Relevant bibliographies by topics / Senior high school English teachers

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

Academic literature on the topic 'Senior high school English teachers'

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

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Journal articles on the topic "Senior high school English teachers"

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Maulana, Saima, BAI DONNA ALIMAN, and ZAIDA ULANGKAYA. "SENIOR HIGH SCHOOL ENGLISH TEACHERS’ PUNCTUALITY, ATTENDANCE AND STUDENTS’ ACADEMIC PERFORMANCE." Advances in Social Sciences Research Journal 8, no. 8 (2021): 564–70. http://dx.doi.org/10.14738/assrj.88.10695.

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This study sought to determine the Senior High School English teachers’ teaching practices in terms of punctuality, attendance and its relationship to students’ academic performance. Specifically, it determined the Senior High School English Teachers’ level of punctuality and attendance; the Senior High School Students’ level of academic performance in English; and the significant relationships of the teachers’ level of punctuality and attendance and their Senior High students’ level of performance in English. The study used the descriptive-correlational survey method. The respondents of the study were the twenty four (24) teachers of the twelve (12) senior high schools of Maguindanao, Philippines. There were two (2) Senior High English teachers that were chosen randomly from each senior high schools of Maguindanao. It has a total of twenty-four (24) Senior High English Teachers. In every teacher, there are 10 senior high school students chosen randomly with a total of two hundred forty (240) senior high school students. The immediate supervisors of the teachers from the twelve (12) secondary schools answered the research problem number 1, while the final grades in English of the two hundred forty (240) senior high students were taken from their English teachers to answer the research problem number 2. The respondents of this study were chosen randomly using lottery. Pearson’s Product - Moment Correlation Coefficient was used to determine the significant relationship of the level of punctuality and attendance of the English teachers to the students’ level of academic performance. Based on the findings of the study, it is concluded that the Senior High School English Teachers’ level of teaching practices is influenced by their punctuality and attendance. It further concluded that teachers’ punctuality and attendance contributed to students’ level of academic performance in English.
 
 Keywords: Senior High School English Teachers, Punctuality, Attendance, Students’ Academic Performance
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Winimurti, Yosyie Azharia, and Dedi Rahman Nur. "Evaluation on senior high school English textbooks." Journal of English Language and Pedagogy 2, no. 2 (2019): 143. http://dx.doi.org/10.36597/jelp.v2i2.4530.

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In Indonesia, English teachers use textbooks to help students in the teaching-learning process and use it as a self-help resource to get rich input in learning. To improve the quality of English language teaching in Indonesia, this research was conducted to measure whether the three books used in Senior High School, i.e. “Bahasa Inggris”, “Pathway to English”, and “Outcomes Upper Intermediate” are right or not. This research used Alan Cunningsworth’s theory on excellent textbook and tried to find the strengths and weaknesses of the three books based on the given methods above. The study was conducted using evaluation research to evaluate the three English textbooks used by some schools in Yogyakarta. Evaluation steps included taking some samples from the books to see whether they meet the criteria of good textbooks that the researcher developed based on Cunningsworth’s framework. The research found out that Bahasa Inggris meets five standards: aims and approaches, design and organisation, topic, teachers’ book, and political consideration. Pathway to English meets four standards of excellent textbook by Cunningsworth: aims and approaches, design and organisation, teachers’ book, and political attention. Outcomes Upper Intermediate matches five principles of excellent manual by Cunningsworth: goals and methods, design and organisation, skills, topic, and teachers’ book. The researcher also found out that the strengths and weaknesses of “Bahasa Inggris”, “Pathway to English”, and “Outcomes Upper Intermediate”. From the findings above, the researcher suggests the teacher use three textbooks in the teaching-learning process because three books meet the criteria in a good book.
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Riance, Astri. "The Influence of Teachers Competence and Organizational Climate on Teachers of English Performance." Linguistic, English Education and Art (LEEA) Journal 3, no. 1 (2019): 92–107. http://dx.doi.org/10.31539/leea.v3i1.964.

