study was conducted to observe 3 high school science teachers from Georgia, North Carolina, and Tennessee selected through purposeful sampling who have used the flipped classroom method for a minimum of 2 years. Analysis of data from an online survey, direct observation, teacher interviews, and student focus groups helped to identify challenges and benefits of this teaching and learning strategy. Findings indicated that teachers find the flipped classroom beneficial to build student relationships but requires a significant amount of time to develop. Mixed student reactions revealed benefits of a flipped classroom as a successful learning tool for current and future endeavors for college or career preparation.

Teacher Effectiveness of Secondary School Teachers with High Tacit Knowledge

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Mumthas, N. S.; Blessytha, Anwar

2009-01-01

To be a great teacher, more than content knowledge, teacher also needs practical and technical knowledge that contribute to teacher effectiveness. A teacher with high tacit knowledge is usually considered an expert teacher. The purpose of this study is to find out whether teachers with high tacit knowledge give equal preference to the various…

Physics teachers' perspectives on High School national curriculum policies

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Gleice Ferraz

2014-04-01

Full Text Available This study aimed to identify, in the context of an activity developed in online course for continuing education and from the theoretical approach of Mikhail Bakhtin, the discursive appropriation of PCNEM by high school physics teachers who work in different regional realities. The analysis indicated a positive perspective by teachers related to PCNEM, in addition to full accordance with the main path indicated by the legislation: the contextualized teaching. Despite the differences between educational regions we could not identify explicit signs of how these differences impacted the appropriation of terms found in PCNEM. The silence of teachers in relation to non-methodological aspects of physics teaching shapes their perspectives and also emphasizes the concern for didactic transposition of the content required by the curriculum, leaving out the question of why we have this curriculum and not other.

School Ethical Climate and Teachers' Voluntary Absence

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Shapira-Lishchinsky, Orly; Rosenblatt, Zehava

2010-01-01

Purpose: This paper aims to offer a theoretical framework for linking school ethical climate with teachers' voluntary absence. The paper attempts to explain this relationship using the concept of affective organizational commitment. Design/methodology/approach: Participants were 1,016 school teachers from 35 high schools in Israel. Data were…

Relationship between the Religious Attitude, Self-Efficacy, and Life Satisfaction in High School Teachers of Mahshahr City

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Bigdeloo, Masoomeh; Bozorgi, Zahra Dasht

2016-01-01

This study aims to investigate the relationship between the religious attitude, self-efficacy, and life satisfaction in high school teachers of Mahshahr City. To this end, 253 people of all high school teachers in Mahshahr City, in Iran were selected as the sample using the multistage cluster sampling method. For data collection, Glock and Stark's…

The Characteristics of the Effective Teacher in Cyprus Public High School: The Students' Perspective.

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Koutsoulis, Michalis

This study examined the teacher characteristics that students considered important in defining teacher effectiveness, focusing on human characteristics, communication skills, and teaching and production characteristics. Students from 25 high schools in Cyprus completed the Classroom Culture Description Questionnaire. Overall, students listed 94…

High School STEM Teachers' Perceptions of the Work Environment

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Pedersen, Daphne E.; West, Robert R.

2017-01-01

How do secondary STEM teachers perceive the environments in which they teach? To what degree is STEM teaching at the secondary level situated in a gendered workplace organization? Using data from the 1999-2000 Schools and Staffing Survey, we examined how men and women who were full-time secondary school teachers in STEM fields (N = 5,617)…

School Competition and Teacher Labor Markets: Evidence from Charter School Entry in North Carolina

OpenAIRE

C. Kirabo Jackson

2011-01-01

I analyze changes in teacher turnover, hiring, effectiveness, and salaries at traditional public schools after the opening of a nearby charter school. While I find small effects on turnover overall, difficult to staff schools (low-income, high-minority share) hired fewer new teachers and experienced small declines in teacher quality. I also find evidence of a demand side response where schools increased teacher compensation to better retain quality teachers. The results are robust across a va...

Academic Instruction at a Distance: An Examination of Holistic Teacher Perceptions in a Virtual High School

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Flores, Serena; Walters, Nicole McZeal; Kiekel, Jean

2018-01-01

The purpose of this qualitative study was to examine holistic perceptions of teachers in a virtual high school who deliver secondary instruction using an online format. The demand for equitable learning spaces to support both teachers and students have led to the increased demand of virtual schools. The questionnaire administered to eight online…

Presbyopia among public senior high school teachers in the Kumasi ...

African Journals Online (AJOL)

Objectives: The aim was to determine the uptake of correction and prescription for presbyopia of presbyopic teachers of public Senior High School (S.H.S.). Design: Descriptive cross-sectional study. Methods: The study was conducted in 12 public S.H.S. in the Kumasi, with a total sample size of 298. Questionnaire was ...

Teacher training in Chile: perceptions of teachers in the school system and university teachers

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Claudio H. Díaz Larenas

2015-06-01

Full Text Available This article presents the results of research on perceptions of teacher training. The study design is transactional and descriptive, for which an ad hoc survey of two groups was developed: the school sysrtem teachers and academics in the region of Bio Bio in Chile. Its aim is to analyze the perception of these groups on six themes: evaluation, learning, innovation, research, development and relationship university / school / community. The main results show a high evaluation of assessment practices, introducing innovations in the classroom and refinement. The reasearch is carried out by both teachers and university profressors in the school system, although at different frequencies. The university / school / community relations are considered relevant but are not consolidarted. Finally some thoughts arise that link the themes discussed in terms of improving teacher education.

"Cancer--Educate to Prevent"--high-school teachers, the new promoters of cancer prevention education campaigns.

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Ana Barros

Full Text Available Cancer is one of the leading causes of death worldwide, and thus represents a priority for national public health programs. Prevention has been assumed as the best strategy to reduce cancer burden, however most cancer prevention programs are implemented by healthcare professionals, which constrain range and educational impacts. We developed an innovative approach for cancer prevention education focused on high-school biology teachers, considered privileged mediators in the socialization processes. A training program, "Cancer, Educate to Prevent" was applied, so that the teachers were able to independently develop and implement prevention campaigns focused on students and school-related communities. The program encompassed different educational modules, ranging from cancer biology to prevention campaigns design. Fifty-four teachers were empowered to develop and implement their own cancer prevention campaigns in a population up to five thousands students. The success of the training program was assessed through quantitative evaluation--questionnaires focused on teachers' cancer knowledge and perceptions, before the intervention (pre-test and immediately after (post-test. The projects developed and implemented by teachers were also evaluated regarding the intervention design, educational contents and impact on the students' knowledge about cancer. This study presents and discusses the results concerning the training program "Cancer, Educate to Prevent" and clearly shows a significant increase in teacher's cancer literacy (knowledge and perceptions and teachers' acquired proficiency to develop and deliver cancer prevention campaigns with direct impact on students' knowledge about cancer. This pilot study reinforces the potential of high-school teachers and schools as cancer prevention promoters and opens a new perspective for the development and validation of cancer prevention education strategies, based upon focused interventions in restricted

How Junior High School English Teachers in Bengkulu City Utilise Published Textbooks in the Classroom: A Classroom Observation Study

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Safnil Safnil

2003-01-01

Full Text Available The purpose of the study was to find out: (1 how the junior high school English teachers in Bengkulu city exploited the commercially published textbooks for classroom use; (2 if there was a difference in the way the experienced and the inexperienced English language teachers exploited the commercially published textbooks in the classroom; and (3 whether the teachers adapted textbooks or produced their own materials for classroom use. Twelve English teachers (6 experienced and 6 inexperienced teachers from four different junior high schools or SMPs (2 favourite and 2 non-favourite in Bengkulu city were the participants in this study. Data were obtained through a questionnaire, classroom observations, and sample lesson plans. The results of the study revealed that: first, the junior high school English language teachers (ET and IT; (1 used the commercially prescribed textbooks to a large extent; (2 there was not much difference between the way experienced teachers and inexperienced teachers exploited the textbooks; (3 both groups of teachers adapted the textbooks or produced their own teaching materials.

Authoritative school climate and high school dropout rates.

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Jia, Yuane; Konold, Timothy R; Cornell, Dewey

2016-06-01

This study tested the association between school-wide measures of an authoritative school climate and high school dropout rates in a statewide sample of 315 high schools. Regression models at the school level of analysis used teacher and student measures of disciplinary structure, student support, and academic expectations to predict overall high school dropout rates. Analyses controlled for school demographics of school enrollment size, percentage of low-income students, percentage of minority students, and urbanicity. Consistent with authoritative school climate theory, moderation analyses found that when students perceive their teachers as supportive, high academic expectations are associated with lower dropout rates. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Teacher community in elementary charter schools.

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Marisa Cannata

2007-05-01

Full Text Available The organizational context of charter schools may facilitate the formation of a strong teacher community. In particular, a focused school mission and increased control over teacher hiring may lead to stronger teacher professional communities. This paper uses the 1999-2000 Schools and Staffing Survey to compare the level of teacher community in charter public and traditional public schools. It also estimates the effect of various charter policy variables and domains of school autonomy on teacher community. Charter school teachers report higher levels of teacher community than traditional public school teachers do, although this effect is less than one-tenth of a standard deviation and is dwarfed by the effect of a supportive principal, teacher decision-making influence, and school size. Charter public schools authorized by universities showed lower levels of teacher community than those authorized by local school districts. Teachers in charter schools that have flexibility over tenure requirements and the school budget report higher levels of teacher community. This study reveals that charter schools do facilitate the formation of strong teacher communities, although the effect is small. The analysis also suggests that the institutional origin of the charter school and specific areas of policy flexibility may influence teacher community.

Where Will Urban High School Teachers for the 21st Century Come From?

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Follo, Eric; Hoerr, Bill; Vorheis-Sargent, Ann

2002-01-01

Describes urban teacher supply problem in Oakland County, Michigan. Reviews literature on urban teacher supply problem nationally. Describes Michigan's alternative teacher-certification program and Oakland University's partnership with the Pontiac School District to prepare teachers for teaching in urban schools. (Contains 50 references.) (PKP)

Key Elements of a Good Mathematics Lesson as Seen by Japanese Junior High School Teachers

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Ebaeguin, Marlon; Stephens, Max

2016-01-01

This study makes a comparison between what literature on Japanese Lesson Study suggests are key elements of a good mathematics lesson and what junior high school mathematics teachers in Japan value in planning their lessons. The teachers' strong consensus in their endorsements of these key elements explains why Japanese teachers strongly support…

Teaching the Federal Budget, National Debt, and Budget Deficit: Findings from High School Teachers

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Marri, Anand R.; Ahn, Meesuk; Crocco, Margaret Smith; Grolnick, Maureen; Gaudelli, William; Walker, Erica N.

2011-01-01

The issues surrounding the federal budget, national debt, and budget deficit are complex, but not beyond the reach of young students. This study finds scant treatment of the federal budget, national debt, and budget deficit in high schools today. It is hardly surprising that high school teachers spend so little time discussing these topics in…

Classroom management at the university level: lessons from a former high school earth science teacher

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Lazar, C.

2009-12-01

Just a few days before my career as a fledgling science teacher began in a large public high school in New York City, a mentor suggested I might get some ideas about how to run a classroom from a book called The First Days Of School by Harry Wong. Although the book seemed to concentrate more on elementary students, I found that many of the principles in the book worked well for high school students. Even as I have begun to teach at the university level, many of Wong’s themes have persisted in my teaching style. Wong’s central thesis is that for learning to occur, a teacher must create the proper environment. In education jargon, a good climate for learning is generated via classroom management, an array of methods used by elementary and secondary school teachers to provide structure and routine to a class period via a seamless flow of complementary activities. Many college professors would likely consider classroom management to be chiefly a set of rules to maintain discipline and order among an otherwise unruly herd of schoolchildren, and therefore not a useful concept for mature university students. However, classroom management is much deeper than mere rules for behavior; it is an approach to instructional design that considers the classroom experience holistically. A typical professorial management style is to lecture for an hour or so and ask students to demonstrate learning via examinations several times in a semester. In contrast, a good high school teacher will manage a class from bell-to-bell to create a natural order and flow to a given lesson. In this presentation, I will argue for an approach to college lesson design similar to the classroom management style commonly employed by high school and elementary school teachers. I will suggest some simple, practical techniques learned during my high school experience that work just as well in college: warm-up and practice problems, time management, group activities, bulletin boards, learning environment

Predictors of Teachers' Use of ICT in School--The Relevance of School Characteristics, Teachers' Attitudes and Teacher Collaboration

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Drossel, Kerstin; Eickelmann, Birgit; Gerick, Julia

2017-01-01

This paper is based on the research question of what predictors (school characteristics, teachers' attitudes, teacher collaboration and background characteristics) determine secondary school teachers' frequency of computer use in class. The use of new technologies by secondary school teachers for educational purposes is an important factor…

Teacher Preferences for Alternative School Site Administrative Models

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Hewitt, Paul M.; Denny, George S.; Pijanowski, John C.

2012-01-01

Public school teachers with high leadership potential who stated that they had no interest in being school principals were surveyed on their attitudes about six alternative school site administrative organizational models. Of the 391 teachers surveyed, 53% identified the Co-Principal model as the preferred school site administrative structure. In…

Career Mobility Patterns of Public School Teachers

OpenAIRE

Vera, Celia Patricia

2013-01-01

One issue that has pervaded policy discussions for decades is the difficulty that school districts experience in retaining teachers. Almost a quarter of entering public school teachers leave teaching within the first three years and empirical evidence has related high attrition rates of beginner teachers to family circumstances, such as maternity or marriage. I examine female teachers' career choices and inquire about the effects that wage increases and child care subsidies have on their empl...

A private school leadership perspective on highly qualified middle school science teachers

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Bogaski, Carolyn Siniscalchi

The purpose of this study was to determine how Florida (FL) private, middle school (MS) leaders define highly qualified (HQ) MS science teachers, and how congruent their definitions are. The study also determines how congruent these leaders' definitions are with FL, national, and National Science Teachers Association (NSTA) definitions. Lastly, the study determines the major challenges these private MS leaders have in hiring MS science teachers who meet the NSTA definition of HQ. A convergent mixed methods survey design (Creswell, 2014) was used, in which qualitative and quantitative data were collected in parallel, analyzed separately, and then merged. Participants in the survey consisted of 119 leaders. A congruency rubric separated responses by religious affiliation and socioeconomic status (SES) level and matched responses with the percentage of congruency with the existing FL, national, and NSTA definitions of HQ. Descriptive statistics, paired samples t-test, and chi-squared test were used to analyze the quantitative and qualitative data. Qualitative data were coded into preliminary and final codes. Final codes were converted into magnitude codes, which allowed the researcher to analyze further the qualitative data statistically. Survey responses received were definitely congruent, except in ranking the importance of a candidate having an out-of-field degree with state certification, and in ranking the importance of a candidate being fully qualified to teach science in their state with a strong knowledge of science content. Segregating the survey responses into registered religious affiliations and SES levels found that the definition of a HQ MS science teacher was mostly congruent among all demographics, with only a couple of exceptions. The study found that these private school leaders' common definition of a HQ MS science teacher is one with adequate science content knowledge, pedagogy including engagement in laboratory activities, ability to relate to

Students' Evaluation of Professional Personality Competencies of Physical Education Teachers Working in High Schools

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Demir, Erdal

2015-01-01

The purpose of the study is to examine the relationship between professional personality competencies of physical education teachers working in high schools and gender, school type, and class variables of students. The study was organised according to the screening model. The study was carried out in a total of 17 schools, 16 state and one…

Impact of Teacher Supports and Workplace Settings on Retaining Teachers in New Jersey Schools

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Cheasty, Michelle E.

2011-01-01

Teacher turnover in New Jersey public schools continues to grow every year. As a result, schools and school districts are continuously seeking ways to ensure that every position available is staffed with highly qualified teachers. In addition, schools seek to provide familiarity and stability to those involved with the schools. In an effort to…

Urban Teacher Academy Project Toolkit: A Guide to Developing High School Teaching Career Academies.

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Berrigan, Anne; Schwartz, Shirley

There is an urgent need not only to attract more people into the teaching profession but also to build a more diverse, highly qualified, and culturally sensitive teaching force that can meet the needs of a rapidly changing school-age population. This Toolkit takes best practices from high school teacher academies around the United States and…

Diploma in Seismology for High-School Teachers in Mexico Through an Open-Source Learning Plataform

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Perez-Campos, X.; Bello, D.; Dominguez, J.; Pérez, J.; Cruz, J. L.; Navarro Estrada, F.; Mendoza Carvajal, A. D. J.

2017-12-01

The high school Physics programs in Mexico do not consider the immediate application of the concepts learned by the students. According to some pedagogical theories many of the acquired knowledge are assimilated when experimenting, expressing, interacting and developing projects. It is in high school when young people are exploring and looking for experiences to decide the area in which they want to focus their studies. The areas of science and engineering are chosen, mainly motivated by technology and outer space. There is little interest in Earth science, reflected by the number of students in those areas. This may be due mainly to the lack of exposure and examples at the high school level. With this in mind, we are working on a project that seeks, through the preparation of teachers of this level, to bring their students to seismology and awaken in them their curiosity in issues related to it. Based on the above, and taking as examples the successful programs "Seismographs in Schools" from IRIS and "Geoscience Information For Teachers" from EGU, the Mexican National Seismological Service has launched a project that contemplates three stages. The first one consists of the design and delivery of a diploma addressed to high school teachers. The second contemplates the installation of short-period seismographs in each of the participating faculty facilities. Finally, the third one involves the active participation of teachers and their students in research projects based on the data collected in the instruments installed in their schools. This work presents the first phase. The diploma has been designed to offer teachers, in 170 hours, an introduction to topics related to seismology and to provide them with tools and examples that they can share with their students in their classroom. It is offered both online through Moodle, an open-source learning plataform, and in 12 classroom sessions. The first class started on June 2017 and will finish on November 2017. We

Guidelines for preparing high school psychology teachers: course-based and standards-based approaches.

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2013-01-01

Psychology is one of the most popular elective high school courses. The high school psychology course provides the foundation for students to benefit from psychological perspectives on personal and contemporary issues and learn the rules of evidence and theoretical frameworks of the discipline. The guidelines presented here constitute the second of two reports in this issue of the American Psychologist (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These guidelines, aligned to the standards presented in the preceding report, describe models for the preparation of preservice psychology teachers. The two reports together demonstrate the rigor and competency that should be expected in psychology instruction at the high school level.

Secondary school teachers' experiences of teaching pregnant ...

African Journals Online (AJOL)

... learners, and this requires a health facilitation model to enable teachers to assist pregnant learners such that they might better benefit from their schooling, and experience a positive health outcome. Key words: high risk pregnancy; learner pregnancy; school health services; teacher experiences; teenage pregnancy ...

