Relevant bibliographies by topics / JUNIOR HIGH SCHOOL TEACHER CYCLE

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

Academic literature on the topic 'JUNIOR HIGH SCHOOL TEACHER CYCLE'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "JUNIOR HIGH SCHOOL TEACHER CYCLE"

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Juliana, Salfilla. "IMPLEMENTASI SUPERVISI OLEH PENGAWAS SEKOLAH TERHADAP PENINGKATAN KETERAMPILAN GURU DALAM PROSES BELAJAR MENGAJAR." JURNAL PAJAR (Pendidikan dan Pengajaran) 3, no. 4 (2019): 743. http://dx.doi.org/10.33578/pjr.v3i4.7463.

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This research was motivated by the weakness of teachers in carrying out the learning process in Bandar Laksamana 1 Public Middle School. The purpose of this study is to improve the skills of teachers teaching in the classroom with the help of supervision. This research was conducted at Bandar Laksamana 1 Public Middle School. This research is a classroom action research consisting of two cycles with. Each cycle consists of four stages such as planning, implementation, observation, and reflection. The results of the study show that on the basic score, teacher teaching skills are included in the sufficient category with an average score of 60.21. After improvements were made in the first cycle, the results of the teacher's skills assessment increased to a good category with the teacher's average score of 75.54. For the implementation of the teacher's skills assessment in teaching in the second cycle again increased with a very good category with an average value of 85.75. Based on the results of the above research, researchers can conclude that with the implementation of supervision in Bandar Laksamana 1 Junior High School can improve teacher skills in teaching.
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Ida Uswatun Hasanah. "Upaya Meningkatkan Kinerja Guru PAI dalam Menyusun RPP Berbasis Kecakapan Abad 21, Literasi dan HOTS melalui Workshop di SMP se-Depok Kabupaten Sleman." Jurnal Pendidikan Madrasah 5, no. 1 (2020): 69–80. http://dx.doi.org/10.14421/jpm.2020.51-08.

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The weakness of teachers in drafting the RPP based on 21st century, literacy and HOTS in particular, is still widely seen in the mismatch between basic competency (KD) and the formulation of indicators referring to 21st century learning, literacy and HOTS, not yet appropriate between the material and learning methods used, inconsistency between learning activities with selected methods and models. This is what causes the teacher not to maximally implement planning well in the learning process in the classroom. This research aims to improve the performance of PAI teachers in drafting RPP based on 21st century, literacy and HOTS through workshop activities in junior high school in Depok District, Sleman, 2019/2020. This research uses the method of research actions performed in three cycles. The results showed that workshop activities can improve the teacher's performance in achieving a well-formulated standard. The teacher's performance in drafting the RRP of 62.5% in cycle I increased to 73.75% in cycle II, and increased to 86.25% in the III cycle. The results of this surveillance action show that the implementation of workshops can improve teacher performance.
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Sipayung, Kammer. "IMPROVING STUDENTS VOCABULARY THROUGH BBC’S VIDEO IN INSTAGRAM AT JUNIOR HIGH SCHOOL." Epigram 18, no. 1 (2021): 32–36. http://dx.doi.org/10.32722/epi.v18i1.3751.

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Vocabulary is a linguistics ellement of language skills. The purpose of this research is to describe the role of BBC’s Video in Instagram for improving students’ mastery on vocabulary. This research is a class room action research based on the theory of Kemmis and McTaggart (1988). The researcher used three times of classroom action cycle to achieve the goal. The population of this research is students at SMP Negeri 3 Medan and the sample is students at grade seven-two. The data of this classroom action research is score from each cycle. The result of this research shows us that BBC’s Video in instagram as a media of teaching English is able to improve students’ mastery on vocabulary. It can be seen in the first cycle their average score is 60.1, in the second cycle is 72.3 and the last cycle is 85.1. This result shows us that video in instagram is a good instrument to improve the students’ mastery in vocabulary. It is suggested to other English teacher to make this media as an alternative media as far as the teaching method is supported to use.
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Babuta, Asma Is, and Abdul Rahmat. "PENINGKATAN KOMPETENSI PEDAGODIK GURU MELALUI PELAKSANAAN SUPERVISI KLINIS DENGAN TEKNIK KELOMPOK." AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM 3, no. 1 (2019): 1–28. http://dx.doi.org/10.33650/al-tanzim.v3i1.496.

