Relevant bibliographies by topics / High school teachers, Attitudes

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

Academic literature on the topic 'High school teachers, Attitudes'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 January 2023

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Journal articles on the topic "High school teachers, Attitudes"

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Garmabi, Hanieh, and Gholamreza Zareian. "EFL Teachers' Attitudes towards the Effectiveness of Metacognitive Strategies Used by High School Students." International Journal of Learning and Development 6, no. 1 (February 29, 2016): 61. http://dx.doi.org/10.5296/ijld.v6i1.9124.

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In any educational program, the most influential factor affecting the students’ level of improvement is the teacher (Rama, 2011). Indeed, the teacher is assigned such an importance that his/her attitude is important for improving educational process and more influential than a teacher‘s knowledge (Xu, 2012). Hence, this study intends to examine the teachers' attitude towards the effectiveness of metacognitive strategies used by high school students. To achieve the study goals, 100 teachers who taught English at different high schools of three Cities of Iran were asked to complete 34 item thesis questionnaire which investigated the teachers' attitude toward the effectiveness of metacognitive strategy use while reading a text. The results of statistical analysis indicated that while male and female teachers have the same attitude about reading and post-reading metacognitive strategies, they have significantly different attitudes about pre-reading metacognitive strategies. The results offer implications and suggestions for the pedagogical considerations within the school and even at university contexts.
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Inarsih, Nova Sri, Sastika Seli, and Dewi Syafitri. "Student’s Attitude and Challenges toward Teaching Practicum Programme (PPL) in Junior High School." EDULIA: English Education, Linguistic and Art Journal 1, no. 2 (March 6, 2021): 45–49. http://dx.doi.org/10.31539/edulia.v1i2.2121.

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This study aims to describe the attitudes and challenges of students towards the teaching practicum program (PPL) of STKIP-PGRI Lubuklinggau in Junior High School. The research method used is descriptive qualitative research. The research subjects were 16 respondents who were selected by purposive sampling. In collecting data, researchers used interviews and questionnaires. The results showed that many respondents had the most positive attitudes towards the affective and behavioral components. However, the component with the lowest teacher candidate teacher attitudes is the cognitive component. In terms of challenges for prospective teachers, most respondents (37.5%) rated field workload as a challenge, while the least field of supervision was faced by respondents during PPL (6.25%). In conclusion, the analysis of findings related to the attitudes of prospective STKIP-PGRI Lubuklinggau teachers in Junior High Schools is an almost positive attitude. Keywords: Attitudes, Challenges, Pre-Service Teachers, Teaching Practicum Program
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Škutor, Marijana. "Attitudes of high school students towards peers and teachers-connection between the school climate." Journal of Educational Sciences & Psychology 12 (74), no. 1 (2022): 82–94. http://dx.doi.org/10.51865/jesp.2022.1.09.

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The aim of this paper is to determine aspects of the school climate through the prism of relationships with students and teachers. Students from three high schools in Mostar participated in the research (N = 399). Significance of differences among students was not determined in relation to students with regard to the school that students attend, but statistically significant differences were found in assessments of school climate and attitudes towards teachers with regard to the school they attend. Because students rated their teachers very low, the results obtained can serve as a guideline for improving student-teacher interaction. Teachers of the schools surveyed should work on their leadership and teaching style to create a comfortable school climate.
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Ediyanto, Ediyanto, Norimune Kawai, Masashi Hayashida, Nagako Matsumiya, Md Abu Bakor Siddik, and Areej Talea Almutairi. "Indonesian Teachers’ Attitudes Toward Inclusive Education." Discourse and Communication for Sustainable Education 12, no. 2 (December 1, 2021): 31–44. http://dx.doi.org/10.2478/dcse-2021-0014.

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Abstract Since the Bandung Declaration of 2004, Indonesia has become concerned with the development of inclusive education. Even though teachers’ attitudes toward inclusive education are important for successful implementation, there have been few research studies on them in Indonesia. The purpose of this study is to understand Indonesian teachers’ attitudes toward inclusive education. This study surveyed 243 Indonesian teachers using the Teacher Attitudes toward Inclusion Scale (TATIS) instrument. The findings showed that 79.4 % of Indonesian teachers held a moderate attitude toward inclusive education. In addition, the number of teachers who had a high (8.6 %) attitude toward inclusive education was less than those who held a low one (11.9 %). Moreover, there were no significant differences based on demographic data such as gender, age, province, school type, highest education, teaching experience in general education, and teaching experience in inclusive education. A significant difference was found only when the level of schools grouped the teachers: teachers who teach in secondary schools had more positive attitudes toward inclusive education than teachers who teach in primary schools. The positive attitude of teachers towards inclusive education can make them more capable of controlled learning environments. Meanwhile, to improve their attitude, a sustainable training program can be carried out. Sustainable training organized by the Ministry of Education to improve teacher pedagogical and professional competence must be in line with Education for Sustainable Development (EDS).
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Shoham, Snunith, and Naava Saad. "High School Teachers’ Attitudes towards the School Library." European Journal of Teacher Education 13, no. 1-2 (January 1990): 89–96. http://dx.doi.org/10.1080/0261976900130114.

