High School Teaching Research Articles

Influence Application of Learning Model on Vocational Education Based on Quality Issurance

The development of vocational high school teaching and learning in Indonesia becomes very important when the country is faced with the demands for quality workers that will be necessary to face the...

Challenges of English Language Teaching in High Schools in Turkey and Possible Suggestions to Overcome Them

The English language curriculum prepared by the Ministry of National Education for high schools in Turkey seems to be satisfactory in theory, but the related studies about the attitudes of actual practitioners towards English classes in high schools are not detailed and comprehensive enough. This study aims to fill this gap. To do so, qualitative research was conducted with 13 English language teachers and 55 high school students from different parts of Turkey. They were asked for their opinions, applications, observations, and challenges of the English language teaching system in their high schools and some suggestions for the problematic issues were requested from them via open-ended questions. The data were analyzed descriptively; the results showed that most teachers are not satisfied with the coursebooks, crowded classes, quite limited class hours, and unmotivated students. Their main suggestions cover the privatization of education, having language libraries, labs, speaking clubs, and more lesson hours for English and decreasing the number of students in each classroom. Additionally, teachers want to attend international seminars to become aware of the latest methods/sources. Students have some valuable suggestions for the improvements as well. Nearly all of the students are unhappy about the coursebooks; thus, they suggest them to be revised. They also want to join international projects and improve their language skills. As a result of the study, suggestions covering many issues like coursebooks, assessment, teacher training, and European projects were proposed with an aim to diminish the gap between theories and applications in real classes.

Fee-Paying English Language Learners: Situating International Students’ Impact on British Columbia’s Public Schools

This article examines the relationship between international education and English as an additional language (EAL) education in British Columbia’s public education system. Drawing on a wide range of data generated as part of a longitudinal study of high school aged fee-paying international students (FISs) in an urban school district in British Columbia, I make the case that FIS recruitment and presence is having a socializing impact on EAL education in British Columbia’s public schools. In contrast to the way FISs are accounted for in official government statistics, I show how, across multiple actors and dimensions of the public system, FISs are routinely treated and represented as English language learners (ELLs). I argue that these routinized constructions are evidence of the multilayered socialization of EAL education by internationalization efforts in British Columbia’s K-12 sector, and discuss some of the ways this FIS socialization is consequential for EAL learning and teaching in public high schools. I situate my discussion of the FIS-EAL relationship within the larger context of applied linguistics and education-related research on internationalization and educational migration in K-12 settings, and raise questions about how FIS socialization is relevant to discussions of public education.

The Application of Task-based Approach in English Grammar Teaching in Junior High Schools

With the increasing of frequent international contact, people pay close attention to the cultivation of communicative competence in foreign language learning. Grammar course deserves a primary status on the curricula for English teaching reform. In order to improve students’ grammar skills, the National New English Curriculum Syllabus advocates that Task-Based Language Approach should be adopted in English classroom, which has become popular since the mid-1980 in grammar teaching. When compared with traditional teaching method, TBLA could effectively settle the existing problems in grammar teaching. Therefore, this paper is to confirm that the application of Task-based Approach has a great impact on English language teaching and learning. Based on the theory of tasked-based approach, the paper summarizes the design principles of teaching tasks, teaching process and contexts. In the end, it encourages teachers to apply Task-based approach into English grammar teaching in junior high schools.

Implementation of collaborative learning to enhance problem solving expertise in entropy in high school teaching

Improving problem solving abilities is a major challenge for teachers generally and mainly in chemistry and physics, Such concepts as entropy require a lot of work from bo sides, and often students and teachers feel powerless to advance in their search for expertise acquisition, In this article, we try to implement a new perspective based on the theoretical model of expertise development, Vygotsky's theory and collaborative learning. Didactic problems is not a technical issue that can be solved by introducing content changes only. In fact, didactic issues are more complex than that. We think that didactic researchers and specialists will have to react as program engineers but also as social actors able to empower the actors to be autonomous in the learning processes and the problem solving issues. Team supervises work, in Vygotsky's perspective can help students achieve their proximal zone development. The criterion referenced theory is also another important aspect in our approach, it make the focus on the criteria to be achieved on the distribution of group norms. On the other side, historical, ideological and linguistic issues cannot be missed to bring a comprehensive analysis of didactic problems. Keywords: Collaborative learning, entropy, didactic, problem solving

The Axiological Approach in Teaching High School Students Reading Comprehension at Russian Language Lessons

The use of axiological approaches in the teaching of the Russian language is one of the main trends in Russian highschool education. In this research we applied the axiological educational approach in teaching high-school students to work with a publicistic hypertext. It is shown that such activities can contribute to the formation of students’ value system and their personal position.

