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Journal articles on the topic 'Secondary teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Dr., A. C. Lal Kumar. "TEACHER EFFECTIVENESS OF HIGHER SECONDARY TEACHERS." International Journal of Computational Research and Development 1, no. 1 (2016): 66–69. https://doi.org/10.5281/zenodo.159965.

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Education is a nation building task and the process of education is largely lies in the hands of teacher. In the formal education system, infrastructure, finance and community support was provided by Government and stakeholders of education. But the process of molding the future citizens of India depends upon the quality of teacher. Effective teaching is a par excellence attribute of quality education. An effective teacher may be understood as one who helps in the development of basic skills, understanding, proper work habits, desirable attitude and value judgment. Teacher effectiveness concer

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2

Dr.Seema, Menon K.P, and Sobha.K Ms. "TEACHER EFFICACY OF SECONDARY SCHOOL TEACHERS." International Journal of Research - Granthaalayah 5, no. 6 (2017): 637–43. https://doi.org/10.5281/zenodo.824101.

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The study aims to find out the teacher efficacy of secondary school teachers. The sample for the present study consisted of 350 secondary teachers of Kerala. In this study the investigators used a teacher Efficacy scale to measure the teacher efficacy of secondary school teachers. The study reveals that secondary school teachers possess an average level of teacher efficacy and also that there exist significant difference in the mean scores of teacher efficacy with respect to type of management and teaching experience, but no significant difference exist in the mean scores of teacher efficacy w

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Menon K.P, Seema, and Sobha K. "TEACHER EFFICACY OF SECONDARY SCHOOL TEACHERS." International Journal of Research -GRANTHAALAYAH 5, no. 6 (2017): 637–43. http://dx.doi.org/10.29121/granthaalayah.v5.i6.2017.2096.

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The study aims to find out the teacher efficacy of secondary school teachers. The sample for the present study consisted of 350 secondary teachers of Kerala. In this study the investigators used a teacher Efficacy scale to measure the teacher efficacy of secondary school teachers. The study reveals that secondary school teachers possess an average level of teacher efficacy and also that there exist significant difference in the mean scores of teacher efficacy with respect to type of management and teaching experience, but no significant difference exist in the mean scores of teacher efficacy w

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4

Radhamani D Kalaivani, K. "Digital Competence among Secondary Teachers." International Journal of Science and Research (IJSR) 12, no. 6 (2023): 1004–6. http://dx.doi.org/10.21275/sr23608145016.

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5

Rosyidah, Fifti Imro’atur, and Susilo Purwati. "Technostress in Secondary School Teachers." International Journal of Research Publication and Reviews 4, no. 11 (2023): 1840–45. http://dx.doi.org/10.55248/gengpi.4.1123.113107.

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Pachaiyappan, P., and Dr (Mrs) D. Ushalaya Raj. "Evaluating the Teacher Effectiveness of Secondary and Higher Secondary School Teachers." IOSR Journal of Research & Method in Education (IOSRJRME) 4, no. 1 (2014): 52–56. http://dx.doi.org/10.9790/7388-04155256.

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7

Paul, Ujjwal, and Abhijit Guha. "Attitude towards constructivist approach and teacher effectiveness: Perspective of secondary school teacher." Sikshachintan: A Journal of Education 8 (July 1, 2014): 143–53. https://doi.org/10.5281/zenodo.7781241.

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Constructivism as a set of beliefs provides a model of cognition that leads directly to a method of teaching that, in turn, credits the student with the power to become an active learner. Teachers' attitude towards constructivist approach in teaching has an effective value to increase teacher effectiveness among school teachers. The present study was conducted to inquire the present attitude of school teachers of W.B. in advocating constructivist approach in their teaching strategy and its impact on teacher effectiveness. CASST and PGTES were administered on 216 randomly selected school te

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Ronnie Ancona. "Latin Teacher Certification: Training Future Secondary School Teachers." Classical World 102, no. 3 (2009): 311–15. http://dx.doi.org/10.1353/clw.0.0094.

