Relevant bibliographies by topics / Texas high school teacher training

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  2. Dissertations / Theses
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Academic literature on the topic 'Texas high school teacher training'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Texas high school teacher training"

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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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Lopez, Francesca, and Lucrecia Santibanez. "Teacher preparation for emergent bilingual students: Implications of evidence for policy." education policy analysis archives 26 (March 12, 2018): 36. http://dx.doi.org/10.14507/epaa.26.2866.

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Failure to adequately prepare teachers of emergent bilingual (EB) students could have devastating consequences for student achievement, EB reclassification, and eventually, high school and college completion. To enhance the policy discourse, we explore how teacher certification requirements relate to both EB student achievement and teacher self-efficacy in three states with similar EB student populations but disparate policies on ways to meet EBs' needs: Arizona, California, and Texas. To do this we ask: (1) How well do states prepare their teachers to meet the needs of EBs? (2) What knowledge specific to meeting EBs’ needs do states require their teachers to demonstrate? (3) How are these requirements related to teacher perceptions of their preparedness to effectively teach EBs? We find that there are marked differences across the three states in terms of how well they prepare EBs, and these patterns can be discerned from their teacher preparation requirements. Although teachers’ self-efficacy does not appear to be related to teacher training in the first three years of teaching, there is an advantage to more rigorous training over time. Implications for policy are discussed.
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Engvik, Gunnar. "Hvordan forstår lærere utfordringer i praksisopplæringen? En studie av eksamenstekster." Nordisk tidsskrift i veiledningspedagogikk 3, no. 1 (2018): 44–58. http://dx.doi.org/10.15845/ntvp.v3i1.1405.

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Hensikten med artikkelen er å undersøke hvordan deltakere i en videreutdanning for praksislærere i en videregående skole forstår utfordringer i praksisopplæringen. I artikkelen besvares to forskningsspørsmål: Hvilke utfordrende tema beskrives i eksamenstekstene? Hvilke tiltak identifiseres i diskusjonen om utfordrende tema i eksamenstekstene? Artikkelens utgangspunkt er en skolebasert videreutdanning gjennomført i vårsemesteret 2016 ved én av NTNUs universitetsskoler. Tematiske analyser av eksamenstekstene identifiserte fire utfordrende tema: klasseledelse, innsikt i skolekonteksten, relasjonen praksislærer praksisstudent og etiske dilemma. Diskusjonen rundt tiltak kan grupperes i fire tolkende koder: kommunikasjon, kartlegging av praksisstudentens livsrom, utvikling av praksislærerens kompetanse, og utvikling av praksisstudentens kompetanser. Deltakernes forståelse av utfordringer i praksisopplæringen knytter seg til to funn: 1) Betydningen av å utvikle et språk for å samtale med praksisstudenter, kolleger og lærerutdanningsinstitusjoner om erfaringer relatert til praksisopplæringen. 2) Temaer i praksisopplæringen som inngår i kulturelle-diskursive forhold (det semantiske rommet) og i makt (det sosiale rommet) er avgjørende for en profesjonell praksisopplæring.
 
 The purpose of the article is to investigate how participants in a further education for internship teachers in a high school understand challenges in practice training. The article answers two research questions: What challenging topics are described in the exam texts? What measures identified in the discussion of challenging topics in the exam texts? The article's starting point is a school-based further education completed in the spring semester of 2016 at one of NTNU's university colleges. Thematic analyzes of the exam texts identified four challenging topics: Classroom management, insight into the school context, the relationship of practice teacher-practice student and ethical dilemma. Discussion of measures is divided into four interpretative codes: Communication, mapping of the student's living space, developing the teacher's competence, and developing the student's competence. Participants' understanding of challenges in practice training relates to two findings: 1) the importance of developing a language for conversation with practicum-students, colleagues and teacher education institutions about experiences related to practice training. 2) Themes in practice training that are part of cultural-discursive relationships (the semantic space) and in power (the social space) are essential for a professional practice training.
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Tonus, Karla, and Lais Fernandes Silva. "PATOLOGIZAÇÃO E MEDICALIZAÇÃO DA EDUCAÇÃO." Revista Macambira 4, no. 2 (2020): e042011. http://dx.doi.org/10.35642/rm.v4i2.505.

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Apresentamos os resultados de pesquisa de iniciação científica realizada no âmbito do curso de Licenciatura em Pedagogia do IFSP, Campus do interior. Tal pesquisa é feita a partir da análise crítica do crescente uso de medicalização da vida escolar. Fizemos o levantamento das escolas municipais do ensino fundamental I e II e a elaboração de questionários para compreender as concepções de professores e gestores a respeito dos temas fracasso escolar, patologização e medicalização da educação escolar. Ao final, realizamos as intervenções nas escolas, objetivando a reflexão sobre o tema a partir do princípio de que os problemas da escola devem ser resolvidos com medidas educacionais. Abstract: This study presents the results of a scientific initiation research carried out within the scope of the Teaching Degree course at IFSP. The research is based on a critical analysis of the growing usage of medicalization of school life. A survey about elementary and junior high schools was made in some towns of the countryside and a drafting of quizzes was conducted in order to understand teachers’ and managers’ conceptions about school failure, pathologization, and medicalization of school education. At the end, interventions were made at schools in order to reflect on the theme, assuming that school problems must be solved through educational measures. Keywords: Teacher Training, School Failure, Medicalization.
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Nguessan, Kouamé. "La Mecanique En Classe De Seconde Scientifique : Analyses Des Styles Pedagogiques Et Des Documents Iconographiques Dans Le Manuel Intitule Physique Chimie (Collection Arex), En Usage Actuel En Cote d’Ivoire." European Scientific Journal, ESJ 12, no. 19 (2016): 354. http://dx.doi.org/10.19044/esj.2016.v12n19p354.