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Mohammed, Salifu Maigari, and Kwaku Darko Amponsah. "Junior High School Teachers’ Attitudes Toward Inquiry-Based Science Teaching: Enabling or Disabling Dispositions?" Journal of Education and Training Studies 9, no. 7 (July 27, 2021): 41. http://dx.doi.org/10.11114/jets.v9i7.5266.

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This study sought to examine whether junior high school teachers’ attitudes are enabling or disabling dispositions toward inquiry-based science teaching. We used concurrent triangulation mixed methods design involving surveys and multiple case studies to collect quantitative and qualitative data. We sampled 308 integrated science teachers and a subsample of 18 teachers from junior high schools in urban and rural areas. Validity and reliability of the questionnaire were satisfactory for research. Credibility and dependability of the semi-structured interview schedule were also sufficient. Findings suggest that most junior high school teachers in the study context hold weak unfavourable attitudes that are disabling dispositions toward inquiry-based science teaching. Findings also suggest that the combination of societal subjective norms, perceived context dependency, and weak unfavourable attitudes of most junior high school teachers adversely influence their intentions and behaviours toward inquiry-based science teaching. Findings further suggest that most teachers in the study context developed weak unfavourable attitudes partly because they never had inquiry-based science teaching and learning experiences when they were students. Again, the teachers developed weak general attitudes toward science teaching partly because most science teaching and learning experiences they had were in specific subjects such as biology, chemistry, and physics instead of general (integrated) science. We recommend frequent attitude-focused inquiry-based science in-service trainings for junior high school teachers. We also recommend reforms in education that engages preservice teachers in attitude-focused inquiry-based science teaching and learning experiences.
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Wibowo, Bayu Ananto. "Comparative Study of Attitude Assessment Between Senior High School and Vocational High School." EDUKATIF : JURNAL ILMU PENDIDIKAN 4, no. 2 (February 6, 2022): 1850–61. http://dx.doi.org/10.31004/edukatif.v4i2.2133.

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Character education which is the main focus of the 2013 curriculum makes teachers not only fixated on cognitive assessment, but also required to give an affective assessment. In practice, the assessment of attitudes at the Senior High School and Vocational High School levels has differences in terms of the assessment instrument and the assessment process. This study aims to determine, (1) Attitude assessment conducted at the Senior High School level, (2) Attitude assessment conducted by Vocational High School, (3) To determine the comparison of attitude assessments between Senior High School and Vocational High School. Data retrieval in this study was carried Senior high schools at Yogyakarta and Vocational High School at Yogyakarta.
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Marques, Adilson, Diogo Balsa, Marta Domingos, Rafael Cavalheiro, Tiago Carreira, Tiago Moreira, Tiago Ribeiro, and Élvio R. Gouveia. "The Attitude of Portuguese Physical Education Teachers toward Physical Fitness." Children 9, no. 7 (July 4, 2022): 1005. http://dx.doi.org/10.3390/children9071005.

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In this study, we aimed to examine how Portuguese physical education teachers perceive the development of physical fitness through fitness tests in schools. The participants were 764 Portuguese teachers teaching at middle-school and high-school levels. The Physical Education Teacher Attitudes Toward Fitness Tests Scale (PETAFTS) was used to collect the data. The means and confidence intervals for each attitude subdomain and the overall attitude were computed. A one-way ANOVA was used to examine the group differences in three subdomains of the attitudes of teachers by different variables. The overall attitude of teachers toward fitness tests was slightly positive according to a 7-point Likert scale (5.52, 95% CI: 5.47, 5.58). The results suggested that female teachers found fitness tests more useful, but male teachers significantly enjoyed implementing them. The data collected also showed that younger teachers found the implementation of fitness tests significantly more enjoyable than older teachers. In conclusion, future research should prioritise specific intervention content considering gender and the age of teachers to reinforce the development of physical fitness through fitness tests in schools.
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Al-Hashemi, Eman, Abdullatif Ashkanani, Haneen Al-Qattan, Asmaa Mahmoud, Majd Al-Kabbani, Abdulaziz Al-Juhaidli, Ahmad Jaafar, and Zahraa Al-Hashemi. "Knowledge about Epilepsy and Attitudes toward Students with Epilepsy among Middle and High School Teachers in Kuwait." International Journal of Pediatrics 2016 (2016): 1–15. http://dx.doi.org/10.1155/2016/5138952.

