Relevant bibliographies by topics / A high school teacher

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'A high school teacher'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "A high school teacher"

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Ragland, Rachel G. "Teachers and Teacher Education in High School Psychology: A National Survey." Teaching of Psychology 19, no. 2 (1992): 73–78. http://dx.doi.org/10.1207/s15328023top1902_2.

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This study provides a description of high school psychology teachers. A questionnaire was distributed to high school principals and teachers throughout the U.S. Data were obtained on school demographics, curricula, and teacher characteristics, including academic and professional preparation and certification. A noteworthy finding was the personality-developmental orientation of most high school psychology courses. In addition, most schools have one psychology teacher, who teaches one psychology class in the social studies department. As undergraduates, most teachers majored in social studies a
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Ellison, Douglas W., and Amelia Mays Woods. "Physical education teacher resilience in high-poverty school environments." European Physical Education Review 25, no. 4 (2018): 1110–27. http://dx.doi.org/10.1177/1356336x18800091.

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The purpose of this study was to investigate how the organizational context within high-poverty schools influences physical education (PE) teacher resilience. This study used an exploratory multiple case study design grounded in resilience theory. School administrators can create environments that either support or inhibit teachers’ attitudes about their jobs by the organizational structures and cultures they create in schools and through the relationships they foster. Because teacher attrition has a negative influence on the educational system, especially in high-poverty schools, providing re
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RATIH, Dina S. V., Hafied CANGARA, and Nandang M. SANTOSA. "Instructional Communication in International High School in DKI Jakarta: A Case Study." International Journal of Environmental, Sustainability, and Social Science 4, no. 6 (2023): 1690–701. http://dx.doi.org/10.38142/ijesss.v4i6.905.

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Instructional communication is an important element in educational communication between teachers and students. The high school international school environment is different from the national school. This study aims to find out the influence and results of analysis on international school standards and teacher competence in high schools located in DKI Jakarta on instructional communication and communication behaviour. The methodology used is a mixed sequential explanatory method, conducting a survey of high school level students at an international school in DKI Jakarta and processed through s
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Gökyer, Necmi, and İsmail Türkoğlu. "Teachers' Development Approaches of High School Administrators." World Journal of Education 8, no. 4 (2018): 118. http://dx.doi.org/10.5430/wje.v8n4p118.

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The purpose of this research is to determine the level of teacher development approaches of high school managers,according to their views and the opinions of teachers. The universe of the study constitutes of 2805 teachers in 47high schools in Elazığ province in 2016-2017 academic year conducted in screening research type. The sampleconsists of eight schools determined by random sampling method and 356 teachers and 150 managers working inthese schools. According to the results of the research, managers use the approaches which are in the sub-dimensionsof teacher development activities and the
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Hasbi Sjamsir, Usfandi Haryaka,. "Factors Influencing Teachers’ Performance in Junior High School." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 6 (2021): 2058–71. http://dx.doi.org/10.17762/turcomat.v12i6.4810.

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The study aims to determine whether work motivation affects teacher performance, discipline influences teacher performance, and teacher interpersonal communication affects teacher performance. Also, this research explores the prominent factors that influence teacher performance. This research was conducted at Samarinda Middle School with a sample of 60 randomly selected teachers from six Junior High Schools in Samarinda. The data were collected using a questionnaire, followed by interviews with five teacher representatives from each school. Furthermore, the data were analyzed by path analysis.
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Minor, Elizabeth Covay, Guan K. Saw, Kenneth Frank, Barbara Schneider, and Kaitlin T. Torphy. "External Contextual Factors and Teacher Turnover: The Case of Michigan High Schools." Teachers College Record: The Voice of Scholarship in Education 121, no. 11 (2019): 1–30. http://dx.doi.org/10.1177/016146811912101106.

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Background/Context All organizations face turnover in their workforce; however, in schools high turnover can interfere with the effectiveness and efficiency of the school. While past research has examined school-related factors linked to teacher turnover, few studies have examined how external contextual factors are related to teacher turnover. This study examines the role of two external contextual factors in teacher turnover: economic downturns and changes in state curricular policy (the Michigan Merit Curriculum [MMC]). Purpose/Objective/Research Question/Focus of Study This study asks the
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Maulidia, Citra, Herman Nirwana, and Marlina Marlina. "Reinforcement Level: An Analysis Teacher in Junior High School Teacher." International Journal of Applied Counseling and Social Sciences 2, no. 2 (2021): 108–16. http://dx.doi.org/10.24036/005415ijaccs.

