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Relevant bibliographies by topics / Authority, teacher, junior high school

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Academic literature on the topic 'Authority, teacher, junior high school'

Author: Grafiati

Published: 24 April 2022

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Journal articles on the topic "Authority, teacher, junior high school"

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Ermolova, T. V., A. V. Litvinov, E. A. Balygina, and A. V. Guzova. "Formation of Adolescents’ Achievement Motivation in Modern Educational Space." Современная зарубежная психология 8, no. 2 (2019): 7–18. http://dx.doi.org/10.17759/jmfp.2019080201.

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Analyzing studies on motivation carried out by foreign scholars in 2017–2019 one can identify the following trends in search of motivational factors of achievements at school level and family miсrocommunity: the desire to stand out and assimilate, attractiveness and popularity, family tradition of education, relationships with parents, self-image, resilience. These studies distinctly show the value of motivational climate and suspended individual supporting strategies focused on life goals, including emotional involvement. Deep involvement in school life and the authority of the teacher can be regarded as predictors of high achievement motivation of junior adolescents. The review analyzes the reasons of reduction in learning motivation of high schoolers. The article discusses the models that demonstrate the role of belief in self-efficacy and role of mother and father in the formation of school achievement motivation. The authors show that scientists gradually shift the emphasis in the direction of non-invasive ways of shaping the «induced» learning motivation and targeted motivation for learning of particular top-requested disciplines.

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Darmadi, Hamid. "Impact of Management Authority Transfer of SMA/SMK from Regency/City Government to Provincial Government in West Kalimantan." JETL (Journal Of Education, Teaching and Learning) 4, no. 1 (2019): 244. http://dx.doi.org/10.26737/jetl.v4i1.1095.

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The purpose of this study is to obtain objective information and clarity regarding the impact of management authority transfer of senior high school (SMA)/vocational high school (SMK) from regency/city government to the provincial government in West Kalimantan Province. The benefit of the results theoretical and practical for teachers, school principals, education and culture services and regional governments. The population in this study were SMA/SMK teachers, SMA/SMK principals, regency/city education office and the provincial education office of West Kalimantan. This study uses direct communication techniques, direct observation techniques, and documentation techniques. The results of this study indicate that: (1) Management of SMA/SMK by the regency/city government and school activities run smoothly before the authority transfer of SMA/SMK to the Provincial Government Staffing. There is no separation between elementary school, junior school, high school and vocational school by Regency/City Education Service; (2) Management of SMA/SMK after the transfer of authority by the provincial government is obtained data and information there is a tendency for SMA/SMK to be abandoned by Regency/City Education Services because they are not responsible anymore to take care of SMA/SMK, while the Provincial Education Service which has the mandate to take care of SMA/SMK is difficult to reach schools, especially SMA/SMK far in remote areas, outermost, disadvantaged and remote areas; (3) The workload of the Head of Regency/City SMA/SMK Court MKKS after the transfer of management of SMA/SMK to the province is felt to be increasingly heavy. Because the duties of the School Supervisor that should be handled by the SMA/SMK Supervisor cannot be implemented properly due to the limited budget of the visit, the location of the SMA/SMK is too far away. Finally, the task of the School Supervisor was forced to be taken over by the Chairperson of the Regency/City MKKS. Even to the extent that the selection of selected SMA/SMK principals is conducted by the Chairperson of the MKKS.

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Wijaya, Rahmanu, Warsono Warsono, Nanik Setyowati, and Maya Mustika Kartika Sari. "MEMBANGUN KESADARAN HUKUM PADA MASA PANDEMI COVID – 19 MELALUI PENGEMBANGAN RENCANA PELAKSANAAN PEMBELAJARAN." SUPREMASI HUKUM 17, no. 1 (2021): 55–67. http://dx.doi.org/10.33592/jsh.v17i1.1154.

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The President of the Republic of Indonesia has established the status of a health emergency in the Presidential Decree 11 of 2020, as well as stated in Presidential Decree 12 of 2020 that non-natural disasters caused by COVID-19 as a national disaster. The consequence is the birth of the role of the government through legal instruments and actions to control the community, so it is important to build legal awareness. In this case teachers have the authority to form a Learning Implementation Plan (RPP) applied to students, then this legal research aims to know the authority of teachers of Pancasila education and citizenship (PPKn) junior high school (SMP) in drafting RPP to build legal awareness during the covid-19 pandemic. The method used is Statute Approach, which is based on the legislation on the authority of teachers and related to the status of health emergencies and non-natural disasters. The results showed that PPKN teachers have the authority to develop RPP that builds legal awareness for students, especially with regard to the control exercised by the government during the pandemic.