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This study aims to find out the picture, find a solution, and increase the pedagogical competence of teachers in 4 junior high schools under the guidance of researchers. The research subjects were Pohuwato district, namely SMPN 2 Wanggarasi, SMPN 2 Dengilo, SMPN 2 Randangan dan SMPN 3 Marisa. Data collection in this study was carried out by observation, and documentation. In this study data validation was done by triangulation technique. Data analysis starts from the field or empirical facts by going into the field, observing, studying, analyzing, interpreting and drawing conclusions. The results showed that the teacher's pedagogical competence increased from 2 teachers or 9.09% in the pre-cycle, to 10 teachers or 45.45%, and in the last cycle increased to 100% or all teachers were stated to have increased pedagogical competence. This indicates that clinical supervision by school supervisors has proven effective as an effort to improve teacher pedagogical competencies in the 4 Guidance Middle Schools.
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Ukir, Lalu Ukir. "Efektivitas Penerapan Strategi Everyone is a Teacher Here Untuk Meningkatkan Prestasi Siswa Kelas VIII.A SMPN 1 Gunungsari Pada Mata Pelajaran IPA." Hydrogen: Jurnal Kependidikan Kimia 6, no. 1 (2019): 9. http://dx.doi.org/10.33394/hjkk.v6i1.1595.

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This research was conducted at Gunungsari 1 Public Middle School with the aimof knowing the effectiveness of the use of Everyone is A Teacher Here strategy inlearning activities, so that how far the results of student learning achievementimproved by using the learning strategy. This type of research is classroomaction research (CAR) ), which is carried out by the cycle of persiklus withseveral stages, namely: planning, implementation, observation and reflection.The data in this study are student learning activities and student learningoutcomes. The results of the study showed that the application of BeajarEveryone is a Teacher Here strategy was effective to improve students' learningachievement in grade VIII.A from cycle I to cycle II with an average score of 70 ,48 in the first cycle to 77.27, and classical completeness from the first cycle tothe second cycle experienced a significant increase of 59.38 to 87.5 while theresults of the analysis of the N-Gain test were 0.32 with the moderate category.Conclusions from the results of the study this is the application of the learningstrategy Everyone is a Teacher Here effectively increases the learning activitiesof Gunungsari 1 Junior High School students in class VIII.A so that learning ismore focused, absorbs more subject matter and is more fun for students. So itcan be concluded that the application of Everyone's a Teacher Here learningstrategy can effectively improve science learning achievement of students ofGunungsari 1 Junior High School class VIII.A from cycle I to cycle II.
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Jupri, Jupri. "USING VIDEO RECIPE TO IMPROVE THE JUNIOR HIGH SCHOOL STUDENTS’ ABILITY IN WRITING PROCEDURE TEXT." Journal of Languages and Language Teaching 6, no. 2 (2019): 108. http://dx.doi.org/10.33394/jollt.v6i2.1262.

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Based on the results of a preliminary study, it was found out that the students of SMPN1 Batu have problem in writing procedure texts. The students cannot optimize themselves in written communication in English. To cope with the problem, the researcher conducted an action research Using Video Recipe to Improve the Junior School Students’ Ability in Writing Procedure Text. This action research was done in grade seven of SMPN1 Batu which involved 26 students and has been conducted in one cycle which covered: planning, implementing, observing, and reflecting. The data was obtained through the result of the test, observation checklists, and interview. The study was implemented through four steps: (1) the teacher planned the action based on the result of preliminarystudy, (2) the teacher implemented the action by presenting recipe videos as the model to guide the students in writing procedure text, (3) the observer observed and recorded the action, and (4) the teacher analyzed the data which finally became the reflection of the cycle. The results of the study reveal that the utilization of video recipe can improve the junior high school students’ ability in writing procedure text. Future research in this area should be expanded to examine the nuanced differences in revision based upon different purpose of writing.
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Susiati, Susiati, Risman Iye, and LOA Suherman. "Hot Potatoes Multimedia Applications in Evaluation of Indonesian Learning In SMP Students in Buru District." ELS Journal on Interdisciplinary Studies in Humanities 2, no. 4 (2019): 556–70. http://dx.doi.org/10.34050/els-jish.v2i4.8455.