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The implementation of the learning process cannot be separated from the existence of the teacher. The creation of an effective learning atmosphere requires a close relationship between teachers and students. The reinforcement given by the teacher affects the level of student activity and participation in the learning process. In schools, there are still teachers who are not appropriate to implement reinforcement. This can be seen in the poorly educated treatment of teachers towards students, such as yelling at students in public, and negative labeling of students.The purpose of this study was
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Wu, Shwu Ming. "The Relationship between Emotional Intelligence of School Principals, Psychological Climate, and Teacher Motivation." International Journal of Emotional Education 15, no. 2 (2023): 71–85. http://dx.doi.org/10.56300/eelr3418.

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Psychometrically sound and practical measures of emotional intelligence of school principals, psychological climate, and teacher motivation were developed. The aim of this study was to explore the relationships and effects among these variables and to compare the differences between high school and vocational high school, as well as public and private school teachers. A sample of 336 teachers was recruited from different high and vocational high schools in Taiwan. Through MANOVA and hierarchical multiple regression analyses, these measures of emotional intelligence of school principals, psycho
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Ibnu Syaakir and Donal Devi Amdanata. "DAMPAK SUPERVISI KEPALA SEKOLAH TERHADAP KINERJA GURU DI TINGKAT SEKOLAH LANJUTAN TINGKAT PERTAMA (SLTP)." AMNESIA (JURNAL MANAJEMEN SUMBER DAYA MANUSIA) 1, no. 4 (2023): 168–73. http://dx.doi.org/10.61167/amnesia.v1i4.89.

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This study aims to analyze the impact of school principals' supervision on teacher performance in public Junior High Schools (SLTP) in the Batang Tuaka District. School principals' supervision is an essential factor in improving teaching quality, teacher motivation, and collaboration among teachers. Descriptive research method was employed, gathering data through observations, interviews, and documentary studies. The results of the study indicate that school principals' supervision has a positive impact on teacher performance. Directed and effective supervision helps improve the quality of tea
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Sinulingga, Albadi, Suprayitno Suprayitno, and Dian Pertiwi. "Professionalism of physical education teachers: from the leadership of school principals, school culture to teacher work motivation." Jurnal SPORTIF : Jurnal Penelitian Pembelajaran 5, no. 2 (2019): 296. http://dx.doi.org/10.29407/js_unpgri.v5i2.13113.

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This study aims to obtain an overview of the relationship between school principal leadership, school culture and teacher work motivation on the professionalism of physical education teachers. The study uses a quantitative approach with the Ext-Post Facto method. The population in this study amounted to 952 people from 34 Public and Private Vocational High Schools (SMK) registered in MGMP (Subject Teachers' Consultation) Physical Education Vocational School Physical Education Serdang Bedagai Regency in North Sumatra Province in 2017. Samples of 30 physical education teachers from 34 Schools us
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Dissertations / Theses on the topic "A high school teacher"

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Tucker, Gail. "High-stakes testing and teacher burnout in public high school teachers." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/653.

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Demands associated with the No Child Left Behind Act of 2001 contribute to the risk of teacher burnout; however, the relationship between teacher burnout and specific teaching assignments is unclear. Accordingly, the purpose of this study was to investigate if burnout is greater for high-stakes subject area public high school teachers than for low-stakes subject area public high school teachers and to ascertain teachers' perceptions about difficulties associated with teaching a high-stakes subject area. The job demands-resources model and the multidimensional model of burnout provided the theo
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Arnold-Massey, Helen P. Baker Paul J. "Retention of new teachers in high performing high poverty schools." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1273119641&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181240377&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on June 7, 2007. Dissertation Committee: Paul Baker (chair), Amee D. Adkins, Joseph Pacha, Ronald L. Cope. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.
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Tse, Chun-yin Shirley. "Teachers' perceptions of the introduction of an appraisal system in a secondary school in relation to professional development." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B37638749.

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Zhang, Xiaofeng. "The role of teacher appraisal in teacher professional development a case study in schools in Shanghai /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40888034.

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George, Anna Ray Bayless. "Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149592/.

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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 reco
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Jacobs, Tricia Susan. "High School Teacher Perceptions of Empowerment." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/63891.

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As the responsibilities of principals become more complex and as accountability becomes more evident in K-12 cultures, it becomes increasingly important that high school principals be trained to empower teachers. This paper examined the research concerning the conditions of the empowerment of teachers. More specifically, it measured high school teachers' perspectives concerning their levels of empowerment by their principals based on the four domains of empowerment: meaning, competence, self-determination, and impact. This quantitative study was designed to answer three questions. First, h
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Mohapatra, Jhunu. "SELECTED SCHOOL CHARACTERISTICS AND THEIR RELATIONSHIPTO HIGH SCHOOL TEACHER RETENTION." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3442.

