Relevant bibliographies by topics / High school teachers – Belize

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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 – Belize'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "High school teachers – Belize"

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Kirshner, Jean Denison. "School Radio: Finding Innovation in Reaching Remote Learners in Belize." International Journal of Education and Literacy Studies 8, no. 3 (August 12, 2020): 90. http://dx.doi.org/10.7575/aiac.ijels.v.8n.3p.90.

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This case study on Belize educators during the COVID-19 school closures examines the innovative approach the educators of this country took. As many schools across the globe swiftly pivoted to online learning during the COVID-19 school closures, the educators of Belize recognized that digital learning would leave out their marginalized students who did not have internet connectivity. Instead, the educators of Belize drew on the history of their country, using school radio to reach their youngest citizens located in remote locations without internet. This innovative solution, reaching students in villages without internet, required the collaboration of Belize’s teachers and radio broadcasters.
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Lohmann, Tara, Penny Tam, Wilma M. Hopman, and Wendy Wobeser. "Knowledge of and attitudes towards HIV/AIDS among school teachers in Belize." International Journal of Infectious Diseases 13, no. 5 (September 2009): e228-e235. http://dx.doi.org/10.1016/j.ijid.2008.11.023.

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JCE staff. "High School Teachers Program." Journal of Chemical Education 84, no. 8 (August 2007): 1265. http://dx.doi.org/10.1021/ed084p1265.

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Hach, Bryce. "Scholarships for High School Teachers." Journal of Chemical Education 84, no. 12 (December 2007): 1896. http://dx.doi.org/10.1021/ed084p1896.

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RABER, LINDA R. "High-School Chemistry Teachers Honored." Chemical & Engineering News 77, no. 42 (October 18, 1999): 64–65. http://dx.doi.org/10.1021/cen-v077n042.p064.

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JCE staff. "Programming for High School Teachers." Journal of Chemical Education 86, no. 3 (March 2009): 293. http://dx.doi.org/10.1021/ed086p293.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 73, no. 10 (October 1996): A224. http://dx.doi.org/10.1021/ed073pa224.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 74, no. 9 (September 1997): 1023. http://dx.doi.org/10.1021/ed074p1023.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 74, no. 10 (October 1997): 1151. http://dx.doi.org/10.1021/ed074p1151.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 74, no. 11 (November 1997): 1255. http://dx.doi.org/10.1021/ed074p1255.

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Dissertations / Theses on the topic "High school teachers – Belize"

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LaCroix, Tiffany Jo. "Resolving Apparent Inconsistencies in the Belief Systems of High School Geometry Teachers." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/105039.

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This qualitative research seeks to identify and understand the beliefs of 10 high school geometry teachers that help resolve apparent inconsistencies between their espoused and enacted beliefs. Data was collected using an initial interview, classroom observations, and a follow-up interview to gather evidence of teacher beliefs based on what they say, do, and intend respectively. Open coding, analytical coding, cluster identification, coding memos, and analytical memos were used to analyze the data and write summaries of the teachers' explanatory beliefs with beliefs as the unit of analysis. It was identified that teachers consistently and inconsistently enact their espoused beliefs, but there are also instances when teachers both consistently and inconsistently enact particular espoused beliefs. This endeavor necessitates a shared understanding of terms, and it was found what it means to "understand" needs to be clarified with a definition and examples from teachers. When teachers appear to not enact their espoused beliefs, explanatory beliefs were pinpointed that resolve the conflict and found the explanatory beliefs exist in at least seven macro clusters. These explanatory beliefs interact with espoused beliefs by overriding, limiting, or preventing the espoused beliefs to resolve the apparent inconsistency in teachers espoused and enacted beliefs. The explanatory beliefs with limiting and overriding interactions were found to coexist for some teachers around a teaching practice as overriding interactions are connected to constraints on the classroom whereas limiting interactions are not. It was also found that belief clusters are nested within clusters of beliefs, and these clusters allow for beliefs to cluster in isolation in different ways. This work also shows empirically that some geometry teacher beliefs are socially constructed due to the presence of common cultural artifacts and influence from mathematics teacher educators. This work has implications and future research directions in the areas of using beliefs as the unit of analysis, mapping teacher's belief systems, considering the social construction of beliefs and role of community, connecting beliefs to specific teaching practices, and educating teachers.
Doctor of Philosophy
This research seeks to understand and interpret the beliefs of 10 high school geometry teachers that resolve apparent inconsistencies between what teachers say they believe and what they do in the classroom. Data was collected using an initial interview, classroom observations, and a follow-up interview to gather evidence of teacher beliefs based on what they say, do, and intend respectively. It was identified that teachers consistently and inconsistently enact their stated beliefs, but there are also instances when teachers both consistently and inconsistently enact their stated beliefs. When teachers appear to inconsistently enact their stated beliefs, it was found that teachers have logical reasons why they do so, and these reasons relate to specific teaching practices. It was also found that teacher beliefs interact with each other in different ways. Teachers' beliefs can limit or prevent the enaction of their other beliefs. In addition, school level constraints can override the enaction of some teacher beliefs. This research shows that some beliefs are held by different teachers from vastly different schools which suggests that some geometry teacher beliefs are held socially. The findings from this research have implications for teacher education
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Herr, Scott William. "High School Health Education Teachers' Attitudes and Perceptions Related to Teaching HIV Prevention." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1311274350.