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9

Ndalichako, Joyce L. "Secondary School Teachers’ Perceptions of Assessment." International Journal of Information and Education Technology 5, no. 5 (2015): 326–30. http://dx.doi.org/10.7763/ijiet.2015.v5.524.

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Dr., B. Padma, and S.Jayanthi. "Self Efficacy of Secondary Teacher Education Students." Journal of Research in Education 8, no. 1 (2020): 1–124. https://doi.org/10.5281/zenodo.6407464.

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<strong>Abstract</strong> The main objective of the study was to find out the significant difference if any, in self efficacy of Secondary Teacher Education Students with respect to background Variables. The investigator adapted the survey method in order to carry out the research. The sample consisted of 100 secondary teacher education students who were selected through the stratified random sampling technique. The findings revealed that there was no significant difference in the self-efficacy of secondary teacher education students based on gender, educational qualification, locality, income

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11

Hasan, Amiruddin, Nurhasanah, Asmaul Husna, A. Razak, and Martahadi Mardhani. "Teachers' Performance in Indonesian Secondary Schools: Does Motivation Matter?" Jurnal EMT KITA 6, no. 2 (2022): 308–15. http://dx.doi.org/10.35870/emt.v6i2.652.

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A teacher's professional is greatly influenced by internal and external factors. Internal factors are influenced by the motivation that comes from within the teacher's own soul. This study aims to investigate the effect of teacher motivation on the teacher’s performance, especially public senior secondary schools (Sekolah Menengah Atas Negeri, or SMA Negeri) in Banda Aceh, Indonesia. This survey was conducted using a quantitative approach with a sample of 254 teachers. Questionnaires were used to collect data, and the data analysis technique employed was Structural Equation Modelling (SEM). Th

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Zafarullah, Rashid, and S. Veena Dr. "Construction and validation of the scale measuring the teacher performance of higher secondary teachers." International Journal of Trends in Emerging Research and Development 2, no. 6 (2024): 51–53. https://doi.org/10.5281/zenodo.14468562.

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This study focuses on the construction and validation of a Teacher Performance Scale for Higher Secondary Teachers (TPSHSS), designed to assess teachers’ in depth knowledge about the subject, and their professional and relational competence. The research employed a random sampling technique. Initially, a thorough literature review and group discussions with Psychologists, teachers and experts in the field of education were held in order to frame the relevant statements. Initially 38 statements were made. The scale was administered to a sample of 100 higher secondary teachers across diffe

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P.Pachaiyappan, P. Pachaiyappan, and Dr D. Ushalaya Raj Dr. D.Ushalaya Raj. "Mental Health of Secondary and Higher Secondary School Teachers - An Analysis." International Journal of Scientific Research 3, no. 2 (2012): 117–19. http://dx.doi.org/10.15373/22778179/feb2014/37.

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Mishra, Dr Sudarshan, and Jakir Hussain Laskar. "Emotional Intelligence of Teachers Teaching At Secondary and Senior Secondary Schools." International Journal of Scientific Research 2, no. 10 (2012): 1–5. http://dx.doi.org/10.15373/22778179/oct2013/37.

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15

Rajendran, K. K. Rajendran. "Work Motivation of Higher Secondary Teachers." Prosiding Seminar Nasional Forum Manajemen Indonesia - e-ISSN 3026-4499 2 (August 31, 2024): 573–84. http://dx.doi.org/10.47747/snfmi.v2i1.2050.

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The term work motivation refers reasons that emanating from individual's intrinsic values to choose to teach and sustaining teaching, and the intensity of teacher motivation which is indicated by effort expanded on teaching as influenced by a number of contextual factors. Atkinson (1964) defined work motivation as the contemporary immediate influences on the direction, vigour and persistence of action. Teacher’s work motivation depends on teacher’s assertiveness to his work. Work motivation is a set of active forces that originate within and beyond an individual's, to initiate work-related beh

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Rajendran, K. K. Rajendran. "Work Motivation of Higher Secondary Teachers." Proceedings of Forum Manajemen Indonesia's International Conferences, no. 1 (August 31, 2024): 573–84. https://doi.org/10.47747/fmiic.v1i1.2167.