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ABSTRACT This study was conducted to examine the perceptions of Orange County high school teachers and administrators regarding selected school characteristics and their relationship to teacher retention. The study was based on another investigation conducted by the Charlotte Advocates of Education (2004) inquiring into the working conditions in schools and their impact on teacher retention. A total of 292 teachers with less than 4 years of experience and 14 administrators with more than 1 year of experience responded to 25 survey items related to the 6 factors comprising positive school chara
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Lam, Yee-mei Loretta. "Teacher stress encountered by Hong Kong secondary and primary school teachers similarity and disparity /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37598673.

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Chan, Ka-hing Alexander. "Hong Kong teacher identity perceived and intended /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3530554X.

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Wong, Chun-cheong. "Hong Kong teachers' perceptions of continuing professional development policies and activities." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3554448X.

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Books on the topic "A high school teacher"

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Bell, Linda May. Teacher-talent presents: Sharing the wealth. Professional Development Committee O.S.S.T.F., 1986.

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Kirk, Georgina M. Teacher motivation at Hattersley High School. UMIST, 1996.

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Susan, Kammeraad-Campbell, ed. Teacher: Dennis Littky's fight for a better school. Plume, 1989.

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Branch, Alberta Curriculum Support, ed. Drama, junior high school: Teacher resource manual. Curriculum Support, Alberta Education, 1989.

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Education, Alberta Alberta. Drama, senior high school: Teacher resource manual. Alberta Education, 1989.

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Randall, Elizabeth. The floating teacher: A guide to surviving and thriving. Maupin House Pub., 2011.

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Randall, Elizabeth. The floating teacher: A guide to surviving and thriving. Maupin House Pub., 2011.

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Chŏng, Ki-ho. Taegu Chikhaksi chungdŭng hakkyo kyosa ŭi sagi punsŏk. s.n.], 1986.

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University, Elon, TMW Media Group, and Insight Media, eds. Family-teacher partnerships in high poverty schools. TMW Media Group, Inc., 2010.

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Project, Urban Teacher Academy, Recruiting New Teachers Inc, and Council of the Great City Schools (U.S.), eds. Urban Teacher Academy Project toolkit: A guide to developing high school teaching career academies. RNT, 2000.

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Book chapters on the topic "A high school teacher"

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McConnell, Jessica Wallis. "Teacher Burnout Among High School Teachers." In Teacher Burnout from a Complex Systems Perspective. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-85024-0_6.

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Doucette, Stephanie. "A Bulimic Junior High School Teacher." In Sampling Inner Experience in Disturbed Affect. Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-1222-0_9.

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Winter, David, and Chris Astall. "Preservice High School Science Teacher Identity." In Drawing for Science Education. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-875-4_22.

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Hazzan, Orit, Tami Lapidot, and Noa Ragonis. "High School Computer Science Teacher Preparation Programs." In Guide to Teaching Computer Science. Springer London, 2011. http://dx.doi.org/10.1007/978-0-85729-443-2_15.

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Hazzan, Orit, Tami Lapidot, and Noa Ragonis. "High School Computer Science Teacher Preparation Programs." In Guide to Teaching Computer Science. Springer London, 2014. http://dx.doi.org/10.1007/978-1-4471-6630-6_15.

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Hazzan, Orit, Noa Ragonis, and Tami Lapidot. "High School Computer Science Teacher Preparation Programs." In Guide to Teaching Computer Science. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39360-1_17.

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Whitlock, Kristin H. "Teaching introductory psychology as a high school elective: Davis High School." In Transforming introductory psychology: Expert advice on teacher training, course design, and student success. American Psychological Association, 2022. http://dx.doi.org/10.1037/0000260-009.

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Lausselet, Nadia, and Ismaël Zosso. "Bonding with the World: A Pedagogical Approach." In High-Quality Outdoor Learning. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_15.

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AbstractOutdoor Education activities are rapidly developing in school practice in Switzerland, still mainly based on personal initiatives from teachers. Teacher training universities have a role to play to reinforce and facilitate professional development of these teachers, guarantee a coherent approach to quality outdoor education, and promote its implementation at a larger scale. In order to do this, universities have to develop programmes both for initial and in-service training, in which they support a progression with various levels of expertise. They also have to develop a scientific dis
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Vanblaere, Bénédicte, and Geert Devos. "Learning in Collaboration: Exploring Processes and Outcomes." In Accountability and Educational Improvement. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_10.