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This study aims to find out wheter there is an influence of the Hot Potatoes multimedia application in evaluating junior high school students' learning outcomes in Indonesian language learning. The study design uses an evaluation model with the multimedia application Hot Potatoes. The method used is quantitative description and qualitative description, which is to show the effect of evaluating student learning outcomes and student and teacher responses to the effectiveness of the use of multimedia Hot Potatoes. The data source of this research is the IX grade junior high school students in Buru Regency. Data collection techniques used in this study are test techniques using the multimedia application Hot Potatoes in the form of a Multiple-Choice Test (multiple-choice). The results showed that the application of the Hot Potatoes multimedia application in evaluating the learning outcomes of junior high school students in Indonesian language learning had a major influence on quality learning. This can be seen from the results of the evaluation of 50 middle school students from cycle I, cycle II, and cycle III. The percentage of students completeness in cycle I was 60%, cycle II was 86%, and cycle III was 94%. Meanwhile, the percentage of students completeness in the first cycle was 40%, second cycle was 14%, and third cycle was 6%.
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Yulianti, Helda, Syubhan An'nur, and Mustika Wati. "Meningkatkan Hasil Belajar Siswa Pada Materi Ajar Listrik Statis Dengan Pendekatan Problem Posing." Berkala Ilmiah Pendidikan Fisika 2, no. 3 (2014): 244. http://dx.doi.org/10.20527/bipf.v2i3.888.

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Based on interviews with a teacher of science at Junior High School 17 Banjarmasin are obtained that the result of student learning is still low. It is caused the pattern learning that takes place often using lecture method so that need to doing the research. The general objective of the research is to know the use of problem posing approach on static electricity subject to improve the result of student learning at IX grade in Junior High School 17 Banjarmasin. The specific objectives of the research are to describe (1) lesson plan adherence; (2) result of student learning; and (3) response of student towards learning. This research is a classroom action research of Kemmis and Mc Taggart model which consisting of two cycles in four times of meeting consisting of planning, action, observation, and reflection. Devices and instruments are used are the lesson plan, handout, student worksheet, result of learning test, lesson plan sheet, and response questionnaire. Analysis of data is used are quantitative and qualitative. The results of the research are (1) lesson plan adherence increased from the first cycle of 80,42%, and the second cycle of 87,11%; (2) the result of student learning classically completed from the first cycle of 85,71% and the second cycle of 90,47%; (3) respond questionnaire of student got well response. Be obtained the conclusion that the problem posing approach can improve the result of student learning at IX grade in Junior High School 17 Banjarmasin on static electricity subject.
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Kariadinata, Rahayu, R. Poppy Yaniawati, Hamdan Sugilar, and Dede Riyandani. "LEARNING MOTIVATION AND MATHEMATICAL UNDERSTANDING OF STUDENTS OF ISLAMIC JUNIOR HIGH SCHOOL THROUGH ACTIVE KNOWLEDGE SHARING STRATEGY." Infinity Journal 8, no. 1 (2019): 31. http://dx.doi.org/10.22460/infinity.v8i1.p31-42.

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This study aims to analyze and describe learning motivation, mathematical understanding and activities of students' and teachers at Islamic Junior High School (Madrasah Tsanawiyah/MTs) through Active Knowledge Sharing strategy. The research is conducted in MTs. Al-Mukhlisin Bandung Indonesia. The method of this research is a mixed method with Classroom Action Research (CAR). The instruments used were motivation questionnaires, observation sheets, mathematical understanding tests and observation sheets. The results of the research indicate that learning motivation, mathematical understanding and activities of teachers and students through the Active Knowledge Sharing strategy increase in each cycle. Students' learning motivation is shown from the result of the questionnaire, states that the average percentage of motivation indicator increase in each cycle, those are 70,35% (cycle I), 71,17% (cycle II ) and 72.15% (cycles III), student mathematical understanding indicated from the test results states that the average value increases in each cycle and the end of the cycle has reached the classical completeness, that is 79.41%, the activities of students and teachers during teaching- learning increased in each cycle of 60.95% (cycle I), 73.33% (cycle II) and 86.67% (cycles III).
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Yanti, Rusnia, and Juju Masunah. "Peningkatan Apresiasi Tari Nusantara Melalui Model Blended Learning di Sekolah Menengah Pertama." Gondang: Jurnal Seni dan Budaya 5, no. 1 (2021): 1. http://dx.doi.org/10.24114/gondang.v5i1.19323.

