Relevant bibliographies by topics / High school teachers – Mauritius

Contents

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

Academic literature on the topic 'High school teachers – Mauritius'

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

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

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Chukowry, Dorine Marie Christiane. "Teacher leadership in six secondary schools in Mauritius." International Journal of Educational Management 32, no. 6 (2018): 990–1000. http://dx.doi.org/10.1108/ijem-06-2017-0144.

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Purpose The purpose of this paper is to examine teacher leadership in six private secondary schools in Mauritius and establish the extent to which teachers are taking up leadership roles at schools’ level. Design/methodology/approach This study focusses on three high-performing and three less-performing private secondary schools in Mauritius. An interview was carried out with the six rectors (heads) of the selected schools. Findings Teacher leadership is an emerging phenomenon in the Mauritian educational context. The outcomes of this research have significance in providing guidance for policy development in this area concerning Mauritian education. Research limitations/implications Time and resources were the constraining factors. It was a survey of heads only and different responses could have been received if students and teachers had been included in this study. The ideal would have been to have a wider coverage of the survey. Practical implications This study shows how teacher leadership can impact schools in a positive manner. Results from this study confirm that the success of teacher leaders depends largely on the rector’s philosophy of power sharing in the setting in which they work. Originality/value This paper is a pioneer research paper focussing on teacher leadership in six private secondary schools in Mauritius. This original and unique piece of work offers the international audience a clear understanding of the teacher leadership phenomenon in Mauritius.
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Appavoo, Perienen. "Explaining the Low Primary School Performance in the Rural District of Black River, Mauritius: A Teacher’s Perspective." Journal of Education and Research 4, no. 2 (2015): 39–53. http://dx.doi.org/10.3126/jer.v4i2.12388.

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Pass rates at the end of primary schooling for the rural district of Black River are alarming as they have remained at a low level over many years. This research seeks to explain the situation from a teacher’s perspective and to unveil the causes which persistently hamper student progress. Statistics show that children in Black River are on a par with their counterparts in other rural and urban areas in respect to access to school facilities, qualified teachers, and provision of pedagogical materials and learning tools. This study shows that students’ motivation, follow-up of learning at home and parents’ involvement in children’s studies are at an unacceptable level and require urgent consideration. The last two determinants were found to be positively related but the correlation coefficient is not very high (r = 0.518). Analysis also points to the low and inadequate level of pre-primary education of children when they enter primary schools, and to the difficulties of teachers in educating children with social problems. One seminal finding of this research study is that, without sustained parent/community support and encouragement, learning performance in the Black River region is unlikely to be improved. This finding is in agreement with the results of many studies reported previously in the literature. Respondents made some valuable suggestions for remedying the situation, the most important one being the need to implement community-based strategies to encourage parents and the surrounding community to support the education of children.
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Keshwar Seebaluck, Ashley, and Trisha Devi Seegum. "Motivation among public primary school teachers in Mauritius." International Journal of Educational Management 27, no. 4 (2013): 446–64. http://dx.doi.org/10.1108/09513541311316359.

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Henning, Elizabeth. "Views of childhood and knowledge of children." South African Journal of Childhood Education 4, no. 2 (2014): 4. http://dx.doi.org/10.4102/sajce.v4i2.200.