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Background and Objectives. Attitudes toward students with epilepsy and epilepsy-related knowledge of teachers are crucial for child’s safety in the school. The aim of this study was to evaluate teachers’ knowledge and attitudes toward epilepsy.Methods. This cross-sectional study included 824 teachers from 24 randomly selected middle and high schools. Scale of Attitudes Toward Persons with Epilepsy (ATPE) was modified to assess teachers’ knowledge about epilepsy and attitudes toward students with epilepsy.Results. Median knowledge score about epilepsy was 5 (out of 13), while median attitude score was 10 (out of 15). Both knowledge and attitude median scores were significantly higher in senior teachers with longer teaching experience and in respondents who dealt with a person with epilepsy. There was significant association between knowledge score and attitude score (p<0.01). Logistic regression showed that significant variables, independently associated with poor knowledge after adjusting for possible confounders, were not having a family member with epilepsy (p=0.009), unawareness of life circumstances of persons with epilepsy (p=0.048), and a poor attitude score (p<0.001).Conclusion. School teachers in Kuwait have relatively poor knowledge about epilepsy but have positive attitudes toward students with epilepsy. A number of historical and stigmatizing ideas about epilepsy still exist. It is recommended to provide teachers with information about handling seizures in the educational setting through development and implementation of epilepsy education programs.
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Buldur, Aycan, and Esra Omeroglu. "An Examination of the Relationship between Pre-school Children’s and Their Teachers’ Attitudes and Awareness towards the Environment." Journal of Education and Learning 7, no. 2 (January 16, 2018): 221. http://dx.doi.org/10.5539/jel.v7n2p221.

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The purpose of this study is to determine the level of awareness and attitudes towards environment of pre-school children’s and their teachers’ and to examine the relationship between them. This study was based on correlational research model. The study group consisted of 26 pre-school teachers working in kindergartens and primary schools in a province, and 208 children in the 5-6 age groups in which these teachers entered their classes. In this study, “Environmental Awareness and Attitude Scale for Pre-school Children” was used to determine the awareness and attitudes of pre-school children’s towards the environment. The “Attitudes towards Environmental Problems Scale” was used to determine the attitudes of pre-school teachers’ to the environmental problems and the “Awareness Scale for Environmental Problems” was used to determine teachers’ awareness of environmental problems. As a result of the study, it was determined that pre-school children’s attitudes towards environmental problems are high but their awareness about environmental problems is moderate. On the other hand, it was determined that pre-school teachers’ attitudes towards environmental problems were moderate and their awareness of environmental problems was generally high. Finally, it was determined that a moderately significant relationship was found between pre-school children’s and their teachers’ attitudes towards environmental problems, while there was a weak relationship between children’s and their teachers’ awareness of environmental problems.
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Dissertations / Theses on the topic "High school teachers, Attitudes"

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Kong, Chi-shing David. "Teachers' attitudes towards inclusion." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305110.

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Hawke, Michael Francis. "THE PROBLEMS, BENEFITS, AND RECOMMENDATIONS FOR IMPROVEMENT OF SECONDARY SUBSTITUTE TEACHING AS PERCEIVED BY ADMINISTRATORS, REGULAR CLASSROOM TEACHERS, SUBSTITUTE TEACHERS AND STUDENTS." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184241.

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This descriptive study was undertaken for the purpose of identifying the problems, benefits, and recommendations for improving secondary substitute teaching as perceived by administrators, regular teachers, substitute teachers, and students. Participants in the study included the total populations of administrators, regular teachers, substitute teachers, and students of the four secondary schools in a southwestern school district. The objectives of the study were to identify the perceptions of these groups regarding their views of the problems and benefits associated with substitute teaching and their recommendations for the improvement of substitute teaching in their school district. A two-questionnaire modified Delphi Technique was developed and used to gather the data. The Delphi I questionnaire was open-ended and asked the participants to list five problem areas; five benefits; and five recommendations for improving substitute teaching. Items for the Delphi II questionnaire were developed from the responses gathered on the first questionnaire. The population surveyed consisted of 15 administrators, 293 regular teachers, 93 substitute teachers, and 6,401 students. The participants were asked to respond on a five point Likert-type scale as to the degree of agreement or disagreement with the 27 items identified as problems; the 23 items identified as benefits; and the 25 items identified as recommendations for improvement. The data from the Delphi II questionnaire was analyzed and the means, standard deviations, and modes were determined. An analysis of variance was computed to determine differences among groups. This study is unique in that it is the first study to determine that there are perceived benefits associated with substitute teaching. It is also unique in that it surveys all four groups that are directly involved in the substitute process. The findings of this study validate the previous research in terms of the identified problems and the recommendations suggested. The fact that all groups agreed that there were numerous benefits associated with substitute teaching gives rise to the suggestion that maybe substitute teaching is more than just a babysitting service. It is recommended that, to improve substitute teaching, all four groups must realize that they are both responsible for the existing problems, and the potential solutions as well.
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Cheung, Pak-hong. "Statistical analysis of secondary school teachers' attitudes towards mathematics." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13064873.