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This research is aimed to improve knowledge, attitude, skill and appreciation of Nusantara Dances. It is conducted by Action Research method which is developed by Kemmis & McTaggart. The data were collected by questionnaire and analysed by Mix method which is developed by Creswell. The sample of this research is the 8th grade students of Public Junior High School 2 Kotabaru. Knowledge, attitude and skill of appreciation of Nusantara dances is important to be delivered to junior high school student as one of provision effort to nusantara culture, especially dances. The Learning of Nusantara Dances Appreciation is implemented through two cycles. Each cycle has four meetings. Before the intervention action of first cycle, there is a Pre-test. And then the final post test result of first Cycle shows that there is improvement result compared to the pre-test result. More over the post test result of second cycle is imporoved too compared to the post test result of the first cycle, even it has reached the set out target. In conclusion according to the result of the research, Blended learning model is effective to be used on improving the appreciation of Nusantara Dances. Thus, Art & Culture Teacher at school is suggested to use this blended learning model.
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Dissertations / Theses on the topic "JUNIOR HIGH SCHOOL TEACHER CYCLE"

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LEÃO, Alessandra Mendonça. "A CONCEPÇÃO DE PROFESSOR NO CICLO DE FORMAÇÃO: UM ESTUDO BASEADO NA PROPOSTA DE GOIÂNIA (GESTÃO 2001-2004)." Universidade Federal de Goiás, 2008. http://repositorio.bc.ufg.br/tede/handle/tde/2020.

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Made available in DSpace on 2014-07-29T16:10:33Z (GMT). No. of bitstreams: 1 DISSERTACAOALESSANDRALEAO.pdf: 626333 bytes, checksum: 5f13b97333398fbbe97685a47f4d2b85 (MD5) Previous issue date: 2008-08-25<br>This study aimed to carry out a bibliographically-grounded theoretical deepening and a reflexive analysis of the conception of teacher present in the cycles of human formation, co-substantiated in the Political-Pedagogical Proposal for the Fundamental Education of Children and Adolescents of the Municipal Secretary of Education of Goiania, approved during the 2001-2004 office. The analysis of the official document, the theoretical production of some referential authors and other proposals for the cyclic organization in the country aimed to expand the reflection on the theme. The present study stems from the discussion regarding the expansion of school access, within the context of Brazilian education during the 1980s and 1990s, a period of implementation and expansion of the proposal of cycles. The study also highlights the historic period of political and economic opening in the country, the advance of neoliberal policies and the central positioning of education in the discussions of educational policies both nationally and internationally. In an attempt to apprehend the conception of education and teacher in the development of this proposal, the way chosen was the study of the cycle expansion in the country as a new form of organization of the school systems of education. The analysis of the proposal of Goiania is accompanied by reflections on other experiences of cycles carried out in the country<br>Este trabalho objetivou realizar um aprofundamento teórico e uma análise reflexiva, com base em estudo bibliográfico, acerca da concepção de professor presente nos ciclos de formação humana, consubstanciada na Proposta Político-Pedagógica para a Educação Fundamental da Infância e da Adolescência da Secretaria Municipal de Educação de Goiânia, aprovada na Gestão 2001-2004. A análise do documento oficial, da produção teórica de alguns autores referenciais e de outras propostas de organização em ciclos no país teve como objetivo ampliar a reflexão sobre o tema. O estudo parte da discussão acerca da ampliação do acesso à escola, no contexto da educação brasileira nas décadas de 1980 e 1990, período de implantação e expansão da proposta de ciclos, e destaca também o momento histórico de abertura política e econômica do Brasil, o avanço das políticas neoliberais e a centralidade da educação nos discursos das políticas educacionais tanto no âmbito nacional quanto internacional. Na tentativa de apreender a concepção de educação e de professor no engendramento desta proposta, o caminho escolhido foi o estudo da expansão dos ciclos no país como uma nova forma de organização dos sistemas escolares de educação. A análise da proposta de Goiânia é acompanhada de reflexões sobre as demais experiências de ciclo levadas a cabo no país
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Resnick, Edward. "Practitioner Research in Schools: Revealing the Efficacy Agency Cycle." Chapman University Digital Commons, 2018. https://digitalcommons.chapman.edu/ces_dissertations/16.

