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Relevant bibliographies by topics / High school teacher preparation

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Journal articles

Academic literature on the topic 'High school teacher preparation'

Author: Grafiati

Published: 12 September 2021

Last updated: 18 February 2022

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Journal articles on the topic "High school teacher preparation"

1

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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2

Fetler, Mark. "High School Staff Characteristics and Mathematics Test Results." education policy analysis archives 7 (March 26, 1999): 9. http://dx.doi.org/10.14507/epaa.v7n9.1999.

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This study investigates the relationship between measures of mathematics teacher skill and student achievement in California high schools. Test scores are analyzed in relation to teacher experience and education and student demographics. The results are consistent with the hypotheses that there is a shortage of qualified mathematics teachers in California and that this shortage is associated with low student scores in mathematics. After controlling for poverty, teacher experience and preparation significantly predict test scores. Short-term strategies to increase the supply of qualified mathem

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Astuti, Indri. "The Implementation of ADDIE Model in Developing Career Guidance Program in Senior High School." JETL (Journal Of Education, Teaching and Learning) 4, no. 1 (2019): 174. http://dx.doi.org/10.26737/jetl.v4i1.992.

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The research aims to reveal the factual design and conceptual design of the preparation of career guidance programs at Pontianak 3 State Senior High School. Sixty twelve grade science students and two guidance and counseling teachers were also the subjects of the survey. Quantitative data were obtained using questionnaires as main data and interviews as additional data. The results of data processing show that most of the assessment needs have been carried out in a high category. However, the response of the guidance and counseling (BK) teacher stated that there were still weaknesses in the fa

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Terry, Alice W., and Catherine Head. "The Early Findings of an Urban Education Teacher Preparation Program." Educational Renaissance 2, no. 1 (2013): 29–44. http://dx.doi.org/10.33499/edren.v2i1.65.

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A university near a major city in Georgia and a large, urban school district established a Professional Development School (PDS) in which the majority of junior and senior-level pre-service teacher coursework and fieldwork took place at seven urban, high-needs public schools. The purpose of this study was to provide preliminary feedback to the middle grades teacher preparation program concerning the UE (Urban Education) program in preparation for the second cohort of UE interns and the second year of study with the first cohort. What emerged from the study was evidence that the program, for it

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5

Ransom, Julia C. "Love, Trust, and Camaraderie: Teachers’ Perspectives of Care in an Urban High School." Education and Urban Society 52, no. 6 (2019): 904–26. http://dx.doi.org/10.1177/0013124519894973.

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Many scholars have found that student–teacher relationships are an integral part to student success in schools. The quality of relationships has implications for student engagement and performance. The most successful student–teacher relationships have characteristics of the ethic of care. The purpose of this qualitative study was to examine the perspectives of care of two teachers within a peer learning structured STEM (science, technology, engineering, and mathematics) classroom in an urban high school. In the Peer Enabled Restructured Class (PERC), student facilitators work with teachers to

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Donaldson, Morgaen, and Madeline Mavrogordato. "Principals and teacher evaluation." Journal of Educational Administration 56, no. 6 (2018): 586–601. http://dx.doi.org/10.1108/jea-08-2017-0100.

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Purpose The purpose of this paper is to examine how school leaders use high-stakes teacher evaluation to improve and, if necessary, remove low-performing teachers in their schools. It explores how cognitive, relational and organizational factors play a role in shaping the way school leaders implement teacher evaluation. Design/methodology/approach Using a database of in-depth interviews with 17 principals and assistant principals, this study uses cross-case comparisons to examine one district’s efforts to improve the performance of low-performing teachers through evaluation. Findings School le

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7

Clarke, John, Michael Dwyer, Corrine Glesne, et al. "Adapting Teacher Preparation Courses to Support High School Reform." Journal of Teacher Education 48, no. 5 (1997): 358–66. http://dx.doi.org/10.1177/0022487197048005005.

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8

Pereira, Amiee-Jade, and Julie Ann Pooley. "A Qualitative Exploration of the Transition Experience of Students from a High School to a Senior High School in Rural Western Australia." Australian Journal of Education 51, no. 2 (2007): 162–77. http://dx.doi.org/10.1177/000494410705100205.

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This qualitative study explored the experience of rural students who had undergone transitions between schools to continue their studies in Years 11 and 12. A thematic content analysis identified two main themes: social relationships and school issues. Social relationships, concerned with peer interactions and student-teacher relationships, had long-term significance while school issues, particularly academia and school structure, were considered a short-term concern. The study recommends increased attention to the development of peer and teacher relationships, informing students of the academ

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McLeskey, James, Bonnie Billingsley, Mary T. Brownell, Lawrence Maheady, and Timothy J. Lewis. "What Are High-Leverage Practices for Special Education Teachers and Why Are They Important?" Remedial and Special Education 40, no. 6 (2019): 331–37. http://dx.doi.org/10.1177/0741932518773477.

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Improving educational outcomes for students with disabilities and others who struggle in school largely depends on teachers who can deliver effective instruction. Although many effective practices have been identified to address the academic and behavioral needs of students who struggle in school, including those with disabilities, these practices are not used extensively in classrooms. This article provides a rationale for and description of major changes that are occurring in teacher preparation programs that are designed to improve the practice of beginning teachers. This is followed by a d

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10

Farvis, John, and Stephen Hay. "Undermining teaching: How education consultants view the impact of high-stakes test preparation on teaching." Policy Futures in Education 18, no. 8 (2020): 1058–74. http://dx.doi.org/10.1177/1478210320919541.

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The outcomes of high-stakes tests (HST) in New York schools have consequences for teachers and administrators, as students’ results became quality indicators for school administration and instruction. Education consultant’s views offer an independent perspective of the HST environment. Data were collected from education consultants through a survey and interviews. Findings linked HST with reduced teacher control in instructional planning, curriculum narrowing and increased test preparation. These practices were associated with decreased collaboration and increased teacher and administrator str

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