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The term work motivation refers reasons that emanating from individual's intrinsic values to choose to teach and sustaining teaching, and the intensity of teacher motivation which is indicated by effort expanded on teaching as influenced by a number of contextual factors. Atkinson (1964) defined work motivation as the contemporary immediate influences on the direction, vigour and persistence of action. Teacher’s work motivation depends on teacher’s assertiveness to his work. Work motivation is a set of active forces that originate within and beyond an individual's, to initiate work-related beh

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Dr.B., Prasad Babu, and Raju Dr.TJMS. "Teacher Stress in relation to Teacher Motivation among Secondary School Teachers." Shod Sarita 7, no. 25 (2020): 138–43. https://doi.org/10.5281/zenodo.10459539.

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The present study was examined on the relationship between teacher stress and teacher motivation among secondary school teachers. Teacher stress can be viewed in a number of different ways and has been described as most in precise work in the scientific dictionary. The analysis of various definitions revealed that it is a response syndrome of negative effects like anger, anxiety or depression which threatens self esteem or well being, operate as a response of negative effect resulting an imbalance or discrepancy between the demands made and the ability to cope with them. Teacher motivatio

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18

Caul, Leslie, R. J. Campbell, and S. R. St J. Neill. "Secondary Teachers at Work." British Journal of Educational Studies 43, no. 3 (1995): 336. http://dx.doi.org/10.2307/3121990.

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19

Fuller, Kay. "Women secondary head teachers." Management in Education 23, no. 1 (2009): 19–31. http://dx.doi.org/10.1177/0892020608099078.

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20

Ullah, Zahid, Muhammad Ismail Khan, Ruhma Farooqi, Danyal Khan, and Nida. "Effectiveness of Female Head Teachers Managerial Skills in Improving Teachers Performance." Spring 2023 3, no. 2 (2023): 165–70. http://dx.doi.org/10.54183/ssr.v3i2.238.

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This paper intends to examine public secondary school head teachers competencies and their influence on teacher’s instructional decisions as well the overall school culture. This research paper endeavor to unravel secondary school principal’s managerial competencies and their influence on the performance of secondary school principals and such influence will help to stimulate and transform sophisticated school environment that will make strengthen student’s cognitive, affective as well psychomotor domains. Current study will cover following objective: “To determine the effectiveness of head te

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Odhiambo, George O. "Teacher appraisal: the experiences of Kenyan secondary school teachers." Journal of Educational Administration 43, no. 4 (2005): 402–16. http://dx.doi.org/10.1108/09578230510605441.

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22

Keng, Chia Soo, Diong Cheong Hoong, and Toh Kok Aun. "Professional Characteristics and Teacher Professionalism of Secondary School Teachers." Singapore Journal of Education 14, no. 1 (1994): 55–66. http://dx.doi.org/10.1080/02188799408547725.

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Naik, Sanjay Kumar, and Dr Purnachanra Behera. "Social intelligence and teacher effectiveness of secondary school teachers." International Journal of Applied Research 9, no. 1 (2023): 389–92. http://dx.doi.org/10.22271/allresearch.2023.v9.i1f.10539.

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Dr., Manjita Sahay. "Relationship between Multiple Intelligence, Self-Esteem and Teacher Competency among Secondary School Teachers." Journal of Research in Education 7, no. 1 (2019): 47–59. https://doi.org/10.5281/zenodo.6420222.