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The objective of this study was to determine the effect of teachers competence and organizational climate on teacher of English performance at Senior High School in Lubuklinggau. This research used quantitative research method. Based on the result of data analysis and discussion, it can be concluded that 1) There was an influence of teachers’ competence on teachers of English performance at Senior High School in Lubuklinggau it can be seen from the value of t= 6.608 greater than the value of t table (1.991) with a significant level of sig = 0.05, 2)There was an influence of the organizational climate on teacher of English performance at Senior High School in Lubuklinggau it can be seen from the value of t = 4.197 is greater than the value of t table (1.991) with a significant level sig = 0.005, 3) There was an influence of teacher competence and organizational climate on Teacher of English performance at Senior High School in Lubuklinggau. It can be seen from the value of F count obtained 11.901 > F table = 2.33 and significant level simultaneously sig F was 0.000. From this result it can be concluded that there was significant influence of teachers competence and organizational climate on teachers of English performance at Senior High School in Lubuklinggau.
 Keywords: teacher competence, organizational climate, teacher performance
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Hakim, Lukmanul, and Irhamsyah Irhamsyah. "THE ANALYSIS OF THE TEACHER-MADE TEST FOR SENIOR HIGH SCHOOL AT STATE SENIOR HIGH SCHOOL 1 KUTACANE, ACEH TENGGARA." JURNAL ILMIAH DIDAKTIKA: Media Ilmiah Pendidikan dan Pengajaran 21, no. 1 (2020): 10. http://dx.doi.org/10.22373/jid.v21i1.4120.

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This study was designed to find out whether or not the English test made by the teacher called a teacher-made test was valid at state senior high school (SMAN) 1 Kutacane. The research design of this study was a qualitative descriptive research. The description is based on the test made by the teacher or the final test question sheet applied by the teacher for the second year students of senior high school 1 Kutacane. To make it easy to analyse, rubric (the points about the syllabus and lesson plan) and interview were applied. In analyzing the data, the technique applied was a documentary analysis technique ( the final question sheet of English test made by the teacher) and was based on the curriculum as a benchmark to find out the validity of test questions made by the English teacher. Based on the results of research, it was foud out that 92% of questions made by teachers was valid and 8% was invalid. These results indicated that the questions made by the English teacher of state senior high school 1 Kutacane were mostly valid and were in accordance with the curriculum. So, the English teacher of senior high school 1 Kutacane had made valid questions and the level of validity made by the teacher demonstrates the ability of teachers to design questions in English.
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Andriyadi, Andriyadi, and Dedi Sofyan. "TEACHER’S QUESTIONS IN ENGLISH CLASSROOMS AT SENIOR HIGH SCHOOLS." JOALL (Journal of Applied Linguistics & Literature) 1, no. 1 (2018): 11–31. http://dx.doi.org/10.33369/joall.v3i1.6149.

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The aim of this research was to investigate teacher’s questions based on the levels and functions of questions in English classrooms at Senior High Schools. The study was a descriptive qualitative. The subjects of this research were six EnglishSenior High School teachers In Rejang Lebong Regency. For collecting the datatape recording, observation checklist and interview were employed. Result related toresearch questions showed that the teacher’s questions were categorized remembering, comprehending and applying and analyzing level. None of the teachers used questions in, evaluating and creating level of the Bloom’s Taxonomy.In the research only five function of questions were found namely: practicing skills,checking prior knowledge, recapping, and checking understanding. From thefinding it can be concluded that The questions asked by the teachers in classroomsare in lower order cognitive level and not all function of questions (from elevenfunction of questions) were applied by the teachers.
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Kamarudin, Kamarudin. "Pedagogical Knowledge of English Teachers on Speech Acts in Senior High School Level of West Nusa Tenggara." Cordova Journal : language and culture studies 9, no. 2 (2019): 219–23. http://dx.doi.org/10.20414/cordova.v9i2.1791.