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Adams, Samuel Clay. "A Descriptive Study of Belizean High School Students' Postsecondary Plans." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/33533.

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The purpose of this study was to determine the post secondary plans of Belizean high school students. A study of this nature had never been conducted in Belize. This study was conducted to help the Belizean Ministry of Education, Youth, and Sports; The University of Belize, and secondary schools understand what Belizean high school students most want to do after graduation, what preferences they have for post secondary education, and for their careers. The sample for the study was selected through a modified two-stage cluster sampling process, with purposeful sampling of schools so that the final sample would be as nearly as possible representative of the nation. A locally developed instrument called the Belizean Post Graduation Planning Instrument was administered in 3rd - and 4th - Form classes. Of the 1,000 instruments mailed to Belize for this study, I received 978 completed instruments in return (98% response rate), and 900 of these were usable. I analyzed the data using frequency distributions and chi-square analysis. The results of the study indicated that the most common preferred destination for these students immediately after high school was 6th Form. Almost half (46.3%) of students indicated they wanted to go into the 6th Form and then attend a university. Many students' beliefs about what they will probably do after high school differed from what they want most to do. The students were more likely to say that they will probably go to work (either immediately after high school or after 6th Form) and less likely to go to university (either immediately after high school or after 6th Form, as compared to their preferred plans). About half of students whose preferred plans differed from their probable plans indicated that financial factors were responsible for the difference. Belizean high school students most frequently requested training or additional educational options in subjects related to business, such as accounting, economics, finance, and banking, and they want to pursue careers in business and tourism. Students reporting an intention to attend a university chose the University of Belize 66% of the time. The findings of this study have important implications for policy and practice. These implications extend to the personnel involved in secondary school administration, 6th Form administrators, administrators at the University of Belize, and officials in the Ministry of Education. The results of this study can be used to shape secondary and tertiary curriculum and to guide national resource allocations so that the nation's scarce dollars are used where national interest and student needs meet.
Master of Arts
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Trimble, Aaron Douglas. "Exemplary junior high school teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34465.pdf.

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Bahcivan, Eralp. "Assessment Of High School Physics Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614413/index.pdf.

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The main purpose of this study is to assess pedagogical content knowledge (PCK) of in-service physics teachers about electricity topic in high school level by developing a paper-and-pencil instrument consisting of open-ended items. The instrument was developed with four different implementations by administration to the 278 in-service physics teachers. An exploratory and confirmatory factor analysis including only PCK items was conducted in validation processes. The relations among teachers&rsquo
job satisfaction levels, perceived self-efficacy levels, years of teaching experience and specific experiences, attendance to in-service training seminars related to physics teaching programs and teachers&rsquo
PCK were also analyzed by a confirmatory structural equation modeling study in validation of test scores. SPSS and AMOS programs were used in the analyses. Results of the study showed that teachers&rsquo
perceived self-efficacy level, attendance to in-service training seminars and specific experiences were significant predictors of their PCK. Teachers&rsquo
years of teaching experience and job satisfaction level were not significant predictors of their PCK. Inter-rater reliability scores were calculated as 0.86 and 78% for scoring and coding of the participant teachers&rsquo
responses respectively. Results also showed that there are many Turkish physics teachers whose PCK scores regarding students&rsquo
learning difficulties and misconceptions are below the average and participants mostly prefer to implement direct instruction in their classrooms as the instructional strategy.
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Lehtinen, Sabina. "Personlighetsskillnader mellan gymnasielärare och blivande gymnasielärare : Differences in personality between high school teachers and future high school teachers." Thesis, Karlstads universitet, Fakulteten för ekonomi, kommunikation och IT, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6867.