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FREY, KATIE MANCIET. "ADMINISTRATIVE IMPLICATIONS OF SELF-REPORTED INSTRUCTIONAL BELIEFS AND PRACTICES OF SECONDARY SCHOOL TEACHERS." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184057.

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The primary purpose of this study was to assess the viability of selected subscales of an educational beliefs survey for use in educational planning and decision making. A secondary purpose was to determine if classroom practices of teachers in selected secondary schools were related to their instructional beliefs as measured through self-report instruments. Data collection involved two phases. The Teacher Beliefs Inventory was utilized for gathering data related to instructional beliefs. Demographic data was also gathered in the first phase of data collection. Teachers' instructional practices were assessed in phase two through use of the Instructional Practices Survey. These surveys were administered to secondary school teachers in one public school district in Pima County, Arizona. For each questionnaire, items were separately tabulated. The Teacher Control and Discipline and the Student Participation subscales of the Teacher Beliefs Inventory and the two Teacher-Centered and Student-Centered subscales of the Instructional Practices Survey were further analyzed. The subscales of each instrument were also combined as typologies in order to allow examination of the dimensions as interrelated rather than dichotomous factors. The surveys were analyzed independently and then in relationship to one another. Analysis of variance results indicated significant relationships between belief types and both student-centered (p = .0001) and teacher-centered (p < .0001) practices. Chi-square analysis established a relationship between belief and practice typologies (p = .0003) but did not establish the nature of the relationship. Latent class analysis indicated the data could be explained with a three-class model consisting of two cells which specify high-low relationships between the subscales and one quasi-independence class into which remaining cases would fall. This finding was consistent with positions found in the literature that conditional hierarchies may exist among belief dimensions. The findings support the use of the two subscales of the Teacher Beliefs Inventory which were investigated in this study. Those subscales have been organized and labeled the Instructional Beliefs Survey. The survey has several potential applications for educational planning and decision making. Obtained results can be used in staff development, teacher preservice education, curriculum development and program selection, and instructional supervision.
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Marole, Makgomo Victoria. "Teachers' perceptions of pupil behaviours: a study of high school teachers' attitude." Thesis, University of the Western Cape, 1994. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3172_1183471630.

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Kim, Yung-Chul. "Factors predicting Korean vocational high school teachers' attitudes toward school change." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1082396515.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xiv, 211 p.; also includes graphics Includes bibliographical references (p.159-169). Available online via OhioLINK's ETD Center
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Kong, Chi-shing David, and 江志成. "Teachers' attitudes towards inclusion." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960960.

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Lai, Wai-chi Regine, and 黎慧芝. "Perceptions of "a good teacher" by teachers and students in Hong Kong: their cultural implications." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961691.

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Ng, Yuen-yee Cordia, and 伍婉儀. "What makes a 'good language teacher'?: teachers' and students' perceptions of 'good language teachers' inHong Kong Secondary Schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29758816.

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Korach, Rachel Mae. "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." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/1254.

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The purpose of this descriptive study was to examine and compare perceptions between high school department chairs and teachers regarding the role of the high school academic department chair in Oregon, a position which has been largely ignored in recent educational reform efforts. Schools selected for the study were limited to those sharing the same qualities of size and structure as those of the high schools in the researcher's own district. A researcher-constructed questionnaire defining 44 activities comprising five categories of department chair responsibility provided data from 118 high school department chairs and 114 teachers from 34 Oregon high schools. Respondents addressed three issues: (a) definition-perceptions of what the role of the high school department chair looks like in practice; (b) clarification-perceptions of which activities are most important to the role; and (c) extension-perceptions of which activities are most important for the department chair to continue to improve in carrying out the role. Results of this study show teachers' expectations for the role of the department chair to be substantially different from those of the chairs themselves. Chi-square testing revealed statistically significant (R < .05) incongruence of perceptions between department chairs and teachers for 21 of the 44 activities across all five of the categories of department chair responsibility. Department chairs consistently perceived themselves to devote more time to their role than teachers perceived chairs to spend. Teachers placed more importance than did chairs on protection of instructional time and support of teachers' professional needs and concerns. Statistically significant differences in perception between males and females in the study population were also found for 24 of the 44 activities. Females consistently valued more highly than did males those department chair activities that reflect a facilitative, collaborative approach to leadership. Greater percentages of males more highly valued management activities than did females. These findings suggest both ambiguity in role definition and incongruence of role expectations to be obstacles to effective role performance for the high school department chair. Open, focused dialogue is suggested as a means for resolving these contradictions.
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Books on the topic "High school teachers, Attitudes"

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Kainan, Anat. Ḥadar ha-morim: Ha-tarbut ha-miḳtsoʻit shel ha-morim. Beʾer Shevaʻ: Hotsaʾat ha-sefarim shel Universiṭat Ben-Guryon ba-Negev, 1996.