Examining High School Anatomy and Physiology Teacher Experience in a Cadaver Dissection Laboratory and Impacts on Practice

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Mattheis, Allison; Ingram, Debra; Jensen, Murray S.; Jackson, Jon

2015-01-01

This article describes the results of a study that investigated the experiences of a group of high school anatomy and physiology teachers who participated in a cadaver dissection laboratory workshop organized through a university-school partnership. Teacher feedback was collected before, during, and after the workshop through pre-arrival surveys,…

Joint Inquiry: Teachers' Collective Learning about the Common Core in High-Poverty Urban Schools

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Stosich, Elizabeth Leisy

2016-01-01

Recent research on the relationship between standards and teachers' practice suggests that teachers are unlikely to make changes to practice without extensive opportunities for learning about standards with colleagues. This article extends this line of research, using a comparative case study of three high-poverty urban schools to examine the…

An Exploration of Teacher Attrition and Mobility in High Poverty Racially Segregated Schools

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Djonko-Moore, Cara M.

2016-01-01

The purpose of this study was to examine the mobility (movement to a new school) and attrition (quitting teaching) patterns of teachers in high poverty, racially segregated (HPRS) schools in the US. Using 2007-9 survey data from the National Center for Education Statistics, a multi-level multinomial logistic regression was performed to examine the…

Student and Teacher Responses to Prayer at a Modern Orthodox Jewish High School

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Lehmann, Devra

2010-01-01

This article presents the attitudes of students and teachers to prayer at an American Modern Orthodox Jewish high school. Relevant data, based on observation and interviews, emerged from a larger study of the school's Jewish and secular worlds. A significant gap in responses became apparent. Students viewed prayer as a challenge to their autonomy,…

[Nurses' image perceived by academic and vocational high school teachers in Korea].

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Kang, Hae-Young; Go, Mi-Hye; Yang, Jin-Ju; Kim, Sun-Mi

2003-10-01

The purpose of this study was to identify nurses' image and its related factors to make nurses' image among academic and vocational high school teachers in Korea. Study samples were composed of 470 teachers who were from 12 high schools in G and J city located in southwestern part of Korea. Data were collected from August 26 to October 4, 2002. The internal consistency of the total scale was Cronbach's a =.940. In order to make nurses' image, 76.4% of respondents were influenced by the experience of their hospitalization in visiting hospitals. The mean score of nurses' image in general was 3.19+/-0.55; in four subcategories, 3.46+/-0.60 for professional image, 3.28+/-0.69 for traditional image, 2.93+/-0.70 for social image, and 2.91+/-0.64 for vision of nursing career. The mean score of nurses' image in general was more positive significantly in the 50's age group (F=6.43, p=.002) and in male groups (t=2.92, p=.002). On the basis of these findings, nursing professionals need to improve their working conditions, aspiration in job, and autonomy of nurses in their practice fields, monitor the mass media and other publishing materials continuously, and share the appropriate information on nursing profession to the school teachers and the public.

Internet Literacy of Vocational High School Teachers

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Vernanda, D.; Abdullah, A. G.; Rohendi, D.

2018-02-01

Internet literacy is needed to know the development of the world in various things quickly and precisely, as well as in the world of education, especially teachers. Seeing the importance of internet literacy, there is an interest to discuss and analyze the level of internet literacy of teachers. The method used in this research is descriptive qualitative. The sample of research is vocational school teacher (SMK) as many as 99 respondents. Data are collected through questionnaires. The theory used is adopted from Suitable Learning Object Type (LRE APV4.7) and Three Elements of Literacy Digital. The result data of the questionnaire is processed and analyzed using Capability Maturity Model theory, the result of the research shows that the level of internet literacy of vocational teachers is at level 2, meaning that SMK teachers have used the internet many times to assist their daily activities and have pattern of repetition in internet utilization. The use of internet by teachers of SMK with various needs that support the process of teaching, communicating, sharing knowledge, but the most dominant is to communicate through social media. Factors affecting internet usage include age, gender, and employment status.

Changing Perceptions of Teacher Candidates in High-Needs Schools

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DeJarnette, Nancy K.

2016-01-01

Candidates enter teacher education programs with established beliefs about diversity and urban education. These belief systems impact decisions that teacher candidates make both now and in the future. Providing opportunities for candidates to spend quality time in an urban Professional Development School (PDS) setting with the support and guidance…

Awareness of Societal Issues among High School Biology Teachers Teaching Genetics

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Lazarowitz, Reuven; Bloch, Ilit

2005-01-01

The purpose of this study was to investigate how aware high school biology teachers are of societal issues (values, moral, ethic, and legal issues) while teaching genetics, genetics engineering, molecular genetics, human heredity, and evolution. The study includes a short historical review of World War II atrocities during the Holocaust when…

The Effects of Teacher and Teacher-librarian High-end Collaboration on Inquiry-based Project Reports and School Monthly Test Scores of Fifth-grade Students

Directory of Open Access Journals (Sweden)

Hai-Hon Chen

2015-07-01

Full Text Available The purpose of this study was twofold. The first purpose was to establish the high level collaboration of integrated instruction model between social studies teacher and teacher-librarian. The second purpose was to investigate the effects of high-end collaboration on the individual and groups’ inquiry-based project reports, as well as monthly test scores of fifth-grade students. A quasi-experimental method was adopted, two classes of elementary school fifth graders in Tainan Municipal city, Taiwan were used as samples. Students were randomly assigned to experimental conditions by class. Twenty eight students of the experimental group were taught by the collaboration of social studies teacher and teacher-librarian; while 27 students of the controlled group were taught separately by teacher in didactic teaching method. Inquiry-Based Project Record, Inquiry-Based Project Rubrics, and school monthly test scores were used as instruments for collecting data. A t-test and correlation were used to analyze the data. The results indicate that: (1 High-end collaboration model between social studies teacher and teacher-librarian was established and implemented well in the classroom. (2There was a significant difference between the experimental group and the controlled group in individual and groups’ inquiry-based project reports. Students that were taught by the collaborative teachers got both higher inquiry-based project reports’ scores than those that were taught separately by the teachers. Experimental group’s students got higher school monthly test scores than controlled groups. Suggestions for teachers’ high-end collaboration and future researcher are provided in this paper.

Teacher Use of Constructivism in High School Science Courses: Perception versus Reality

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Williams, Alisha M.

With all of the research devoted to the use and effectiveness of constructivist learning principles in high school science classes, it is somewhat surprising to find that there is very little research devoted to constructivism's use in international settings. The problem that this lack of research poses is that classrooms are increasingly diverse as families are more and more frequently choosing to live in countries that they do not share a cultural background with. This means that there is an increasingly diverse range of cultural norms and expectations within a classroom, both of which are known to affect the effectiveness of learning strategies in general as the students will approach the problems in different ways. The purpose of this study, then, was to begin looking at whether teachers of international classrooms believe in the ideas of constructivism and whether those beliefs translate into classroom practice. A multiple case study approach was used to determine whether the beliefs of seven high school science classroom teachers and one high school administrator are consistent with constructivism and to what extent constructivist learning principles are being used to empower and engage students. The interview data suggested that most of the participants have some beliefs consistent with constructivism but do not fully embrace the learning theory. The observational evidence supported this by failing to provide evidence of constructivist activities in the classrooms. It was concluded that most of the participants in the study do not hold beliefs consistent with constructivism and that they are not using the learning theory to empower and engage students in the learning of science. Recommendations for future study include: exploring why teachers are not using constructivism to empower and engage students; provide training and support to help teachers successfully implement constructivism to engage and empower students; and expanding this study to determine

Unraveling Gender Bias from Student Evaluations of their High School Physics Teachers

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Hazari, Zahra; Potvin, Geoff; Tai, Robert; Sadler, Philip

2009-05-01

In this talk, the evaluation of high school physics, chemistry, and biology teachers by their students is examined according to the gender of the student and the gender of the teacher. Female teachers are rated significantly lower than male teachers by male students in all three disciplines, while female students under-rate female teachers only in physics. Interestingly, physics is also the field that suffers the greatest lack of females and has been criticized most for its androcentric culture. The gender bias in teacher ratings persists even after accounting for academic performance, classroom experiences, and family support. Further, male and female teachers in each discipline appear equally effective at preparing their students for future science study in college, suggesting that students have a discipline-specific gender bias. Such a bias may negatively impact female students and contribute to the loss of females in STEM fields.

The Figured Worlds of High School Science Teachers: Uncovering Three-Dimensional Assessment Decisions

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Ewald, Megan

As a result of recent mandates of the Next Generation Science Standards, assessments are a "system of meaning" amidst a paradigm shift toward three-dimensional assessments. This study is motivated by two research questions: 1) how do high school science teachers describe their processes of decision-making in the development and use of three-dimensional assessments and 2) how do high school science teachers negotiate their identities as assessors in designing three-dimensional assessments. An important factor in teachers' assessment decision making is how they identify themselves as assessors. Therefore, this study investigated the teachers' roles as assessors through the Sociocultural Identity Theory. The most important contribution from this study is the emergent teacher assessment sub-identities: the modifier-recycler , the feeler-finder, and the creator. Using a qualitative phenomenological research design, focus groups, three-series interviews, think-alouds, and document analysis were utilized in this study. These qualitative methods were chosen to elicit rich conversations among teachers, make meaning of the teachers' experiences through in-depth interviews, amplify the thought processes of individual teachers while making assessment decisions, and analyze assessment documents in relation to teachers' perspectives. The findings from this study suggest that--of the 19 participants--only two teachers could consistently be identified as creators and aligned their assessment practices with NGSS. However, assessment sub-identities are not static and teachers may negotiate their identities from one moment to the next within socially constructed realms of interpretation known as figured worlds. Because teachers are positioned in less powerful figured worlds within the dominant discourse of standardization, this study raises awareness as to how the external pressures from more powerful figured worlds socially construct teachers' identities as assessors. For teachers

Analysis of ICT Literacy Competence among Vocational High School Teachers

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Nurhabibah; Setiawan, A.; Yanti, H.; Miraj, Y. Z.; Yannuar

2018-02-01

To realize learning quality in Vocational Secondary School, and to achieve educational goal, teacher competence is needed. The application of ICT Literacy in vocational secondary school is intended to upgrade teachers’ knowledge, skill and competence in ICT. This paper is aimed to describe the process of teachers’ competence adaptation to ICT integrity in learning in Vocational Secondary School. This study use descriptive method with literature study and documentation technique. The source in this study is research journal and research report book. The study result showed that teachers lack of self-confident in using ICT, and gender factor influence ICT integration in which the level of ICT literacy in male is higher than female. The group of young teachers aged 21-40 have higher level of ICT literacy compared with the older group. Demographic factor in ICT literacy competence are gender, education level and age. This study suggest that teachers enhance the ability in ICT literacy competence, increase their knowledge and knowledge creation in each aspect of ICT literacy competence.

Morale of Teachers in High Poverty Schools: A Post-NCLB Mixed Methods Analysis

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Byrd-Blake, Marie; Afolayan, Michael O.; Hunt, John W.; Fabunmi, Martins; Pryor, Brandt W.; Leander, Robert

2010-01-01

This study tested how well Fishbein and Ajzen's Theory of Reasoned Action predicted the attitudes and morale of urban teachers in high poverty schools under the pressures of the No Child Left Behind Act (NCLB). NCLB forced local administrators to target schools that had not made adequately yearly progress (AYP) for two or more consecutive years.…

The First-Year Urban High School Teacher: Holding the Torch, Lighting the Fire

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Weinberg, Paul J.; Weinberg, Carl

2008-01-01

The book tracks co-author Paul Weinberg during his first year of teaching as he is introduced to the daily tribulations of an urban Los Angeles high school. Paul's father Carl Weinberg, who fifty years earlier himself began his career in education an urban secondary school teacher, shares his experiences side-by-side with those of his son.…

The Relationship of High School Teachers' Job Satisfaction to Principal Support

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Bressler, Kathleen M.

2012-01-01

The purpose of this study was to examine the relationship between high school teacher job satisfaction, using an instrument that measures Herzberg's Two Factor Theory and principal support, using an adapted instrument from House's theory of administrative support. Data were collected by a team of researchers from 34 self-selected public Virginia…

A Study on Technical High School Teachers' Views Concerning Corporal Punishment

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Tas, Said

2016-01-01

Corporal punishment is defined as inflicting pain on body of someone who presents undesired behavior or does not present expected behavior. In the developed world, experiencing information society, corporal punishment is still in the agenda in educational system in Turkey. In this study, it was aimed to determine technical high school teachers'…

Violence in public school: reports of teachers

Directory of Open Access Journals (Sweden)

Renata Carneiro Ferreira

2010-03-01

Full Text Available Objective: To assess the perception of violence from the reports of teachers of elementary and high school in a public state school in Fortaleza, Ceará. Method: A qualitative descriptive study conducted with 26 teachers, in the period from January to May 2006. To collect the data we adopted the following procedures: the discussion on school violence during the meetings of the teacher training week; the reading of the school regulations and the distribution of an instrument with the guiding question about the concept of violence as from the school reality, among the participants of the study. Afterwards, the thematic analysis of the reports was carried out. Results: Through the reports of teachers emerged the following categories: physical aggression, verbal aggression and fights as the most cited; to hide personal belongings, cursing, shoving and disrespect for the teacher and pranks were also mentioned. Conclusion: From the reports it appears that violence is perceived in physical, dimension moral and symbolic, and these “typologies” corroborate the descriptions found in literature as bullying or incivility, which dominate the school context.

She's Strict for a Good Reason: Highly Effective Teachers in Low-Performing Urban Schools

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Poplin, Mary; Rivera, John; Durish, Dena; Hoff, Linda; Kawell, Susan; Pawlak, Pat; Hinman, Ivannia Soto; Straus, Laura; Veney, Cloetta

2011-01-01

A study of 31 high-performing teachers in low-performing urban schools found that these teachers had certain traits in common. They were strict; they taught in traditional, explicit ways; there was little time in their classrooms when instruction was not occurring; and they moved around the room helping their students. They used very few…

Perceptions of High School Biology Teachers in Christian Schools on Relationships between Religious Beliefs and Teaching Evolution

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Mangahas, Ana Marie E.

2017-01-01

This mixed method study explored Christian teachers' beliefs in religious schools on evolution, their attitudes toward evolution, and their perceptions on the effect of those beliefs on the teaching of evolutionary content. Teachers (N = 52) from Association for Christian Schools International (ACSI) accredited schools in California and Hawaii…

Preparing Secondary Stem Teachers for High-Need Schools: Challenges of an Urban Residency Program

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Garza, Rubén; Duchaine, Ellen L.; Reynosa, Raymond

2013-01-01

Teaching residency programs that blend coursework with clinical experiences have emerged nationwide to prepare aspiring teachers for the demanding reality of teaching in high-need urban schools. The Teaching Residency Program for Critical Shortage Areas was created to help urban school districts with the challenge of recruiting and retaining…

Work schedule influence on sleep habits in elementary and high school teachers according to chronotype

Directory of Open Access Journals (Sweden)

Jane Carla de Souza

2014-09-01

Full Text Available The influence of work schedule on sleep habits and quality, and daytime sleepiness according to individual preferences in sleep schedules was assessed in 131 elementary and high school teachers through questionnaires. Teachers who initiate classes around 7:00 hr wake up earlier and show more frequency of poor sleep quality than those who start classes in the afternoon. Between them, those who have a preference for intermediate or later hours for sleep are more irregular in their wake up schedules and increase their sleep duration on the weekend compared to those with earlier sleep preferences. On the other hand, working only in the afternoon seems to provide better sleep/awake conditions for teachers, because they keep the same sleep duration during the week and on the weekend, and they are diagnosed with less daytime sleepiness. Therefore, the discussion of school start times, originally proposed for adolescents, needs to be magnified to teachers, contributing to improvement of sleep habits and life quality in school environments.

Teacher Leaders' Perceptions of the Use of Humor in the High School Classroom

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Kosiczky, Bonnie

2013-01-01

The purpose of this study was to investigate teacher leaders' perceptions of the use of humor in the high school classroom. For the purposes of this qualitative research the case study method was used. The question of what makes teachers successful with their use of humor in the classroom has been divided into four categories: climate,…

The Influence of University Coursework on Pre-service Middle and High School Teachers' Experiences with Multicultural Themes

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Verma, Geeta

2009-08-01

The study explored the influence of university-based teacher education courses on pre-service middle and high school teachers’ experiences with multicultural themes in a secondary science alternative certification program. Eight participants ( N = 8), six women and two men, volunteered to be a part of the study that took place over a period of four semesters. Qualitative data was collected, coded and analyzed to make meaning of the participants’ experiences. Data comprised of participants’ reflective journals, personal and group interviews, and classroom observations done in middle school practicum and high school student teaching placements. The findings indicated that while the participants became more familiar with the themes of multicultural education, many did not demonstrate fluency with these themes and struggled with balancing their responsibilities as a science teacher and a culturally competent teacher.

Some Factors That Affecting the Performance of Mathematics Teachers in Junior High School in Medan

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Manullang, Martua; Rajagukguk, Waminton

2016-01-01

Some Factor's That Affecting The Mathematic Teacher Performance For Junior High School In Medan. This research will examine the effect of direct and indirect of the Organizational Knowledge towards the achievement motivation, decision making, organizational commitment, the performance of mathematics teacher. The research method is a method of…

A Discussion Project on High School Adolescents' Perceptions of the Relationship between Students and Teachers

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Fisher, Ronald J.

1976-01-01

Describes a small group discussion project involving students and teachers in two large white suburban high schools. The project's intention was to focus discussion on the social quality of the relationship between students and teachers, and to assess the impact of the discussions on student perceptions. (Author/RK)

High School General Education English Teachers' Perception of IEP Accommodations for Students with Asperger Syndrome

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Krones, Mary Patricia

2016-01-01

The purpose of this qualitative design study was to better understand the experiences of high school general education English teachers who have students with Asperger Syndrome in their classes. More specifically, this researcher wanted to better understand the teacher's perception of the IEP-denoted accommodations the general education teachers…

Profiles of classroom behavior in high schools: associations with teacher behavior management strategies and classroom composition.