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<strong>Abstract</strong> The objective of the study was to find out the relationship between Multiple Intelligence, Self-Esteem, and Teacher Competency of secondary school teachers of Patna District, Bihar, India. The methodology applied was the survey method with self-constructed and standardized validated tools. The tests utilized were i) The Multiple Intelligence Test a standardized test by Howard Gardner. 2) Teacher Effectiveness Scale constructed by the researcher. 3) Self-Esteem Test –A standardized test by M.J. Sorensen. These tools were administered on 500 randomly selected Seco

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Dinata, Uray, Muhammad Bukhori, Sulthon Nur’Afif, and Bhaskara Atmaja. "Exploring Teacher Professional Development’s Perceptions of English Secondary School Teachers." Proceedings University of Muhammadiyah Yogyakarta Undergraduate Conference 2, no. 1 (2022): 58–65. http://dx.doi.org/10.18196/umygrace.v2i1.413.

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Teacher perceptions in Teacher Professional Development are very important to make teachers more skilled in teaching, managing classes, and relating to school affairs. The experience gained from Teacher Professional Development will have a big impact on any teacher's activities, it's all because of the useful activities that have been designed in Teacher Professional Development. This study aims to find out teachers' perceptions of Teacher Professional Development and how teachers conduct during the COVID-19 pandemic. This research uses descriptive research in the qualitative method. The parti

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Askarkyzy, Samal, and Aziza Zhunusbekova. "EXPERIMENTAL STUDY OF EMOTIONAL BURNOUT OF SECONDARY SCHOOL TEACHERS." 3i intellect idea innovation - интеллект идея инновация 3 (2023): 176–84. http://dx.doi.org/10.52269/22266070_2023_3_176.

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The article is dedicated to an experimental study of the burnout of secondary school teachers. The authors conducted a study based on the concept of experimental testing of the program of correctional and developmental work with secondary school teachers to prevent burnout. The article shows the study results of the extent of professional burnout of secondary school teachers and it substantiates the need to establish a systematic approach to the prevention of burnout syndrome among school teachers, since the majority of teachers, as indicated by statistical data of the Republic of Kazakhstan,

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Das, Lokanath, and Sanjukta Bhuyan. "TEACHER EFFECTIVENESS AND EMOTIONAL INTELLIGENCE OF GOVERNMENT SECONDARY SCHOOL TEACHERS." SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 9, no. 46 (2021): 11413–21. http://dx.doi.org/10.21922/srjhsel.v9i46.6652.

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The revitalization and strengthening of the education system depends on teachers. They play crucial role for the developments of educational standards in the country. This demands teachers to be more effective in the classroom and be optimistic with high Emotional intelligence to influence the students. In the present study, the investigator analyzed the level of Teacher Effectiveness, and Emotional Intelligence of government secondary school teachers, and to find out the relationship among both the variables. The data were collected from 60 Secondary School Teachers of Balasore district using

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Yellowe, A. N. "TEACHERS' CAPACITY DEVELOPMENT AND TEACHER'S EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN BAYELSA STATE." HELSINKI JOURNAL OF SOCIAL SCIENCES AND HUMANITIES 6, no. 5 (2021): 53–87. https://doi.org/10.5281/zenodo.5706408.

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The study investigated the teachers’ capacity development and effectiveness in public secondary schools in Bayelsa State. The researcher adopted the correlational research design for the study. The Krejcie and Morgan formula for sample determination was used to determine the sample size. The formula gave the sample size to be 335 teachers from a population of 2776 teachers in secondary schools in three local government areas in Bayelsa State. The instruments used for data collection in this study were two sets of instruments: The teachers Capacity Development Questionnaire (TCDQ) and the

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배재성. "Beginning Teachers’ Perceptions on Teacher Education Curriculum —focused on secondary Korean teachers in Seoul." korean language education research 49, no. 2 (2014): 265–93. http://dx.doi.org/10.20880/kler.2014.49.2.265.