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As an English teacher, communicating through English language properly and thoroughly is highly required particularly at Senior High School level. They are expected to communicate politely since teachers are the role model of teaching. As a professional teacher, English teachers must have professional competencies such as speech acts proficiencies. Speech act is included into spoken English and is taught in Senior High School level in order to develop students’ communicative competence. This is a descriptive qualitative research and is aiming at describing pedagogical knowledge of English teachers on speech acts in Senior High School level of West Nusa Tenggara. The knowledge itself is divided into some branches, they are the ability to define speech acts, ability to identify speech acts conversation and ability to identify speech act utterances. The researcher conducted the interview to collect the data. The data are obtained from the interview and the tape recorder to record the interview process. After analyzing the data, the researcher found that Senior High School teachers mostly can answer questions about speech acts. They can define speech acts, they can identify the speech act conversations and they can identify the speech act utterances. In conclusion, the knowledge of speech acts of Senior High School teachers is categorized very good because they can answer most questions correctly. Therefore, Senior High School teachers fulfill professional language competencies; they comprehend teaching materials and have good pedagogical skills.
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Habibah, Nur. "Training Senior High School English Teachers in Developing Listening Assessment." IJET (Indonesian Journal of English Teaching) 6, no. 2 (2017): 156–66. http://dx.doi.org/10.15642/ijet2.2017.6.2.156-166.

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The ceaseless assessment ignorance, ineffective practices, even indisposition to assess listening skills among English teachers are prevalent due to the complexity of providing spoken texts, the impractical implementation, not to mention the little concern regarding teachers’ assessment development. One possible way to address the problem is to improve teachers’ knowledge and skills as well as encourage them to develop listening assessment through a more specific, practical and comprehensive assessment teacher training. The present study tries to train nine English fellow teachers of Senior High Schools of Amanatul Ummah in Mojokerto and Surabaya. The training focuses on the knowledge of basic concept of assessment, principles of designing a good assessment, basic types of listening assessment, tips in selecting authentic materials and the skills involving the trainee teachers’ practices in developing listening assessment. Data were collected through pre and post-tests, pre-lesson notes, worksheets, reflective journal entries, and pre and post-projects. The finding shed light on the teachers’ changes in knowledge, skills, and disposition to develop listening assessment during the process and afterwards.
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Asriati. "A STUDY OF EFFECTIVE ENGLISH LANGUAGE TEACHERS AT SENIOR HIGH SCHOOL LEVEL IN MAKASSAR." ELT Worldwide: Journal of English Language Teaching 2, no. 1 (2015): 63. http://dx.doi.org/10.26858/eltww.v2i1.1257.

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An effective English language teacher has different characteristics from an ordinary one. This research was conducted to reveal the characteristics of effective English language teachers in Makassar and the backgrounds of effective English language teachers that contribute to develop their abilities in teaching. This research applied a qualitative research method using case study approach. The findings of this research show that the characteristics of effective English language teachers in Makassar are divided into several categories; professional competence, pedagogical competence, social competence, personal qualities, and intra and intercultural awareness. Effective English language teachers emphasized their characteristics mostly on professional and pedagogical competence while the students categorized their teachers based on their personal qualities. In terms of personal background, there are several characteristics that could be concluded, they were inspired by their teachers that make them interested in English and become English teachers, they have positive attitudes toward English since they were students, and the second and the third research subject come from teachers’ family while the first research subject does not come from teachers’ family, but they all admitted that their families have important roles to their career as teachers. Keywords: Effective Teachers, Teacher Characteristics, Teachers’ Personal Background
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Ramadhani, Tiara. "Teachers' Error Correction Strategies of Students' Writing at Senior High School in Pekanbaru." Journal of Education and Teaching 2, no. 2 (2021): 159. http://dx.doi.org/10.24014/jete.v2i2.10430.

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The purpose of this study was to explore error correction strategies of students’ writing used by English teachers at first grade students of Senior High School in Pekanbaru. There were three questions contained in this study. Firstly, what are strategies that English teachers used in correcting student’s writing. Secondly, how did English teachers implement the error corection strategies. Thirdly, factors influenced the implementation of the strategies. This study used qualitative descriptive research. The data were collected from English teachers and three students of each selected school (SMAN 7 Pekanbaru, SMA Plus Binabangsa Pekanbaru, and SMA Muhammadiyah 1 Pekanbaru) by using observations, interviews, and document analysis. The text used in this study was descriptive text. Result of the data analysis showed that English teachers used self-corection, peer-correction, and teacher-correction in correctiong students’ writing. In teacher-correction, they also used one-to-one correction and correction code to improve students’ writing. To implement error correction strategies, English teachers used familiar theme, tried to improve students’ vocabularies, and applied the process of writing. Then, there were some factors influenced English teacher implement error correction strategies. Those factors mostly because students had insufficient vocabularies and the other factors was English teachers did not have enough time in correcting students’ writing. In conclusion, these findings implied the teachers should try to use an effective error correction strategies, like one-to-one correction strategy in order to get good results for the students.
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Saima A. Sansaluna, Maulana. "The Teaching Practices of Senior High School English Teachers in Maguindanao, Philippines." Randwick International of Education and Linguistics Science Journal 2, no. 3 (2021): 358–63. http://dx.doi.org/10.47175/rielsj.v2i3.303.