A Study on the Application of Input Hypothesis in English Teaching of Junior High School

Since Input Hypothesis was proposed, it has attracted the attention of domestic and foreign linguists. However, Input Hypothesis is still a “virgin land” in the teaching practices of primary and high schools. This paper aims to investigate the teaching of junior high school English so as to find out the applications of Input Hypothesis in junior high school English teaching and then propose a series of strategies that can be applied in junior high school English classes in accordance with the four principles of Input Hypothesis. The study was carried out in seventh grade of a junior high school. The researchers observed the English lessons of two classes in seventh grade for three months, analyzed the teaching plans and interviewed the teacher of the two classes. This paper found out that many teaching strategies that the teacher used are theoretically related to Input Hypothesis. However, the teacher has never learned about this theory. In order to bridge the gap between Input Hypothesis and English teaching in junior high school, this paper explained four principles of this hypothesis and put forward some possible strategies. This paper hopes to make contributions to the application of linguistic theories in English teaching og junior high school and urge teachers to equip themselves with these theories.

Research on Geometry Teaching of High School Based on the Software of GeoGebra

In recent years, GeoGebra software has been widely used in high school mathematics teaching, especially in assisting high school mathematics geometry teaching. The software of GeoGebra is complex in function, teachers should use it reasonably according to its characteristics. According to the mathematics curriculum standards and the mathematics teaching theory of the Fan Hiele couple, the author thinks that the use of GeoGebra software in high school geometry teaching should follow the principles of heuristic, interactivity, flexibility and selectivity. In order to improve the efficiency of high school mathematics geometry teaching, in the actual teaching process, teachers should pay attention to setting reasonable geometric questions according to the students' geometric thinking level, minimizing unnecessary operations, combining multiple views to realize the combination of numbers and forms, and handling the relationship between students' software learning and mathematics knowledge learning, organizing and managing the classroom effectively, coordinating the relationship between the software, blackboard and courseware.

An Update on Hispania's Upcoming Portuguese Special Issue

An Update on Hispania's Upcoming Portuguese Special Issue Benjamin Fraser, Editor of Hispania At the Modern Language Association meeting in January 2018, I was an Associate Editor of Hispania attending a session dedicated to the theme of "Brazilian Insecurity." The slate of speakers for this session, which included Professors Marguerite Harrison, Leila Lehnen, and Luiz Valente, delivered insightful comments concerning a range of topics crucial for the futures of Portuguese and Brazilian studies in the United States. As part of the discussion that followed, I remember asking whether there were ways that Hispania could help with the visibility of research into Portuguese language, literature and culture. Later, after I was fortunate enough to be selected as Editor of Hispania, that MLA event and its discussions continued to resonate with me. The fortuitous result has been the launch of a call for a Portuguese Special Issue that is now well underway. In due course, Leila Lehnen (Brown University) was selected as the lead guest editor for a special issue whose theme would be general. In our discussions, Leila and I both agreed it would be important to bring on board a larger team of guest co-editors, and soon the names of three others accompanied the official call for papers: Orlando R. Kelm (University of Texas, Austin), Kathryn M. Sanchez (University of Wisconsin), and Claire Williams (University of Oxford). That call for papers was circulated in fall 2018, and outlined a multistage process. Abstracts of 150–200 words would be submitted by March 15, 2019, and full articles, if requested, would be due October 20, 2019, with the published issue following as soon after that as the peer-review process and production limitations would permit. I am happy to report that we received 88 abstract submissions by the March 15 deadline. If we had been able to extend the deadline further, I have no doubt that more abstracts would have continued to stream in, yet, unfortunately, I felt it was necessary to enforce the original deadline that was circulated. Certainly the robust response from authors of abstracts should be regarded as a testament to the disciplinary commitment and reach of the special section's guest editors. In addition, it is a reminder that we are on the right track in reasserting the idea that Hispania is a venue deeply committed to publishing scholarship in Portuguese and Luso-Brazilian studies. Readers of the journal should keep in mind, of course, that this upcoming special issue is certainly not the only place in our catalogue to look for such scholarship. Based on mutual agreement reached during the abstract stage, special care was taken to ensure that the team of guest editors were accessing solely the abstracts and working bibliographies requested in the call. The preliminary vetting process was thus anonymized. While the full peer review process for the special issue will be underway in the fall 2019, I am confident at this time that the end result will include a range of innovative and forward-thinking pieces. Stay tuned for more information. We are also pleased to be announcing that Leila Lehnen has accepted the position of Associate Editor on the editorial board of Hispania! She holds a PhD from Vanderbilt University, an MA degree in Comparative Literature from the University of Washington Seattle, and a BA from Eberhardts-Karls-Universität Tübingen, Germany. Currently she is the chair of the Department of Portuguese and Brazilian Studies at Brown University, and she has been a past President of the American Portuguese Studies Association (2016–18). This appointment to Hispania's editorial [End Page 305] board that will help to ensure that our journal continues as a rigorous, high-quality venue for published research exploring the language, literature and culture of the broader Lusophone world. With this issue of Hispania we continue to move the short-form article initiative forward with two contributions. Our first short-form article is "Tisbea, la construcción de género, y la justicia social en el aula de literatura," authored by Paola Baglietto Jacquemin. This essay's focus on gender in literature of the Golden Age is sure to be relevant for high school instructors of...