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Pas, Elise T; Cash, Anne H; O'Brennan, Lindsey; Debnam, Katrina J; Bradshaw, Catherine P

2015-04-01

Although there has been considerable attention to the issue of classroom management and processes in educational reform models, there has been relatively limited research on these factors in high schools. The current study utilized observational data from 1262 classrooms in 52 high schools to examine teacher classroom management strategies and ratings of student compliance, engagement, and social disruption. Latent profile analysis (LPA) was conducted to examine specific patterns of classroom-wide student behavior in relation to teachers' use of classroom management strategies and classroom composition. The LPA revealed three distinct classroom behavioral profiles where students consistently met behavioral expectations (71%), inconsistently met expectations (23%), and were noncompliant (6%). Analyses indicated a functional association between patterns of student behavior and teachers' classroom management. In classrooms where students consistently met expectations, teachers provided more opportunities to respond and less disapproval and reactive behavioral management. Classrooms with noncompliant students had teachers who used the most disapproval and reactive behavior management. In addition, classrooms characterized as consistent had fewer males and more White students than classrooms characterized by inconsistent and noncompliant behaviors. These findings highlight the link between student patterns of behavior and teacher classroom management and have important implications for screening and professional development. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The Effect of School Supervisors Competence and School Principals Competence on Work Motivation and Performance of Junior High School Teachers in Maros Regency, Indonesia

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Arman; Thalib, Syamsul Bachri; Manda, Darman

2016-01-01

This study aims at analyzing the effect of the competence of school supervisors and school principals on work motivation and performance of Junior High School teachers in Maros Regency. This research was a quantitative research by using survey approach. This approach was used because it is adjusted to the nature and assumptions of the study in…

Summer workshops for high-school science teachers

International Nuclear Information System (INIS)

Young, H.H.; Kohl, J.

1975-01-01

A total of 52 summer workshops attended by over 1700 high-school science teachers have been given by 27 universities in the period of 1971 to 1974. These workshops are funded by ERDA to provide factual material through educational channels so that the public could obtain an informed perspective of the role of nuclear energy as an electrical power source. The workshops have included lectures, panel discussions, laboratories, and field trips, and have emphasized providing teachers with materials for use in their classrooms. Actual use of workshop material has been monitored through workshop reports, meetings, and visits. Participants have used their workshop experience for classroom presentations, talks to the public, and for assembly programs. The material developed and the experience of presenting it has proved valuable for the nuclear engineering faculty members giving the workshops. They have used their experience in other courses, for public lectures, and for other workshops. And they have gained personal experience in methods of dealing with the nuclear power controversy. A review of these workshops indicates that they offer at a reasonable cost a productive method of presenting factual information on the various solutions to the complex electrical generation problem

Exploring personality traits and well-being among pre-school and primary school teachers in Croatia

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Sanja Tatalović Vorkapić

2017-02-01

Full Text Available Background Pre-school and primary school teachers are directly involved in the education of children. In addition to teachers’ competences, the quality of their work is significantly influenced by their psychological well-being. It is therefore important to focus on their well-being as well as on personality traits they have. The main objective of this study was to examine the relationship between life satisfaction, happiness, optimism and personality traits of pre-school and primary school teachers in Croatia. Participants and procedure The study was conducted on a sample of 103 pre-school teachers and 117 primary school teachers who completed self-evaluated scales on personality traits, life satisfaction, happiness and optimism. Results The results demonstrated high levels of all personality traits in both samples. High levels of life satisfaction were positively associated with happiness and optimism. Personality traits were also positively associated with life satisfaction, happiness and optimism. There were no differences in life satisfaction, happiness, optimism or personality traits between pre-school and primary school teachers, except for openness to experience being higher in pre-school teachers. Emotional stability was a significant predictor of teachers’ well-being. Conclusions The results have significant implications for improvement of teaching practice at primary school and pre-school levels. The findings highlight the importance of teachers’ personality traits and their well-being for the quality of their work with children.

Engaging High School Science Teachers in Field-Based Seismology Research: Opportunities and Challenges

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Long, M. D.

2015-12-01

Research experiences for secondary school science teachers have been shown to improve their students' test scores, and there is a substantial body of literature about the effectiveness of RET (Research Experience for Teachers) or SWEPT (Scientific Work Experience Programs for Teachers) programs. RET programs enjoy substantial support, and several opportunities for science teachers to engage in research currently exist. However, there are barriers to teacher participation in research projects; for example, laboratory-based projects can be time consuming and require extensive training before a participant can meaningfully engage in scientific inquiry. Field-based projects can be an effective avenue for involving teachers in research; at its best, earth science field work is a fun, highly immersive experience that meaningfully contributes to scientific research projects, and can provide a payoff that is out of proportion to a relatively small time commitment. In particular, broadband seismology deployments provide an excellent opportunity to provide teachers with field-based research experience. Such deployments are labor-intensive and require large teams, with field tasks that vary from digging holes and pouring concrete to constructing and configuring electronics systems and leveling and orienting seismometers. A recently established pilot program, known as FEST (Field Experiences for Science Teachers) is experimenting with providing one week of summer field experience for high school earth science teachers in Connecticut. Here I report on results and challenges from the first year of the program, which is funded by the NSF-CAREER program and is being run in conjunction with a temporary deployment of 15 seismometers in Connecticut, known as SEISConn (Seismic Experiment for Imaging Structure beneath Connecticut). A small group of teachers participated in a week of field work in August 2015 to deploy seismometers in northern CT; this experience followed a visit of the

The effects of job crafting on subjective well-being amongst South African high school teachers

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Sergio Peral

2016-09-01

Full Text Available Orientation: Job crafting can result in a number of positive outcomes for teachers, such as increased meaningfulness and engagement at work. Increased work engagement and psychological meaningfulness may yield positive benefits for the practice of teaching, thus highlighting the pivotal role of job crafting. Research purpose: The study’s aim was to investigate the relationship between job crafting and subjective well-being amongst South African high school teachers. Subjective well-being comprises psychological meaningfulness and work engagement. The potential mediating effect that psychological meaningfulness had on this relationship was further explored. Motivation for the study: Being in a highly stressful occupation, teachers need to continuously find ways to craft their working practices in order to deal effectively with their job demands and to capitalise on their available job resources. Furthermore, South Africa’s current education system calls for serious proactive measures to be taken to improve and rectify the current status, such as job crafting. Research approach, design and method: A quantitative, cross-sectional survey design was used and administered to a sample of South African high school teachers situated in Gauteng, South Africa (N = 251. Main findings: A positive relationship was found between job crafting (increasing structural resources and challenging job demands and work engagement. Furthermore, psychological meaningfulness mediated the relationship between job crafting and work engagement amongst the sampled high school teachers. Practical/managerial implications: Teachers who craft their work to better suit their preferences and needs will obtain greater meaning in their work and experience increased levels of work engagement. Training programmes and/or group-based interventions targeted around job crafting techniques may be particularly useful in the South African teaching context. Contribution/value-add: This

Metacognitive Ability Relationship with Test Result of Senior High School of Biology Teacher Competence in Sijunjung District

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Ardi, A.; Fadilah, M.; Ichsani, W.

2018-04-01

This research aimed to reveal how the relationship between metacognitive ability and the test result of biology teacher competence in Sijunjung District. The population of this descriptive research were all high school biology teachers in Sijunjung District, and sample is all teachers who are members of the population, which is 23 biology teachers. The instrument used in this research are a questionnaire of research on teacher's metacognitive ability and document about teacher competence test result. The questionnaire was validated first by two lecturers of biology and one lecturer of English. Data analysis using Pearson Product Moment's. Based on the results of research and discussion that have been described, it can generally be concluded that there is a low relationship between metacognitive ability with competence test results of high school biology teachers in Sijunjung District. Partially, the relationship of metacognitive ability with the test result of professional competence of biology teacher showed significant result, with correlation coefficient 0,46 and t table 1,72 while titung 2,37. The contribution of metacognitive ability to the competence test result of the teacher is 21.6%, while the other 78.4% have not been revealed in this research.

Psychiatric Symptoms in Teachers from Danwon High School after Exposure to the Sinking of the Motor Vessel Sewol.

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Lee, Mi-Sun; Bhang, Soo-Young; Lee, Cheol-Soon; Chang, Hyoung Yoon; Kim, Ji-Youn; Lee, Ju-Hyun; Kim, Eunji; Bae, Seung-Min; Park, Jang-Ho; Kim, Hye-Jin; Hwang, Jun-Won

2017-11-01

The goal of this study was to describe the psychiatric symptoms in the teachers from Danwon High School who were exposed to the sinking of the Motor Vessel Sewol. Data were collected from 32 teachers who underwent psychiatric interventions by 16 volunteer psychiatrists for 3 months after the sinking of the Motor Vessel Sewol. The most commonly diagnosed clinical diagnosis in the teachers were normal reaction, acute stress disorder and adjustment disorder. Psychiatric symptoms including anxiety, depressed mood and sleep disturbances were also observed. In the acute aftermath of the Sewol Ferry sinking on April 16, 2014, psychiatrists volunteered to provide professional psychiatric interventions to Danwon High School teachers. These results suggest the importance of crisis intervention focused on the teachers who are exposed to disasters. The implications for future research and interventions are discussed.

A comparison of teacher stress and school climate across schools with different matric success rates

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Karen Milner

2008-05-01

Full Text Available Our aim was to investigate differences in teacher stress and perceptions of school climate among teachers from schools with differing matriculation success rates in the Limpopo province of South Africa. Two schools with matric pass rates of 100% and two schools with matric pass rates of less than 25% were selected from a list of schools provided by the province's Educational District Circuit. The schools were matched in terms of area, size, resources, and equipment. Thirty-three teachers from the high performing schools and forty-two teachers from the poor performing schools participated in the study. Student's t tests were used to assess the differences between the schools on the variables under investigation, and the results showed the teachers' experience of stress across the different schools was not significantly different, but significant differences did emerge with regard to school climate. The implications of these findings for the study population are discussed.

How Effective are Schools According to Teachers?

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Hasan Basri MEMDUHOĞLU

2017-12-01

Full Text Available The purpose of this study is to determine the perceptions of teachers about the effectiveness of the schools they work in based on various variables. The research was designed in the descriptive scanning model. The sample of the study is composed of 316 teachers working at Turkish high school in the Ağrı provincial center and local districts during the 2015-2016 academic years. The “Effective School Scale” developed by Abdurrezzak (2015 was used to collect data in the study. The data of the study were analyzed by descriptive statistics and parametric tests. According to the findings of the study, teachers’ perceptions of the effectiveness of the schools they work in are at a “medium” level. While teachers’ perceptions of effective school administrators, teachers and school atmosphere sub-dimensions are at a “medium” level, their perceptions on effective school students, and parents were determined as at a “low” level. It was determined that teachers’ perceptions of school effectiveness were not significantly different according to gender, marital status, education status and duration of service variables. However, significant differences were found between the perceptions of teachers about the dimensions of effective schools according to the type of school they worked in and the branch variable.

High School Spanish Teachers' Attitudes and Practices toward Spanish Heritage Language Learners

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Russell, Brittany D.; Kuriscak, Lisa M.

2015-01-01

This case study uses survey data to examine the attitudes and pedagogical practices of preservice and current high school Spanish teachers toward Spanish heritage language learners (HLLs). The research questions addressed were (1) the extent to which participants were aware of the challenges facing Spanish HLLs who are enrolled in traditional…

Talking about science: An interpretation of the effects of teacher talk in a high school science classroom

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Moje, Elizabeth B.

This paper builds on research in science education, secondary education, and sociolinguistics by arguing that high school classrooms can be considered speech communities in which language may be selectively used and imposed on students as a means of fostering academic speech community identification. To demonstrate the ways in which a high school teacher's language use may encourage subject area identification, the results of an interactionist analysis of data from a 2-year ethnographic study of one high school chemistry classroom are presented. Findings indicate that this teacher's uses of language fell into three related categories. These uses of language served to foster identification with the academic speech community of science. As a result of the teacher's talk about science according to these three patterns, students developed or reinforced particular views of science. In addition, talking about science in ways that fostered identity with the discipline promoted the teacher as expert and built classroom solidarity or community. These results are discussed in light of sociolinguistic research on classroom competence and of the assertions of science educators regarding social and ideologic implications of language use in science instruction.Received: 23 September 1993; Revised: 15 September 1994;

Investigation of the Effect of Training on the Development of High School Teachers' Attitudes towards Scientific Research and Project Competitions

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Akçöltekin, Alptürk

2016-01-01

The main purpose of this study is to develop positive attitudes in high school teachers towards scientific research and project competitions by training them in scientific research and project preparation subjects. The study group consists of 90 high school teachers. As a result of the study, a significant difference was found in favor of…

Especially for High School Teachers

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Howell, J. Emory

1999-04-01

Secondary School Feature Articles * Amino Acid Wordsearch, by Terry L. Helser, p 495. Games, Puzzles, and Humor In honor of April Fools' Day this issue contains 22 pages devoted to games and puzzles that can be used to teach aspects of chemistry. Most are designed for high school and first-year college students. The lead article, p 481, contains an annotated bibliography of chemistry games, complete with a vendor list. Many of the annotated games must be purchased, but the other articles that follow in this issue describe some games and puzzles that require minimal preparation using a word processor and readily available materials. Actually, JCE has a long tradition of publishing games and puzzles for chemistry teachers and their students. Read the letter by Helser and the Editor's response, p 468, for some recent background. Not having counted articles over past years, I became curious and turned to the online index, accessed by way of http://jchemed.chem.wisc.edu/. Because I wanted to search the entire 75-year life of the Journal, I searched titles for the words "game", "puzzle", and "humor" and obtained a total of 85 hits from the three searches. After eliminating titles of articles that were not applicable, I found that at least 25 games, 48 puzzles, and 5 humor articles have appeared during the past 75 years. At an average of one per year, the JCE editors hardly can be accused of frivolity, but game, puzzle, and humor articles have been published. The term "game" did not appear in any titles during 1945-1970, "puzzle" did not appear from 1927 to 1953, and there was no mention of humor (in the titles) prior to 1974. What appears to be the earliest article (1929) about a game was authored by an undergraduate student at the University of Colorado (1). It was titled "Chemical Bank", and the game pieces were tokens cut from cork stoppers. Wire hooks were inserted in the side of the token to represent valence electrons available for bonding. Carbon contained 4 hooks

Teachers' Perceptions about the School Principals' Ethical Leadership Behaviours: A Study from Turkish Vocational High Schools

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Katranci, Ihsan; Sungu, Hilmi; Saglam, Mehmet

2015-01-01

The importance of ethical dimension of leadership is a fact accepted by everyone. In spite of this, very few empirical studies have been carried out on this issue in the field of educational administration considering the significance of ethical values in leadership. This study was carried out to investigate vocational high school teachers'…

The Cosmic Ray Observatory Project: Results of a Summer High-School Student, Teacher, University Scientist Partnership Using a Capstone Research Experience

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Shell, Duane F.; Snow, Gregory R.; Claes, Daniel R.

2011-01-01

This paper reports results from evaluation of the Cosmic Ray Observatory Project (CROP), a student, teacher, scientist partnership to engage high-school students and teachers in school based cosmic ray research. Specifically, this study examined whether an intensive summer workshop experience could effectively prepare teacher-student teams to…

The Competence Readiness of the Electrical Engineering Vocational High School Teachers in Manado towards the ASEAN Economic Community Blueprint in 2025

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Fid Jantje Tasiam

2017-08-01

Full Text Available This paper presents the competence readiness of the electrical engineering vocational high school teachers in Manado towards ASEAN Economic Community blueprint in 2025. The objective of this study is to get the competencies readiness description of the electrical engineering vocational high school teachers in Manado towards ASEAN Economic Community blueprint in 2025. Method used quantitative and qualitative approach which the statistical analysis in quantitative and the inductive analysis used in qualitative. There were 46 teachers of the electrical engineering vocational high school in Manado observed. The results have shown that the competencies readiness of the electrical engineering vocational high school teachers in Manado such as: pedagogical, professional, personality, and social were 13.04%, 19.56%, 19.56%, and 19.56% respectively. The results were still far from the focus of the ASEAN economic community blueprint in 2025, so they need to be improved through in-house training, internship programs, school partnerships, distance learning, tiered training and special training, short courses in educational institutions, internal coaching by schools, discussion of educational issues, workshops, research and community service, textbook writing, learning media making, and the creation of technology and art.

Teachers' and School Administrators' Perceptions and Expectations on Teacher Leadership

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Semra Kıranlı

2013-01-01

Full Text Available In this study it is aimed to find out primary school teachers’ and principals’ expectations and perceptions related to teachers’ leadership. The population of this survey consists of primary school teachers and principals in Odunpazarı, one of the two central municipalities in Eskişehir, in 2011-2012 educational year. Teachers and principals of eight primary schools were taken as a sample among low, middle, high socio-economic level primary schools in Odunpazarı. 195 teachers and principals participated in this study. In this study a data device which consisted of two sections was used to accomplish the purpose of the study. A personal information form to define teachers’ and principals’ demographical features made the first section, whereas “The Questionnaire of Expectations and perceptions of Teacher Leadership Roles” developed by Beycioğlu (2009 and consisting of 25 items made the second section. Each item in the questionnaire has a five scale Lykert type evaluation and belongs to one of the three dimensions of both perception and expectation. These dimensions are institutional development, professional development and collaboration with colleagues.

Learning Context When Studying Financial Planning in High Schools: Nesting of Student, Teacher, and Classroom Characteristics

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Danes, Sharon M.; Rodriguez, Michael C.; Brewton, Katherine E.

2013-01-01

Grounded in social construction theory, the current study investigates the learning context when studying financial planning in high school by analyzing the nesting of student, teacher and classroom characteristics. Key findings were that three student characteristics (initial financial knowledge, gender, senior grade level), one teacher variable…

High School Teachers' Problem Solving Activities to Review and Extend Their Mathematical and Didactical Knowledge

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Santos-Trigo, Manuel; Barrera-Mora, Fernando

2011-01-01

The study documents the extent to which high school teachers reflect on their need to revise and extend their mathematical and practicing knowledge. In this context, teachers worked on a set of tasks as a part of an inquiring community that promoted the use of different computational tools in problem solving approaches. Results indicated that the…

The Changing Distribution of Teacher Qualifications Across Schools: A Statewide Perspective Post-NCLB

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Karen J. DeAngelis

2010-11-01

Full Text Available A number of recent policy initiatives, including NCLB's highly qualified teacher provisions, have sought to improve the qualifications of teachers and their distribution across schools. Little is known, however, about the impact of these policies. In this study, we use population data on teachers and schools in Illinois to examine changes in the level and distribution of teacher qualifications from 2001 to 2006. We find that schools in Chicago, especially those serving the highest percentages of low-income and minority students, experienced the greatest improvements in teacher qualifications during the period. In addition, high-poverty schools in most other locales in the state registered small to moderate improvements, which narrowed the gap in teacher qualifications between high- and low-poverty schools across Illinois. Improvements in the certification status of experienced teachers and the recruitment of new teachers with stronger academic qualifications both contributed to these gains. The results reveal a tradeoff for disadvantaged schools seeking to improve both teacher qualifications and teacher experience levels, thereby calling into question the near-term feasibility of NCLB provisions that aim to simultaneously eliminate inequities across schools in both.       