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This study determined the teaching practices of the English teachers teaching in Senior High School in Maguindanao in terms of instructional competence, professional and personal characteristics, and punctuality and attendance. The descriptive-correlational survey method was used to determine the significant relationship of the level of teaching practices of the senior high English teachers and the students’ level of academic performance. Results revealed that the Senior High School English Teachers’ level of teaching practices in terms of instructional competence, professional and personal characteristics, and punctuality and attendance are very satisfactory. The Senior High School students’ level of academic performance in English is also very satisfactory. Results also show that there is no significant relationship between the teachers’ level of teaching practices in terms of instructional competence, professional and personal characteristics, and their students’ level of academic performance in English. In contrast, findings show that there is a significant relationship between the teachers’ level of teaching practices in terms of punctuality and attendance and their students’ level of academic performance in English. Thus, the Senior High School English Teachers’ level of teaching practices is influenced by their punctuality and attendance and the teachers’ punctuality and attendance contributed to students’ level of academic performance in English.
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Dissertations / Theses on the topic "Senior high school English teachers"

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Ng, Ina. "An exploration of the perception of secondary four students and teachers of the school based-assessment (SBA) in an English-medium secondary school in Hong Kong." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38748356.

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

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Ng, Ina, and 伍靜雅. "An exploration of the perception of secondary four students and teachers of the school based-assessment (SBA) in an English-mediumsecondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38748356.

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Ng, Kit-har Susanna, and 吳潔霞. "Incorporating literature into the certificate level English classroom in Hong Kong: three case studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29651153.

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Top, Ercan. "Secondary School English Teachers&amp." Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12609203/index.pdf.

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The main aim of this study was to investigate the secondary schools English teachers&amp<br>#8217<br>perceptions of technology, technology integration processes into their lessons, and the ways they use technology for professional development. The secondary aim of the study was to propose technology integration guidelines to enable high school English teachers to integrate technology into their teaching. Qualitative research design was used in this study and it resembles multi-case studies. For the participants&amp<br>#8217<br>selection, criterion and convenience sampling strategy was used. First, 17 high schools (4 private, 3 Anatolian, 6 regular, and 4 vocational) were determined in Ankara province, and then 17 English teachers, one from each school, were selected based on the predetermined criteria. Totally, 17 teachers and 17 administrators were included in the study. Observations, document analysis, and interviews were used to collect the data. The data were analyzed through content analysis. The data were categorized under emerged themes, general technology knowledge, planning, using, evaluation and assessment, personal purposes, attitudes, support, and wishes. The findings of the study indicated that private high school teachers perceived themselves more knowledgeable in technology knowledge than regular, Anatolian, and vocational high school teachers. In addition, the interview results showed that private high school teachers integrate technology into planning, instruction, evaluation and assessment, and professional development more than the other English teachers. When school resources and support mechanisms were compared, private high schools were in a better condition than public high schools. Finally, most of the administrators included in the study wanted teachers use available school resources in their lessons.
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Tsao, Tai Ling. "Taiwanese senior high school teachers' motivation toward teaching tasks across subjects." Thesis, Durham University, 2013. http://etheses.dur.ac.uk/7312/.