PETE Teacher Candidates’ Preferred Teaching Styles

This study examined the chosen teaching styles of teacher candidates in a university PE high school teaching methods course (a) to see if teaching styles were chosen with equal probability and (b) to see if there was a difference of the distribution of styles used by males compared to females. A chi-square goodness of fit test determined if one or more teaching styles was more popular than at least one other, and a post hoc test compared all pairs of proportions. A two-sided normal-based test tested whether reproductive and productive styles were equally popular. A test for independence of gender and preferred teaching style was conducted, followed by post hoc tests. The following pairs of teaching style proportions were significantly different: practice with all the other styles except reciprocal. Overall, reproductive styles were more popular. Female candidates preferred reproductive styles at a significantly higher rate than male candidates did, and male candidates preferred productive styles at a significantly higher rate than female candidates did. Reasons for style preference are explored and recommendations made for environmental enhancements that help teachers to develop productive styles.Subscribe to TPE

Psychometric Properties of Job Satisfaction Scale for High School Teachers

Introduction: Job satisfaction is a worker’s sense of achievement and success in the job. It is generally perceived to be directly linked to productivity as well as to personal well-being. Job satisfaction implies doing a job one enjoys, doing it well and being rewarded for one’s efforts. This study aimed to develop and assess the psychometric properties of a job satisfaction scale tailored specifically for high school teachers. Job satisfaction among educators is a critical factor influencing not only their well-being but also the quality of education provided to students. Despite the importance of measuring job satisfaction, there remains a lack of specific instruments designed to comprehensively evaluate the unique facets of job satisfaction within the high school teaching context. Aim/Objectives: Psychometric properties of job satisfaction scale for high school teachers and to develop a tool for job satisfaction among high school teachers. Methodology: Sample of the present study consists of 200 high school teachers in Hyderabad city of Telangana state. Tool used was development of the job satisfaction scale by Dr. P. Shankar and Dr. K. Subramanyam. Results: Results revealed that all areas of the tool have high reliability with regard to overall job satisfaction. The strength of the tool is identifying appropriate areas to measure Job satisfaction. Eight areas with suitable items in each area were included in this tool. These areas are more suitable to the high school teachers. In measuring job satisfaction of high school teachers it is more useful. The Job satisfaction scale developed in this study is very straight and simple. It is directly measures job satisfaction. It also have good reliability. This tool can be used for others to meet their purpose. Conclusion: The results offer promising implications for assessing and understanding the factors contributing to teacher job satisfaction, which can ultimately enhance teacher retention and the quality of education in high school settings..

Vocational Orientation of Southern European GFL University Curricula

This paper presents the structure as well as the theoretical and methodical foundations of a dissertation project which focuses on the tendencies for the reorientation of GFL high school teaching outside the officially German speaking countries. The research project is guided by the assumption that, as of 2008, the economic crisis has increased the vocational orientation of Italian and Spanish GFL university curricula. The research approach leads to qualitative and quantitative results.

浅析医学教学中学生临床思维能力培养——基于我校临床医学生问卷调查研究

浅析医学教学中学生临床思维能力培养——基于我校临床医学生问卷调查研究

The effectiveness of Information and Communication Technologies (ICTs) in teaching and learning in high schools in Eastern Cape Province

The effectiveness of the use of information and communication technologies (ICTs) in teaching and learning is germane to the recent educational innovations in South Africa. The study examined the level of availability and utilisation of ICT facilities by teachers and students in high schools in Eastern Cape Province, South Africa as well as the factors influencing and challenging its effectiveness. A random sampling technique was adopted to select a sample of 600 (450 students and 150 teachers) for the study. Four research questions were answered with the aid of self-developed instruments tagged Teachers’ Questionnaire on Effectiveness of ICTs in Teaching and Learning (TQEICTTL) and Students’ Questionnaire on Effectiveness of ICTs in Teaching and Learning (SQEICTTL). Frequency and a simple percentage were used to analyse the data obtained. It was revealed that the highest available ICT facilities in all selected schools were mobile phones being used by students to download relevant information on their various courses and exchange ideas and knowledge among other students. It was, therefore, recommended that government play an active role in the effectiveness of the use of ICTs by funding ICTs in schools through training and re-training of teachers and exposure of stakeholders to the relevance of the pedagogy relating to the use of ICTs for teaching and learning. Keywords: effectiveness; high schools; Information Communication Technologies (ICTs); learning; South Africa; students; teachers; teaching and learning; utilisation