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李逢堅, 李逢堅. "不進而廢:高關懷國中生學校學習問題之研究". 中華輔導與諮商學報 63, № 63 (2022): 035–70. http://dx.doi.org/10.53106/172851862022010063002.

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<p>高關懷學生有較高的學業適應問題，容易促發偏差行為甚至中輟。為了瞭解他們的學習困境，本研究從第三空間理論探究他們自學校學習的認同特徵及形成，同時檢視不利於他們學習的學校制度特徵。研究對象為十位有偏差行為的高關懷學生，選自北部一所升學型國中的三個多元班。研究方法採個別深度訪談及非參與觀察法。訪談對象為學生、三位多元班主責教師與輔導組長。觀察的三個班別為農耕班、熱舞班及導航班。以詮釋現象學取向進行資料分析。研究結果發現，他們的認同特徵是不讀書。認同形成肇因於不懂所學，他們學習壓力相當大，混和許多負向情緒，於是成為課堂局外人，展現課堂偏差、翹課甚至中輟。他們因應學習壓力的方式，混和逃避、放棄、抗拒、自然反應與偏差行為，不僅無助於改善困境，反而在學校制度課程屬性、統一規範的課程進度、大班教學與考試範圍下，形成棄學的迴圈。在課堂規範下，他們受管教而破壞師生關係，連帶討厭課堂。即使師生關係佳，仍不等於支持學習。也因放棄學習而缺乏支持學習的同儕。當他們從學習轉向玩樂，提高回歸學習的難度，若交往涉及幫派的同儕，不僅偏差行為加劇，更可能回頭抗拒家庭的管教。</p> <p>&nbsp;</p><p>At-risk students have more problems of learning in schools that might lead to delinquent behaviors and drop-out. It is important to find out their difficulties in learning in schools and let at-risk students receive suitable schooling. The research purposes are to investigate the identity and their formation based on the third space theory. This approach could reflect the school systems which would obstruct learning of at-risk students from their coping attitudes. Ten at-risk students who had delinquent behaviors were chosen from three Multiple Classes in a junior high school in Taipei. The school has better high school entrance performance. Multiple Classes teaching various activities but academy are designed for delinquent students who are not able to stay in regular classroom to learn. Classes include gardening, dance and navigation related activites. Research methods are individual in-depth interview and non-participatory observation. Interviewees were students, one teacher from each of the three Multiple Classes and Section Chief of Counseling in school. Observation was conducted in each of three Multiple Classes using video recording and field diary. Data were analyzed by hermeneutic phenomenology approach. Interviews with student were the primary data, and interviews with teachers and class observation served as triangulation. After all cases were analyzed individually, cross cases analysis followed.</p> <p>The results find the identity of at-risk students is to quit learning, and four students identified themselves as to playaround. Regarding identity formation, they bear huge pressure from learning with lots of negative emotions which results from not understanding what they are taught. These emotions led to their delinquency behaviors and marginalization in class, cut classes or even flunk out. Avoiding, giving up, resisting and spontaneous reaction were used by these students to cope with pressure in school. These attitudes relating to misbehaviors can not relieve their difficulties, but form a feedback loop that impeded student learning in the school systems. These school systems are academic curriculum, one-size-fits-all curriculum schedule and tests, and whole class instruction. The loop keeps them from learning, getting harder to follow up classes and even staying away from schools. Class delinquency of students often led to disciplinary actions which worsened teacher-student relationship and their attitude toward the teachers’ classes. Even the relationship is fair, it does not mean to support their learning. Additionally, at-risk students lack of classmates to support their learning after quit learning because common activities of classmates are about learning. If they escape from learning to play around, they spend more time on play and created a vicious circle of low school. Their parents are commonly unfamiliar with their friends frequently hanging on. If they have friends to do with gangsters, they would act more delinquent behaviors and even rebel against their family rules.</p> <p>The contributions of this research are in two perspectives. From research approach perspective, this research adopts third space theory to explore at-risk students learning problems in school. It not only reveals huge pressure experiences by at-risk students in learning but also the school systems that are disadvantageous to their learning. The at-risk student is the title labelled from the authority of school system taking them as different. From practical perspective, the results depict extremely embarrassed situations of at-risk students in learning. Education policy makers and school administrators should adjust the systems to be more flexible and fit better students’ learning conditions. Teachers and consultants should be more sensitive to identifying their explicit delinquent behaviors and interpret such behaviors not as violating rules intentionally but as a warning of their learning difficulties and assist them to overcome.</p> <p>&nbsp;</p>