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Years of high stakes testing and managerial directives to improve student test scores created a trend of teachers’ declining sense of efficacy and agency. Researchers have yet to examine the perceptions of teachers following requirements to improve student engagement and school climate in an effort to improve academic performance following the authorization of local and national educational accountability reforms. The purpose of this study is to examine how teachers perceive their efficacy and agency in response to the addition of nonacademic measures and the requirement of documented input from teachers and other stakeholders into educational policy planning procedures. Veteran K-12 teachers’ responses to survey and interview questions were coded, analyzed, and organized into themes to generate an educational theory. Grounded Theory Methodologies (GTM), Culturally Responsive Methodologies (CRM) and Critical Pedagogy (CP) informed data collection methods and theoretical foundations for this study. The creation of a safe dialogical space between the practitioner researcher and participants developed a relationship for both to engage as co-researchers. Teachers discovered renewed senses of efficacy and agency while acknowledging their leadership potential in schools and the community. This study and further practitioner research with teachers in schools will inform pre-service education training programs and confirm teachers’ role as critical intellectuals in American society.
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Backwell, Benjamin Edward. "Applying cooperative learning lessons in a Japanese junior high school /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,292.

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

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Thesis (Ed. D.)--Illinois State University, 1998.<br>Title from title page screen, viewed July 3, 2006. Dissertation Committee: Kenneth F. Jerich (chair), Kenneth H. Strand, Dent M. Rhodes, Barbara L. Nourie, Ming-Gon John Lian. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.
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Mitsuo, Sadayuki. "A JAPANESE COLT: ANALYZING TEACHING PERFORMANCE IN A JUNIOR HIGH SCHOOL PRACTICUM." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/82910.

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CITE/Language Art<br>Ed.D.<br>The two main purposes of this study were to create a systematic observation instrument in order to obtain clearer and more specific feedback from junior high school teachers about student teachers' teaching performances during their practicum, and to provide a way for junior college, university teachers, student teachers, and practicum supervisors to observe student teachers' teaching and then to communicate their observations more effectively with one another. The participants were 57 student teachers, 19 college teachers, and 28 junior high school teachers. Four instruments were used: a written consent form, a questionnaire about 15 teaching skills (The Teaching Skill Questionnaire), a 60-minute videotape with a checklist (The Japanese COLT), and a 42-item questionnaire (The Student Teachers' Videotaped Instruction). The study produced four major findings. First, by using the Japanese COLT (Communicative Orientation of Language Teaching Observation scheme), the three groups of raters (student teachers, college teachers, practicum supervisor) identified four specific problems with individual student teacher's teaching. They (a) explained new sentence patterns without interacting with the students, (b) asked fewer questions than expected, (c) had the students practice reading for a shorter time than expected, and (d) provided few opportunities for the students to speak in Japanese or English, and spoke Japanese more than necessary. The second finding was that the student teachers differed from the older teacher groups in their views of specific teaching skills because of their limited teaching experience and lower English proficiency. The third finding was that the three groups of raters perceived the student teachers' teaching on the videotape similarly. The fourth finding indicated that there was no statistically significant difference in the three groups' views of the teaching techniques used by the student teachers; however, a statistically significant difference was found for the three groups' evaluations of the student teachers' teaching. The Japanese COLT was a useful instrument for assessing the student teachers' classroom performances, as it provided more specific feedback to the student teachers, and allowed the three groups to share their viewpoints more effectively.<br>Temple University--Theses
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Wong, Siu-ping. "Listen to what students say : students' perceptions of the characteristics of a good teacher /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25139253.