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Heise, Inge. Lærerliv. [Copenhagen]: Gymnasieafdelingen, 1998.

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Magagula, Cisco M. How teachers and school administrators perceive school discipline in high schools of Swaziland: A report. Kwaluseni, Swaziland: Faculty of Education, University of Swaziland, 1986.

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Clauss, Mechthild. Collège in Koyom: Lehren und lernen im Tschad. Erlangen: Verlag der Ev.-Luth. Mission, 1992.

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Bootstrapping educators: A self-help guide for high school teachers. Lanham, MD: University Press of America, 1987.

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The dynamics of multicultural education: A study of teacher and student attitudes. Bristol, IN: Wyndham Hall Press, 1997.

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Benson, Peter L. Sharing the faith: The beliefs and values of Catholic high school teachers. Washington, D.C: National Catholic Educational Association, 1985.

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D'Khissy, Majid. S'ouvrir sans se perdre: Perceptions du personnel scolaire d'une école de quartier à minorité francophone. Québec: Institut québécois de recherche sur la culture, 1993.

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Understanding across cultures of North East India: A cross-cultural value comparison of teachers in Meghalaya. Guwahati: DVS Publishers, 2010.

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Andrade, José Inés Lozano. Normalistas vs. universitarios o técnicos vs. rudos: Las prácticas y formación del docente de escuelas secundarias desde su representaciones sociales. México, DF: Plaza y Valdés, 2006.

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Book chapters on the topic "High school teachers, Attitudes"

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Barfod, Karen, and Erik Mygind. "Udeskole—Regular Teaching Outside the Classroom." In High-Quality Outdoor Learning, 287–97. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_16.

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AbstractWhen teaching practise is changed, the working procedures and challenges of the teachers are changed too. In this chapter, we turn the lens on the teachers and the teaching practise in udeskole. It is often the teachers who decide, if the education should take place outside the classroom or not, and their experience is important for the provision of udeskole. Nearly a fifth of all Danish schools have at least one class practising udeskole, (Barfod et al., 2021) but how udeskole is implemented is very much dependent on the individual teacher’s desire, pedagogical approach, competence and motivation. Teachers often feel motivated by mastering or re-conquering their professional identity as teachers by practicing udeskole, but they also often feel isolated among colleagues. It is motivativating for teachers to teach outside the classroom as it is in accordance with their beliefs that pupil’s wellbeing, motivation and learning are improved. They are happy to be able to practise varied teaching, be outdoors and together with pupils in different ways, often creating a ‘common third’ situation. At the same time, teachers express how they are challenged by the time used inventing outdoor teaching activities themselves, and by adapting to practical aspects of udeskole such as weather conditions and clothing. Previous studies have shown how teachers who start teaching udeskole relate to both potentials and challenges. However, there is limited knowledge of professional attitudes and pedagogical perspectives among teachers who have taught udeskole for several years. In this chapter we share our research and knowledge about barriers and challenges among experienced udeskole teachers. The results are mainly based on the TEACHOUT research study.
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D’Arcy, Grace, and Ilaria Mariani. "Science Gallery Dublin—Open Mind: Improving Mental Health of Young People." In Springer Series in Design and Innovation, 119–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78733-2_12.

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AbstractTo face the challenge of improving mental health and well-being with young people, Science Gallery Dublin initiates a high-school programme for mentorship among students. Involving academics, NGO’s, psychologists, parents, teachers, college and high-school students, ‘Open Mind’ intends to use hobbies and individual attitudes for favouring empowerment and the overall atmosphere of the school, also leading to a long-term increased well-being and fewer mental health issues.
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Marzoli, Irene, Nico Rizza, Alessandro Saltarelli, and Euro Sampaolesi. "Arduino: From Physics to Robotics." In Makers at School, Educational Robotics and Innovative Learning Environments, 309–14. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_41.

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AbstractThis paper discusses how a microcontroller, like Arduino, can improve laboratory practice in Italian upper secondary school and change students’ attitudes towards STEM subjects. Since 2015, we started a close and fruitful collaboration with several high school teachers in the Marche region to introduce microcontroller programming to the physics lab. Notably, the project also involved teachers of other subjects, such as computer science, and with different backgrounds, for example electronic engineering, thus showing the inherently interdisciplinary character and versatility of Arduino. Students were engaged in hands-on activities, working in small groups of four to five people, supervised by learning assistants and teachers. Arduino was used to interface with sensors, to control the experimental setup, and for data acquisition. Finally, we could also make contact with robotics, by building a simple prototype of a rover.
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Estrada, Assumpta, Carmen Batanero, and Stephen Lancaster. "Teachers’ Attitudes Towards Statistics." In Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education, 163–74. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1131-0_18.