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Varma, Kavita, and Jyoti manwani. "TEACHER EMPOWERMENT:A COMPARATIVE STUDY OF URBANPRIVATE & GOVERNMENT SECONDARY SCHOOL TEACHERS OF AGRA DISTRICT." International Journal of Psychosocial Rehabilitation 24, no. 04 (2020): 3076–94. http://dx.doi.org/10.37200/ijpr/v24i4/pr201419.

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Pradhan, Sweety, and Nani Babu Ghimire. "Providing Feedback: English language teachers' practices in secondary level." Siddhajyoti Interdisciplinary Journal 3, no. 1 (2022): 161–69. http://dx.doi.org/10.3126/sij.v3i1.46284.

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Feedback is one of the key factors in language learning which may encourage or discourage learners in order to overcome mistakes and errors. The aim of the study is to examine the secondary level English teacher's feedback practices on student's work and student's perception to the type of feedback they receive. This research is based on the response to questionnaire and checklist from forty students of secondary level and ten English teachers at different secondary schools. Major findings of the study include that for the correction work, most of the teachers frequently follow teacher correct

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Skutina, Tatyana Vasilyevna, Mariya Sergeevna Spiridonova, Galina Gennad'evna Dulinets, Svetlana Aleksandrovna Tomilova, and Aleksandr Petrovich Dement'ev. "Professional Motivation of Secondary School Teachers." Психология и Психотехника, no. 4 (April 2022): 119–34. http://dx.doi.org/10.7256/2454-0722.2022.4.38991.

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The problems of staff shortage in secondary school, mutual understanding between teacher and student, effective training of students are largely related to the teacher's high motivation to work and overcome objective difficulties. The subject of the study is the features of the professional motivation of secondary school teachers depending on the length of service. The purpose of the study: to study the content characteristics of the professional motivation of secondary school teachers, depending on the length of service. We studied the following groups of components of professional motivation

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Aziz, Fakhra, Uzma Quraishi, and Moafia Nader. "Leadership practices for Professional assistance of teachers in secondary schools." Asia Proceedings of Social Sciences 2, no. 4 (2018): 6–10. http://dx.doi.org/10.31580/apss.v2i4.235.

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The present study aimed to explore the leadership practices for professional assistance of secondary school teachers.It was assumed that leadership active role in various types of teachersâ€™ professional assistance can enhance their job performance which in turn promotes quality in teaching and learning process. The study reports that school heads play a significant role in teachersâ€™ professional assistance but it was limited to instructional and professional areas only. Teachersâ€™ emotional side also required active and effective leadership practices of professional assistance for quality

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Dr., A. C. Lal Kumar. "LIFE SATISFACTION OF HIGHER SECONDARY SCHOOL TEACHERS." International Journal of Interdisciplinary Research in Arts and Humanities 1, no. 1 (2016): 43–46. https://doi.org/10.5281/zenodo.159967.

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Teachers role is numerous and utterly important. A teacher’s contribution in an individual’s life is long lasting. Job satisfaction always increases the capability, productivity of the employee, which is beneficiary for the institution also. If a teacher is satisfied with his job, he can contribute to the development of the students. The present study aims to signify the level of life satisfaction among higher secondary school teachers and to find significant difference in life satisfaction with regard to gender, locality of school, type of management, medium of instruction and teaching stream

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Johari, Nor Syahrul Bariyah, Norazlinda Saad, and Marini Kasim. "Teacher collaboration: Significant influence on self-efficacy of secondary school teachers." International Journal of Evaluation and Research in Education (IJERE) 11, no. 4 (2022): 1873. http://dx.doi.org/10.11591/ijere.v11i4.22921.

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<span lang="EN-US">Teacher collaboration is an aspect that needs to be given due attention in the educational institutions in order to sustain the improvement of teachers’ learning. This study was conducted to examine the influence of secondary school teacher’s collaboration on their self-efficacy. Research design was based on quantitative approach by cross-sectional survey. Data collection via questionnaires was performed to obtain demographic information of respondents, as well as data on teacher collaboration and self-efficacy. <br /> A number of 410 secondary school teachers in

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Dr., A. C. Lal Kumar. "EMOTIONAL INTELLIGENCE AMONG HIGHER SECONDARY TEACHERS." International Journal of Applied and Advanced Scientific Research 1, no. 1 (2016): 94–97. https://doi.org/10.5281/zenodo.159959.