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<p>In a country where there is a consistent loud outcry about school achievement of youth<br />in the final school examination in Grade 12, attention has recently shifted to children in<br />the primary school. The very founding of this journal was motivated by a deep concern<br />about research in childhood education and children’s lives. Questions were being asked<br />about what happens in the first years of schooling, about the suitability of the national<br />curriculum for such a diverse population, about specialised research in the field of<br />learning in the early years, and about teaching with care and with insight, knowing<br />who the children of this nation are.<br />The journal took an early stand when, at its launch in 2010, the editor noted that the<br />notion of a national foundation phase curriculum assumes the existence of a ‘national’<br />Grade 1 learner. In South Africa there are children who come to school, well prepared<br />for the demands of school – and there are others who come with only their survival<br />records in homes of extreme poverty, of absent parents and of families broken by the<br />effects of the history of the nation and the effects of disease. Much as we would like<br />to see a standard of performance expected from the ‘national’ young learner, we need<br />to see the layers of diversity too. Can such a stratified population, socially fractured<br />in many ways, truly enact a differentiated curriculum for children who have so much<br />and for children who have so little at the same time and at the same pace? Can our<br />foundation phase classes be truly inclusive?<br />It remains a vexing question. Much research is needed to even try to give a robust<br />response. In recent years, in the research of the Centre for Education Practice Research<br />at my home institution, we have encountered more than 3000 children between five<br />and seven years old in an extensive interview test of mathematical cognition. In the<br />process we found children who had never encountered a print drawing and children<br />who did not know that a page can be turned. However, the very same children had<br />a perfectly normal idea of approximate number and size. We regard this as evidence<br />that they have the core knowledge of number that has to be developed by systematic<br />instruction and caring apprenticeship in classrooms. But for that they would need<br />teachers who know them as well as they know the latest curriculum and its suggested<br />tools of teaching.<br />This is but one example of how important teacher education is and how important<br />it is that we should investigate both learners and teachers, but also teacher education<br />and teacher educators. Teachers and their educators at universities have their own<br />view of children, of learning and of childhood. Much as we may all agree that the<br />core activity of schools is for the young to learn the three Rs and the subject areas of<br />the curriculum, there are researchers who are opposed to a developmental view of<br />learning. The journal’s stance is that, in the Vygotskian tradition (Kozulin, 1990), the<br />young learn and are initiated – and thus develop – in the work of school (and society).<br />SAJCE– December 2014<br />ii<br />In the SAJCE we welcome different views on child learning and celebrate South<br />Africa’s researchers who argue that “pedagogical ‘know-how’ and views of child and<br />childhood constitute the subject knowledge that is foundational in the foundation<br />phase curriculum” – as Murris and Verbeek do in this issue. Add to that knowledge<br />of how children the world over have core knowledge systems, as argued by cognitive<br />developmental psychologists and neuroscientists, and we have a composite picture<br />of what the object of teacher education is – to know 1) the learner and 2) the subject<br />content, but also 3) the self as teacher.<br />This ‘didactical triangle’, was already proposed as view of teaching in the 17th century<br />in Comenius’s major work, Didactica Magna (Comenius, 1632/1967). In the 20th century,<br />for some reason, the English- speaking world used the term ‘didactic’ to denote<br />teacher-centred learning, while Comenius proposed what can arguably nowadays be<br />termed pedagogical content knowledge (PCK). Jari Lavonen, the chair of the teacher<br />education department at the University of Helsinki, recently noted that PCK is the<br />transformation of subject content knowledge by infusing it with knowledge of the<br />learner and of the self as teacher. In Finland they refer to PCK simply as Didactics, while<br />taking full cognisance of Shulman’s model (Shulman 1986).<br />But, views on teaching become more complicated when teachers are faced<br />with children who enter Grade 1, but who are not ready to embrace the way of life<br />at school. Bruwer and her co-authors report in this issue on teachers’ views on the<br />predicament they face when children need to cross the liminality boundary – when<br />they are still ‘betwixt and between’ life as an informal learner and life in school, where<br />they have to be inducted into life as a formal learner in a national curriculum. In the<br />same vein, Condy and Blease argue that a “one-size-fits-all curriculum cannot address<br />the issues that rural multigrade teachers and learners face”. Seldom do educational<br />researchers contemplate this very real issue. I was in the same class in Grade 1 as my<br />brother, who was then in Grade 8, in a little farm school. I recall vividly how we young<br />ones spent much time making clay oxen while they were doing indecipherable maths<br />on the writing board.