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Utami, Naning. "PENINGKATAN PRESTASI BELAJAR SISWA DALAM MENGARANG MELALUI PEMBELAJARAN TERBIMBING." Jurnal Pena Indonesia 3, no. 2 (2017): 166. http://dx.doi.org/10.26740/jpi.v3n2.p166-184.

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The writing lesson is actually very important given to the students to practice using the language actively. Our school in general is rather ignorant of writing lessons. The theoretical test material can lead to the motivation of the language teacher to teach the composing material only to be able to answer the exam questions, while the skill aspect is ignored. In addition to the above matters, it is assumed that some teachers who consider the authoring assignment given to the student are too burdensome or the task is too much for the student, so he feels sorry for the heavy burden to his students. Based on the above explanation, the researcher would like to try to do research with the title "Increase Learning Achievement of Indonesian Language Writing with Guided Learning Methods on Grade VII Students of Junior High School Saint Yosef Surbaya".

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Karma, Rudi, and Muhlis Muhlis. "Local Authority of Bugis Oral Literary “Caritana Andi Sessu” and its Emforcement in the Perspective of Character Education." Journal of Indonesian Language Education and Literary 4, no. 2 (2020): 1–9. http://dx.doi.org/10.31327/jilel.v4i2.1128.

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Literary learning is a series of learning that integrated with the teaching of Indonesian and it was taught at all educational levels. The common problem is the lack of learning materials related to literature in the form of stories which are the local wisdom of local students, especially in Wajo Regency. Whereas the existence of these folklore in the community has always existed which incarnated into various forms of oral literature such as Folk song. This study is a qualitative research with data that is the focus of research is the classic Bugis story (literature) contained in the singing of the Buginese people's Pakkacapi. The objective and urgency of the research in this study is the existence of Pakkacapi which has very rarely made the existence of a classic Bugis story contained in it also endangered. Data collection techniques used are interview and documentation techniques as well as data analysis techniques by doing repeated readings that focus full attention on the elements that provide an overview of the local wisdom of the Bugis community contained in the text. The results of this study are (1) Bugis song “Ceritana Andi Sessu” contains forms of local wisdom in it even though there is an implied directly depicted and some are not directly described. (2) The elements of local wisdom basically have accommodated and become part of the values of character education (3) The values of local wisdom in the story of Andi Sessu are in accordance with or relevant to the values of religious character education, honest, loving the motherland, responsible, democratic, nationalism, respect for achievement, and social care. (4). The application of "Andi Sessu's story " as a literary learning material in schools can only be applied at the Middle School and Senior High School levels with the assistance of teachers at the Junior High School level.

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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. The findings indicate that: (1) work motivation had a direct positive effect on teacher performance, (2) work discipline had a direct positive influence on teacher performance, (3) teacher interpersonal communication had a direct effect on teacher performance, and (4) the most dominant influential factor on teacher performance was teachers’ interpersonal communication.

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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 to describe the level of reinforcement of subject teachers in Padang City Junior High School. This research uses a quantitative descriptive approach. The research sample consisted of 149 students who were taken using the purposive random sampling technique. The instrument used was the "Teacher Reinforcement Scale" with a reliability value of 0.714. The results of this study reveal that the reinforcement of subject teachers in schools is in a low category. The results of the study generally show that the reinforcement of subject teachers is in a low category and needs to be improved in order to encourage students to be more active in participating in the learning process. The results of this research can be used as a basis for school counselors or Guidance and Counseling teachers in providing guidance and counseling services in schools by involving subject teachers.

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Darmawati, Darmawati. "Supervision of school principal clinicals in junior high school." JPGI (Jurnal Penelitian Guru Indonesia) 6, no. 2 (2021): 397. http://dx.doi.org/10.29210/021062jpgi0005.