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Liang, Sihua. "Teachers’ Attitudes Towards Dialects in School." In Language Attitudes and Identities in Multilingual China, 139–49. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-12619-7_8.

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Zajda, Joseph. "Teachers’ Attitudes Towards History School Textbooks." In Globalisation and National Identity in History Textbooks, 85–104. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-024-0972-7_6.

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Thornburg, Devin, and Anne M. Mungai. "Teachers in High-Need School Reform." In High-Need Schools, 109–30. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-705-4_7.

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Huang, Pao-Chu, Li Yue, and Hsuan-Pu Chang. "Elementary School Teachers’ Attitudes Toward Flipped Classrooms." In Lecture Notes in Electrical Engineering, 354–58. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3648-5_40.

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McLeskey, James, Bonnie Billingsley, Lawrence Maheady, Mary T. Brownell, and Timothy J. Lewis. "Reflections on High Leverage Practices for Teachers, School Leaders, and Teachers Educators." In High Leverage Practices for Inclusive Classrooms, 357–66. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003148609-29.

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Tseng, Kuo-Hung, Ming-Chang Wu, and See-Chien Hou. "Knowledge Application for Preparing Engineering High School Teachers." In Lecture Notes in Electrical Engineering, 399–407. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-84814-3_40.

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Conference papers on the topic "High school teachers, Attitudes"

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Mâță, Liliana, and Ionuț Stoica. "MEASURING ATTITUDES OF BIOLOGY TEACHERS TOWARDS INTERNET." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.130.

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The main aim of the research was to identify the attitude of pre-service and in-service Biology teachers towards the use of the Internet. In this research, the Internet Attitude Scale has been applied, a validated and standardized instrument. The scale was applied to 210 Biology teachers, of whom 155 are pre-service teachers and 55 are in-service teachers in secondary and high schools from Romanian education. The research results indicated the existence of positive attitudes of pre-service and in-service Biology teachers to the educational use of the Internet. Keywords: biology teachers, internet attitude scale, teacher education.
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Begić, Jasenka. "ATTITUDES OF HIGH SCHOOL MATHEMATICS TEACHERS ABOUT LIFELONG LEARNING." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0768.

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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 implementation of such model. To explore the opinions of educational actors, a Socratic conversation intervention (four high school students and a researcher-facilitator), expert interviews (a teacher and a youth psychotherapist) and focus group discussion (five young adults working with youth) were organized in spring 2022 in Latvia. The results point to the fact that, for leading Socratic conversations, teachers should act as facilitators who have a personal interest in the topic and method, and who simultaneously allow space for the students to form and express their own opinions before revealing the teacher’s own views in the discussion. This can be an even more demanding job than a traditional teacher’s role, requiring teachers to tolerate a higher degree of uncertainty. Thus, teachers need adequate support, which could include first experiencing a Socratic conversation as participants beforehand. This research provides a significant contribution for understanding teachers’ role during Socratic conversations with high school students, and points to ways of supporting teachers using this method to the benefit of both students and teachers.
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Figueiredo, Sergio M. "Thinking through Building The Eindhoven School." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.4.

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In December 1988, the exhibition “The Eindhoven School: The Modern Past” opened at deSingel in Antwerp. Presenting the work of twenty-three architecture graduates from TU Eindhoven (TU/e), this exhibition signaled the emergence of a new type of architecture in the Netherlands. However, unlike the Chicago or the Amsterdam School, the Eindhoven School was not presented on the basis of formal similarities. Instead, it was described as “a constellation of diverse attitudes which range[d] from Han Westerlaken’s high tech to the refinement of Jo Coenen and the intellectualism of [Wiel] Arets and [Wim] Van den Bergh,” but also included the work of John Körmeling, Sjoerd Soeters, René van Zuuk, Martien Jansen, Gert-Jan Willemse, Johan Kappetein, Jos van Eldonk, and Bert Dirrix.1
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Li, Wen, Joshua Kim, Drew Kim, Adam Alster, Marianne Livezey, and Tuyen Duddles. "Development of a Multidisciplinary Engineering Research Program for Middle/High School Teachers." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86411.