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

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The purpose of the study was to identify and compare the perceived concerns of novice and experienced teachers in the middle-level teaching years. The population consisted of 200 public school teachers and 100 Catholic school teachers in grades six, seven, and eight in the state of Indiana.A forty-item questionnaire listing concerns in the areas of professional growth, classroom management and routines, instructional activities, and evaluation problems was utilized. Three null hypothesis were tested by using a multivariate of analysis of variance (MANOVA). Decisions with regard to the hypotheses were made at an alpha level of .05.Findings1. No statistically significant differences were found to exist between novice and experienced teachers.2. No statistically significant differences were found to exist between male and female teachers.3. No statistically significant differences were found to exist between public school and Catholic school teachers.4. Salary commensurate with demands for professional growth, motivating pupil interest and response, stimulating critical thinking and developing good work and study habits were identified as major professional concerns of teachers.Conclusions1. Level of experience does not account for major differences in the degree of concerns of teachers.2. Sex of the teacher does not account for major differences in the degree of concerns of teachers.3. Type of school--public or Catholic--does not account for major differences in the degree of concerns of teachers.4. The area of Instructional Activities causes the greatest concern followed by Classroom Management and Professional Growth. Evaluation Problems causes the least concern.5. Salary, motivating student interest and response, developing in students good work and study habits, and stimulating critical thinking are major concerns for teachers.6. Individual items causing concern for teachers have experienced modest changes during the past 14 years.<br>Department of Educational Administration and Supervision
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Cheng, Kwai-ling Queenie. "Synergy between classroom learning and professional development of teacher a case of historical investigation at secondary three /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35331070.

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Pai, Fang-Yun, and 白芳芸. "The Action Research of A Junior High School Non-Primary Novice Home-room Teacher Using Experiential Learning Cycle on Classroom Management." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/33245032244543167848.

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碩士<br>國立東華大學<br>教育研究所<br>98<br>The researcher is also the actor in this research. This is a study of qualitative research method aiming to explore the problem-solving strategies and methods of classroom management for a non-primary novice home-room teacher. The researcher wanted to explore the transition of students’ learning behavior and attitude by using experiential learning cycle. Besides, the researcher wanted to explore the interaction of on the teacher and the students. First, the researcher read the related literature about the experiential learning, non-primary novice home-room teacher, and classroom management to build theoretical foundations of the research. The samples of thirty-seven students come from Green Junior High School （pseudonym）which the researcher taught. The research period can be traced back to the first two years of the non-primary novice home-room teacher and the third school year twenty weeks in the first half semester and fourteen weeks in the second half semester with action intervention that applies the experiential learning cycle to classroom management. The researcher adopted four kinds of curriculum designs: project adventures, speeches, videos, and the files which were made by the researcher. The data collection are interviews, students’ documents, and self-analysis journals, moreover, the researcher presented the data findings and analysis using the first person “I ”. There are three conclusions of research： First, the classroom management strategies and methods of non-primary novice home-room teacher: “Experience” is the best teacher in the classroom management. There aren’t the best strategy and method. There are just the most suitable strategy and method. 1. For the non-primary novice home-room teacher, it is awkward at first but skilful later on and go from strength to strength. 2. The reflexivity ability and revisions of the non-primary novice home-room teacher is the power making teacher better. 3. The non-primary novice home-room teacher using experiential learning cycle for classroom management is effective. Second, after the non-primary novice home-room teacher adopted the experiential learning cycle theory in the classroom management, the interaction on the teacher and the students were positive. Third, the non-primary novice home-room teacher adopted the experiential learning cycle theory in the classroom management: 1. Facing “schoolwork” the learning behavior and the learning attitude transfer to negatively for not negatively. 2. Facing “non-schoolwork” the learning behavior and the learning attitude transfer to negatively for positively. Based on the results of this research, three suggestions more proposed for the non-primary novice teachers, the schools, and following researchers.
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王怡琦. "A junior high school teacher of high teacher efficacy." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/60281385195873999504.

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

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

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

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Ŏttŏn yaksok. Hyean, 2000.

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Ŏttŏn yaksok. Hyean, 2000.

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

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

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

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

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

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Matsui, Yūsei. Assassination classroom: Time for a transfer student. Viz Media, 2015.

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Book chapters on the topic "JUNIOR HIGH SCHOOL TEACHER CYCLE"

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Doucette, Stephanie. "A Bulimic Junior High School Teacher." In Sampling Inner Experience in Disturbed Affect. Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-1222-0_9.