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This study aims to determine the implementation of head clinical supervision school starts from planning, implementation and follow-up as well the success of the principal's academic supervision in improving competence professional teacher. This research uses a qualitative approach descriptive. Data collection techniques through observation and interviews. The results of the study based on the data obtained indicate that the implementation process of clinical supervision at SMPN 4 Banyuasin III has been going well and has received support from the principal and staff as well as the teachers concerned. In this clinical supervision, each stage carried out is able to provide meaning that can increase the ability of teachers to manage learning. The stages referred to are between the initial meeting, the learning observation stage to the post-feedback stage. Clinical supervision is a solution that is quite effective in improving teacher skills. This, it can be seen from the final results of the study that the teacher is able to master learning with various methods in accordance with the learning objectives.

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Fadilah, Ridha, and Ariati Mufidah. "TEXTBOOK AND ENGLISH TEACHER IN JUNIOR HIGH SCHOOL." Intensive Journal 4, no. 1 (2021): 1. http://dx.doi.org/10.31602/intensive.v4i1.4747.

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This research is intended to describe of the role of the textbook in English class. The subject of the study was English teachers in state junior high school in Banjarmasin. Data were collected through interviews, class observation, and document analysis. The investigation found that the teachers considered the textbook both central and external books helped them in preparing the lesson. They used several strategies to adapt the textbook by adding the material and modifying the task in the book. There were three main problems faced by English teachers at state junior high school 23 Banjarmasin, limited supported kits from the book, lacks materials inside the textbook, and high language level for students used in the book. However, this research is essential to conduct to present the real situation that happened in the English classroom.

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Dissertations / Theses on the topic "Authority, teacher, junior high school"

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Hwang, Shwu-Mei Jerich Kenneth Frank. "The perceived effectiveness of teacher education for junior high schools in Taiwan a comparison between preservice and inservice teachers /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835909.

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Thesis (Ed. D.)--Illinois State University, 1998.<br>Title from title page screen, viewed July 3, 2006. Dissertation Committee: Kenneth F. Jerich (chair), Kenneth H. Strand, Dent M. Rhodes, Barbara L. Nourie, Ming-Gon John Lian. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.

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Lanney, Naomi E. "The perceptions of teacher empowerment and job satisfaction among Jackson County high school teachers /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924897.

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Mitsuo, Sadayuki. "A JAPANESE COLT: ANALYZING TEACHING PERFORMANCE IN A JUNIOR HIGH SCHOOL PRACTICUM." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/82910.

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CITE/Language Art<br>Ed.D.<br>The two main purposes of this study were to create a systematic observation instrument in order to obtain clearer and more specific feedback from junior high school teachers about student teachers' teaching performances during their practicum, and to provide a way for junior college, university teachers, student teachers, and practicum supervisors to observe student teachers' teaching and then to communicate their observations more effectively with one another. The participants were 57 student teachers, 19 college teachers, and 28 junior high school teachers. Four instruments were used: a written consent form, a questionnaire about 15 teaching skills (The Teaching Skill Questionnaire), a 60-minute videotape with a checklist (The Japanese COLT), and a 42-item questionnaire (The Student Teachers' Videotaped Instruction). The study produced four major findings. First, by using the Japanese COLT (Communicative Orientation of Language Teaching Observation scheme), the three groups of raters (student teachers, college teachers, practicum supervisor) identified four specific problems with individual student teacher's teaching. They (a) explained new sentence patterns without interacting with the students, (b) asked fewer questions than expected, (c) had the students practice reading for a shorter time than expected, and (d) provided few opportunities for the students to speak in Japanese or English, and spoke Japanese more than necessary. The second finding was that the student teachers differed from the older teacher groups in their views of specific teaching skills because of their limited teaching experience and lower English proficiency. The third finding was that the three groups of raters perceived the student teachers' teaching on the videotape similarly. The fourth finding indicated that there was no statistically significant difference in the three groups' views of the teaching techniques used by the student teachers; however, a statistically significant difference was found for the three groups' evaluations of the student teachers' teaching. The Japanese COLT was a useful instrument for assessing the student teachers' classroom performances, as it provided more specific feedback to the student teachers, and allowed the three groups to share their viewpoints more effectively.<br>Temple University--Theses

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Wong, Siu-ping. "Listen to what students say : students' perceptions of the characteristics of a good teacher /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25139253.