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This study is aimed to investigate Taiwanese senior high school teachers’ motivation toward teaching tasks across different subjects. The focus is to examine whether there are differences in teacher motivation toward five teaching tasks: class preparation, teaching, evaluation of students, classroom management, and administrative tasks, across five subjects: Chinese, English, social studies, maths, and science. A total of 283 practising teachers in 11 senior high schools located in northern Taiwan completed a questionnaire adapted from the Work Tasks Motivation Scale for Teachers (Fernet et al., 2008). The collected quantitative data was analysed by computing descriptive statistics and inferential statistics which included two-way ANOVA. Thirty teachers were involved in the qualitative data collection using semi-structured interviews. The phenomenographic method was used to analyse the interview data, to uncover the qualitatively different ways in which teachers experience and conceptualise teaching and learning. The findings from the quantitative analyses showed that, in general, teachers had a relatively high level of autonomous motivation and a moderately high level of controlled motivation toward the five teaching tasks. There were significant differences in (1) intrinsic motivation toward class management, (2) identified regulation toward class preparation, and (3) introjected regulation toward class preparation and teaching across the five subjects. No significant differences in external regulation and amotivation toward the five teaching tasks across five subjects were found. In contrast, there were significant differences in the five types of motivation (intrinsic motivation, identified regulation, introjected regulation, external regulation, and amotivation) toward the five different teaching tasks across the five subject areas. The findings from both the quantitative and qualitative analyses were integrated in order to answer research question 2: Are there differences in the five types of motivation toward teaching across five subjects? The results showed that: 1) teachers of Chinese, social studies, and English might have a tendency to have a higher level of introjected regulation toward teaching; 2) teachers of maths and science tended to have a lower level of introjected regulation toward teaching; 3) science teachers might have an inclination to have intrinsic motivation toward teaching; and 4) English teachers were apt to have external regulation toward teaching. It is recommended that government policy makers, educational reformers, school principals, administrators, and teachers should consider the potential influence of Chinese culture, the social and working context, subject areas, and teaching tasks on teachers’ levels and types of motivation. It is also recommended that they consider the nuances of teachers’ conceptions of teaching and learning across subjects when implementing educational reforms. Finally, the influence of Confucian culture on teachers’ work motivation and conceptions of teaching and learning calls for more exploration, as this study only provides preliminary evidence on the existing work motivation and conceptions of teaching and learning held by teachers in Taiwan.
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Guillory, Starlette Dionne St Julien. "Readiness of Middle School Students for High School English| Perceptions of English Teachers in Southwestern Louisiana." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163304.

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<p> The overarching goal of this study was to obtain the perceptions of 5th, 6th, 7th, 8th, and 9th grade English Language Arts teachers of their students&rsquo; reading skills, specifically comprehension and fluency, and those students&rsquo; readiness for high school English. The study proposed a comprehensive conceptual model of effective strategies reading teachers use and what prepared middle school students have in order to matriculate into high school. This research advanced the discussion of basic skills students need to matriculate into high school ELA and what hinders their matriculation. A mixed methods study with a threefold purpose was conducted. First, the study explored and described the perceptions of teachers of middle school students&rsquo; reading skills specifically those skills associated with comprehension and fluency. Second, it explored and discussed if middle school students exhibited sufficient basic skills associated with comprehension and fluency in ELA to matriculate into high school courses and succeed. Third, the study explored and described teachers&rsquo; perceptions of essential skills needed to transfer into high school ELA. Student readiness was explored in six focus groups with 25 teacher participants and three district supervisor interviews. Teachers and supervisors provided data on student readiness and skill deficiencies and proficiencies in comprehension and fluency. Data collection methods included teacher survey and district supervisor and teacher interviews. Findings indicated that student readiness for high school ELA is average; students&rsquo; basic skills in comprehension and fluency is also average; and students&rsquo; are lacking in basic skills needed to succeed in high school ELA courses. Narrative and descriptive statistics detailed students&rsquo; preparation, students&rsquo; reading skills, and students&rsquo; comprehension and fluency.</p>
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Sorial, Lilian Albert. "High school English teachers' perceptions and practice of critical thinking." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0001/MQ34231.pdf.

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Lenssen, Emily Bucknor. "High school English teachers and ELLs in the mainstream : perceptions, accomodations and supports for their work in an era of standards-based reform /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7561.

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Nilsson, Anna. "Extramural English or School? : A Quantitative Study of What Factors Influence Swedish Senior High School Students’ Variety of English." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-201400.

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This essay focuses on studying senior high school students’ usage of and attitudes towards American and British English. It also investigates what influences for the students’ use of English and attitudes towards the two varieties can be found in school and outside of school, and how that affects the students’ own variety of English. The study has been carried out using a questionnaire as method and the results have been analyzed through theoretical perspectives. The results show that American English is the favored variety of the two, both in usage, attitudes and influences outside of school. However, a majority of the students states that they use a mixed variety consisting of both American English and British English. The results show that this is also the most commonly variety actually used by the students. A mixed variety is what a large part of the students express is being taught in school as well. This shows that the teaching of English in Swedish schools today follow the directions in the policy documents set up by the National Agency of Education stating that communicative skills are desirable. A mixed variety is accepted and there are no restrictions concerning variety used.
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Books on the topic "Senior high school English teachers"

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A, Rudnick Jesse, ed. Problem solving: A handbook for senior high school teachers. Allyn and Bacon, 1989.