<br />When more than one language is used, or required to be used, in a single classroom<br />communication set-up, a teacher is faced with yet another dimension. Ankiah-Gangadeen<br />and Samuel write about a narrative inquiry that was conducted in Mauritius, noting<br />that the “narrative inquiry methodology offered rich possibilities to foray into these<br />[teachers’] experiences, including the manifestations of negotiating their classroom<br />pedagogy in relation to their own personal historical biographies of language teaching<br />and learning”.<br />Added to the multilayered types of knowledge around which a teacher needs to<br />negotiate her way in a foundation phase classroom, are knowledge and understanding<br />of children’s transition from one grade to the next. Nieuwenhuizen and co-authors<br />found that the move from Grade 2 to Grade 3 is notably more difficult for children than<br />earlier grade transitions. I wish to add that it is also a grade transition that requires<br />much more of the learning child in volume and in pace of learning; the transition<br />Editorial<br />requires a ‘mature’ young learner who has worked through the curriculum of the<br />earlier grades effectively.<br />Kanjee and Moloi not only present information about ANA results, but show how<br />teachers utilise these in their teaching. To that, the editorial team adds: what is the<br />national testing ritual really doing for teachers? Are there many unforeseen and even<br />unintended effects? Many teachers may say that it alerts them to gaps in their own<br />knowledge and pedagogy and, especially, we would think, the way in which they<br />assess children’s learning effectively. While Kanjee and Moloi invoke local national<br />tests, Fritz and her co-authors from Germany, Switzerland and South Africa show<br />how a mathematics competence and diagnostic test for school beginners found<br />its way from Europe to South Africa. They point to the challenges of translating an<br />interview-based test and of validating it in a local context in four languages. With the<br />promise that the test will be normed in this country, the foundation phase education<br />as well as the educational psychology community may stand to benefit from such a<br />test, which is theoretically grounded in children’s conceptual development.<br />The matter of teaching with formative assessment as pedagogical tool comes to<br />mind whenever one discusses assessment. In an article by Long and Dunne, one reads<br />about their investigation into teaching of mathematics with a very specific angle – how<br />to “map and manage the omissions implicit in the current unfolding of the Curriculum<br />and Assessment Policy Statement (CAPS) for mathematics”. In a very dense and fast<br />paced curriculum it is not possible to fill all the gaps. Who knows what the effect may<br />be for future learning of children who move through a curriculum quite rapidly?<br />Staying in the early grade classroom, Sibanda explores the readability of two<br />textbooks for natural science learning for Grade 4 learners. She touches on one of<br />the sensitive nerves of South African school education, namely the English language.<br />In her analysis of two textbooks, using a range of methods of text analysis, she<br />comes to the conclusion that the books are simply too difficult to read. She argues<br />that the authors have not taken into account that both vocabulary and syntax have<br />to be taught systematically in order for Grade 4 children to be able to read texts in a<br />language they do not know well, for one, and in a discourse of science writing that is<br />new for them as well.<br />Ragpot narrates the story of how an instructional film, #Taximaths: how children<br />make their world mathematical, was conceptualised, scripted and produced with<br />senior undergraduate students at UJ. This artefact serves not only as higher education<br />material in teacher education, but is also used as material for teacher development.1<br />This issue of the journal is rounded off by an important contribution about the<br />ethics of research on children. Pillay explains how experts in ethics have advised him<br />in the work they do in the National Research Foundation South African Research<br />Chair he holds in ‘Education and Care in Childhood’ at the University of Johannesburg.<br />The reader is reminded that care of vulnerable children and the protection of their<br />rights should be high on the list of educational practice and its research.<br />iii<br />SAJCE– December 2014<br />The next issue of SAJCE is a special one. It is edited by Nadine Petersen and Sarah<br />Gravett and it celebrates a programme of research and development of the South<br />African Department of Higher Education and Training, with funding support from the<br />EU. The Strengthening Foundation Phase Teacher Education Programme started in<br />2011 and included most of the universities in the country. The issue promises to be a<br />milestone publication on teacher education for the primary school.<br />Editorial greetings<br />Elizabeth Henning</p>
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JCE staff. "High School Teachers Program." Journal of Chemical Education 84, no. 8 (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 (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 (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 (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 (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 (1997): 1023. http://dx.doi.org/10.1021/ed074p1023.