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Science, technology, engineering, and mathematics (STEM) education in K-12 schools is critical to inspire young students and prepare them for future college coursework and careers in science and engineering. An effective mechanism for creating and sustaining successful STEM education is to train well-qualified K-12 teachers with a positive attitude and deep knowledge skills in STEM fields. Supported by the National Science Foundation’s Research Experience for Teachers program (NSF RET), the RET Site at Michigan State University (MSU) aims to build a multidisciplinary engineering research program for middle and high school teachers and their students, within a coherent theme of “Smart Sensors and Sensing Systems”. This paper presents an introduction to the MSU’s Site program and highlights the learning outcomes and achievements of the RET participants. The MSU Site has four main components including authentic research experience for teachers during an intensive summer program; curriculum development by integrating engineering design units into teachers’ courses; professional skill development through seminars, facility tours, and field trips; and finally classroom implementation of the developed curricula. Throughout the 6-week summer program, teacher participants were given the opportunity to work closely with graduate students and engineering professors on current research projects in university laboratories. The teachers’ research activities culminated with a final poster report and oral presentation during a symposium at the end of the summer program. Follow-up classroom visits helped to build a strong connection between local middle/high schools and MSU to smooth students’ transitions to college. Since 2016, the Site has graduated 21 middle and high school teachers from the greater Lansing-Detroit area that serve large populations of minority and female students. These RET teachers have produced over 24 sets of curriculum plans and classroom activities, 3 sets of which have been published by an online digital library, TeachEngineering.org (TE), and 8 sets of which have been accepted by TE. Finally, from the findings of the RET Site, the paper discusses best practices and recommendations for incorporating teachers into a university laboratory setting.
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NAAMAN, Shimon. "THE EDUCATION REFORM: A TEACHERS’ PERSPECTIVE." In International Management Conference. Editura ASE, 2022. http://dx.doi.org/10.24818/imc/2021/02.06.

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Teachers are the stalwart of the education system and the most significant factor affecting its success and achievements, and their commitment to the social, moral and academic education of students is therefore a prerequisite to the success of the education system as a whole. Unfortunately, teachers’ professional status has declined over the years; the system and its teachers yearn for reforms as a means of adapting the system to the twenty-first century. This research examined teachers’ attitudes towards the reforms, a decade after their introduction. Its goal is to discover whether the latest reforms in Israel achieved their goals and improved teachers’ status? This was explored from the teachers’ perspective – professional status, their perceptions of self as teachers. A New Zealand study on teachers’ status notes three primary components: power, money, and fame. Teachers are considered to be of low status, despite the existence of the secondary factors in the professional aspect. They are professionally trained, skilled, and significantly impact the future of society. Nevertheless, none of these factors independently lead to a high professional status. We surveyed 359 middle and high school teachers in Israel and performed a stepwise regression analysis which revealed the presence of three explaining variables. Teacher status can thus be explained through salary, improved image, and empowerment [F(3,296)=61.85, P<0.05]. Predicting variables explained 67.8% of teacher status variance, with the most significant variable explaining teacher status variance being salary – 52.1%.
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Adnan, Muhammad, Wahid Abdulrahman, and Budi Setiyono. "Religious Attitudes of High School Islamic Teachers in Central Java Against Ethnicity and Differences in Faith." In Proceedings of the 5th International Conference on Indonesian Social and Political Enquiries, ICISPE 2020, 9-10 October 2020, Semarang, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.9-10-2020.2304716.

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Sakellariou, Maria, Polyxeni Mitsi, and Panagiota Strati. "Teachers’ attitudes and beliefs on differentiated teaching in the Greek Kindergarten, Primary and High School: A comparative research." In 4th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2019. http://dx.doi.org/10.32591/coas.e-conf.04.10113s.

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Mavuru, Lydia, and Oniccah Koketso Pila. "PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.

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Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge (SMK). The study was framed by pedagogical content knowledge (PCK). The study sought to answer the research question: How do preservice teachers perceive their levels of preparedness and confidence in teaching high school Life Sciences topics at the end of their four years of professional development? In a qualitative study, a total of 77 pre-service teachers enrolled for the Methodology and Practicum Life Sciences course at a university in South Africa participated in the study. Each participant was tasked to identify topic(s)/concept(s) in Life Sciences they felt challenged to teach, provide a critical analysis of the reasons for that and map the way forward to overcome the challenges. This task was meant to provide the pre-service teachers with an opportunity to reflect and at the same time evaluate the goals of the learning programme they had gone through. Pre-service teachers’ perspectives show their attitudes, values and beliefs based on their personal experiences which therefore help them to interpret their teaching practices. The qualitative data was analysed using content analysis. The findings showed that whilst pre-service teachers were competent to teach other topics, the majority felt that they were not fully prepared and hence lacked confidence to teach the history of life on earth and plant and animal tissues in grade 10; excretion in animals particularly the functions of the nephron in grade 11; and evolution and genetics in grade 12. Different reasons were proffered for the lack of preparedness to teach these topics. The participants regarded some of these topics as difficult and complex e.g. genetics. Evolution was considered to be antagonistic to the participants’ and learners’ cultural and religious belief systems. Hence the participants had negative attitudes towards them. Some of the pre-service teachers indicated that they lacked interest in some of the topics particularly the history of life on earth which they considered to be more aligned to Geography, a subject they did not like. As remedies for their shortcomings in the content, the pre-service teachers planned to co-teach these topics with colleagues, and others planned to enrol for content enrichment programmes. These findings have implications for teacher professional development programmes.
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Golubović, Dejan. "Da li obuke nastavnika za rad u digitalnom okruženju utiču na promenu odnosa prema digitalizaciji nastave?" In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.331g.