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Averett, Edward. The rhyming season. Clarion Books, 2005.

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Branch, Alberta Curriculum. Program of studies for senior high school English language arts. Alberta Learning, Curriculum Branch, 2000.

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Branch, Alberta Curriculum. Program of studies for senior high school English language arts. 2nd ed. Alberta Learning, Curriculum Branch, 2001.

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Branch, Alberta Curriculum. Program of studies for senior high school English language arts. 2nd ed. Alberta Learning, Curriculum Branch, 2002.

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Kay, Montgomery Paula, ed. Library media skills and the senior high school English program. Libraries Unlimited, 1985.

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Cunnison, Sheila. Making it in a man's world: Women teachers in a senior high school. University of Hull, Department of Sociology and Social Anthropology, 1985.

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Zemelman, Steven. A community of writers: Teaching writing in the junior and senior high school. Heinemann, 1988.

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CSET English. 2nd ed. Research & Education Association, 2012.

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The girls in the back of the class. St. Martin's Press, 1995.

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Book chapters on the topic "Senior high school English teachers"

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Nagamine, Toshinobu. "Preservice and Inservice English as a Foreign Language Teachers’ Perceptions of the New Language Education Policy Regarding the Teaching of Classes in English at Japanese Senior High Schools." In Multiculturalism and Conflict Reconciliation in the Asia-Pacific. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1007/978-1-137-40360-5_6.

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Wang, Qiang, and Zehang Chen. "Twenty-First Century Senior High School English Curriculum Reform in China." In Perspectives on Teaching and Learning English Literacy in China. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4994-8_6.

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Cook, Melodie. "Expatriate High School English Teachers’ Experiences with Entrance Examination Creation in Japan: Opportunities and Challenges." In Teacher Involvement in High-Stakes Language Testing. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77177-9_12.

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Glasgow, Gregory Paul. "The Persistence of Native Speakerism in Japanese Senior High School Curriculum Reform: Team Teaching in the “English in English” Initiative." In Towards Post-Native-Speakerism. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-7162-1_11.

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Victori, Mia, and Elsa Tragant. "9. Learner Strategies: A Cross-sectional and Longitudinal Study of Primary and High-school EFL Teachers." In Age and the Acquisition of English as a Foreign Language, edited by María del Pilar García Mayo and María Luisa García Lecumberri. Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596407-010.

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Gulla, Amanda Nicole, and Molly Hamilton Sherman. "Introduction and Looking Both Ways: How (and Why) a High School English Teacher and an English Education Professor Formed a Partnership That Informed Their Practices." In Inquiry-Based Learning Through the Creative Arts for Teachers and Teacher Educators. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57137-5_1.

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Tsai, Tsung-Jui, and Ya-Chun Shih. "Teacher Professional Development." In Professional Development and Workplace Learning. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch112.

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The teacher as researcher analyzed and documented his own professional development during the implementation of a program aimed at improving students' listening abilities via exposing them to podcasts and familiarizing them with metacognitive strategies. Seventeen senior high school English as a Foreign Language (EFL) learners participated in this study, with a second teacher acting as a facilitator. Action research procedures were employed to investigate the researcher's professional development, with the results indicating increases in both his Technological Pedagogical Content Knowledge (TPCK) and his teacher efficacy. The findings in this chapter have implications for English teachers tasked with teaching listening and for researchers studying the pedagogical applications of podcasts and metacognitive strategies.
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Tsai, Tsung-Jui, and Ya-Chun Shih. "Teacher Professional Development." In Remote Workforce Training. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5137-1.ch005.