The Impact of Personality, Goal Orientation and Self-Efficacy on Participation of High School Teachers in Learning Activities in the Workplace

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van Daal, Tine; Donche, Vincent; De Maeyer, Sven

2014-01-01

This study examines the influence of personality traits, goal orientation and self-efficacy on high school teachers' participation in learning activities in the workplace (i.e. experimentation, informal interaction with colleagues, self-regulation and avoidance behaviour). A convenience sample of 95 teachers from six high schools in Flanders…

Integrating Reading and Writing Instruction in Middle and High School: The Role of Professional Development in Shaping Teacher Perceptions and Practices

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Doubet, Kristina J.; Southall, Gena

2018-01-01

This study examined the extent to which middle and high school English teachers integrate reading and writing instruction as complementary processes. Using qualitative research methods, researchers investigated the following: (a) Do middle and high school English teachers conceive of and enact the teaching of reading and writing as integrated…

At-Risk Programs for Middle School and High School: Essential Components and Recommendations for Administrators and Teachers.

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Bateman, Susan; Karr-Kidwell, PJ

This paper provides an extensive literature review concerning at-risk students and their needs, identifies the essential components necessary for effective at-risk programming, and describes successful at-risk programs and recommendations for administrators and teachers at the middle- and high-school levels. The literature review presents research…

Teachers' Perceptions about School Violence in One Turkish City

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Yavuzer, Yasemin; Gundogdu, Rezzan; Dikici, Ayhan

2009-01-01

The aim of this study is to determine the types and frequencies of violence encountered by teachers in primary and high schools in Nide province in Turkey, and, in addition, to determine the perceptions of teachers regarding the reasons for and methods of prevention of violent actions at schools. One hundred forty-two teachers were chosen for this…

Perception of primary school teachers to school children's mental health problems in Southwest Ethiopia.

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Kerebih, Habtamu; Abrha, Hailay; Frank, Reiner; Abera, Mubarek

2016-11-12

Teachers perception of child mental health problems and their attitude to school-based mental health services helps in designing early intervention strategies aimed at promoting the service. However, little is known in this regard among primary school teachers in Ethiopia. Therefore, this study assessed perceptions and attitude of primary school teachers to child mental health problem and school-based mental health programs in Jimma town, southwest Ethiopia in 2013. A cross-sectional study design was implemented among 568 primary school teachers in Jimma town, from 1 to 30 October 2013. Perceptions and attitude of teachers to children with mental health problems and school mental health related information were assessed using a structured self- administered questionnaire. About 40% of teachers recognized the list of psychopathology items presented to them as child mental health problems while 54.4% of them rated child mental health problem as severe. Externalizing behaviors were perceived as the most severe problems. Teaching experience and teaching in public schools were significantly associated with the perception of severe type of child mental health problems. About 95% of teachers acknowledged that school-based mental health programs are important but limited availability was reported. Despite the high problem severity ratings, teachers' perception of the psychopathology as a mental health problem in children was low. There was also a favorable attitude on the importance and the need of school-based child mental health programs. Thus, creating mental health awareness for teachers and establishing school mental health services to intervene in child mental health problem is crucial.

Technological pedagogical content knowledge of junior high school mathematics teachers in teaching linear equation

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Wati, S.; Fitriana, L.; Mardiyana

2018-04-01

Linear equation is one of the topics in mathematics that are considered difficult. Student difficulties of understanding linear equation can be caused by lack of understanding this concept and the way of teachers teach. TPACK is a way to understand the complex relationships between teaching and content taught through the use of specific teaching approaches and supported by the right technology tools. This study aims to identify TPACK of junior high school mathematics teachers in teaching linear equation. The method used in the study was descriptive. In the first phase, a survey using a questionnaire was carried out on 45 junior high school mathematics teachers in teaching linear equation. While in the second phase, the interview involved three teachers. The analysis of data used were quantitative and qualitative technique. The result PCK revealed teachers emphasized developing procedural and conceptual knowledge through reliance on traditional in teaching linear equation. The result of TPK revealed teachers’ lower capacity to deal with the general information and communications technologies goals across the curriculum in teaching linear equation. The result indicated that PowerPoint constitutes TCK modal technological capability in teaching linear equation. The result of TPACK seems to suggest a low standard in teachers’ technological skills across a variety of mathematics education goals in teaching linear equation. This means that the ability of teachers’ TPACK in teaching linear equation still needs to be improved.

An Analysis of Metaphors Used by High School Students to Describe Physics, Physics Lesson and Physics Teacher

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Çetin, Ali

2016-01-01

The purpose of this study was to describe high school students' "physics", physics lesson" and "physics teacher" conceptions by using metaphors. 313 students participated in the study from different high school types in Siirt, Turkey. A metaphorical perception form constructed by researcher was individually conducted,…

INFLUENCE OF STUDENT ENGLISH UTILITY AND TEACHER EFFICACY ON ENGLISH PROFICIENCY OF HIGH SCHOOL STUDENTS

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Ruth A. ORTEGA-DELA CRUZ

2016-12-01

Full Text Available Learning second language considers a number of factors that influence the manner in which the language is taught. Understanding of the learners’ goals and motivation for learning is one. Using descriptive-correlational research design, this study determined the influence of student English utility and teacher efficacy on the students’ English proficiency. A total of 101 students from first year to fourth year level served as the respondents of the study. The study quantified the students’ perception towards English utility and their evaluation of English teacher efficacy which employed a researcher-made survey questionnaire. Results revealed high positive perceptions of students towards English utility. Analysis of variance revealed significant differences in the perceptions of high school students on the efficacy of their English teachers. Correlation coefficients indicated a positive linear relationship among the given variables. The p-value revealed significant relationship of teacher efficacy (r = .691, p-value = .000 and English utility (r = .467, p-value = .000 to students’ English proficiency. Results of regression statistics revealed that English utility has no significant influence on the student English proficiency. Therefore, the main factor that must still be considered then should be the teacher. Finally, there is an explicit indication that high level of teachers’ efficacy performing in teaching has much powerful influence on the English proficiency of high school students. Thus improving the methods of teaching English provides a better way of motivating students to achieve higher levels of proficiency in the future.

Classroom Management Strategies of Highly Effective Teachers in Diverse Middle Schools: Be Strict and Calm, Not Mean

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McGregor, Katheryne L.

2012-01-01

This qualitative research study investigated and identified the classroom management strategies of 12 highly effective middle school teachers who served diverse student populations at two different school sites. In addition, this research explored the beliefs and experiences of 305 diverse middle school students regarding their experiences with…

Long working hours and sleep problems among public junior high school teachers in Japan.

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Bannai, Akira; Ukawa, Shigekazu; Tamakoshi, Akiko

2015-01-01

Long working hours may impact human health. In Japan, teachers tend to work long hours. From 2002 to 2012, the number of leaves of absence due to diseases other than mental disorders, or mental disorders among public school teachers increased by 1.3 times (from 2,616 to 3,381), or 1.8 times (from 2,687 to 4,960), respectively. The present study aimed to investigate the association between long working hours and sleep problems among public school teachers. This cross-sectional study was conducted from mid-July to September 2013 in Hokkaido Prefecture, Japan. Questionnaires were distributed to 1,245 teachers in public junior high schools. Information about basic characteristics including working hours, and responses to the Pittsburgh Sleep Quality Index were collected anonymously. Multiple logistic regression analysis was used to calculate odds ratios (ORs) for the association between long working hours and sleep problems separately by sex. The response rate was 44.8% (n=558). After excluding ineligible responses, the final sample comprised 515 teachers (335 males and 180 females). Sleep problems was identified in 41.5% of males and 44.4% of females. Our results showed a significantly increased risk of sleep problems in males working >60 hours per week (OR 2.05 [95% CI 1.01-4.30]) compared with those working ≤40 hours per week. No significant association was found in females. There is a significant association between long working hours and sleep problems in male teachers. Reducing working hours may contribute to a reduction in sleep problems.

White Teachers/Diverse Classrooms: A Guide to Building Inclusive Schools, Promoting High Expectations, and Eliminating Racism

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Landsman, Julie, Ed.; Lewis, Chance W., Ed.

2006-01-01

For African Americans, school is often not a place to learn but a place of low expectations and failure. In urban schools with concentrations of poverty, often fewer than half the ninth graders leave with a high school diploma. In this book, Black and White teachers provide an insightful approach to inclusive and equitable teaching and illustrate…

Creating an In-School Pastoral System for Student Teachers in School-Based Initial Teacher Education

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Philpott, Carey

2015-01-01

Recent developments in initial teacher education (ITE) have produced a number of school-centred models. These mean that student teachers may now spend more of their time in schools than has historically been the case. In some of these models, student teachers are more clearly part of the school as an institution than might be the case in more…

Teacher Classroom Practices, Student Motivation and Mathematics Achievements in High School: Evidence from HSLS:09 Data

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Yu, Rongrong

2015-01-01

The present study explored the direct influences of teacher classroom practices, including teacher support, conceptual teaching, and procedural teaching, on 9th grade students' mathematics achievement, and the indirect influences of these teacher variables on student mathematics achievement through students' mathematics self-efficacy and interest in mathematics courses. The base year data of High School Longitudinal Study of 2009 (HSLS: 09) was used for this study. Structural equation modelin...

Integration of Engineering Education by High School Teachers to Meet Standards in the Physics Classroom

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Kersten, Jennifer Anna

In recent years there has been increasing interest in engineering education at the K-12 level, which has resulted in states adopting engineering standards as a part of their academic science standards. From a national perspective, the basis for research into engineering education at the K-12 level is the belief that it is of benefit to student learning, including to "improve student learning and achievement in science and mathematics; increase awareness of engineering and the work of engineers; boost youth interest in pursuing engineering as a career; and increase the technological literacy of all students" (National Research Council, 2009a, p. 1). The above has led to a need to understand how teachers are currently implementing engineering education in their classrooms. High school physics teachers have a history of implementing engineering design projects in their classrooms, thus providing an appropriate setting to look for evidence of quality engineering education at the high school level. Understanding the characteristics of quality engineering integration can inform curricular and professional development efforts for teachers asked to implement engineering in their classrooms. Thus, the question that guided this study is: How, and to what extent, do physics teachers represent quality engineering in a physics unit focused on engineering? A case study research design was implemented for this project. Three high school physics teachers were participants in this study focused on the integration of engineering education into the physics classroom. The data collected included observations, interviews, and classroom documents that were analyzed using the Framework for Quality K-12 Engineering Education (Moore, Glancy et al., 2013). The results provided information about the areas of the K-12 engineering framework addressed during these engineering design projects, and detailed the quality of these lesson components. The results indicate that all of the design

Prevalence of musculoskeletal symptoms and its relations with the occupational performance among public high school teachers

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Marcos Ferreira Calixto

2015-09-01

Full Text Available Objectives: To investigate the frequency of musculoskeletal symptoms and identify their relationships with functional capacity for daily living and working activities among public high school teachers in Ceilândia/DF. Methodological procedures: This was a cross-sectional study with 61 teachers from four different schools. An initial questionnaire covering sociodemographic, clinical and occupational characteristics was used for initial assessment, with the Nordic Musculoskeletal questionnaire (musculoskeletal disorders and the Disabilities of the Arm, Shoulder and Hand questionnaire (upper limb disorders. Descriptive and comparative statistics were used for data analysis. Results: The body areas most affected by musculoskeletal symptoms in the last 12 months were: upper back (42.6%, lower back (41.7% and neck (39.3%. Greater impairment in the daily activities performance was observed among teachers who had some musculoskeletal symptom in the neck (p=.0001, shoulders (p=.001, back (p=.002, elbows (p=.002 or wrist and hand (p=.018. Additionally, it was observed greater interference in work activities among teachers who had some musculoskeletal symptom in the shoulders (p=.023 or elbows (p=.003. Conclusion: This scenario highlights the importance of including regular programs of health promotion and disorders prevention in high schools for correct orientation and to maintain these professionals functional capacity.

Lesson plan profile of senior high school biology teachers in Subang

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Rohayati, E.; Diana, S. W.; Priyandoko, D.

2018-05-01

Lesson plan have important role for biology teachers in teaching and learning process. The aim of this study was intended to gain an overview of lesson plan of biology teachers’ at Senior High Schools in Subang which were the members of biology teachers association in Subang. The research method was descriptive method. Data was collected from 30 biology teachers. The result of study showed that lesson plan profile in terms of subject’s identity had good category with 83.33 % of average score. Analysis on basic competence in fair category with 74.45 % of average score. The compatibility of method/strategy was in fair category with average score 72.22 %. The compatibility of instrument, media, and learning resources in fair category with 71.11 % of average score. Learning scenario was in good category with 77.00 % of average score. The compatibility of evaluation was in low category with 56.39 % of average score. It can be concluded that biology teachers in Subang were good enough in making lesson plan, however in terms of the compatibility of evaluation needed to be fixed. Furthermore, teachers’ training for biology teachers’ association was recommended to increasing teachers’ skill to be professional teachers.

Becoming a science teacher: The competing pedagogies of schools and teacher education

Science.gov (United States)

Rozelle, Jeffrey J.

A culminating student teaching or internship experience is a central component of nearly every teacher education program and has been for most of teacher education's history. New teachers cite field experience and student teaching as the most beneficial, authentic, or practical aspect of teacher education. Teacher educators, however, have cause to view student teaching skeptically; student teachers often move away from the reform-minded practices espoused in teacher education. This multi-site ethnographic study investigated a full-year internship experience for six science interns at three diverse high schools as part of a teacher preparation program at a large state university. In taking an ecological perspective, this study documented the dynamic and evolving relationships between interns, cooperating teachers, teacher educators, and the school and classroom contexts. The goals of the study were to describe the changes in interns throughout the course of a year-long internship as a science teacher and to determine the relative influences of the various aspects of the ecology on interns. Data include fieldnotes from 311 hours of participant observation, 38 interviews with interns, cooperating teachers, and teacher educators, and 190 documents including course assignments, evaluations, and reflective journals. Interns' teaching practices were strongly influenced by their cooperating teachers. During the first two months, all six interns "used their mentor's script." When teaching, they attempted to re-enact lessons they witnessed their cooperating teachers enact earlier in the day. This included following the lesson structure, but also borrowing physical mannerisms, representations, anecdotes, and jokes. When interns could no longer follow their cooperating teacher due to an increased teaching load, they "followed their mentors' patterns"---implementing instruction that emphasized similar strategies---regardless of whether they were experiencing success in the

Authoritative School Climate and High School Dropout Rates

Science.gov (United States)

Jia, Yuane; Konold, Timothy R.; Cornell, Dewey

2016-01-01

This study tested the association between school-wide measures of an authoritative school climate and high school dropout rates in a statewide sample of 315 high schools. Regression models at the school level of analysis used teacher and student measures of disciplinary structure, student support, and academic expectations to predict overall high…

New Mexico High School Supercomputing Challenge, 1990--1995: Five years of making a difference to students, teachers, schools, and communities. Progress report

Energy Technology Data Exchange (ETDEWEB)

Foster, M.; Kratzer, D.

1996-02-01

The New Mexico High School Supercomputing Challenge is an academic program dedicated to increasing interest in science and math among high school students by introducing them to high performance computing. This report provides a summary and evaluation of the first five years of the program, describes the program and shows the impact that it has had on high school students, their teachers, and their communities. Goals and objectives are reviewed and evaluated, growth and development of the program are analyzed, and future directions are discussed.

When a Teacher Switches Schools

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LaSalle, Daniel

2015-01-01

In this article, northeast Philadelphia teacher Daniel LaSalle describes the transition and struggle of leaving his past students and adjusting to a new school. He concludes that the highly contextualized knowledge of how to navigate, and be accepted in, a school culture is not something found in the latest journal articles or books on education.…

Help provided by school counsellor to teachers and students in behaviour management at secondary school

OpenAIRE

Atıcı, Meral; Çekici, Ferah

2012-01-01

The purpose of this study was to investigate the views of teachers, school counsellors, and students on counsellor help for dealing with misbehaviour at school. Qualitative data were collected from counsellors, teachers and students using interviews to address the research questions. Five counsellors, 20 teachers and 35 students in five high schools with a low socioeconomic level in Adana, Turkey, participated in the study. Data were analysed by using a content analysis technique. Results sho...

Job satisfaction of Jamaican elementary school teachers

Science.gov (United States)

Rodgers-Jenkinson, Fay; Chapman, David W.

1990-09-01

This study investigated correlates of job satisfaction among public (N=190) and private (N=100) Jamaican elementary school teachers. Emphasis was on the identification of factors that could be affected through administrative intervention. Results indicated that the quality of school working conditions and respondents' relationships with other teachers were significantly related to satisfaction for both public and private school teachers. School prestige and parental encouragement were also significant predictors for public school teachers; leadership style, organizational structure, and teacher-parent relationships predicted job satisfaction for private school teachers. Implications of these findings for Jamaican education are discussed.

News Quantum physics: German Physical Society spring meeting Journal access: American Physical Society's online journals will be available for free in all US high schools Award: High-school physics teacher receives American award for excellence Teacher training: Fobinet offers coordination of teacher-training activities Astronomy: Astronomy fans see stars at Astrofest Conference: Delegates enjoy the workshops and activities at CPD conference Forthcoming events

Science.gov (United States)

2011-05-01

Quantum physics: German Physical Society spring meeting Journal access: American Physical Society's online journals will be available for free in all US high schools Award: High-school physics teacher receives American award for excellence Teacher training: Fobinet offers coordination of teacher-training activities Astronomy: Astronomy fans see stars at Astrofest Conference: Delegates enjoy the workshops and activities at CPD conference Forthcoming events

Teaching schools as teacher education laboratories

Directory of Open Access Journals (Sweden)

Sarah Gravett

2017-12-01

Full Text Available This study emanated from the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa. This Framework proposes that teaching schools should be established in the country to improve the teaching practicum component of pre-service teacher education. A generic qualitative study was undertaken to explore the affordances of a teaching school to enable student teacher learning for the teaching profession. The overarching finding of the study is that a teaching school holds numerous affordances for enabling meaningful student teacher learning for the teaching profession. However, the full affordances of a teaching school will not be realised if a teaching school is viewed merely as a practicum site. Foregrounding a laboratory view of practice work in a teaching school could enable true research-oriented teacher education. A teaching school as a teacher education laboratory would imply a deliberate inclusion of cognitive apprenticeship and an inquiry orientation to learning in the schoo

Journalism Beyond High School.