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Schneider, Kathleen A. "Teaching experience as a determinant of middle-level teacher concerns." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/535891.

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The purpose of the study was to identify and compare the perceived concerns of novice and experienced teachers in the middle-level teaching years. The population consisted of 200 public school teachers and 100 Catholic school teachers in grades six, seven, and eight in the state of Indiana.A forty-item questionnaire listing concerns in the areas of professional growth, classroom management and routines, instructional activities, and evaluation problems was utilized. Three null hypothesis were tested by using a multivariate of analysis of variance (MANOVA). Decisions with regard to the hypotheses were made at an alpha level of .05.Findings1. No statistically significant differences were found to exist between novice and experienced teachers.2. No statistically significant differences were found to exist between male and female teachers.3. No statistically significant differences were found to exist between public school and Catholic school teachers.4. Salary commensurate with demands for professional growth, motivating pupil interest and response, stimulating critical thinking and developing good work and study habits were identified as major professional concerns of teachers.Conclusions1. Level of experience does not account for major differences in the degree of concerns of teachers.2. Sex of the teacher does not account for major differences in the degree of concerns of teachers.3. Type of school--public or Catholic--does not account for major differences in the degree of concerns of teachers.4. The area of Instructional Activities causes the greatest concern followed by Classroom Management and Professional Growth. Evaluation Problems causes the least concern.5. Salary, motivating student interest and response, developing in students good work and study habits, and stimulating critical thinking are major concerns for teachers.6. Individual items causing concern for teachers have experienced modest changes during the past 14 years.<br>Department of Educational Administration and Supervision

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Cheng, Kwai-ling Queenie. "Synergy between classroom learning and professional development of teacher a case of historical investigation at secondary three /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35331070.

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Lee, Hui-Ju, and 李惠茹. "The Career Choice and Promotion of Female Junior High School Teachers in Tainan City: Gender and Authority." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/hu48y4.

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碩士<br>國立成功大學<br>政治經濟學研究所<br>90<br>Abstract Up to 2002, 64% of the junior high school teachers in Taiwan are female, and the trend of female domination in education is continuing to rise, showing a horizontal occupational segregation by sex in this field. Despite this high tendency, more male executives than female ones occupy positions in school administrations. Female educators usually play the traditional roles of teaching or are in charge of basic managing roles, revealing a vertical occupational segregation by sex in junior high school administrations. This research demonstrates the junior high school education is a field with occupational segregation by sex. The subjects in this study are the female teachers and educators in junior high schools of Tainan City. By literature review, questionnaires, and interviews, this research investigates the reasons why those female educators choose “Junior high school teaching” as their life-long career and why they are not able to or not willing to engage in school administration. The results are as follows: 1.Although dominating teaching in junior high schools, most female teachers are in the lowest level of education— classroom teachimg with little power of executive administration. 2.Sexual stereotype also influences those female teachers’ views towards their careers. For example, labour-oriented jobs are not appropriate for females and traditional feminine roles, such as nurses and teachers, are ideal for them to choose as their life-long career. 3.The reasons given by those female teachers as to why they take the job as a junior high teacher reveal the social expectations of the female in Taiwan—females are supposed to be patient, love giving and suitable for caring jobs. 4.Female teachers are not interested/ unwilling in playing a role in school administration due to the structural limitations—the rigid sexual division of work, the design of school management system and the responsibility of taking care of their family. 5.The female teachers, however, hold a positive attitude toward their jobs and bear a totally different career view from the male ones.

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王怡琦. "A junior high school teacher of high teacher efficacy." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/60281385195873999504.