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The teacher as researcher analyzed and documented his own professional development during the implementation of a program aimed at improving students’ listening abilities via exposing them to podcasts and familiarizing them with metacognitive strategies. Seventeen senior high school English as a Foreign Language (EFL) learners participated in this study, with a second teacher acting as a facilitator. Action research procedures were employed to investigate the researcher’s professional development, with the results indicating increases in both his Technological Pedagogical Content Knowledge (TPCK) and his teacher efficacy. The findings in this chapter have implications for English teachers tasked with teaching listening and for researchers studying the pedagogical applications of podcasts and metacognitive strategies.
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Addo, Alex Kortey. "History of Prison Education in Ghana." In Strategic Learning Ideologies in Prison Education Programs. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2909-5.ch008.

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The needs to discipline and train prisoners for work, has become a convention that all nations including Ghana have come to accept with a view to churning out productive ex-prisoners. Thus, the aim prison education programs in Ghana is to turn inmates into useful citizens and the purpose of vocational training is to equip prisoners with skills which they can utilize to make a living. Additionally, the purpose for setting up the Junior and Senior High Schools is to give a second chance to inmates who dropped out of school before they were incarcerated. Similarly, the functional literacy program was introduced to teach illiterate prisoners how to read and write English, Akan, Ga, and Ewe languages. The chapter also discusses the duration, enrollment, teachers and the challenges of the programs. In addition, the general education program focuses on the curriculum, examination, and class attendance. The themes covered provide information on how prisoners are prepared toward reintegration in Ghana.
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Zaid, Adnan, and Sri Sarjiyati. "Teaching critical thinking through reading to senior high school students." In English Linguistics, Literature, and Language Teaching in a Changing Era. Routledge, 2019. http://dx.doi.org/10.1201/9780429021039-11.

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Conference papers on the topic "Senior high school English teachers"

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Sousia, Threesje R., and Renata C. G. V. Nikijuluw. "Teachers' Questioning in EFL Classroom: Facts and Expectations at Senior High School in Ambon." In International Conference on English Language Teaching (ICONELT 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.46.

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Souisa, Threesje R., and Astri Mardilla Ramli. "Teachers' Questioning in EFL Classroom: Facts and Expectations at Senior High School in Ambon." In International Conference on English Language Teaching (ICONELT 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.9.

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Safrianti, Rini. "Reading Teaching Strategies Used by English Teachers at Senior High School 1 Ampek Angkek." In 7th International Conference on English Language and Teaching (ICOELT 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.060.

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Darmawan, Rusman, Dinn Wahyudin, and Mohammad Ali. "English Language Teaching Curriculum in Indonesia: Senior High School Teachers’ Perspectives and Practices." In Borneo International Conference On Education And Social. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009019402480254.

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Salima, Annisa, and Hamzah. "Teachers’ Solution in English Online Learning Process for Senior High School Students in Pandemic Era." In Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.038.

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Kodriyah, Lailatul, Neneng Islamiah, and Yudha Aprizani. "English Teachers’ Preferences in using Instructional Materials for Senior High School Students in Indonesia." In Borneo International Conference On Education And Social. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009019602630267.

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Ulhasanah, Annisa, Refnaldi, and M. Zaim. "Teachers’ Need for Authentic Assessment to Assess Speaking Skill at Grade X of Senior High School in Batusangkar." In 7th International Conference on English Language and Teaching (ICOELT 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.017.

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Mr., Sudarsono, and Lies Amien Lestari. "Evaluating Senior High School English Language Teachersr Perception and Practices Regarding Learner Autonomy." In 2nd Social Sciences, Humanities and Education Conference: Establishing Identities through Language, Culture, and Education (SOSHEC 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/soshec-18.2018.34.

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Hanafi and Kristi Nuraini. "Teacher Communication Pattern in English Learning Process as Foreign Language in Senior High School." In Proceedings of the 6th International Conference on Community Development (ICCD 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/iccd-19.2019.55.

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Cenrikawaty, Yuni, Mukhaiyar Mukhaiyar, Anas Yasin, and Ngusman Abdul Manaf. "The English Teachers’ Management for Genre-Based Writing Instruction in Learning Process of 2013 Curriculum at Senior High School." In Proceedings of the International Conference on Language, Literature, and Education (ICLLE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/iclle-18.2018.49.

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Reports on the topic "Senior high school English teachers"

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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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&lt;p&gt;In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3&lt;sup&gt;rd&lt;/sup&gt; and 7&lt;sup&gt;th&lt;/sup&gt; grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.&lt;/p&gt;
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