Science.gov (United States)

Turner, Sally

2001-01-01

Discusses the shift from high school journalism to college journalism for students. Describes the role of the high school journalism advisor in that process. Offers checklists for getting to know a college publication. Outlines ways high school journalism teachers can take advantage of journalism resources available at local colleges and…

The Influence of Competence, Motivation, and Organisational Culture to High School Teacher Job Satisfaction and Performance

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Arifin, H. Muhammad

2015-01-01

The study aims to find out and analyze the influence of competence, motivation, and organizational competence to high school teacher job satisfaction and performance in Jayapura City, Papua, Indonesia. The study was conducted on 117 respondents of 346 teachers by means of questionnaire. Data is analyzed by SEM analysis method in AMOS program.…

Implementation of an Education Technology Policy in Namibia's High Schools: Through the Eyes of the Teacher

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Boer, Perien Joniell

2012-01-01

The purpose of this study was to explore how Namibian high school teachers experienced the ICT policy for education in their schools. This mixed methods sequential explanatory design consists of two distinct phases: quantitative followed by qualitative (Creswell & Plano Clark, 2011). Quantitative data collection involved the distribution and…

Future high school teachers' difficulties and alternatives found to planning electromagnetism activities designed for visual handicapped students

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Eder Pires de Camargo

2007-03-01

Full Text Available We report here partial outcomes of a study aimed to verify future High School teachers' performance when, during the development of a called "Teaching Practice" undergraduate course, were asked to plan, elaborate and teach, in classroom situations, electromagnetism topics to a students class which included visual handicapped pupils. Data analyzed show that the main difficulties presented by the future Physics High School teachers are related to the approach to know physics phenomena as dependent of vision and to break with some elements of the traditional pedagogy. By other hand, as alternatives, future teachers showed creativity in order to surpass passive aptitudes related to this educational problem, working out methodological strategies deprived of the relation knowing/seeing, as well as, the work with orality in a physics education context.

Antecedent and Consequence of School Academic Optimism and Teachers' Academic Optimism Model

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Hong, Fu-Yuan

2017-01-01

The main purpose of this research was to examine the relationships among school principals' transformational leadership, school academic optimism, teachers' academic optimism and teachers' professional commitment. This study conducted a questionnaire survey on 367 teachers from 20 high schools in Taiwan by random sampling, using principals'…

How Many Teachers Does It Take to Support a Student? Examining the Relationship between Teacher Support and Adverse Health Outcomes in High-Performing, Pressure-Cooker High Schools

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Conner, Jerusha O.; Miles, Sarah B.; Pope, Denise C.

2014-01-01

Although considerable research has demonstrated the importance of supportive teacher-student relationships to students' academic and nonacademic outcomes, few studies have explored these relationships in the context of high-performing high schools. Hierarchical linear modeling with a sample of 5,557 students from 14 different high-performing…

Physical education Teachers' and public health Nurses' perception of Norwegian high school Students' participation in physical education - a focus group study.

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Abildsnes, Eirik; Stea, Tonje H; Berntsen, Sveinung; Omfjord, Christina S; Rohde, Gudrun

2015-12-24

High quality physical education programs in high schools may facilitate adoption of sustainable healthy living among adolescents. Public health nurses often meet students who avoid taking part in physical education programs. We aimed to explore physical education teachers' and public health nurses' perceptions of high school students' attitudes towards physical education, and to explore physical education teachers' thoughts about how to facilitate and promote students' participation in class. Prior to an initiative from physical education teachers, introducing a new physical education model in two high schools in the South of Norway, we conducted focus groups with 6 physical education teachers and 8 public health nurses. After implementation of the new model, we conducted two additional focus group interviews with 10 physical education teachers. In analyses we used Systematic Text Condensation and an editing analysis style. In general, the students were experienced as engaged and appreciating physical education lessons. Those who seldom attended often strived with other subjects in school as well, had mental health problems, or were characterized as outsiders in several arenas. Some students were reported to be reluctant to expose their bodies in showers after class, and students who seldom attended physical education class frequently visited the school health services. Although the majority of students were engaged in class, several of the students lacked knowledge about physical fitness and motoric skills to be able to master daily activities. The participants related the students' competence and attitude towards participation in physical education class to previous experiences in junior high school, to the competence of physical education teachers, and to possibility for students to influence the content of physical education programs. The participants suggested that high school students' attitudes towards participation in physical education is heterogeneous

Teacher Efficacy and Disciplinary Expectations in Charter Schools: Understanding the Link to Teachers' Career Decisions

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Torres, A. Chris

2016-01-01

Much scholarly work describes a culture of low expectations in low-income, urban schools, the challenges these teachers face managing student behavior, and why these problems so strongly influence teacher turnover. By contrast, some urban charter schools, particularly those associated with high achieving Charter Management Organizations (CMOs),…

Efforts to Improve Mathematics Teacher Competency Through Training Program on Design Olympiad Mathematics Problems Based on Higher Order Thinking Skills in The Junior High School

Science.gov (United States)

Arnellis, A.; Jamaan, E. Z.; Amalita, N.

2018-04-01

The goal to analyse a improvement of teacher competence after being trained in preparing high-order math olympicad based on high order thinking skills in junior high school teachers in Pesisir Selatan Regency. The sample of these activities are teachers at the MGMP junior high school in Pesisir Selatan District. Evaluation of the implementation is done by giving a pre test and post test, which will measure the success rate of the implementation of this activities. The existence of the devotion activities is expected to understand the enrichment of mathematics olympiad material and training in the preparation of math olympiad questions for the teachers of South Pesisir district junior high school, motivating and raising the interest of the participants in order to follow the mathematics olympiad with the enrichment of mathematics materials and the training of problem solving about mathematics olympiad for junior high school teachers, the participants gain experience and gain insight, as well as the ins and outs of junior mathematics olympiad and implement to teachers and students in olympic competitions. The result of that the post-test is better than the result of pretest in the training of mathematics teacher competence improvement in composing the mathematics olympiad problem based on high order thinking skills of junior high school (SMP) in Pesisir Selatan District, West Sumatra, Indonesia.

Teacher Education around the World: Changing Policies and Practices. Teacher Quality and School Development

Science.gov (United States)

Darling-Hammond, Linda, Ed.; Lieberman, Ann, Ed.

2012-01-01

Teachers are the most important single element of the education system but what does it take to create high quality teachers in today's world? Around the world, countries are struggling to understand how to change their schools to meet global demands. International comparisons have shown that schools in Finland lead the league tables, but why is…

Effectiveness of Health Education Teachers and School Nurses Teaching Sexually Transmitted Infections/Human Immunodeficiency Virus Prevention Knowledge and Skills in High School

Science.gov (United States)

Borawski, Elaine A.; Tufts, Kimberly Adams; Trapl, Erika S.; Hayman, Laura L.; Yoder, Laura D.; Lovegreen, Loren D.

2015-01-01

Background: We examined the differential impact of a well-established human immunodeficiency virus (HIV)/sexually transmitted infections (STIs) curriculum, Be Proud! Be Responsible!, when taught by school nurses and health education classroom teachers within a high school curricula. Methods: Group-randomized intervention study of 1357 ninth and…

Peer-led versus teacher-led AIDS education for female high-school students in Yazd, Islamic Republic of Iran.

Science.gov (United States)

Baghianimoghadam, M H; Forghani, H; Zolghadr, R; Rahaei, Z; Khani, P

2012-04-01

Peer-led programmes on AIDS prevention have shown a good level of effectiveness when tested among high-risk populations. This study compared peer-led and teacher-led methods of education about HIV/AIDS among female high-school students in Yazd city, Islamic Republic of Iran. In 2009 students in 3 high schools were trained by their classmates (peer-led), by the research team (teacher-led) or had no education (controls); 180 students completed a specially designed questionnaire based on the health belief model, before and after the intervention. Post-intervention mean knowledge scores increased 2-fold in the peer-led group, and this was significantly higher than the increase in the teacher-led group scores (1.5-fold). Control group scores were unchanged. In the peer-led programme all of the components of the model were significantly improved whereas in the teacher-led programme, only perceived severity and perceived barriers scored significantly higher after the intervention.

Public high school teachers opinions on school administrators supervision duty in Turkey

Directory of Open Access Journals (Sweden)

Nurhayat Celebi

2010-09-01

Full Text Available Supervision that has been conducted by public high school administrators plays a major role in the effectiveness of a school.Lack of having well defined criteria is thought to be causing some major problems in the educational environment. Subjectivity,administrative policy constraints, lack of teacher motivation and lack of job satisfaction are only a few examples of those kindsof problems. The study, which is based on the scanning model and a descriptive research, was performed on 303 teachersworking in randomly chosen high schools in the Bakırköy district of İstanbul. The data collection instrument was developed bythe researcher. The confirmatory factor analysis test was used to determine whether the scale confirm to the factor structureor not. It was noticed that the factor structure could be explained with 5 factor sub-dimensions, and accordingly, the measuringscale, which had been originally prepared in 45 items, was modified and reduced to 32 items. As a result of factor analysis, thefactors were confirmed as follows; “the leadership, supervision techniques, effective supervision, efficacy of administration andteaching quality”. All these factors are explain about 48 % for total test variance. Cronbach alpha internal consistency factorwhich has been calculated according to the reliability analysis and it’s value was ,90. Factor loadings of sub- dimensions arebetween ,41 and ,81. In accordance with the results, training programs must be applied regularly to the administrators in orderto enable them to acquire more supervision attitude and to increase the efficiency and quality levels of the schools

Educating Amid Uncertainty: The Organizational Supports Teachers Need to Serve Students in High-Poverty, Urban Schools

Science.gov (United States)

Kraft, Matthew A.; Papay, John P.; Johnson, Susan Moore; Charner-Laird, Megin; Ng, Monica; Reinhorn, Stefanie

2015-01-01

Purpose: We examine how uncertainty, both about students and the context in which they are taught, remains a persistent condition of teachers' work in high-poverty, urban schools. We describe six schools' organizational responses to these uncertainties, analyze how these responses reflect open- versus closed-system approaches, and examine how this…

Teacher Victimization in Authoritative School Environments

Science.gov (United States)

Kapa, Ryan R.; Luke, Jeremy; Moulthrop, Dorothy; Gimbert, Belinda

2018-01-01

Background: Victimization in schools is not limited to students. Teachers increasingly face threats and attacks from their students. An authoritative school environment, characterized by high structure and support, has been associated with lower rates of victimization. The purpose of this study was to explore the relationship between authoritative…

Attitude of Nigerian Secondary School Teachers to Peer Evaluation of Teachers

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Joshua, Monday T.; Joshua, Akon M.; Bassey, Bassey A.; Akubuiro, Idorenyin M.

2006-01-01

The study investigated the general attitude of Nigerian secondary school teachers toward peer evaluation of teachers. It also sought to determine whether teacher characteristics such as gender, school geographical location, academic qualification and teaching experience affected Nigerian teachers' attitude toward peer evaluation of teachers. To…

Problems of discipline in primary and secondary school: Teachers' opinions

Directory of Open Access Journals (Sweden)

Savović Branka B.

2002-01-01

Full Text Available Investigations carried out in late 2001 in primary and secondary schools of Belgrade, Novi Sad and Niš comprised students, teachers and associates. The aim of investigations was to get insight into the state-of-the-arts problems and needs of our primary and secondary schools. The paper is a part of investigations, related to the results obtained for students' opinions of their interrelations with teachers as well as opinions of teachers themselves. The sample comprised 727 students of 4th grade of secondary vocational and high schools, 562 students of 8th grade of primary schools 168 secondary school and 107 primary school teachers. We investigated their interrelationships and within this framework the level of potential or current aggressive behavior. The majority of teachers (51% estimated student-teacher relationships mediocre - neither good nor bad. The most frequent problem in students' behavior is, according to the teachers instruction disturbance. One-quarter of teachers find that students offend them, ridicule them, or mock at them in front of others, and 5 per cent complain of physical injury intimidation on the part of students. When a problem comes up, 18 per cent of teachers talk with a student, and nearly 10 per cent of teachers give lower grades in their subject, so as to punish a student for undisciplined behaviors. In teachers' opinion, society, school the least, is to be blamed for the situation.

The effect of authentic leadership, organizational justice, and achievement motivation on teachers' performance in vocational high school seventeen Temanggung

Science.gov (United States)

Sugi, Slamet, Achmad; Martono, S.

2018-03-01

Teachers' performance in Temanggung in 2016 did not show maximal result. It was shown from many indicators. The low score of UN, UKG and PKB result. Individual performance was different. Achievement motivation could be seen through their attitude and behavior performances. The purpose of this research is to know the effect of authentic leadership, organizational justice, and achievement motivation on teachers' performance. The objects of this research are authentic leadership, organizational justice, achievement motivation and teachers' performance in Vocational High School Seventeen in Temanggung. The research method used is quantitative. Data collection was done by questioners. Then, the data were analyzed by using Path SPSS 16. The result of this research showed that authentic leadership, organizational justice, achievement motivation had significant effect on teachers' performance in Vocational High School Seventeen in Temanggung.

CRITERIA OF FORMATION OF SOCIAL-PEDAGOGICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN INCLUSIVE SECONDARY SCHOOL

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Zoia Shevtsiv

2017-03-01

Full Text Available The article aims to justify the formation of criteria and indicators of social-pedagogical competence of the future teachers of primary school of inclusive comprehensive school and to determine its level of development. The objectives are to determine the status of the development problems of professional competence of teachers in inclusive education; essence and structural components of social-pedagogical competence of future primary school teacher of inclusive comprehensive school; criteria, indicators and levels of social-pedagogical competence of future primary school teacher of inclusive comprehensive schools. The education system in Ukraine is gradually transition to inclusive education. Inclusive comprehensive school is being created. It requires a highly qualified primary school teacher who co-teaches regulatory children and children with disability. The article is grounded the necessity of social-pedagogical competence of future teachers of primary school of inclusive comprehensive schools. The essence of social-pedagogical competence of future primary school teacher of inclusive comprehensive schools is defined. The structural components of social-pedagogical competence are characterized. Scientific papers on the issue of formation of competence of experts in various fields are analyzed. The pronunciation for selection and justification criteria and parameters of formation of professional competence is overviewed. The group of the criteria suggested by various scientists from the evaluation of the formation of professional competence of specialists in different fields is considered. The criteria and parameters of evaluating the levels of social-pedagogical competence of future teachers of primary school in inclusive comprehensive schools are selected on the base of the analysis of modern achievements of scientists. Future prospects of research is in developing of a method of diagnosing the levels of social-pedagogical competence of

High School Teachers' Perspectives on Supporting Students with Visual Impairments toward Higher Education: Access, Barriers, and Success

Science.gov (United States)

Reed, Maureen; Curtis, Kathryn

2011-01-01

The objective of the study presented here was to understand the experiences of teachers in assisting students with visual impairments in making the transition to higher education. The teachers reported barriers in high school that affect students' access to and success in higher education. Furthermore, institutions of higher education provided…

Teacher beliefs, teacher characteristics, and school contextual factors: what are the relationships?

Science.gov (United States)

Rubie-Davies, Christine M; Flint, Annaline; McDonald, Lyn G

2012-06-01

There is a plethora of research around student beliefs and their contribution to student outcomes. However, there is less research in relation to teacher beliefs. Teacher factors are important to consider since beliefs mould thoughts and resultant instructional behaviours that, in turn, can contribute to student outcomes. The purpose of this research was to explore relationships between the teacher characteristics of gender and teaching experience, school contextual variables (socio-economic level of school and class level), and three teacher socio-psychological variables: class level teacher expectations, teacher efficacy, and teacher goal orientation. The participants were 68 male and female teachers with varying experience, from schools in a variety of socio-economic areas and from rural and urban locations within New Zealand. Teachers completed a questionnaire containing items related to teacher efficacy and goal orientation in reading. They also completed a teacher expectation survey. Reading achievement data were collected on students. Interrelationships were explored between teacher socio-psychological beliefs and the teacher and school factors included in the study. Mastery-oriented beliefs predicted teacher efficacy for student engagement and classroom management. The socio-economic level of the school and teacher gender predicted teacher efficacy for engagement, classroom management, instructional strategies, and a mastery goal orientation. Being male predicted a performance goal orientation. Teacher beliefs, teacher characteristics, and school contextual variables can result in differences in teacher instructional practices and differing classroom climates. Further investigation of these variables is important since differences in teachers contribute to differences in student outcomes. ©2011 The British Psychological Society.

Recruiting and retaining high-quality teachers in rural areas.

Science.gov (United States)

Monk, David H

2007-01-01

In examining recruitment and retention of teachers in rural areas, David Monk begins by noting the numerous possible characteristics of rural communities--small size, sparse settlement, distance from population concentrations, and an economic reliance on agricultural industries that are increasingly using seasonal and immigrant workers to minimize labor costs. Many, though not all, rural areas, he says, are seriously impoverished. Classes in rural schools are relatively small, and teachers tend to report satisfaction with their work environments and relatively few problems with discipline. But teacher turnover is often high, and hiring can be difficult. Monk observes that rural schools have a below-average share of highly trained teachers. Compensation in rural schools tends to be low, perhaps because of a lower fiscal capacity in rural areas, thus complicating efforts to attract and retain teachers. Several student characteristics, including relatively large shares of students with special needs and with limited English skills and lower shares of students attending college, can also make it difficult to recruit and retain high-quality teachers. Other challenges include meeting the needs of highly mobile children of low-income migrant farm workers. With respect to public policy, Monk asserts a need to focus on a subcategory of what might be called hard-to-staff rural schools rather than to develop a blanket set of policies for all rural schools. In particular, he recommends a focus on such indicators as low teacher qualifications, teaching in fields far removed from the area of training, difficulty in hiring, high turnover, a lack of diversity among teachers in the school, and the presence of migrant farm workers' children. Successful efforts to stimulate economic growth in these areas would be highly beneficial. He also calls attention to the potential for modern telecommunication and computing technologies to offset some of the drawbacks associated with teaching

UWHS Climate Science: Uniting University Scientists and High School Teachers in the Development and Implementation of a Dual-Credit STEM-Focused Curriculum

Science.gov (United States)

Bertram, M. A.; Thompson, L.; Ackerman, T. P.

2012-12-01

The University of Washington is adapting a popular UW Atmospheric Sciences course on Climate and Climate Change for the high school environment. In the process, a STEM-focused teaching and learning community has formed. With the support of NASA Global Climate Change Education 20 teachers have participated in an evolving professional development program that brings those actively engaged in research together with high school teachers passionate about bringing a formal climate science course into the high school. Over a period of several months participating teachers work through the UW course homework and delve deeply into specific subject areas. Then, during a week-long summer institute, scientists bring their particular expertise (e.g. radiation, modeling) to the high school teachers through lectures or labs. Together they identify existing lectures, textbook material and peer-reviewed resources and labs available through the internet that can be used to effectively teach the UW material to the high school students. Through this process the scientists learn how to develop teaching materials around their area of expertise, teachers engage deeply in the subject matter, and both the university and high school teachers are armed with the tools to effectively teach a STEM-focused introductory course in climate science. To date 12 new hands-on modules have been completed or are under development, exploring ice-cores, isotopes, historical temperature trends, energy balance, climate models, and more. Two modules have been tested in the classroom and are ready for peer-review through well-respected national resources such as CLEAN or the National Earth Science Teachers Association; three others are complete and will be implemented in a high school classroom this year, and the remainder under various stages of development. The UWHS ATMS 211 course was piloted in two APES (Advanced Placement Environmental Science classrooms) in Washington State in 2011/2012. The high school

An Empirical Investigation of the Moral Judgment Development of a Sample of High School Kuwaiti Teachers

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Al-Shurai, Saad

2012-01-01

This study was conducted to investigate the moral development of one hundred Kuwaiti high school teachers. They ranged in age from 23 to 48 years with a mean of 28.6 years and a standard deviation of 8.3 years. The teachers' individual moral judgment levels were assessed by the Defining Issues Test (DIT)--an objective test designed by James Rest…

School Turnaround Teachers: Competencies for Success. Part of the School Turnaround Collection from Public Impact

Science.gov (United States)

Public Impact, 2008

2008-01-01

Individual teachers have the largest single school effect on student performance. Documented experience also indicates that individual teachers in high-poverty schools can effect rapid, dramatic student learning improvements within their own classrooms. Organization-wide change of a similar magnitude takes a broader effort with daring leadership…

"Partners in Science": A Model Cooperative Program Introducing High School Teachers and Students to Leading-Edge Pharmaceutical Science

Science.gov (United States)

Woska, Joseph R., Jr.; Collins, Danielle M.; Canney, Brian J.; Arcario, Erin L.; Reilly, Patricia L.