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Vens, Kasey. "The Creativity of Junior High and High School Mathematics Teachers." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1556720360353196.

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Nishino, Takako. "Communicative Language Teaching in Japanese High Schools: Teachers' Beliefs and Classroom Practices." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/54812.

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CITE/Language Arts
Ed.D.
This study was an investigation of Japanese high school teachers' (N=139) beliefs and practices regarding communicative language teaching (CLT). Four research questions were posited concerning the beliefs that Japanese high school teachers hold regarding CLT, how Japanese high school teachers use CLT in the classroom, how Japanese teachers' beliefs and practices differ between academic and vocational high schools, and how the beliefs of Japanese high school teachers, their classroom practices, their learning experience, pre- and in-service training, perceived teaching efficacy, and contextual factors relate to and influence each other regarding the use of CLT. In order to provide answers to these questions, a survey, classroom observations, and interviews were conducted. Before conducting the quantitative analyses, the questionnaire data were analyzed using the Rasch rating-scale model to confirm the validity and reliability of the questionnaire and to transform the raw scores into equal interval measures. Regarding the first and second research questions, the descriptive statistics showed that despite holding positive beliefs about CLT, the respondents to the survey did not frequently use communicative activities. With respect to the third research question, a MANOVA indicated that the types of schools (academic and vocational) did not significantly influence the survey respondents' beliefs and practices regarding CLT. Concerning the fourth research question, the Pearson correlation coefficients showed relatively strong correlations between (a) Classroom Practices and Student-related Communicative Conditions (r = .56) and (b) L2 Self-confidence and CLT Self-efficacy (r = .55). Also, the best fitting path model indicated that (a) Student-related Communicative Conditions impacted Classroom Practices, (b) Positive CLT Beliefs indirectly influenced Classroom Practices via CLT Self-efficacy, and (c) Exam-related Expectations affected most of the indicator variables and Classroom Practices. Related to this, qualitative results indicated that the respondents' learning experience, in-service training, and contextual factors influenced their beliefs and practices.
Temple University--Theses
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Law, Lai-ming Teresa. "Guidance training needs and support : class teachers' perception /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22266756.

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Carver, Jeffrey S. Rhodes Dent Hunter William J. F. "Instructional decision making of high school science teachers." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225152491&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177271199&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on April 22, 2007. Dissertation Committee: Dent M. Rhodes, William J.F. Hunter (co-chairs), Thomas P. Crumpler. Includes bibliographical references (leaves 251-256) and abstract. Also available in print.
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Books on the topic "High school teachers – Belize"

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Connell, Raewyn. Teachers' work. Sydney: Allen & Unwin, 1985.

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Jackson, C. Kirabo. Do high-school teachers really matter? Cambridge, MA: National Bureau of Economic Research, 2012.

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Dearman, Jewel E. Principal and the teachers. Dallas, Tex: Darklove Pub., 2000.

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A school for others: The history of the Belize High School of Agriculture : a memoir. [Bloomington, Ind.?]: Xlibris Corp., 2010.

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Emmer, Edmund T. Classroom management for middle and high school teachers. 8th ed. Upper Saddle River, N.J: Pearson, 2009.

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1935-, Evertson Carolyn M., ed. Classroom management for middle and high school teachers. 9th ed. Boston: Pearson, 2013.

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1935-, Evertson Carolyn M., Worsham Murray E, and Emmer Edmund T, eds. Classroom management for middle and high school teachers. 7th ed. Boston: Pearson/Allyn and Bacon, 2006.

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Rutherford, Douglas E. Archaeology: An introduction for junior high school teachers. Whitehorse, Yukon: Northern Research Institute, Yukon College, 1992.

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Bryk, Anthony S. The high school as community: Contextual influences, and consequences for students and teachers. Madison, Wis: National Center on Effective Secondary Schools, 1988.

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Pascal, Anthony H. The qualifications of teachers in American high schools. Santa Monica, CA: Rand, 1987.

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Book chapters on the topic "High school teachers – Belize"

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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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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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Silverman, Stephan M., Lauren Kenworthy, and Rich Weinfeld. "How Might HFASD Appear to Parents and Teachers?" In School Success for Kids with High-Functioning Autism, 15–31. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237860-2.