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AbstractMoving towards school improvement requires coming to understand what it means for a teacher to engage in ongoing learning and how a professional community can contribute to that end. This mixed methods study first classifies 48 primary schools into clusters, based on the strength of three professional learning community (PLC) characteristics. This results in four meaningful categories of PLCs at different developmental stages. During a one-year project, teacher logs about a school-specific innovation were then collected in four primary schools belonging to two extreme clusters. This an
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Chapman, Amy L. "#CivicEd: Teachers’ Stories of Connection, Civics, and Social Media." In Palgrave Studies in Educational Media. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10865-5_5.

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AbstractThis chapter shares the findings from a study of civic educators who used Twitter as part of their civics instruction. This chapter reviews the experiences of five high-school teachers who participated in this study, presenting each teacher as an individual case study. Each teacher used social media to teach civics. This chapter describes each teacher, their context, and their reasons for using social media to teach civics. Each vignette also discusses each teacher’s main objectives in teaching with social media.
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Conference papers on the topic "A high school teacher"

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Dávid Szabó, László. "TEACHER INTERACTION FROM THE PERSPECTIVE OF HIGH SCHOOL STUDENTS." In Paris International Conference on Teaching, Education & Learning, 10-11 January 2024. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/ictel.2024.11.

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Based on Leary’s interpersonal model (Interpersonal Circumplex), Wubbels elaborated the scheme of interpersonal behaviour that was completed by questionnaires (Questionnaire on Teacher Interaction (QTI)). Our research involved 110 high school students. The aim of our present research is to determine the teacher's interaction style from the high school students' perspective using the QTI measurement tool (Questionnaire on Teacher Interaction). The purpose of the research is to assess how students see the teacher's classroom activities and how the teachers see themselves and see whether there is
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Lethole, Lieketseng, June Palmer, and Edwin de Klerk. "EXPLORING THE IMPLEMENTATION OF TEACHER LEADERSHIP IN LESOTHO HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end133.

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Whilst teacher leadership is an evolving concept with a potential that has yet to be realized, the fostering of teachers’ leadership growth remains a sustainability element in education worldwide. Teacher leadership for sustainability indicates a fresh and extended consideration of leadership emphasising sustainability principles and providing leadership that transforms the school environment while engaging in collaborative efforts to do so. Located in the interpretive paradigm, this qualitative study sought to elicit the views of Heads of department (HoDs) and District Education Managers (DEM
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de Queiroz, Cileda, and Silva Coutinho. "Teaching statistics in elementary and high school and teacher training." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08407.

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The focus of the reflections presented here is the teacher’s point of view on the teaching and learning of statistical concepts. This paper reports the research efforts carried out recently by our group with converging results. We identified that teachers have difficulty in teaching topics related to statistics, particularly when some analysis of the data is required. Teacher discourse shows they favor the philosophy of Exploratory Data Analysis (EDA), but in practice, they restrict their work, according to the results of our study, to a more technical approach that emphasizes the use of algor
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Fletcher, Carol L., and William Wesley Monroe. "High School CS Teacher Certification." In SIGCSE '17: The 48th ACM Technical Symposium on Computer Science Education. ACM, 2017. http://dx.doi.org/10.1145/3017680.3022355.

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Pulice, Stacy. "High School Teachers: Classroom Management and Teacher Well-Being." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1691664.

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Sharifdeen, F. S. "Recruitment and Retention of Secondary School Teachers: with Reference to International Schools in Colombo." In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES [SICASH]. Faculty of Humanities and Sciences, SLIIT, 2022. http://dx.doi.org/10.54389/znjf4053.

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Teacher recruitment procedures are vital in being one of the significant factors in providing effective and quality teachers. However, limited research has delved into how teachers are recruited in international schools. Hence, this study attempts to investigate the factors considered in teacher recruitment procedures and how teachers can be retained in international schools, especially in the secondary section which is from year 10 to 13. A quantitative research approach was used. The study involved 72 teachers who were selected from six leading international schools in Colombo using the purp
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Keiša, Patrīcija M., and Manuel J. Fernández González. "Teacher’s Role and Attitude During Socratic Conversations for Moral Education at High School." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.54.

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It is important to address moral education in the context of human freedom, authenticity, and self-inquiry. Following the developmental needs of adolescents and young adults, moral education at high school should provide a social environment to address authentic identity search and inquiry upon existential questions by facilitating reflection about students’ own life experiences together with peers. A conceptual model of Socratic conversation as a method for moral education in high school was elaborated by the authors. This research addresses the role and attitude of a teacher in the practical
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Warner, Jayce R., Carol L. Fletcher, Wesley Monroe, and Lisa S. Garbrecht. "Growing the High School CS Teacher Workforce." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. ACM, 2018. http://dx.doi.org/10.1145/3159450.3162278.