2005-01-01

"Partners in Science" is a cooperative program between Boehringer Ingelheim Pharmaceuticals, Inc. and area high schools in the community surrounding our Connecticut campus. It is a two-phase program that introduces high school students and teachers to the world of drug discovery and leading-edge pharmaceutical research. Phase 1 involves…

RECRUITING NEW TEACHERS TO URBAN SCHOOL DISTRICTS: WHAT INCENTIVES

Directory of Open Access Journals (Sweden)

ANTHONY T. MILANOWSKI

2009-08-01

Full Text Available Many urban districts in the United States have difficulty attracting and retaining quality teachers, yet they are often themost in need of them. In response, U.S. states and districts are experimenting with financial incentives to attract andretain high-quality teachers in high-need, low-achieving, or hard-to-staff urban schools. However, relatively little isknown about how effective financial incentives are for recruiting new teachers to high-need urban schools. This researchexplores factors that are important to the job choices of teachers in training. Focus groups were held with students atthree universities, and a policy-capturing study was done using 64 job scenarios representing various levels of pay andworking conditions. Focus group results suggested that: a many pre-service teachers, even relatively late in their preparation,are not committed to a particular district and are willing to consider many possibilities, including high needschools; b although pay and benefits were attractive to the students, loan forgiveness and subsidies for further educationwere also attractive; and c small increments of additional salary did not appear as important or attractive as otherjob characteristics. The policy-capturing study showed that working conditions factors, especially principal support, hadmore influence on simulated job choice than pay level, implying that money might be better spent to attract, retain, ortrain better principals than to provide higher beginning salaries to teachers in schools with high-poverty or a high proportionof students of color.

The Relationship between Critical Thinking Abilities and Classroom Management Skills of High School Teachers

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Demirdag, Seyithan

2015-01-01

High school teachers experience difficulties while providing effective teaching approaches in their classrooms. Some of the difficulties are associated with the lack of classroom management skills and critical thinking abilities. This quantitative study includes non-random selection of the participants and aims to examine critical thinking…

Relationship between the Instructional Leadership Behaviors of High School Principals and Teachers' Organizational Commitment

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Sarikaya, Nuray; Erdogan, Çetin

2016-01-01

The purpose of the current study is to investigate the relationship between the instructional leadership behaviors of high school principals and teachers' perceptions of organizational commitment and to test the extent to which instructional leadership behaviors predict organizational commitment. The study is designed in relational method. The…

"In It for the Long Haul": How Teacher Education Can Contribute to Teacher Retention in High-Poverty, Urban Schools

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Freedman, Sarah Warshauer; Appleman, Deborah

2009-01-01

This study explores a constellation of factors that contribute to the retention of teachers in high-poverty, urban schools. It focuses on one cohort of the University of California at Berkeley's Multicultural Urban Secondary English Credential and MA Program, analyzing qualitative and quantitative data to track the careers of 26 novice teachers…

Language Teacher Burnout and School Type

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Mukundan, Jayakaran; Zare, Pezhman; Zarifi, Abdolvahed; Manaf, Umi Kalthom Abdul; Sahamid, Husniah

2015-01-01

The present study was an attempt to explore the level of burnout among primary school teachers in Malaysia. In addition, the study tried to determine if the school type has any significant influence on teachers' burnout level. To this end, 714 primary school teachers participated in the study. They were teaching at Malay (SK), Tamil (SJKT), and…

High school science teacher perceptions of the science proficiency testing as mandated by the State of Ohio Board of Education

Science.gov (United States)

Jeffery, Samuel Shird

There is a correlation between the socioeconomic status of secondary schools and scores on the State of Ohio's mandated secondary science proficiency tests. In low scoring schools many reasons effectively explain the low test scores as a result of the low socioeconomics. For example, one reason may be that many students are working late hours after school to help with family finances; parents may simply be too busy providing family income to realize the consequences of the testing program. There are many other personal issues students face that may cause them to score poorly an the test. The perceptions of their teachers regarding the science proficiency test program may be one significant factor. These teacher perceptions are the topic of this study. Two sample groups ware established for this study. One group was science teachers from secondary schools scoring 85% or higher on the 12th grade proficiency test in the academic year 1998--1999. The other group consisted of science teachers from secondary schools scoring 35% or less in the same academic year. Each group of teachers responded to a survey instrument that listed several items used to determine teachers' perceptions of the secondary science proficiency test. A significant difference in the teacher' perceptions existed between the two groups. Some of the ranked items on the form include teachers' opinions of: (1) Teaching to the tests; (2) School administrators' priority placed on improving average test scores; (3) Teacher incentive for improving average test scores; (4) Teacher teaching style change as a result of the testing mandate; (5) Teacher knowledge of State curriculum model; (6) Student stress as a result of the high-stakes test; (7) Test cultural bias; (8) The tests in general.

Physics Teachers Programme or how to bring modern physics to school

CERN Multimedia

2002-01-01

A new programme for teachers took place last weekend at CERN. Fifty high school teachers sacrificed their weekend and plunged into CERN physics to find new inspirations for exciting physics lessons.   The fifty participants in the Physics Teachers programme in the Microcosm garden. High school students are often convinced that physics is a boring and useless subject, and physics teachers have a hard time presenting interesting lessons. To help them, CERN has inaugurated the Physics Teachers Programme, whose goal is to present CERN and its activities, so that teachers can get an idea of what kind of physics research is going on at the frontier of science. 'Our philosophy is to show them today what they will read in textbooks of the future', says Antonella Del Rosso, responsible for this course, 'so that they can inspire their pupils'. This programme can be considered the younger brother of the High School Teachers Programme, since it has a similar aim, but instead of being three-weeks long, it las...

Portuguese-language high school teacher programme extends its reach to South America and Africa

CERN Multimedia

Carolyn Lee

2010-01-01

From 5 to 10 September, a record 75 teachers from Portugal, Brazil, Mozambique, Angola, São Tomé and Cape Verde will take part in the Portuguese-language high school teacher programme at CERN.   The group of Portuguese-sepaking teachers who visited CERN in 2009. CERN usually focuses on the Member States when organizing its national teacher programmes, providing them with additional return on their investment in the Laboratory by helping to train and inspire the next generation of scientists. However, Portugal’s Laboratório de Instrumentação e Física Experimental de Partículas (LIP), through the Agency Ciência Viva, has taken the initiative to go beyond the borders of Portugal and include other countries that speak Portuguese. Last year there were 60 participants in the programme, including 11 teachers from Brazil and 5 from Mozambique. This year brings even more teachers from more African co...

Intersecting Domains of Assessment Knowledge: School Typologies Based on Interviews with Secondary Teachers

Science.gov (United States)

Howley, Marged D.; Howley, Aimee; Henning, John E.; Gillam, Mary Beth; Weade, Ginger

2013-01-01

This study used qualitative interviewing with teachers at three high schools to answer research questions about teachers' assessment knowledge, school-specific assessment cultures, and teachers' perceptions of the assessment literacy of other key stakeholders. Data analysis revealed shared knowledge and practices across schools--use of formative…

Especially for High School Teachers

Science.gov (United States)

Howell, J. Emory

1999-05-01

antidote to "why do we have to learn this stuff" and it doesn't directly relate atomic spectra to quantum theory. It does, however, deal with energy-matter interactions in a topic that is more relevant to students' daily lives. And in turn, the concept of electromagnetic radiation interacting with matter may be more important for most students to understand than is the quantum mechanical explanation of electronic configuration. This issue contains several other articles from which useful examples connecting chemistry and biology can be drawn. Most of these are not indicated in the table of contents with the high school mark (*) because they are written primarily for college biochemistry faculty members. However, many high school teachers who read this column have strong backgrounds in biology and can find useful information in some of these articles. A keyword search for "enzyme" using the online index (http://jchemed.chem.wisc.edu/Journal/Search/ ) yielded 75 articles published between January 1990 and the present, illustrating that a great deal about this topic alone has been published in this Journal. Other "biochemical" keywords that can be used to search the index include amino acids, biotechnology, hormones, lipids, metabolism, nucleic acids/DNA/RNA, and proteins/peptides. Other biological connections are evidenced through keywords such as drugs/pharmaceuticals, food science, medicinal chemistry, nutrition, and vitamins. Chemical Mysteries Revealed Online Ron DeLorenzo, editor of the Applications and Analogies feature, recently sent an email message describing a resource of interest to high school teachers. The Greenwich Science Education Center, Greenwich, Connecticut, is now displaying on their Web site (http://www.educationcenter.org) about 100 of DeLorenzo's interesting mystery articles. Anaheim and Boston To those readers who stopped by the JCE booth at the ACS National Meeting in Anaheim or at the NSTA convention Boston we wish to say thank you. Also, thank you

Ending Isolation: The Payoff of Teacher Teams in Successful High-Poverty Urban Schools

Science.gov (United States)

Johnson, Susan Moore; Reinhorn, Stefanie K.; Simon, Nicole S.

2018-01-01

Background/Context: Many urban schools today look to instructional teams as a means to decrease professional isolation, promote teachers' ongoing development, and substantially reduce well-documented variation in teachers' effectiveness across classrooms. Recent research finds that teams can contribute to teachers' development and increased…

The Competence Readiness of the Electrical Engineering Vocational High School Teachers in Manado towards the ASEAN Economic Community Blueprint in 2025

OpenAIRE

Fid Jantje Tasiam; Djoko Kustono; Purnomo Purnomo; Hakkun Elmunsyah

2017-01-01

This paper presents the competence readiness of the electrical engineering vocational high school teachers in Manado towards ASEAN Economic Community blueprint in 2025. The objective of this study is to get the competencies readiness description of the electrical engineering vocational high school teachers in Manado towards ASEAN Economic Community blueprint in 2025. Method used quantitative and qualitative approach which the statistical analysis in quantitative and the inductive analysis use...

Competition for Private and State School Teachers

Science.gov (United States)

Green, Francis; Machin, Stephen; Murphy, Richard; Zhu, Yu

2008-01-01

We analyse the role of private schools in the teachers' labour market. Private schools employ an increasingly-disproportionate share of teachers in Britain, relative to the number of their pupils. Their teachers are more likely than state school teachers to possess post-graduate qualifications, and to be specialists in shortage subjects.…

Challenges in Mentoring Software Development Projects in the High School: Analysis According to Shulman's Teacher Knowledge Base Model

Science.gov (United States)

Meerbaum-Salant, Orni; Hazzan, Orit

2009-01-01

This paper focuses on challenges in mentoring software development projects in the high school and analyzes difficulties encountered by Computer Science teachers in the mentoring process according to Shulman's Teacher Knowledge Base Model. The main difficulties that emerged from the data analysis belong to the following knowledge sources of…

Interactions of Chemistry Teachers with Gifted Students in a Regular High-School Chemistry Classroom

Science.gov (United States)

Benny, Naama; Blonder, Ron

2018-01-01

Regular high-school chemistry teachers view gifted students as one of several types of students in a regular (mixed-ability) classroom. Gifted students have a range of unique abilities that characterize their learning process: mostly they differ in three key learning aspects: their faster learning pace, increased depth of understanding, and…

Burnout Factories: The Challenge of Retaining Great Teachers in Charter Schools

Science.gov (United States)

Fusco, Mark

2017-01-01

In its well-intentioned effort to create alternatives to public school dropout factories, the charter school sector has created teacher burnout factories. But it does not have to be this way. Charter schools can continue to maintain high standards while creating a more sustainable work environment for teachers. This article examines the teacher…

Leadership that promotes teacher empowerment among urban middle school science teachers

Science.gov (United States)

Howard-Skipper, Joni

In this study, the focus was on determining leadership strategies that promote teacher empowerment among urban middle school science teachers. The purpose of the paper was to determine if leadership strategies are related to teacher empowerment. The emphasis was on various forms of leadership and the empowerment of teachers in context in restructuring the democratic structure. An effective leadership in science education entails empowering others, especially science teachers. In this regard, no published studies had examined this perspective on empowering teachers and school leadership. Therefore, this study determined if a relationship exists between leadership strategy actions and teacher empowerment. The significance of the study is to determine a relationship between leadership strategies and teacher empowerment as a positive approach toward developing successful schools. Empowerment is essential for implementing serious improvements. Empowering others in schools must form a major component of an effective principal's agenda. It is becoming clearer in research literature that complex changes in education sometimes require active initiation. For this study, a quantitative methodology was used. Primary data enabled the research questions to be answered. The reliability and validity of the research were ensured. The results of this study showed that 40% of the administrators establish program policies with teachers, and 53% of teachers make decisions about new programs in schools. Furthermore, the findings, their implications, and recommendations are discussed.

School and teacher factors associated with frequency of ICT use by mathematics teachers: country comparisons

NARCIS (Netherlands)

Pelgrum, W.J.; Voogt, Joke

2009-01-01

This paper explores school and teacher factors that are associated with the frequency of use of ICT by mathematics teachers. The SITES 2006 data base was used to compare countries with a relative high percentage of frequently ICT-using mathematics teachers (HIMA countries) with countries with a

Teacher-led relaxation response curriculum in an urban high school: impact on student behavioral health and classroom environment.

Science.gov (United States)

Wilson, H Kent; Scult, Matthew; Wilcher, Marilyn; Chudnofsky, Rana; Malloy, Laura; Drewel, Emily; Riklin, Eric; Saul, Southey; Fricchione, Gregory L; Benson, Herbert; Denninger, John W

2015-01-01

Recent data suggest that severe stress during the adolescent period is becoming a problem of epidemic proportions. Elicitation of the relaxation response (RR) has been shown to be effective in treating anxiety, reducing stress, and increasing positive health behaviors. The research team's objective was to assess the impact of an RR-based curriculum, led by teachers, on the psychological status and health management behaviors of high-school students and to determine whether a train-the-trainer model would be feasible in a high-school setting. The research team designed a pilot study. The setting was a Horace Mann charter school within Boston's public school system. Participants were teachers and students at the charter school. The team taught teachers a curriculum that included (1) relaxation strategies, such as breathing and imagery; (2) psychoeducation regarding mind-body pathways; and (3) positive psychology. Teachers implemented this curriculum with students. The research team assessed changes in student outcomes (eg, stress, anxiety, and stress management behaviors) using preintervention/postintervention surveys, including the Perceived Stress Scale (PSS), the State-Trait Anxiety Inventory-Form Y (STAI-Y), the stress management subscale of the Health-promoting Lifestyle Profile II (HPLP-II), the Rosenberg Self-Esteem Scale (RSES), the Locus of Control (LOC) questionnaire, and the Life Orientation Test-Revised (LOTR). Classroom observations using the Classroom Assessment Scoring System (CLASS)-Secondary were also completed to assess changes in classroom environment. Using a Bonferroni correction (P management behaviors at that point. Using a Bonferroni correction (P management behaviors (P classroom productivity (eg, increased time spent on activities and instruction from pre- to postintervention). This study showed that teachers can lead an RR curriculum with fidelity and suggests that such a curriculum has positive benefits on student emotional and behavioral

Design of an assessment to probe teachers' content knowledge for teaching: An example from energy in high school physics

Science.gov (United States)

Etkina, Eugenia; Gitomer, Drew; Iaconangelo, Charles; Phelps, Geoffrey; Seeley, Lane; Vokos, Stamatis

2018-06-01

Research into teacher learning and practice over the last three decades shows that the teachers of a specific subject need to possess knowledge that is different from the knowledge of other content experts. Yet this specialized version of content knowledge that teachers need to plan instruction, respond to student ideas, and assess student understanding in real time is a theoretically elusive construct. It is crucial for the fields of precollege teacher preparation, teacher professional education, and postsecondary faculty professional development to (a) clarify the construct that underlies this specialized content knowledge, (b) operationalize it in some domain, (c) measure it in both static contexts and as it is enacted in the classroom, and (d) correlate its presence with "richness" of classroom instruction and its effect on student learning. This paper documents a piece of a multiyear, multi-institutional effort to investigate points (a)-(d) in the domain of energy in the first high school physics course. In particular, we describe the framework that we developed to clarify content knowledge for teaching in the context of high school energy learning. We then outline the process through which we developed, tested, and refined a "paper-and-pencil" assessment administered on a computer and discuss the substantive and psychometric features of several items based on a field test of the final form of the assessment. We choose to discuss these items for a dual purpose: to illustrate the application of our general framework and to present performance findings from a sample of 362 practicing high school teachers of physics.

The Effects of Leadership Style on School Culture and Teacher Effectiveness

Science.gov (United States)

Smart, Kristal Carey

2016-01-01

The purpose of this study was to examine the relationship between principal leadership style and school culture and to determine what effect both factors have on teacher effectiveness. This study was based on the perceptions of teachers and principals in Title I elementary schools (Grades 1-5), with high ESL populations in 10 schools within a West…

The Effects of Teacher and Teacher-librarian High-end Collaboration on Inquiry-based Project Reports and School Monthly Test Scores of Fifth-grade Students

OpenAIRE

Hai-Hon Chen

2015-01-01

The purpose of this study was twofold. The first purpose was to establish the high level collaboration of integrated instruction model between social studies teacher and teacher-librarian. The second purpose was to investigate the effects of high-end collaboration on the individual and groups’ inquiry-based project reports, as well as monthly test scores of fifth-grade students. A quasi-experimental method was adopted, two classes of elementary school fifth graders in Tainan Municipal city, T...