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碩士<br>國立中正大學<br>教育研究所<br>89<br>The main purpose of this study is to probe the context of teacher efficacy, its source and the coherence in any situation. A qualitative research design was employed in this study to gather data and analysis date. The researcher observed a confident being a high teacher efficacy teacher as the case in a high school for a case study, and observed two of her classrooms. The researcher gathered data of “ teacher efficacy ” from classroom observation, interviews, and some related documents. The result of the above study as below : 1. The teacher efficacy inclusion teaching efficacy, classmate management efficacy, and the efficacy of proving pluralistic option to adjust students’ philosophy. 2. The source of teacher efficacy inclusion the support of school administration and coworker, good emotion management, and improving profession actively. 3. Teacher efficacy is fluctuant. 4. The relation between teacher efficacy and students’ studying achievement isn’t clear. 5. The relation between teacher efficacy and Teacher’s role isn’t clear. Key words: Teacher efficacy 、 Self-efficacy 、 Coherence of efficacy 、 Qualitative research、High school teaching

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Chung, Ch'un-Hsiu, and 鍾純修. "Authority Structure Applies to Administration of Junior High School and Senior High School." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/07234921970344152258.

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碩士<br>東吳大學<br>數學系<br>94<br>In this dissertation, we introduce the cooperative games, the Shapley value, the Shapley-Shubik Power Index and the concepts of the authority structure. We apply those concepts to the administrative organization of junior high school and senior high school. We study the difference between that authority distribution in the administrative organization of the schools before and after the teacher law is implemented. We find that difference between the authority structure and authority distribution and new one is very little. However, on special affairs, for example, the issue of teacher's engagement, the authority structure and authority distribution have very obvious changes. In addition, we use the idea of the authority structure to analyze the resolution way of the committee of teacher of school and the committee of parents of school, the 2 newly-increased organizations after the teacher law is implemented.

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吳皇輝. "Case Study of Junior High School Science Teacher." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/74454227969627223025.

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Books on the topic "Authority, teacher, junior high school"

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Branch, Alberta Curriculum Support. Work experience program: Teacher resource manual, junior and senior high school. Curriculum Support, 1990.

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Schneider, Meg F. Help! my teacher hates me. Edited by Goldin David ill. Workman Pub., 1994.

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Ŏttŏn yaksok. Hyean, 2000.

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Ŏttŏn yaksok. Hyean, 2000.

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Collaborating to meet standards: Teacher/librarian partnerships for 7-12. Linworth Pub., 2002.

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Collaborating to meet standards: Teacher/librarian partnerships for k-6. 2nd ed. Linworth Pub., Inc., 2007.

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Collaborating to meet standards: Teacher/librarian partnerships for K-6. Linworth Pub., 2002.

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Juventud y procesos educativos: Una investigación con jóvenes de enseñanza media en Brasil y Argentina. Teseo, 2012.

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Keya, Shinji. Kokoro no kōryū o motomete. Kaya Shinji, 1986.

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Matsui, Yūsei. Assassination classroom: Time for grown-ups. Viz Media, 2014.

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Book chapters on the topic "Authority, teacher, junior high school"

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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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Langer-Osuna, Jennifer, and Indigo Esmonde. "It’s Like You’re a Teacher! A Social Semiotic Analysis of Authority Relations Among High School Mathematics Students." In International Handbook of Semiotics. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9404-6_58.

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Zakiyah, Z., and Basikin. "The use of the Hello English application to improve junior high school students’ vocabulary and grammar mastery." In Teacher Education and Professional Development in Industry 4.0. CRC Press, 2020. http://dx.doi.org/10.1201/9781003035978-61.

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Traavik, Njål Vidar, Egil Eide, and Gisle Heimly. "Feltarbeid – forskande tilnærming til praksis." In Praksisnær undervisning – i praksis og teori. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.94.ch9.

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Using field work and undergoing field practice in junior high school in teacher education for vocational subjects is a new methodological approach to focus, content and to how student practice is organized and carried out. Our research study posed two main questions: 1. Did vocational student teachers find their field-study relevant and meaningful while in junior high school practice and in view of their future vocational teacher practice? 2. Can micro-ethnographic study as a method be used in teaching in vocational subjects for first, second and third year of senior high school? In light of their experiences in senior high, we wanted to challenge the students to rethink and perhaps alter their approach to teaching within the framework of the junior level of high school. We also wanted the students to design and carry out a project they found challenging as well as novel for them. The selection consisted of 60 students who study to become vocational teachers. The project, including the evaluation of it, was completed in the autumn of 2016. The practice period in junior high school had a duration of two weeks. Findings: All students considered their practice as relevant, meaningful and useful in the context of their future career as teachers. A large majority considered micro-ethnographic study as relevant for their own practice as teachers in vocational subjects in first, second and third year of senior high school. In particular, they found the subject called ‘prosjekt til fordjuping’ (‘project for deeper learning’) as very useful. Periods of placement in factories and other work situations were also found to be very useful.