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The present study was conducted to investigate emotional intelligence among higher secondary teachers in relation to certain demographic variables viz. gender, type of management, nature of school, location of school and marital status. Emotional intelligence is denied as one of the important aspects in educating a person to be balanced as a whole. Through emotional intelligence, one will become more successful in life as compared to individuals that gain solely high levels of intellectual intelligence (IQ). Emotional intelligence also provides liberty for individuals to explore self potential

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Zoller, Katalin, and Katinka Bacskai. "Teacher Work and Job Satisfaction among Romanian Lower Secondary Teachers." Central European Journal of Educational Research 2, no. 2 (2020): 93–100. http://dx.doi.org/10.37441/cejer/2020/2/2/7918.

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The purpose of this paper is to provide an empirical based understanding of the Romanian context of teacher work, which provides an opportunity to identify characteristics considered to affect teaching activities and gives a basis for planning and conducting other research on teachers working conditions. The paper is based on authors' research which is a secondary analysis of Teaching and Learning International Survey (TALIS) 2013 database. The database contains the survey responses of teachers of lower secondary education (ISCED 2) and the principals of their schools. During the investigation

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38

Russell, Thomas E., and John E. Morrow. "Reform in Teacher Education: Perceptions of Secondary Social Studies Teachers." Theory & Research in Social Education 14, no. 4 (1986): 325–30. http://dx.doi.org/10.1080/00933104.1986.10505530.

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Mulrine, Christopher F., and Manina Urgolo Huckvale. "Secondary Special Education Teachers as Teacher Leaders: Redefining Their Role." Kappa Delta Pi Record 50, no. 2 (2014): 61–64. http://dx.doi.org/10.1080/00228958.2014.900845.

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Stofflett, RenéT. "Metaphor development by secondary teachers enrolled in graduate teacher education." Teaching and Teacher Education 12, no. 6 (1996): 577–89. http://dx.doi.org/10.1016/s0742-051x(96)00002-9.

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Jenkins, Kathy. "Listening to Secondary Pre-service Teachers: Implications for Teacher Education." Australian Journal of Environmental Education 15 (1999): 45–56. http://dx.doi.org/10.1017/s0814062600002603.

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AbstractThis paper highlights issues identified in a study that explored the perceptions of secondary pre-service teachers, from Key Learning Areas (KLAs) that are traditionally and non-traditionally linked to environmental education. Perceptions shared by these pre-service teachers illustrated that they held views about the nature and scope of environmental education that could limit their practice as potential environmental educators. They also shared perceptions about constraints to the implementation of environmental education policy into practice. Implications for pre-service teacher educ

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Krutika, Shah, and Trivedi Pallavee. "Perceived Occupational Stress among Secondary and Higher Secondary Tribal School Teachers." RESEARCH REVIEW International Journal of Multidisciplinary 03, no. 09 (2018): 397–400. https://doi.org/10.5281/zenodo.1423294.

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The current research study aimed at find out the variance between secondary and higher secondary school tribal school teachers on occupational stress. For this purpose a total sample of 120tribal school teachers among them 60 secondary and 60 higher secondary tribal school teachers. Sample was together by using occupational Stress questionnaire developed by A. K. Srivastava and A. P. Singh (1989).2x2 factorial design was used and data were analysis by ‘F’ test. Results were considered by using F- ANOVA. Results exposed that there is significant difference between secondary and high

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P., Dr Senthamizh Pavai. "Decision Making Style of Higher Secondary School Teachers." International Journal of Psychosocial Rehabilitation 24, no. 5 (2020): 1959–63. http://dx.doi.org/10.37200/ijpr/v24i5/pr201872.