Reducing teacher stress and burnout in high-risk secondary schools in South Africa using transactional analysis

Directory of Open Access Journals (Sweden)

Sharon Mary Johnson

2015-01-01

Full Text Available One of a number of articles arising from PhD research, this paper focuses on the results of applying transactional analysis as one of three approaches to reducing stress and burnout for teachers in high-risk secondary schools in the gangland areas of the Cape Flats, Western Cape, South Africa. The other approaches were Trauma Release Exercises (TRE and Transpersonal Psychology (TP, and related articles on these and on the quantitative statistical analysis elements of this research are being disseminated elsewhere. A total of 43 teachers in three different schools took part in one intervention held weekly over 10 weeks for one and a half hours (15 hours in total at their school as part of staff development, with a control group of 20 teachers at a fourth school. Qualitative TA intervention questionnaire coding analysis and focus group post-intervention thematic analysis of the mixed-methods study are presented. Coding analysis focused on the intra- and inter-individual tools that impacted teachers, and it was found that TA generated self-awareness, self-help tools and a strong group connection. Thematic analysis gave insights into the physical, emotional and cognitive responses to stress and burnout interventions on the individual, interpersonal and organisational levels and revealed new perspectives on classroom competency, with teachers taking more responsibility for discipline in the classroom. The study gave insights into the well-being and coping of educators who survive in these challenging contexts, and it is proposed that TRE, TP and TA approaches can be incorporated, and possibly combined, into integrative and eclectic ways of dealing with complex psychological challenges of stress and burnout reduction in traumatic environments.

Teacher Attitudes on Including Students with Behavior Intervention Plans in a High-School Inclusive Classroom

Science.gov (United States)

Tucker, Thurman D.

2017-01-01

This research examined attitudes to determine factors influencing teachers' attitudes toward including students with behavior intervention plans in inclusive high-school classrooms. For Research Question 1 one-way ANOVAs analyzed quantitative data with no significant differences found and qualitative data discovered common patterns that BIPs are…

[Survey regarding mental health conditions of high school students and attitudes of students and their teachers toward students' mental health issues].

Science.gov (United States)

Hattori, Isao; Fujii, Chiyo; Fukuzawa, Ayako

2013-01-01

We administered a self-reporting questionnaire survey regarding the mental health conditions of high school students and attitudes of students and their teachers toward students' mental health issues. In addition, we discussed the requirements for high school students' mental health support system. The subjects were 3,312 students and 208 teachers in four Shizuoka prefectural public high schools in 2009. University Personality Inventory (UPI) is usually conducted to assess university students' mental state and is a questionnaire that high school students can answer easily. Therefore, we adopted UPI for this survey. UPI was composed of 56 unhealthy and 4 healthy condition items. High school students completed the UPI and determined the sum of unhealthy condition items; a higher score indicated a poorer mental health status. The average UPI score of all students (n = 3,312) was 12.7 points, and that of females (n = 1,217)was 15.2 points, which was significantly higher than the 11.3 points of males (n = 2,095). Those with scores > or = 30 points (7.5%), which was more than half of the maximum score, were designated as the High Score (HS) group and considered to have poor mental health. Those with scores of > or = 40 (1.4%) seemed to have very poor mental health, and there was concern that they may be suffering from psychosis. Our observations indicated that HS students were likely to avoid seeking help regarding mental health issues, which was especially true for male HS students. The majority of students chose their friends and parents as advisers, but HS students were significantly more likely to choose advisers who were engaged in jobs related to medical work. Students in both the HS and non-HS groups who did not wish to consult anyone else about their mental conditions wanted to be approached by those around them. High school teachers hesitated to intervene with mentally disturbed students and attempted to resolve problems within the school. Thus, it appears

Primary school teacher's knowledge and attitudes toward children with epilepsy.

Science.gov (United States)

Abulhamail, Albaraa S; Al-Sulami, Fahad E; Alnouri, Mouneeb A; Mahrous, Najeeb M; Joharji, Dima G; Albogami, Maha M; Jan, Mohammed M

2014-04-01

Primary school teacher's knowledge and attitudes toward epilepsy can have significant impact on the performance and psycho-social development of the child with epilepsy. Our objectives were to study teacher's knowledge and attitudes and identify areas in which further teacher training and education are required. A stratified random sample survey involving a group of primary school teachers in Jeddah, Saudi Arabia included private/public schools designated for male and female students. A structured 37-item questionnaire was used to examine their demographics, knowledge, attitudes, and experience with epilepsy. Six hundred and twenty primary school teachers working in public (58%) or private (42%) schools were included with ages ranging between 21 and 59 years (mean 36). Most teachers (79%) were of Saudi Arabian nationality and 66% had a college or university degree. Their years of experience ranged from 1 to 35 (mean 13.5). Only 17% of the teachers felt very well informed about epilepsy. Teachers with higher education were more likely to have good knowledge (p=0.009). Teachers of Saudi nationality were also more likely to report good knowledge, independent of their educational level (p=0.013). Overall, teachers with good knowledge were less likely to have negative attitudes including minding to have an epileptic child in their class (p=0.028) or thinking that they should be placed in a special classroom (p=0.029). Primary school teacher's knowledge about epilepsy needs improvements. Their attitudes correlated highly with their knowledge. Educational campaigns about epilepsy are needed to develop a well informed and tolerant community. Copyright © 2014 British Epilepsy Association. Published by Elsevier Ltd. All rights reserved.

A Comparative Study of Teachers' Attitudes and Practices regarding Homework in the Elementary, Middle, and High School Grades

Science.gov (United States)

Peltier, Courtney Pisarich

2011-01-01

The purpose of this study was to examine the attitudes and practices of elementary, middle, and high school teachers regarding homework. In addition, the study sought to find if there was a relationship between the teachers' attitudes and practices of homework, as well as finding the differences between the grade levels. The questionnaire used…

Communication, Community, and Disconnection: Pre-Service Teachers in Virtual School Field Experiences

Science.gov (United States)

Wilkens, Christian; Eckdahl, Kelli; Morone, Mike; Cook, Vicki; Giblin, Thomas; Coon, Joshua

2014-01-01

This study examined the experiences of 11 graduate-level pre-service teachers completing Virtual School Field Experiences (VSFEs) with cooperating teachers in fully online, asynchronous high school courses in New York State. The VSFEs included a 7-week online teacher training course, and a 7-week online field experience. Pre-service teachers…

Teachers' challenges, strategies, and support needs in schools affected by community violence: a qualitative study.

Science.gov (United States)

Maring, Elisabeth F; Koblinsky, Sally A

2013-06-01

Exposure to community violence compromises teacher effectiveness, student learning, and socioemotional well-being. This study examined the challenges, strategies, and support needs of teachers in urban schools affected by high levels of community violence. Twenty teachers from 3 urban middle schools with predominantly low-income African American students completed open-ended interviews. Selected schools were in geographic areas with high violent crime levels. Consistent with an ecological risk and resilience framework, findings revealed that teachers experienced challenges and adopted coping strategies at the individual, family, school, and community levels. Teachers employed a number of strategies associated with resilience, such as prayer and seeking support from family and colleagues, but also engaged in some avoidant strategies, such as emotional withdrawal and avoiding difficult students. Findings suggest interventions to improve school safety and reduce the negative impact of violence-related stressors. Teacher training in behavior management, effective school leadership, improved school security, peer mediation, expanded mental health services, and parent involvement may promote resilience among both teachers and their students. © 2013, American School Health Association.

High School Health-Education Teachers' Perceptions and Practices Related to Teaching HIV Prevention

Science.gov (United States)

Herr, Scott W.; Telljohann, Susan K.; Price, James H.; Dake, Joseph A.; Stone, Gregory E.

2012-01-01

Background: HIV/AIDS is one of the leading causes of illness and death in the United States with individuals between the ages of 13 and 19 years being especially vulnerable for infection. The purpose of this study was to examine the attitudes, perceptions, and instructional practices of high school health teachers toward teaching HIV prevention.…

Ready to Lead, but How? Teachers' Experiences in High-Poverty Urban Schools

Science.gov (United States)

Johnson, Susan Moore; Reinhorn, Stefanie K.; Charner-Laird, Megin; Kraft, Matthew A.; Ng, Monica; Papay, John P.

2014-01-01

Background/Context: Many strategies to improve failing urban schools rest on efforts to improve leadership within the school. Effective school-based leadership depends not only on the activities of the principal, but also on teachers' efforts to address school-wide challenges. Research has shown that the principal is pivotal in such ventures,…

Using Symbolic Interactionism to Analyze a Specialized STEM High School Teacher's Experience in Curriculum Reform

Science.gov (United States)

Teo, Tang Wee; Osborne, Margery

2012-01-01

In this paper, we present a microanalysis of a specialized STEM (science, technology, engineering, and mathematics) high school teacher's experience of self-initiated science inquiry curriculum reform. We examine the meanings of these two constructs: "inquiry curriculum" and "curriculum change" through the process lens of interactions, actions,…

Competence and competency of high school teacher as the components of his innovative development

Directory of Open Access Journals (Sweden)

I. K. Yarmola

2013-10-01

Full Text Available Priority direction of state policy concerning the development of higher education inUkraineis to prepare qualified and competitive staff in the labor market. The high level of competence and scientific competence along with pedagogical craftsmanship and psychological culture of teachers is condition for improving the efficiency of the educational process in higher education. Aim of research was theoretical justification importance of competence and competency of high school teacher for the establishment his innovation potential. In the article the analysis of interpretation of the terms competence and competency in various scientific sources and scientific works of individual authors were presented. Moreover important are ability to creativity, solving of problem’s tasks, ingenuity, flexibility and criticality mind, intuition, originality and self-confidence; ability to formulate and solve non-standard tasks; ability to analyse, synthesis and combination, to share experiences, predictions, etc.. Emotionally-shaped quality represented by the following components as spirituality, the emotional upsurge in creative situations; associativity, imagination, sense of novelty, sensitivity to contradictions, empathy; insight, ability to see the familiar in an unfamiliar; overcome the stereotypes; risk appetite, desire for freedom. The general regularities of formation of research competence have been detected. In particular, the formation carried out through the development of competencies invariant character and increasing of specialized skills. It is proved that scientific and research competence is determined primarily by the system of teacher's professional education and self-education. The most important objective characteristics that reflect the competence of teachers in the field R & D is the total number of publications, number of scientific articles, monographs, and also won grants, competitions, etc. Moreover the level of competence in the

The Effect of Teacher Psychological and School Organizational and Leadership Factors on Teachers' Professional Learning in Dutch Schools

Science.gov (United States)

Geijsel, Femke P.; Sleegers, Peter J. C.; Stoel, Reinoud D.; Kruger, Meta L.

2009-01-01

In this study we examined the relative importance of teachers' psychological states, school organizational conditions (teacher collaboration and participative decision making), and the leadership practices (vision, individual consideration, and intellectual stimulation) of principals at their schools in explaining variation in teachers'…

Effective Education Materials to Advance Stroke Awareness Without Teacher Participation in Junior High School Students.

Science.gov (United States)

Ohyama, Satoshi; Yokota, Chiaki; Miyashita, Fumio; Amano, Tatsuo; Inoue, Yasuteru; Shigehatake, Yuya; Sakamoto, Yuki; Toyoda, Kazunori; Minematsu, Kazuo

2015-11-01

Youth stroke education is promising for the spread of stroke awareness. The aim of this study was to examine whether our stroke awareness teaching materials without teacher's participation can increase student awareness to act fast on suspected stroke signs. We used the face, arm, speech, and time (FAST) mnemonic derived from the Cincinnati Prehospital Stroke Scale. Seventy-three students of the second grade and 72 students of the third grade (age range, 13-15 years) in a junior high school were enrolled in the study. The students were divided into 2 groups: students who received a teacher's lesson (group I) and those who did not receive a teacher's lesson (group II). Students in group II watched an animated cartoon and read a Manga comic in class. All students took the educational aids home, including the Manga comic and magnetic posters printed with the FAST message. Questionnaires on stroke knowledge were examined at baseline and immediately and 3 months after receiving the intervention. At 3 months after the intervention, a significant improvement in understanding the FAST message was confirmed in both the groups (group I, 85%; group II, 94%). Significant increases in the knowledge of risk factors were not observed in each group. Our education materials include a Manga comic, an animated cartoon, and a magnetic poster, without an accompanying teacher's lesson can increase stroke awareness, including the FAST message, in junior high school students. Copyright © 2015 National Stroke Association. Published by Elsevier Inc. All rights reserved.

Model program for the recruitment and preparation of high ability elementary mathematics/science teachers: A collaborative project among scientists, teacher educators and classroom teachers

Energy Technology Data Exchange (ETDEWEB)

1993-12-01

This teacher education program will provide a model for recruiting, educating and retaining high ability students to become mathematics and science lead teachers in elementary schools. The quality experiences and support provided these students will help them develop the knowledge and attitudes necessary to provide leadership for elementary mathematics and science programs. Students will have research experiences at the Ames Laboratory, high quality field experiences with nationally recognized mathematics and science teachers in local schools and opportunities to meaningfully connect these two experiences. This program, collaboratively designed and implemented by scientists, teacher educators and classroom teachers, should provide a replicatable model for other teacher education institutions. In addition, materials developed for the project should help other laboratories interface more effectively with K-8 schools and help other teacher education programs incorporate real science and mathematics experience into their curriculum.

Inclusive Education in Government Primary Schools: Teacher Perceptions

OpenAIRE

Itfaq Khaliq Khan; Shujahat Haider Hashmi; Nabeela Khanum

2017-01-01

The perceptions of primary school teachers towards inclusive education was investigated in mainstream government schools of Islamabad capital territory where inclusive education was being supported by Sight savers and other international organizations. The study was carried out involving 54 teachers in six randomly selected primary schools. The sampled group comprised both, teachers trained in inclusive education and teachers working in same schools, but not trained in inclusive education. Pu...

Pedagogical content knowledge and preparation of high school physics teachers

Directory of Open Access Journals (Sweden)

Eugenia Etkina

2010-08-01

Full Text Available This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge—PCK. The program has been in place for 7 years and has a steady production rate of an average of six teachers per year who remain in the profession. The main purpose of the paper is to provide information about a possible structure, organization, and individual elements of a program that prepares physics teachers. The philosophy of the program and the coursework can be implemented either in a physics department or in a school of education. The paper provides details about the program course work and teaching experiences and suggests ways to adapt it to other local conditions.

The Retention of Hispanic/Latino Teachers in Southeastern Rural Elementary Schools

Science.gov (United States)

Rodriguez, Oscar

2017-01-01

This qualitative study reviewed reasons so few Hispanic/Latino teachers remain employed with rural county public elementary schools. The study evaluated issues that present high retention and attrition concerns for Hispanic/Latino teachers in rural schools. In addition, the dissertation offered suggestions on ways to increase the representation of…

Psychiatric Symptoms in Teachers from Danwon High School after Exposure to the Sinking of the Motor Vessel Sewol

OpenAIRE

Lee, Mi-Sun; Bhang, Soo-Young; Lee, Cheol-Soon; Chang, Hyoung Yoon; Kim, Ji-Youn; Lee, Ju-Hyun; Kim, Eunji; Bae, Seung-Min; Park, Jang-Ho; Kim, Hye-Jin; Hwang, Jun-Won

2017-01-01

Objective The goal of this study was to describe the psychiatric symptoms in the teachers from Danwon High School who were exposed to the sinking of the Motor Vessel Sewol. Methods Data were collected from 32 teachers who underwent psychiatric interventions by 16 volunteer psychiatrists for 3 months after the sinking of the Motor Vessel Sewol. Results The most commonly diagnosed clinical diagnosis in the teachers were normal reaction, acute stress disorder and adjustment disorder. Psychiatric...

The perceptions of teachers and principals toward providing additional compensation to teachers in high-need subject areas

Science.gov (United States)

Longing, Jeffrey Lucian

The purpose of this study was to determine possible differences in the perceptions of teachers teaching in high-need areas (i.e., math, science, special education, etc.) and teachers not teaching in high-need areas, (i.e., business education, physical education, etc.) as defined by the states of Arkansas and Louisiana, regarding higher compensation for high-need teachers. In addition, possible perception differences among principals and teachers were determined. The independent variables consisted of gender, position held, years of certified experience, and certification areas. The dependent variable was the perceptions of the participants on providing higher compensation for high-need teachers in order to attract and retain them. The data for all variables were collected using the Teacher Compensation Survey. The sample for this study was limited to teachers, grades 9 through 12, and principals of public high schools in south Arkansas and north Louisiana. Forty-four school districts in south Arkansas (Arkansas Department of Education, 2008a) and north Louisiana (Louisiana Department of Education, 2008a) met the criteria for this study. Twenty-two superintendents gave permission for their districts to participate in the research. A sample of 849 teachers and 38 principals were identified in these districts. Surveys were returned from 350 teachers, creating a 41% response rate. When the 31 principals that returned surveys were added to the total population, the response rate increased to 43% with 381 of the 887 surveyed responding. However, 42 of the teachers and two of the principals skipped some of the questions on the survey and were not included in the study. The researcher used a One-Way ANOVA and independent t-tests to determine the presence of statistical differences at the .05 level. The data showed that most math and science teachers agreed that high-need teachers should be compensated at a higher rate than teachers not teaching in high-need areas. The data

How School Climate Influences Teachers' Emotional Exhaustion: The Mediating Role of Emotional Labor.

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Yao, Xiuping; Yao, Meilin; Zong, Xiaoli; Li, Yulan; Li, Xiying; Guo, Fangfang; Cui, Guanyu

2015-10-08

Currently, in China, improving the quality of teachers' emotional labor has become an urgent need for most pre-kindergarten through 12th grade (p-12) schools because the new curriculum reform highlights the role of emotion in teaching. A total of 703 primary and high school teachers in Mainland China were investigated regarding their perceptions of school climate, emotional labor strategy and emotional exhaustion via questionnaires. The findings revealed that the teachers' perceptions of the school climate negatively affected surface acting but positively affected deep acting. Surface acting positively predicted emotional exhaustion, and deep acting had no significant effect on emotional exhaustion. Moreover, emotional labor mediated the relationship between the teachers' perceptions of the school climate and emotional exhaustion. Programs aimed at improving the school climate and the teachers' use of appropriate emotional labor strategies should be implemented in schools in Mainland China.