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Matsui, Takao. "How Tabidachinohini Was Created in a Middle School in Chichibu in Japan." In Advances in Early Childhood and K-12 Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8042-3.ch010.

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The song “Tabidachinohini” is mostly sung at graduation ceremonies in Japan. It is a song called “On the Day of Departure” born at a junior high school in Chichibu, a mountainous area in Saitama Prefecture. The study describes how the song was created and how the song changed the school climate. The message put in this song echoes dreams and hopes and courage. The melody is somewhat nostalgic, but it leads us to a bright future. While spelling out how this song was borne and spreading, the author unravels the circumstances that have transformed into a school where the contact between the teacher and the student and the singing voice resonate. Did singing change the minds of people? The author looks back the process of how “Tabidachinohini” was created and sang among the students.

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Pedings-Behling, Kathryn E. "Influences of the Places of My Life." In Identifying, Describing, and Developing Teachers Who Are Gifted and Talented. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5879-8.ch007.

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The author is a math educator who has taken on several roles in education, primarily including classroom teacher and curriculum writing. This chapter is an exploration of the pivotal places in her life that shaped the gifted and talented educator she has become. The chapter starts with a look at the rural South Carolina county where she grew up and attended public school. Next, she describes a very significant life shift when she enters a specialized public boarding school called the South Carolina Governor's School for Science and Mathematics for her junior and senior years of high school. She then describes the importance of her time as a student at the College of Charleston and all of the opportunities that were opened to her there. This chapter wraps up with her career experiences, and how they continued to shape her as a teacher.

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Hemphill, Leaunda S., and Donna S. McCaw. "Moodling Professional Development Training that Worked." In Handbook of Research on New Media Literacy at the K-12 Level. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-120-9.ch050.

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Three junior high teachers and 12 senior high school teachers were introduced to online teaching strategies and tools in a three-day workshop. The teachers developed their basic online course shell on Moodle, an open-source online course management system. Following the workshop, teachers revised their course shells and created short teaching modules to meet the differentiated needs of their students. The modules were evaluated using a modified version of the Quality Online Course Initiative (QOCI) Rubric (Illinois Online Network, 2007). All teacher participants completed the workshop training and 14 successfully met all the QOCI criteria on their modules. This Moodle training was a capstone experience following three years of curricula, content, and pedagogical training through the ISAMS project. The project was funded as part of a No Child Left Behind (NCLB) Teacher Improvement grant which provided professional development for math and science teachers.

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Brown, Jeannette. "Industry and Government Labs." In African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0009.

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Dr. Hopkins is one of the few American women to have held a doctorate in science and a license to practice before the U.S. Patent and Trademark Office. Her career included academia, industry, and government. Esther was born Esther Arvilla Harrison on September 16, 1926, in Stamford, Connecticut. She was the second of three children born to George Burgess Harrison and Esther Small Harrison. Her father was a chauffeur and sexton at a church, and her mother worked in domestic service. Neither of her parents had an advanced education. Her father had some high school education; her mother attended only primary school. However, both of her parents wanted to make sure their children had a good education. When Esther was three and a half years old, her mother took her along to register her older brother for school. Because Esther was taller than her brother, the teacher suggested that she take the test to start school. She passed the test and was able to start kindergarten at the age of three and a half! She and her brother went to school together all through elementary school. Boys and girls were separated in junior high school; in high school they remained separate but attended the same school. She decided in junior high school that she wanted to be a brain surgeon. This was because she met a woman doctor in Stamford who had an office in one of the buildings that her father cleaned. The woman was a physician and graduate of Boston University Medical School. Esther decided that she wanted to be just like her. Therefore, when Esther entered high school, she chose the college preparatory math and science track. She took as many science courses as possible in order to get into Boston University. She spent a lot of time at the local YWCA, becoming a volunteer youth leader. One speaker at a YWCA luncheon discouraged her from entering science and suggested that she become a hairdresser. Esther was hurt but not discouraged by this. She graduated from Stamford High School in 1943.

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Heymann, Michael J., and Heidi L. Schnackenberg. "Cyberbullying." In Cases on Emerging Information Technology Research and Applications. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3619-4.ch015.