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Mamlok-Naaman, Rachel, Dvora Katchevich, and Avi Hofstein. "Professional Development of Science High School Teachers in Israel." In Science Education Research and Practice in Asia, 491–516. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0847-4_27.

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Villella, José, Gema Fioriti, Rosa Ferragina, Leonardo Lupinacci, Fernando Bifano, Susana Amman, and Alejandra Almirón. "A Professional Development Experience in Geometry for High School Teachers: Introducing Teachers to Geometry Workspaces." In International Perspectives on the Teaching and Learning of Geometry in Secondary Schools, 197–213. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77476-3_12.

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Qi, Chunxia, Xinyan Zhang, and Danting Huang. "Textbook Use by Teachers in Junior High School in Relation to Their Role." In Research on Mathematics Textbooks and Teachers’ Resources, 29–51. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73253-4_2.

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Wissinger, Jane E., Cassandra M. Knutson, and Cassidy H. Javner. "Designing Impactful Green and Sustainable Chemistry Workshops for High School Teachers." In Chemistry Education for a Sustainable SocietyVolume 1: High School, Outreach, & Global Perspectives, 1–14. Washington, DC: American Chemical Society, 2020. http://dx.doi.org/10.1021/bk-2020-1344.ch001.

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Ou, Xiaoxia, and Huiping Wang. "Research on the Sleep of High School Teachers in Network Environment." In Advances in Computer Science, Environment, Ecoinformatics, and Education, 598–603. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23345-6_107.

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Lordan, Meredith. "Chapter Seven. Continual Learning, Autonomy, and Competency among High School Teachers." In Education and Jobs, edited by D. W. Livingstone, 157–84. Toronto: University of Toronto Press, 2009. http://dx.doi.org/10.3138/9781442686410-011.

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Bacher, A. "Astronomy Education in Europe: Studies among Teachers and High-School Students." In Astronomy Communication, 189–202. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0801-2_11.

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Conference papers on the topic "High school teachers – Belize"

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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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Kusumawardhani, Fahma Widya, Harsono Salimo, and Eti Poncorini Pamungkasari. "Application of Health Belief Model to Explain Dental and Oral Preventive Health Behavior among Primary School Children in Ponorogo, East Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.67.

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Background: Prevalence of decayed, missing, and filling teeth in children are high. Studies have indicated that health belief model in oral health education for increasing the likelihood of taking preventive oral health behaviors is applicable. The purpose of this study was to investigate factors associated with dental and oral preventive health behavior among primary school children using Health Belief Model. Subjects and Method: A cross sectional study was carried out at 25 elementary schools in Ponorogo, East Java, Indonesia, from January to February 2020. Schools were selected by multistage proportional stratified random sampling. A sample of 200 students was selected randomly. The dependent variable was dental and oral health behavior. The independent variables were knowledge, teacher role, attitude, perceived susceptibility, perceived seriousness, perceived benefit, cues to action, self-efficacy, and perceived barrier. Results: Dental and oral preventive health behavior in elementary school students increased with high knowledge (OR= 7.27; 95% CI= 2.20 to 24.08; p= 0.001), strong teacher role (OR= 3.88; 95% CI= 1.22 to 12.36; p= 0.022), positive attitude (OR= 5.57; 95% CI= 1.72 to 18.01; p= 0.004), high perceived susceptibility (OR= 6.63; 95% CI= 2.13 to 20.65; p= 0.001), high perceived seriousness (OR= 6.28; 95% CI= 2.03 to 19.41; p= 0.001), high perceived benefit (OR= 6.69; 95% CI= 1.84 to 24.38; p= 0.004), strong cues to action (OR= 3.81; 95% CI= 1.20 to 12.14; p= 0.024), and strong self-efficacy (OR= 4.29; 95% CI= 1.39 to 13.21; p= 0.011). Dental and oral preventive health behavior decreased with high perceived barrier (OR= 0.21; 95% CI= 0.06 to 0.71; p= 0.011). Conclusion: Dental and oral preventive health behavior in elementary school students increases with high knowledge, strong teacher role, positive attitude, high perceived susceptibility, high perceived seriousness, high perceived benefit, strong cues to action, and strong self-efficacy. Dental and oral preventive health behavior decreases with high perceived barrier. Keywords: dental and oral preventive health behavior, health belief model Correspondence: Fahma Widya Kusumawardhani. Masters Program in Public Health, Universitas Sebelas Maret. Jl Ir.Sutami 36A, Surakarta 57126, Central Java. Email: fahmawidya05@gmail.com. Mobile: +628573530220. DOI: https://doi.org/10.26911/the7thicph.02.67
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Palmer, John, Robert Williams, and Heinz Dreher. "Automated Essay Grading System Applied to a First Year University Subject - How Can We Do It Better?" In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2553.