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Dr., A. C. Lal Kumar. "JOB SATISFACTION OF HIGHER SECONDARY SCHOOL TEACHERS." International Journal of Computational Research and Development 1, no. 1 (2016): 62–65. https://doi.org/10.5281/zenodo.159964.

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Teachers role is numerous and utterly important. A teacher’s contribution in an individual’s life is long lasting. Job satisfaction always increases the capability, productivity of the employee, which is beneficiary for the institution also. If a teacher is satisfied with his job, he can contribute to the development of the students. On the other hand, dissatisfied teacher can create a negative effect on the teaching-learning process and also in the well being of the pupils. The present study aims to signify the level of job satisfaction among higher secondary school teachers and to find signi

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Hai, Pham Thi Thanh, Mohd Ali Samsudin, Nguyen Hoang Doan Huy, Nguyen Quoc Tri, and Nguyen Nhu An. "Exploring the Influences of Teacher Professional Identity on Teachers’ Emotion Among Vietnamese Secondary School Teachers." Journal of Teacher Education for Sustainability 25, no. 2 (2023): 143–64. http://dx.doi.org/10.2478/jtes-2023-0021.

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Abstract Education for sustainable development recognizes the ways, in which teachers improve education, by utilizing their skills to the fullest extent and reconsidering the conditions of the teaching profession. The relationship between teachers’ professional identity and teachers’ emotions is an issue that needs to be studied as a basis for improving the effectiveness of their professional activities. Thus, a standardized questionnaire was used to describe the characteristics of Vietnamese secondary teachers and the influence of teacher professional identity (TPI) on working emotions. The s

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Mehra, Vandana, and Gaganpreet Kaur. "Morale among Secondary School Teachers." Journal of Teacher Education and Research 10, no. 1 (2015): 15. http://dx.doi.org/10.5958/2454-1664.2015.00003.8.

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47

Bang, EunJin, Anne L. Kern, Julie A. Luft, and Gillian H. Roehrig. "First-year Secondary Science Teachers." School Science and Mathematics 107, no. 6 (2007): 258–61. http://dx.doi.org/10.1111/j.1949-8594.2007.tb18287.x.

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Cox, Gordon. "Secondary School Music Teachers Talking." Music Education Research 1, no. 1 (1999): 37–46. http://dx.doi.org/10.1080/1461380990010104.

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Musgrave, Stacy, Cameron Byerley, Neil Hatfield, Surani Joshua, and Hyunkyoung Yoon. "Characterizing Secondary Teachers’ Structural Reasoning." Mathematics Teacher Educator 12, no. 1 (2023): 6–23. http://dx.doi.org/10.5951/mte.2022.0035.

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The Common Core State Standards for Mathematical Practice asks students to look for and make use of structure. Hence, mathematics teacher educators need to prepare teachers to support students’ structural reasoning. In this article, we present tasks and rubrics designed and validated to characterize teachers’ structural reasoning for the purposes of professional development. Initially, tasks were designed and improved using interviews and small pilot studies. Next, we gave written structure tasks to over 600 teachers in two countries and developed and validated rubrics to categorize responses.

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Asâ€™ad, Asâ€™ad. "PENGEMBANGAN KARIER GURU DI MADRASAH IBTIDAIYAH (MI) AL-IFADAH PENJARINGAN JAKARTA UTARA." Jurnal Manajemen Pendidikan 6, no. 2 (2015): 1108–16. http://dx.doi.org/10.21009/jmp.v6i2.1860.

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Abstract:

The objective of this research was to understand comprehensively the development of teachersâ€™ career at the Al-Ifadah Islamic secondary school it was a qualitative research with study case method conducted in Penjaringan, north Jakarta.Qualitative method was used with case studying approach. Head master and teachers as data source. In this research data collecting with triangulation technique to get credibility in this research grouped as (1) give longer time in research location (2) observation 60 documentation. After with the data categorized and coding were done in two data summary approp

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