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Robert J. Mitchell Junior/Senior High School is a small institution located in central New York. Although generally minimal behavior problems occur at the school, currently cyberbullying is on the rise. One of the students, James, was recently a victim of cyberbullying. A picture of him was posted on a social networking site, which initiated a barrage of cruel text messages and emails. Although James didn’t tell anyone about the incident, another student complicit in some of the bullying, Sarah, confessed to him. Sarah and James then went to their teacher, Mr. Moten, to tell him about the bullying and that they thought another student was responsible for creating the social networking site and posting the picture. Without the benefit of a school or district cyberbullying policy, Mr. Moten then attempts to figure out what to do to help James and stop the harassment.

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Cryns, Theresa, and Marilyn Osborne. "Caring Conversations." In Learning Together. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195097535.003.0015.

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One thing that characterizes the OC is the respectful way OC teachers talk with kids. When two former OC teachers who had moved and now teach in different schools viewed a videotape of one of them teaching, the other was struck with how, after many years apart from each other, they still talk to kids the same way. Respectful conversations happen in the OC and in other schools where many exceptional teachers reach out and make connections with students. An OC teacher recounted an event that illustrates the contrast with other ways of interaction: . . . When a junior high school counselor came to register the kids in my room for junior high the next year, there was not an available table where she could sit with a small group. So I said, “Just a minute, I'll get you a space.” I asked a few kids who were working together at a table if we could use it for a while and then they could have it back. We teased each other a little and then the kids packed up their supplies and moved to work on the floor. The counselor said, “Is that how you talk to kids usually?” I said yes. She told me that in her school adults didn't treat kids like that at all— “There's hardly anyone who would have fun with kids, or even ask them for the table.” I was so stunned, I asked her what she would have done in that situation. She said she would have told them to just “move out, I need the table.” So there would have been no conversation. I asked her if that was the way the whole school interacted with children, and she said there was one person who talked just like me, and it turned out to be a former OC co-oper who now teaches there. . . . If the classroom structure allows conversations, people can learn to converse with respect. Children themselves can play a role in helping adults communicate with them.

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Conference papers on the topic "Authority, teacher, junior high school"

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Arif, Qana’ah Nuryan, M. Zaim, and Refnaldi Refnaldi. "Analyzing Teacher Talk in Classroom Interaction at Junior High School." In Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icla-18.2019.52.

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Yumiati, Yumiati, and Saleh Haji. "The Students Ability of Expressing Generality in Numbers at Junior High School Based on School Level." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.39.

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Sunawan, Mr, Halen Dwistia, Kusnarto Kurniawan, Sri Hartati, and Afriyadi Sofyan. "Classroom Engagement and Mathematics Achievement of Senior and Junior High School Students." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.26.

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Saputri, Pangestika, Mardiana Mardiana, and Triyanto Triyanto. "An Analysis of Studentrs Mathematical Literacy Ability of Junior High School Students." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.32.

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Hanggari, Budi, Bukman Lian, and Alhadi Yan Putra. "Leadership Influence and Job Satisfaction in Islamic Junior High School 2 Teacher Discipline." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.174.

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Nasution, Nasution, Warsono Warsono, Sarmini Sarmini, et al. "Training of Applying Research-Based Learning on Junior High School Social Studies Teacher." In Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211229.056.

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Hardianto, Andika Nur, Nevrita Nevrita, and Nurul Asikin. "Changes in the Behavior of Junior High School Students in the Learning Process." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.56.

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Mahanani, Putri, Siti Umayaroh, and Goenawan Roebyanto. "Creativity of Junior High School Teacher in Learning in the Time of Covid-19." In 1st International Conference on Information Technology and Education (ICITE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.296.

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Alperi, Muzanip, and Dewi Handayani. "Quality Mapping Analysis of Methods, Media and Learning Resources Usage at Junior High School." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.76.

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Aminah, Neneng, Stevanus Budi Waluya, Rochmad Rochmad, Sukestiyarno Sukestiyarno, Wardono Wardono, and Nuranita Adiastuty. "Analysis of Technology Pedagogic Content Knowledge Ability for Junior High School Teacher: Viewed TPACK Framework." In International Conference on Agriculture, Social Sciences, Education, Technology and Health (ICASSETH 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200402.060.

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