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

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

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Using field work and undergoing field practice in junior high school in teacher education for vocational subjects is a new methodological approach to focus, content and to how student practice is organized and carried out. Our research study posed two main questions: 1. Did vocational student teachers find their field-study relevant and meaningful while in junior high school practice and in view of their future vocational teacher practice? 2. Can micro-ethnographic study as a method be used in teaching in vocational subjects for first, second and third year of senior high school? In light of their experiences in senior high, we wanted to challenge the students to rethink and perhaps alter their approach to teaching within the framework of the junior level of high school. We also wanted the students to design and carry out a project they found challenging as well as novel for them. The selection consisted of 60 students who study to become vocational teachers. The project, including the evaluation of it, was completed in the autumn of 2016. The practice period in junior high school had a duration of two weeks. Findings: All students considered their practice as relevant, meaningful and useful in the context of their future career as teachers. A large majority considered micro-­ethnographic study as relevant for their own practice as teachers in vocational subjects in first, second and third year of senior high school. In particular, they found the subject called ‘prosjekt til fordjuping’ (‘project for deeper learning’) as very useful. Periods of placement in factories and other work situations were also found to be very useful.
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Matsui, Takao. "How Tabidachinohini Was Created in a Middle School in Chichibu in Japan." In Advances in Early Childhood and K-12 Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8042-3.ch010.

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The song “Tabidachinohini” is mostly sung at graduation ceremonies in Japan. It is a song called “On the Day of Departure” born at a junior high school in Chichibu, a mountainous area in Saitama Prefecture. The study describes how the song was created and how the song changed the school climate. The message put in this song echoes dreams and hopes and courage. The melody is somewhat nostalgic, but it leads us to a bright future. While spelling out how this song was borne and spreading, the author unravels the circumstances that have transformed into a school where the contact between the teacher and the student and the singing voice resonate. Did singing change the minds of people? The author looks back the process of how “Tabidachinohini” was created and sang among the students.
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Pedings-Behling, Kathryn E. "Influences of the Places of My Life." In Identifying, Describing, and Developing Teachers Who Are Gifted and Talented. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5879-8.ch007.

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The author is a math educator who has taken on several roles in education, primarily including classroom teacher and curriculum writing. This chapter is an exploration of the pivotal places in her life that shaped the gifted and talented educator she has become. The chapter starts with a look at the rural South Carolina county where she grew up and attended public school. Next, she describes a very significant life shift when she enters a specialized public boarding school called the South Carolina Governor's School for Science and Mathematics for her junior and senior years of high school. She then describes the importance of her time as a student at the College of Charleston and all of the opportunities that were opened to her there. This chapter wraps up with her career experiences, and how they continued to shape her as a teacher.
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Hemphill, Leaunda S., and Donna S. McCaw. "Moodling Professional Development Training that Worked." In Handbook of Research on New Media Literacy at the K-12 Level. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-120-9.ch050.

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Three junior high teachers and 12 senior high school teachers were introduced to online teaching strategies and tools in a three-day workshop. The teachers developed their basic online course shell on Moodle, an open-source online course management system. Following the workshop, teachers revised their course shells and created short teaching modules to meet the differentiated needs of their students. The modules were evaluated using a modified version of the Quality Online Course Initiative (QOCI) Rubric (Illinois Online Network, 2007). All teacher participants completed the workshop training and 14 successfully met all the QOCI criteria on their modules. This Moodle training was a capstone experience following three years of curricula, content, and pedagogical training through the ISAMS project. The project was funded as part of a No Child Left Behind (NCLB) Teacher Improvement grant which provided professional development for math and science teachers.
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Beschorner, Beth, and Lindsay Woodward. "Engaging Teachers in a Digital Learner-Centered Approach to Support Understanding Foundational Literacy." In Effective Practices in Online Teacher Preparation for Literacy Educators. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0206-8.ch014.

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This chapter describes a graduate level course that is required for the state's reading endorsement and is offered entirely online. The course emphasizes recent research, issues, teaching methods, and new materials in reading at the K-12 level and was intentionally designed as a learner-centered environment using the Technology Integration Planning Cycle. Students in the course (n = 38) were practicing teachers at the elementary, middle, or high school level in a wide range of urban, suburban, or rural settings. The instructor's use of the Technology Integration Planning Cycle to create a learner-centered environment and the teachers' work samples throughout the course are described. Finally, implications for teacher education are discussed.
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Brown, Jeannette. "Industry and Government Labs." In African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0009.