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The goal of the study that was conducted in the High School of Economics and Trade in Zaječar was to establish whether and to what extent teacher training courses on work in a digital environment contribute to a change in a teacher’s attitude to the digitalization of education. Two online surveys (the Google questionnaire) were conducted, with 68 teachers participating. The first survey was conducted at the beginning of the coronavirus pandemic and the second one 6 months later. The study began with the hypothesis that a rather strong resistance to digitalization exhibited in the first survey would, after a series of training courses, grow weaker in intensity as more and more advantages are listed. The results of both surveys showed an equally negative attitude to digitalization, with the reasons of resistance being different – in the first survey, they include inexperience in work with digital tools, and in the second one they include the impossibility of making an objective evaluation of students’ achievements and increased workload. The conclusion is that in the digital model of education teachers recognize inherent weaknesses, for which reason it is viewed solely as an addition to the traditional form of teaching.
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Reports on the topic "High school teachers, Attitudes"

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Beck-Winchatz, Bernhard. Summer Ballooning Workshop for High School Teachers and Students. Ames (Iowa): Iowa State University. Library. Digital Press, January 2012. http://dx.doi.org/10.31274/ahac.8319.

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Duong, Bich-Hang, Vu Dao, and Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.

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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to competency development. Informed by a sociocultural approach and the sensemaking perspective, this study draws from a dataset of 91 secondary teachers collected over three years (2017-2019), with a particular focus on longitudinal analysis of eight teachers. The findings shed light on teachers’ ambivalence as they made sense of the target competencies and aligned their practices with the new CBE reform. Based on their prior experiences and worldviews, teachers made sense of competencies as learning foundational knowledge and skills, in addition to developing good attitude, character, and morality. Over the years, they placed a stronger emphasis on the competencies’ process-orientation, integration, and real-life application toward whole-child development. Despite teacher sensemaking and changing practices, the performativity culture for high learning outcomes still prevailed, making teaching competencies for life a challenging task. Contributing to the CBE literature and practice, this study illustrates the long and complicated process through which teachers recontextualize the CBE pedagogy. It also suggests how teacher practices can be better supported to transition to the new CBE curriculum.
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Noh, Sunghwan. Teachers' Negative Comments Toward Youth in Foster Care with Disabilities: How Do They Relate to Youths' Problem Behaviors, School Attitudes, and School Performance? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1082.

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Frisancho, Verónica. The Impact of School-Based Financial Education on High School Students and their Teachers: Experimental Evidence from Peru. Inter-American Development Bank, March 2018. http://dx.doi.org/10.18235/0001056.

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Allred, Colette. High School Seniors’ Attitudes Toward Cohabitation as a Testing Ground for Marriage, 2017. National Center for Family and Marriage Research, May 2019. http://dx.doi.org/10.25035/ncfmr/fp-19-10.

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Carlson, Lisa. High School Seniors’ Attitudes Toward Cohabitation as a Testing Ground for Marriage, 2020. National Center for Family and Marriage Research, February 2022. http://dx.doi.org/10.25035/ncfmr/fp-22-03.

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The divorce rate in the U.S. has declined in recent decades. In 1990, 19 people per 1,000 currently married individuals divorced compared to 15 per 1,000 in 2019. The overall trend in the divorce rate masks substantial variation by age. The divorce rate for younger people has been on the decline since the 1990s (Kennedy and Ruggles, 2014) whereas the divorce rate among those 50 and older has more than doubled since 1990 (Brown and Lin, 2012). This family profile updates FP-19-13 and charts the divorce rates by age groups in 1990 and 2019 using U.S Census data and the 2019 American Community Survey.
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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, January 2000. http://dx.doi.org/10.15760/etd.1253.

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Sneider, C. I., and R. Golden. Proposal to develop guides for high school teachers on Global Systems Science. [Final project report]. Office of Scientific and Technical Information (OSTI), February 1993. http://dx.doi.org/10.2172/6646890.

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Sneider, C. I., and R. Golden. Proposal to develop guides for high school teachers on Global Systems Science. Final project report. Office of Scientific and Technical Information (OSTI), February 1993. http://dx.doi.org/10.2172/10131851.

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Micklos, David A. The Science and Issues of Human DNA Polymorphisms: A Training Workshop for High School Biology Teachers. Office of Scientific and Technical Information (OSTI), October 2006. http://dx.doi.org/10.2172/894160.

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