Cultural Penetration in English Reading Teaching in Senior High School

With the continuous development of the world, the communication between different countries becomes more and more frequent. As a universal language, English plays a significant role in cross-cultural communication. In order to cater to the development of the society, the study of English has been listed as one of the major courses in China. English teaching in senior high school is the extension of compulsory education, it lays a solid foundation for the whole process of English learning. It’s a crucial phase to learn foreign language for the students in senior high school, they are highly potential ones in this period. This paper mainly studies the culture penetration in English reading teaching in Senior High School. The research mainly goes on through the questionnaire, the cultural penetration’ condition of English reading teaching in senior high school were not optimistic. Therefore, teachers should change the traditional teaching concepts, and try to stimulate students’ interest in learning, improve students’ attention to cultural knowledge in reading.

RESEARCH INTO THE EFFECTIVENESS OF ENGLISH LANGUAGE COMPUTER AIDED INSTRUCTION IN THE IMPROVEMENT OF HIGH SCHOOL STUDENTS’ LANGUAGE COMPETENCES

At a time when information technology has a strong impact on society, it is important to identify the level of its influence on foreign language teaching and learning. The paper presents research into the effectiveness of English language computer aided instruction in high schools. The research is based on a twelve-week long project carried out in a high school in Bosnia and Herzegovina. The aim of the project was to observe the language competencies of one hundred high school students who followed two types of foreign language instruction: traditional and computer aided. The results showed significant effectiveness of computer aided instruction in developing students’ competencies, particularly vocabulary acquisition. The paper presents recommendations based on the findings.

Trends and Challenges of Databases

The database management, using relational databases, is part of curriculum in the Hungarian high schools. The aim of this paper is to present how we can show for students the challenges facing data processing, data retrieval, beyond the relational database management taught in high school.

Research on Mathematical Core Competency Cultivation Based on Polya Problem Solving Table

The core competency of mathematics has always been a hot issue in the education field. The ability to solve problems in mathematics is also an indispensable ability to learn mathematics problem solving. The Polya problem solving table has an important guiding role for mathematics problem solving. Simplify the Polya problem-solving form to make it more suitable for high school teaching. Through the Polya problem-solving table, the cultivation of mathematical core competency is integrated into the process of mathematical problem-solving for our mathematics teaching and promote the development of students' mathematical core competency.

Literature Review: Authentic Assessment in Vocational High Schools

Assessment is an activity that must be done in each lesson. Educational assessment is the process of gathering and processing information to determine the achievement of student learning outcomes. A good assessment must be carried out both in the learning process and in the final learning outcomes. The teaching and learning process in Vocational High Schools includes an explanation of science or study subjects and practice. With the complexity of learning in the Vocational High School, the assessment that is applied must be appropriate and can include the assessment of students as a whole. The assessment applied at the Vocational High School at this time is authentic assessment, where the assessment assesses three aspects of each student. The three aspects namely knowledge assessment, skills assessment and attitude assessment. Authentic assessment measures the overall student learning outcomes because this assessment assesses the progress of student learning not just the end result of student learning. Vocational high school students are prepared to work, therefore not only knowledge and skills must be invested because attitude is more important than both aspects. In other words, vocational high school students must be able to balance their knowledge and skills and be accompanied by a good attitude in each process.

A Development Assistance of Integrated Science Instructional Material by Integrating Real World Context and Scientific Literacy on Science Teachers

Science teaching in junior high schools should be conducted in integrated form. However, the real condition shows that in implementing integrated science teaching in the schools, there were several problems. The solution of this problem is to develop integrated science teaching materials by integrating real-world context and scientific literacy on Science teachers in East Agam district. The objective of the activity is to assist science teachers in developing integrated science teaching material and apply it in science teaching in the classroom. Participants of program assistance were 40 science teachers who were members of the Science MGMP in East Agam district. The instrument for collecting data consisted of pretest and posttest, performance assessment sheet, and questionnaire sheet of science teachers response. The data were analyzed by descriptive statistics analysis and correlated comparison test. Based on the results of data analysis can be stated that: 1). In implementing the program assistance, there are 32 products produced in integrated science worksheet form, 2). The average value of the science teacher's response to the implementation of program assistance for the development of integrated science teaching material can be classified into good category, and 3). The implementation of the program assistance for the development of integrated science teaching material is effective to improve the understanding of science teachers on the material of instructional material, the concept of integrated science learning, and the concept of scientific literacy.