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Automated marking of assignments consisting of written text would doubtless be of advantage to teachers and education administrators alike. When large numbers of assignments are submitted at once, teachers find themselves bogged down in their attempt to provide consistent evaluations and high quality feedback to students within as short a timeframe as is reasonable, usually a matter of days rather than weeks. Educational administrators are also concerned with quality and timely feedback, but in addition must manage the cost of doing this work. Clearly an automated system would be a highly desirable addition to the educational tool-kit, particularly if it can provide less costly and more effective outcome. In this paper we present a description and evaluation of four automated essay grading systems. We then report on our trial of one of these systems which was undertaken at Curtin University of Technology in the first half of 2001. The purpose of the trial was to assess whether automated essay grading was feasible, economically viable and as accurate as manually grading the essays. Within the Curtin Business School we have not previously used automated grading systems but the benefit could be enormous given the very large numbers of students in some first year subjects. As we evaluate the results of our trial, a research and development direction is indicated which we believe will result in improvement over existing systems.
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Christel, Michael G., Scott M. Stevens, Huan Li, Dean A. Zollman, and Brian W. Adrian. "High school physics pathway: Teachers helping teachers through synthetic interviews." In 2009 IEEE International Conference on Multimedia and Expo (ICME). IEEE, 2009. http://dx.doi.org/10.1109/icme.2009.5202654.

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Gal-Ezer, Judith, Orit Hazzan, and Noa Ragonis. "Preparation of high school computer science teachers." In the 40th ACM technical symposium. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1508865.1508965.

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Bomark, Nils-Erik. "Teaching particle physics to high school teachers." In The European Physical Society Conference on High Energy Physics. Trieste, Italy: Sissa Medialab, 2017. http://dx.doi.org/10.22323/1.314.0819.

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Kirk, Diana, Ewan Tempero, Andrew Luxton-Reilly, and Tyne Crow. "High School Teachers’ Understanding of Code Style." In Koli Calling '20: 20th Koli Calling International Conference on Computing Education Research. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3428029.3428047.

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Gunawan, Imam, Firda Dwi Pratiwi, Nandy Wahyu Nur Setya, Abida Ferindistika Putri, Nadya Nanda Sukawati, Firman Budi Santoso, Siti Khusnul Rofiah, and Nurul Hidayati. "Measurement of Vocational High School Teachers Professionalism." In 1st International Conference on Information Technology and Education (ICITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.215.

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Jansen, Amanda, Kelly Curtis, Amanda Mohammad Mirzaei, Cathy Cullicott, Ethan Smith, and James Middleton. "High school mathematics teachers’ orientations toward engagement." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-334.

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Ya-Hsun Tsai and Cheng-Chih Wu. "The Constructivist Beliefs of High School Computer Teachers." In 2013 Learning and Teaching in Computing and Enginering (LaTiCE). IEEE, 2013. http://dx.doi.org/10.1109/latice.2013.29.

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Reports on the topic "High school teachers – Belize"

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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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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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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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David. A Micklos. The Science and Issues of Human DNA Polymoprhisms: A Training Workshop for High School Biology Teachers. Office of Scientific and Technical Information (OSTI), October 2006. http://dx.doi.org/10.2172/894163.

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Scannell, Stephen. Next Generation Science Standards and Physics First: A Case Study of High School Teachers' Beliefs and Practices. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6878.

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Kaufman, Donald G. The Teachers' Institute in Hands-On Environmental Science Project. Final report. Summer Workshop, Winton Woods High School, 1994-1995 - 1995-1996. Office of Scientific and Technical Information (OSTI), October 2001. http://dx.doi.org/10.2172/1172382.

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Foster, M., and D. Kratzer. New Mexico High School Supercomputing Challenge, 1990--1995: Five years of making a difference to students, teachers, schools, and communities. Progress report. Office of Scientific and Technical Information (OSTI), February 1996. http://dx.doi.org/10.2172/233290.

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