Teacher Empowerment: School Administrators' Roles

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Balyer, Aydin; Özcan, Kenan; Yildiz, Ali

2017-01-01

Purpose: Teacher empowerment involves investing teachers with the right to participate in the determination of school goals and policies as informed by their professional judgment. By empowering teachers, teachers can discover their potential and limitations for themselves as well as developing competence in their professional development. This…

Teacher and student perspectives on motivation within the high school science classroom

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Pickens, Melanie Turnure

The purpose of this study was to investigate teacher and student perspectives on the motivation of high school science students and to explore specific motivational strategies used by teachers as they attempt to enhance student motivation. Four science teachers took part in an initial audio-taped interview, classroom observations with debriefing conversations, and a final audio-taped interview to discuss findings and allow member checking for data triangulation and interpretation. Participating teachers also took part in a final focus group interview. Student participants from each teacher's class were given a Likert style anonymous survey on their views about motivation and learning, motivation in science class, and specific motivational strategies that emerged in their current science class. This study focused on effective teaching strategies for motivation commonly used by the four teachers and on specific teaching strategies used by two of these four teachers in different tracks of science classes. The intent was to determine not only what strategies worked well for all types of science classes, but also what specific motivational approaches were being used in high and low tracked science classes and the similarities and differences between them. This approach provided insight into the differences in motivating tracked students, with the hope that other educators in specific tracks might use such pedagogies to improve motivation in their own science classrooms. Results from this study showed that science teachers effectively motivate their students in the following ways: Questioning students to engage them in the lesson, exhibiting enthusiasm in lesson presentations, promoting a non-threatening environment, incorporating hands-on activities to help learn the lesson concepts, using a variety of activities, believing that students can achieve, and building caring relationships in the classroom. Specific to the higher tracked classroom, effective motivational

School Culture's Influence on Beginning Agriculture Teachers' Job Satisfaction and Teacher Self-Efficacy

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Hasselquist, Laura; Herndon, Kevin; Kitchel, Tracy

2017-01-01

This study explored first and second year agriculture teachers' job satisfaction and teacher selfefficacy through their perceived levels of school culture support. Prior research indicated one possible contributor to poor teacher retention is a lack of belonging teachers feel to their schools. Data were collected from beginning teachers in three…

Greenhouse Schools: How Schools Can Build Cultures Where Teachers and Students Thrive

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TNTP, 2012

2012-01-01

Successful teachers make successful schools. Yet some schools are better than others at accelerating student learning by developing and keeping great teachers, even compared to schools that serve the same population of students and have access to the same resources. These schools are called "greenhouse schools"--schools with carefully…

Especially for High School Teachers

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Howell, J. Emory

2000-05-01

for You? The end of the school year is approaching quickly. In previous years, several readers have submitted manuscripts soon after the end of the school year, while ideas were fresh in their mind and there was relief from the demands of daily classes. If you have an idea for an article, I encourage you to think about writing as soon as the school term ends. I can probably guess what you are saying, "I don't have anything that readers would be interested in." This is a common reaction, to which we frequently respond by reminding high school teachers that this is "your journal" and the only way to ensure that topics of interest to you are considered or published is by your active participation. In this presidential election year I am reminded of the familiar sentiment, "I voted in the election, so I have earned the right to complain about the politicians." I do not wish to encourage complaining, but there is a relevant correlation. By submitting manuscripts to the Journal, you are ensuring that you will continue to get your money's worth because it will include topics of interest to you. When considering a submission, many prospective authors are overwhelmed at the thought of preparing a complete manuscript. Don't let that stop you. If you have an idea, an outline, or a rough draft, any of the feature editors or I would be happy to discuss it with you. This one-on-one interaction during the development process will help you express your ideas more effectively. Many teachers across the country who are faced with similar situations and problems each day would benefit from an article discussing innovative teaching strategies or a new way to look at principles we teach every year. As you begin to formulate your ideas, I would like to emphasize five features whose editors are fellow teachers: JCE Classroom Activities. An invitation for contributions was issued in the April issue of this column (JCE, 2000, 77, 431). Chemical Principles Revisited, edited by Cary Kilner

[Stress and Burnout Risk in Nursery School Teachers: Results from a Survey].

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Jungbauer, J; Ehlen, S

2015-06-01

This article presents results from a study of 834 nursery school teachers in Germany, investigating working conditions, stress, and stress-related health problems. In order to evaluate the extent of mental and psychosomatic troubles, as well as the risk of burnout, we used the standardised questionnaire "Burnout Screening Scales" (BOSS I). Data analysis yielded a high percentage of nursery school teachers who reported a remarkably high stress level; nearly 20% can be considered as a high-risk group for burnout. Poor staff conditions in many nurseries turned out to be the crucial stress source, along with large groups, insufficient teacher-child ratio, time pressure and multitasking. In the concluding discussion of the study results, we consider possible measures to reduce stress and to improve working conditions for nursery school teachers. © Georg Thieme Verlag KG Stuttgart · New York.

Knowledge and perceptions on antibiotic use and resistance among high school students and teachers in New Delhi, India: A qualitative study.

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Kotwani, Anita; Wattal, Chand; Joshi, P C; Holloway, Kathleen

2016-01-01

To explore the perceptions and knowledge of school teachers and students about antibiotic use, resistance, and suggestions for practical interventions for the rational use of antibiotics. Five focus group discussions (FGDs) with high school students (Class: 9-11) and five with teachers were conducted in two private and three public schools (one teacher and one student FGD per school) in five municipal wards of Delhi. Qualitative data on antibiotic knowledge, resistance, and behaviors with respect to antibiotics use were collected. There were 4-8 persons per teacher FGD and 15-20 persons per student FGD. FGDs were analyzed using "thematic analyses." Students had poor knowledge regarding antibiotics and antibiotic resistance, while only some teachers had a basic understanding. Four broad themes needing attention emerged: definition of antibiotic and antibiotic resistance, antibiotic use behavior, doctor-patient relationship, and interventional strategies suggested to curtail the misuse of antibiotics and to spread awareness. In order to tackle these problems, both groups suggested a multipronged approach including robust public awareness campaigns also involving schools, better doctor-patient relationships, and stronger regulations. Although students and teachers exhibited poor knowledge about antibiotic use and resistance, they were keen to learn about these issues. School education programs and public education could be used to shape correct perceptions about antibiotic use among all stakeholders including children. This may help in the containment of antibiotic resistance and thus preservation of antibiotics for future generations.

Measuring the Level of Effectiveness of the High School Assistant Principal and the High School Instructional Leadership Team (ILT) in Preparing Their English I, II, and III Teachers and Students for End of Course/TN Ready Assessments

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Black, Rhonda

2016-01-01

This research study addressed measuring the level of instructional leadership effectiveness of the high school assistant principal and the high school instructional leadership teams (ILT) at over forty (40) Shelby County Schools. More specifically, this research study examined their impact on teacher effectiveness and student achievement in their…

Especially for High School Teachers

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Howell, J. Emory

1999-02-01

Secondary School Feature Articles * Building the Interest of High School Students for Science-A PACT Ambassador Program To Investigate Soap Manufacturing and Industrial Chemistry, by Matthew Lynch, Nicholas Geary, Karen Hagaman, Ann Munson, and Mark Sabo, p 191. * Promoting Chemistry at the Elementary Level, by Larry L. Louters and Richard D. Huisman, p 196. * Is It Real Gold? by Harold H. Harris, p 198. * The "Big Dog-Puppy Dog" Analogy for Resonance, by Todd P. Silverstein, p 206. * The Fizz Keeper, a Case Study in Chemical Education, Equilibrium, and Kinetics, by Reed A. Howald, p 208. Staying on Top: Curricular Projects, Relativistic Effects, and Standard-State Pressure You may wonder why some articles are identified with the Secondary School Chemistry logo (*) this month even though at first glance they appear to be of greater interest to college faculty.1 The three articles discussed below are representative of three broad categories: (i) the interrelatedness of science teaching and learning, K-16+; (ii) new understandings of chemical phenomena; and (iii) information about the use of SI units. For each article I have highlighted the major point(s) and the reasons it may be of interest to high school teachers. First, the article "The NSF 'Systemic' Projects- A New Tradition" (G. M. Barrow, p 158) is a commentary on changes in post-secondary introductory chemistry courses in which a distinction is drawn between information management and individual understanding. The author is of the opinion that most students expect the former and that the NSF-funded systemic projects "will thrive only if they are consistent with their information-management mission". Three individuals provided responses to the commentary from their perspective. Has a student asked you why mercury is a liquid, or why gold is the most electronegative metal? "Gold Chemistry: The Aurophilic Attraction" by J. Bardají and A. Laguna (p 201) and "Why Gold and Copper Are Colored but Silver Is Not" by

The teach-learning process of high school students: a case of Educational Biology for teachers formation

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Marisa Laporta Chudo

2007-08-01

Full Text Available Objective. To analyze the teach-learning process of high school students, in the scope of Educational Biology. To plan and to develop a methodology with lesson strategies that facilitate the learning. To analyze, in the students vision, the positive and negative points in the process. Method. A research was developed -- of which had participated students of the first semester of the Pedagogy of a high school private institution in São Paulo city -- of the type action-research, with increased qualitative character of quantitative instruments; as a way of data collect, had been used questionnaires and field diary; the results had been converted in charts; after that, the data collected by the questionnaires had been analyzed according to the technique of the collective subject analysis. Results. The results had supplied important information to high school teachers reflection about teach-learning process, showing that the used strategies allowed student envolvement and participation, proximity with personal and professional reality, bigger interaction in the interpersonal relations and critical reflection. Conclusions. The theoretical referencial about adult learning, the active methodologies and the interpersonal relationship between professor and pupils, with the analysis of the students vision about the positive and negative points in the teach-learning process, had provided subsidies to believe a methodology and specific didactic strategies for adults and that must contemplate the teachers motivation and the pedagogical communication, including elements like creativity, up to date technician content and formative content to the future profession, experiences exchange, that allow an affective relationship teacher-student, with interaction and dialogue.

Doing Better: Illuminating a Framework of Equitable Science Pedagogy through a Cross- Case Analysis of Urban High School Science Teachers

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Sheth, Manali J.

Students of color are routinely asked to participate in science education that is less intellectually rich and self-affirming. Additionally, teachers have trouble embarking on professional growth related to issues of equity and diversity in science. The purpose of this dissertation research is to develop a multi-dimensional framework for equitable science pedagogy (ESP) through analyzing the efforts and struggles of high school science teachers. This study is grounded in a conceptual framework derived from scholarship in science education, multicultural education, critical science studies, and teacher learning. The following questions guide this research: 1) What visions and enactments emerge in teachers' practices towards equitable science pedagogy? 2) How are teachers' practice decisions towards ESP influenced by their personal theories of race/culture, science, and learning and sociocultural contexts? 3) Why are there consistencies and variances across teachers' practices? This study employs a qualitative multiple case study design with ethnographic data collection to explore the practices of three urban high school science teachers who were identified as being committed to nurturing the science learning of students of color. Data include over 120 hours of classroom observation, 60 hours of teacher interviews, and 500 teacher- and student-generated artifacts. Data analysis included coding teachers' practices using theory- and participant generated codes, construction of themes based on emergent patterns, and cross-case analysis. The affordances and limitations of the participants' pedagogical approaches inform the following framework for equitable science pedagogy: 1) Seeing race and culture and sharing responsibility for learning form foundational dimensions. Practices from the other three dimensions--- nurturing students' identities, re-centering students' epistemologies, and critiquing structural inequities---emerge from the foundation. As emergent practices

THE OPINION OF MANAGERS AND TEACHERS ON DISCIPLINE PROBLEMS AT ELEMENTARY SCHOOLS

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Latife KABAKLI ÇİMEN

2015-07-01

Full Text Available This research was conducted to analyse the approach of secondary school teachers to disciplinary problems. The controlled group of the research, which was made with the model of screening, was formed by 240 teachers. The data of the research we re gained by personal data form, which was prepared by the researcher , and reasons of discipline questionnaire designed by Cerci (2009. Collected data was coded and analyzed by SPSS programme. Due to the results of the research; the approach to disciplinary problems of managers and teachers, w ho work in high schools, do not differentiate regarding their sex, whether they hold bachelors or postgraduate degree. The opinions of managers and teachers, who work in secondary schools, regarding disciplinary problems depending on whether they are manag ers or teachers, are similar for 21 out of 24 items and different for 3 items. The opinions of managers and teachers, who work in high schools, regarding disciplinary problems with the variable of what type of school they work, are similar for 20 o ut of 24 items and different for 4 item s, with the variable of age their disciplinary opinions are similar for 22 out of 24 items and different for 2 item s. The opinions of managers and teachers, who work in secondary schools, regarding disciplinary problems with the variable of experience, are similar for 21 out of 24 items and different for 3 item s; with the variable of which school they graduated their disciplinary opinions are similar for 19 out of 24 items and different for 5 item s.

The Perceptions of Principals and Teachers Regarding Mental Health Providers' Impact on Student Achievement in High Poverty Schools

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Perry, Teresa

2012-01-01

This study examined the perceptions of principals and teachers regarding mental health provider's impact on student achievement and behavior in high poverty schools using descriptive statistics, t-test, and two-way ANOVA. Respondents in this study shared similar views concerning principal and teacher satisfaction and levels of support for the…

A Study of School Size among Alabama’s Public High Schools

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Ronald A. Lindahl

2012-01-01

Full Text Available The purpose of this study was to examine the relationship between the size of Alabama’s public high schools, selected school quality and financial indicators, and their students’ performance on standardized exams. When the socioeconomic level of the student bodies is held constant, the size of high schools in Alabama has relatively little relationship with 11th grade student (both regular and special education performance on the reading and math portions of the Alabama High School Graduation Exam (AHSGE. High schools’ average daily attendance rates and pupil-to-computer (and computer with Internet connections ratios do not vary in accordance with school size. Higher percentages of highly qualified teachers are found in Alabama’s largest high schools. There was very little difference in the percentage of teachers with a master’s degree or above across school size categories. Very little difference exists across size categories in regard to mean expenditures per pupil (range = $7,322 to $7,829. However, districts of the large high schools exert over twice the effort of those with small high schools (3.2 mills to 1.5 mills and approximately 50 percent greater local effort than the districts of the medium-size high schools.

Exploring Teacher Trust in Technical/Vocational Secondary Schools: Male Teachers' Preference for Girls

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Van Houtte, Mieke

2007-01-01

This article explores whether teachers' trust in pupils in technical/vocational schools is associated with teachers' and pupils' gender. As for the teachers, besides gender, age, socioeconomic origin, and subject taught are considered and, as for the pupils, the gender composition of the school (proportion of girls at school), the socioeconomic…

Experiences That Predict Early Career Teacher Commitment to and Retention in High-Poverty Urban Schools

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Whipp, Joan L.; Geronime, Lara

2017-01-01

Correlation analysis was used to analyze what experiences before and during teacher preparation for 72 graduates of an urban teacher education program were associated with urban commitment, first job location, and retention in urban schools for 3 or more years. Binary logistic regression was then used to analyze whether urban K-12 schooling,…

Taiwan High School Biology Teachers' Acceptance and Understanding of Evolution and the Nature of Science

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Chen, Li-Hua

2015-01-01

Evolution is the cornerstone of biological sciences, but anti-evolution teaching has become a global controversy since the introduction of evolutionary ideas into the United States high school science curricula in 1914. It is suggested that teachers' attitude toward and acceptance of the theory of evolution will influence their effect of teaching…

Urban Teachers' Perceptions of School Violence

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Church, Gregory L.

2011-01-01

Teachers may not be trained on how to prevent or address school violence and/or may lack the skills necessary to provide adequate intervention strategies. The purpose of this study was to explore urban K-6 teachers' perceptions of school violence at one metropolitan school. The conceptual framework for this study was supported by Bronfenbrenner's…

Teacher Job Satisfaction and Retention in a Suburban Georgia School District

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Thompson, Denise G.

2008-01-01

An investigation of the relationship between job satisfaction and retention among elementary, middle, and high school teachers in a suburban school district in Georgia was addressed in this mixed-methods study. The focus of the study was to determine the level of job satisfaction among the nine subscales of the Teacher Job Satisfaction…

Teaching Ethics to High School Students

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Pass, Susan; Willingham, Wendy

2009-01-01

Working with two teachers and thirty-four high school seniors, the authors developed procedures and assessments to teach ethics in an American high school civics class. This approach requires high school students to discover an agreement or convergence between Kantian ethics and virtue ethics. The authors also created an instrument to measure…

Teacher ambivalence towards school evaluation : promoting and ruining teacher professionalism

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Hult, Agneta; Edström, Charlotta

2016-01-01

Today’s evaluation society makes teachers participate in a stream of external evaluations. How teachers experience evaluation in school and how this affects their work and professionalism is the focus of this article. Teachers’ views of external and internal evaluations and of the consequences for school practice are described and analysed. The interviewed teachers emphasised the importance of internal evaluations performed close to daily teaching practice and jointly with students and collea...

Multilevel Factor Structure, Concurrent Validity, and Test-Retest Reliability of the High School Teacher Version of the Authoritative School Climate Survey

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Huang, Francis L.; Cornell, Dewey G.

2016-01-01

Although school climate has long been recognized as an important factor in the school improvement process, there are few psychometrically supported measures based on teacher perspectives. The current study replicated and extended the factor structure, concurrent validity, and test-retest reliability of the teacher version of the Authoritative…

Teacher Expectations of Students' Classroom Behavior: Do Expectations Vary as a Function of School Risk?

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Lane, Kathleen Lynne; Pierson, Melinda R.; Stang, Kristin K.; Carter, Erik W.

2010-01-01

Understanding the social behaviors teachers believe is critical for school success and can contribute to the development of effective behavioral supports and assist teachers in better preparing students for successful school transitions across the K-12 grade span. We explored 1303 elementary, middle, and high school teachers' expectations of…

Effects of Gender on Teachers' Perceptions of School Environment, Teaching Efficacy, Stress and Job Satisfaction

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Tran, Van Dat

2015-01-01

This study investigates how teachers' perceptions of school environment factors, teaching efficacy, teacher stress and job satisfaction, and to determine whether gender was a differentiating factor. A total of 387 Vietnamese junior high school teachers completed one questionnaire for four sections about school-level environment, teaching efficacy,…

Stress Causing Factors Among Teachers in Elementary Schools and Their Relationship with Demographic and Job Characteristics

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Teuta Agai–Demjaha

2015-07-01

CONCLUSION: Our findings confirm that within the control category, the highest levels of perceived teacher’s work-related stress were caused by changes in terms and conditions without consultation and given responsibility without the authority to take decisions, while in the category support, the same was true for stress factors lack of funds/resources to do the job and limited or no access to training. We have also concluded that the lower-grade school teachers, female teachers, teachers for whom this is the first job and teachers with university education perceive more often the lack of authority to take decisions as a very stressful factor than the upper-grade school teachers, male teachers, teachers previously employed in another workplace, and those with high education. The lower-grade school teachers, older teachers and teachers with university education perceive more often changes in education as a very stressful factor than the upper grade school teachers, younger teachers and those with high education.

Teachers' Work and Schooling in Bali

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Nilan, Pam

2003-11-01

This study addresses educational reform in Indonesia with reference to one of the most important potential agents of change in any national system of schooling - its teachers. The empirical data on secondary teachers and trainee teachers used here are taken from a larger case study of the attitudes and opinions of stakeholders in the education system of North Bali. Secondary teachers in Bali, as elsewhere in Indonesia, are seriously underpaid, but not necessarily undervalued in the community. They take on other jobs to support themselves and their families, yet they do not lack commitment to the professional task of teaching. It is argued that financial pressure on teachers to find other sources of remuneration militates against their capacity to act as agents of change in the rapidly reforming Indonesian state. Furthermore, teaching is not often seen as a financially rewarding profession by a new generation of secondary-school graduates. The author recommends that teachers' salaries be raised and infrastructure support for schools increased.