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

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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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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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Jayaraman, Usha P. "Science teachers' perception of virtual high school instruction." Cincinnati, Ohio : University of Cincinnati, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1037982055.

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Parker, Jami. "Teachers' knowledge of bulimia in high school students." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004parkerj.pdf.

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

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Demands associated with the No Child Left Behind Act of 2001 contribute to the risk of teacher burnout; however, the relationship between teacher burnout and specific teaching assignments is unclear. Accordingly, the purpose of this study was to investigate if burnout is greater for high-stakes subject area public high school teachers than for low-stakes subject area public high school teachers and to ascertain teachers' perceptions about difficulties associated with teaching a high-stakes subject area. The job demands-resources model and the multidimensional model of burnout provided the theoretical framework. The concurrent mixed methods design included quantitative tests of differences in burnout scores of 87 Maryland public high school teachers across high-stakes and low-stakes subject areas, and the qualitative research question documented perceptions. The Maslach Burnout Inventory---Educators Survey measured burnout, and although high-stakes teachers reported greater burnout, chi-square and independent sample t-test did not confirm statistically significant differences across subject area. Qualitative data underwent coding into emergent burnout-related themes that were reanalyzed and revised to explain teacher perceptions. Analysis of teacher responses yielded 5 domains that affected burnout: workload/time incompatibility, pressure on teachers for students to pass high-stakes tests, need for all stakeholders to take responsibility, diminished teacher autonomy, and lack of resources. Recommendations include addressing teacher workload and sharing educational responsibilities among all stakeholders. Because burnout is an organizational issue, positive social change is achievable if administrators promote positive coping strategies and include teachers in the change process necessary to achieve the goals of No Child Left Behind.
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Books on the topic "High school teachers – Mauritius"

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

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

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

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Emmer, Edmund T. Classroom management for middle and high school teachers. 8th ed. Pearson, 2009.

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1935-, Evertson Carolyn M., ed. Classroom management for middle and high school teachers. 9th ed. 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. Pearson/Allyn and Bacon, 2006.

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Rutherford, Douglas E. Archaeology: An introduction for junior high school teachers. 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. National Center on Effective Secondary Schools, 1988.

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Pascal, Anthony H. The qualifications of teachers in American high schools. Rand, 1987.

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Huberman, A. Michael. The lives of teachers. Teachers College Press, 1993.

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

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Thornburg, Devin, and Anne M. Mungai. "Teachers in High-Need School Reform." In High-Need Schools. 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. 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. 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. 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, et al. "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. 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. 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. 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. 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. 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. 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 – Mauritius"

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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. 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. 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. ACM, 2020. http://dx.doi.org/10.1145/3428029.3428047.

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Gunawan, Imam, Firda Dwi Pratiwi, Nandy Wahyu Nur Setya, et al. "Measurement of Vocational High School Teachers Professionalism." In 1st International Conference on Information Technology and Education (ICITE 2020). 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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Kiper, J., B. Rouse, and D. Troy. "Inservice education of high school computer science teachers." In the twentieth SIGCSE technical symposium. ACM Press, 1989. http://dx.doi.org/10.1145/65293.71213.

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Benali, B., I. El Amri, F. El Youssefi, and A. El Kholti. "1477 Stress amongst elementary and high school teachers." In 32nd Triennial Congress of the International Commission on Occupational Health (ICOH), Dublin, Ireland, 29th April to 4th May 2018. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/oemed-2018-icohabstracts.1619.

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Abrar, Umasih, and Moch Sukardjo. "Creative Teachers: A case Study of History Teachers at Lab School Senior High School in Jakarta and Bekasi." In First International Conference on Science, Technology, Engineering and Industrial Revolution (ICSTEIR 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210312.097.

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Reports on the topic "High school teachers – Mauritius"

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Beck-Winchatz, Bernhard. Summer Ballooning Workshop for High School Teachers and Students. Iowa State University. Library. Digital Press, 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, 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, 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), 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), 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), 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), 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, 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), 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), 1996. http://dx.doi.org/10.2172/233290.

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