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Molnar, Adam. "High school mathematics teachers’ reading of tables." In Promoting Understanding of Statistics about Society. International Association for Statistical Education, 2016. http://dx.doi.org/10.52041/srap.16403.

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People frequently do not use numeric information as providers intended. Some lapses arise from psychological issues, but more errors (even among educated professionals) come from lack of mathematical skill. Lack of training is a cause; for instance, finding probabilities from tables appears in current US school standards, but not many earlier versions. To investigate teacher knowledge, 25 US high school mathematics teachers were interviewed on tasks related to tables and conditional probability. Although participants made mistakes, their content knowledge compared favorably to the general popu
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Andriyani, Ayu, Amirah Himma, Siti Alizar, Zakki Amin, and Mr Mulawarman. "The Relationship of Anxiety, School Burnout and Well-Being in High School Students." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.5.

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Reports on the topic "A high school teacher"

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Mohamed, A., and R. L. Shepard. High school teacher enhancement in the sciences. Office of Scientific and Technical Information (OSTI), 1997. http://dx.doi.org/10.2172/587719.

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Lemos, Renata, Karthik Muralidharan, and Daniela Scur. Personnel Management and School Productivity: Evidence from India. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/063.

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This paper uses new data to study school management and productivity in India. We report four main results. First, management quality in public schools is low, and ~2σ below high-income countries with comparable data. Second, private schools have higher management quality, driven by much stronger people management. Third, people management quality is correlated with both independent measures of teaching practice, as well as school productivity measured by student value added. Fourth, private school teacher pay is positively correlated with teacher effectiveness, and better managed private scho
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Clewell, Beatriz Chu, and Ana Maria Villegas. Absence Unexcused: Ending Teacher Shortages in High Need Areas. The Wallace Foundation, 2001. http://dx.doi.org/10.59656/el-g8032.001.

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This Urban Institute report evaluates Pathways to Teaching Careers, a model developed by The Wallace Foundation to attract and train nontraditional candidates, such as school aides and returning Peace Corps volunteers, and to place them as teachers in tough schools.
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Schipper, Youdi, and Daniel Rodriguez-Segura. Teacher Incentives and Attendance: Evidence from Tanzania. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/121.

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We study early grade teacher attendance in a nationally representative sample of public primary schools in Tanzania. We document high and costly levels of absence: during unannounced school visits, only 38 percent of teachers are observed to be actively teaching in the classroom. We find that an experimental incentive program that provided test-based performance rewards improved classroom attendance and teaching among eligible early grade teachers, although it did not explicitly incentivize attendance. Using panel regressions across the full sample, we find that teacher attendance is positivel
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Dull, R. W., and H. R. Kerchner. A teacher`s guide to superconductivity for high school students. Office of Scientific and Technical Information (OSTI), 1994. http://dx.doi.org/10.2172/10196269.

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Tan, Steven Kwang San, Isabella Yuen Fun Wong, Seck Heong Tan, and Helen Kwee Fong Low. Beginning physical education teachers’ experience of continuing professional development and school-based mentoring. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22611.

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The transition from being students to first-year teachers can be a satisfying journey, and yet has the potential to be a significantly challenging life transition for many beginning teachers, and it is not different for any physical education (PE) teachers. This is especially so when these novice teachers are expected to fulfill similar roles and responsibilities as their more experienced counterparts in the schools. There is without a doubt that teacher education programmes provide the opportunities for these novices to develop their expected skills, knowledge, and attitudes to become qualifi
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7

Korach, Rachel. A Comparative Study of Perceptions of High School Department Chairs and High School Teachers on the Role of the High School Academic Department Chair: the Voice of the Teacher-department Chair. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1253.

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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their dev
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Ricker, Kevin. Principal and Teacher Beliefs About the Impact of CBAs on School Performance: Five High Performing High Schools in Oregon. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6392.

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Darling-Hammond, Linda, Michael DiNapoli, Jr., and Tara Kini. The Federal Role in Ending Teacher Shortages. Learning Policy Institute, 2023. http://dx.doi.org/10.54300/649.892.

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The United States needs a nationwide Marshall Plan for teaching, similar to that enacted after World War II to rebuild Europe, but for rebuilding the teaching profession. A Marshall Plan for teaching should focus the powers of the federal government on supporting recruitment, preparation, support, and retention in teaching. This report outlines seven ways the federal government can end teacher shortages: (1) increase educators' net compensation, (2) strengthen recruitment by making teacher prepartion debt-free, (3) expand high-retention pathways into teaching, (4) provide high-quality mentorin
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