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Dr. Hopkins is one of the few American women to have held a doctorate in science and a license to practice before the U.S. Patent and Trademark Office. Her career included academia, industry, and government. Esther was born Esther Arvilla Harrison on September 16, 1926, in Stamford, Connecticut. She was the second of three children born to George Burgess Harrison and Esther Small Harrison. Her father was a chauffeur and sexton at a church, and her mother worked in domestic service. Neither of her parents had an advanced education. Her father had some high school education; her mother attended only primary school. However, both of her parents wanted to make sure their children had a good education. When Esther was three and a half years old, her mother took her along to register her older brother for school. Because Esther was taller than her brother, the teacher suggested that she take the test to start school. She passed the test and was able to start kindergarten at the age of three and a half! She and her brother went to school together all through elementary school. Boys and girls were separated in junior high school; in high school they remained separate but attended the same school. She decided in junior high school that she wanted to be a brain surgeon. This was because she met a woman doctor in Stamford who had an office in one of the buildings that her father cleaned. The woman was a physician and graduate of Boston University Medical School. Esther decided that she wanted to be just like her. Therefore, when Esther entered high school, she chose the college preparatory math and science track. She took as many science courses as possible in order to get into Boston University. She spent a lot of time at the local YWCA, becoming a volunteer youth leader. One speaker at a YWCA luncheon discouraged her from entering science and suggested that she become a hairdresser. Esther was hurt but not discouraged by this. She graduated from Stamford High School in 1943.
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Heymann, Michael J., and Heidi L. Schnackenberg. "Cyberbullying." In Cases on Emerging Information Technology Research and Applications. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3619-4.ch015.

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Robert J. Mitchell Junior/Senior High School is a small institution located in central New York. Although generally minimal behavior problems occur at the school, currently cyberbullying is on the rise. One of the students, James, was recently a victim of cyberbullying. A picture of him was posted on a social networking site, which initiated a barrage of cruel text messages and emails. Although James didn’t tell anyone about the incident, another student complicit in some of the bullying, Sarah, confessed to him. Sarah and James then went to their teacher, Mr. Moten, to tell him about the bullying and that they thought another student was responsible for creating the social networking site and posting the picture. Without the benefit of a school or district cyberbullying policy, Mr. Moten then attempts to figure out what to do to help James and stop the harassment.
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Wang, Mengdi, Ciaran Bauer, and Ann Devitt. "Computer-mediated communication in Chinese as a second language learning: needs analysis of adolescent learners of Chinese at beginner level in Ireland." In CALL and complexity – short papers from EUROCALL 2019. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1042.

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Ireland’s new strategy for foreign language education, Languages Connect, identifies the establishment of Mandarin Chinese as a curricular language as a key goal for the coming years. Within the curriculum specification for Mandarin at Junior Cycle (ages 12-15), “using digital technology is identified as a core component: the student uses technology and digital media to learn, communicate, work and think collaboratively and creatively” (NCCA, 2016, p. 6). While the introduction of Chinese courses in Ireland faces a number of challenges (e.g. a shortage of communication opportunities and appropriate learning resources), it also provides a unique opportunity to generate innovative solutions to these challenges through technology, specifically Computer-Mediated Communication (CMC). This paper outlines the overarching goal and Design-Based Research (DBR) methodology for this research project as well as the results of the initial learner needs analysis conducted at a post-primary school in Ireland. Participants in the needs analysis workshop consisted of 19 students aged 12-15 who are learning Chinese, and their teacher. The results of the needs analysis with students and their Chinese language teacher identified opportunities for meaningful communication, particularly with Chinese native speakers, and more learning about Chinese culture as the key needs to address within the broader research project, needs that could be addressed using CMC tools.
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Conference papers on the topic "JUNIOR HIGH SCHOOL TEACHER CYCLE"

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

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

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

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

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

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

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

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

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

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Susantya, Carissa Dwilani, and Lydia Freyani Hawadi. "Teacher Characteristics and Gifted Student Engagement as Influencing Factors on Academic Performance in Junior High School." In Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/iciap-18.2019.47.

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