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This contribution sets out, through the analysis of the teaching styles, the texts and graphic material of the six chapters about Mechanics of the handbook Physique Chimie (Collection AREX, Les classiques africains) of the first years of high school science classes, to highlight the difficulties and obstacles that the teacher or the student face in using it.. The results of the analysis from the epistemological and didactic benchmarks knowledge to teach the mechanics show that the manual emphasizes the use of more informative teaching style and that of the illustrative figures to state the knowledge to be taught. Thus, the approaches used do not refer to a real problematization and do not allow students to be independent and productive; they are not actively and intellectually engage students in the learning process. Faced with the passivity of the student in the acquisition of knowledge, it thus seems necessary to include in the training of the teacher, a teacher training course based on understanding of texts and teaching styles to support a constructivist pedagogy class.
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Teleshov, Sergey. "CHEMICAL QUESTIONS AND PROBLEMS FOR THE CADETS, GRAMMAR-SCHOOL BOYS AND REALISTS IN PRE-REVOLUTIONARY RUSSIA." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 7, no. 1 (2010): 42–47. http://dx.doi.org/10.48127/gu-nse/10.7.42.

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Studying questions of application of various tutorials in practice of work of the school teacher of chemistry, we have addressed to educational texts XIX – beginnings ХХ centuries It is translation both original textbooks and books of problems not only in chemistry, but also on the physics. The matter is that the independent subject "chemistry" existed no more than in 25 % of average educational institutions of the Russian empire. For this reason chemical data inevitably joined in physics textbooks. Still in the end of XYIII centuries P.Gilarovsky, the professor of the Petersburg teacher's seminary, in the preface to his textbook of physics has noticed that it "has added" data from chemistry as it is necessary for the physicist. There upon by us have been considered over 200 textbooks and books of problems of physics and chemistry which found application in various types of average educational institutions of Russia. The most interesting are chosen from them 40 in the methodical plan and questions and problems which were offered in these texts to pupils are considered. The file of educational texts studied by us allows, on the one hand, when also what questions and settlement problems in chemistry have appeared in high school. Simultaneously we enrich a modern technique of training by those approaches and receptions which were applied by our predecessors since problems simultaneously are both tutorial and a training method. Possibility to estimate use of the mathematic device by the schoolboys who have passed a course more hundred fifty years ago is useful also. Comparison, by the way, unfortunately, is obvious not in our advantage. Key words: tutorials, history of a technique of training, settlement problems.
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Fernàndez Gonzàlez, Jorge. "Mujeres pioneras: la catedrática de instituto Rosario Fuentes." Historia y Memoria de la Educación, no. 14 (May 26, 2021): 487. http://dx.doi.org/10.5944/hme.14.2021.27510.

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If higher education was already restricted and off-limits to women until the 20th century, their access to teaching and obtaining academic positions at these levels was even more difficult and complex. The aim of this paper is to describe a paradigmatic case of this problem: the life of Rosario Fuentes, who achieved the highest score in a public exam to become French professor and who became the first secondary school professor at the Zorrilla high school in Valladolid. Fuentes alsohad a relevant career as a translator, with contributions to texts on education, philosophy and psychology. This study highlights her role as a researcher associated with the Junta para la Ampliación de Estudios (Board for Advanced Studies) and as a writer of French textbooks. She also took part in the organization of language teachers as well as teaching in different Teacher Training Schools. Her career suffered as a result of the purging process which Franco’s dictatorship carried out on teachers, a process that was especially arbitrary against women due to the fact that their own actions and thoughts were often considered less relevant than those of their partners or relatives.. This paper, which examines many of these aspects of her life, relies on documentation and unpublished images from different archives such as those of the administration and the family, as well as previous works that analyse the issue of women teachers in Secondary Education.
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Barnaba, Hengki Yudha, and Andi Dian Rahmawan. "English Writing Problems of Non-English Department Students." Journal of English Teaching and Learning Issues 2, no. 2 (2019): 131. http://dx.doi.org/10.21043/jetli.v2i2.5740.

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<p>This research sheds a light on students’ problems on writing English paragraphs, the special attention would be given to the way students generating proper vocabulary and lexeme and the word orders. The researchers attempt to reveal the relationship between students’ learning preferences during the process of English learning in senior high school and the error being produced while producing the academic texts or paragraphs.This is a survey research by employing 50 students as the research subjects from department of Elementary School Teacher Training and Mathematic Education of University of PGRI Yogyakarta. They are, both female and male, from various background and amount of exposure to English. Students were asked to produce four paragraphs, narrating the process of English learning during the high school. The errors are classified into errors in diction and error in word orders. The researchers make relation between the error and the learning styles being implemented during the school process. The results would be descriptively explainedBased on the research results, it is revealed that Kinesthetic was the most-used method by the students who have the highest level of English comprehension. The reason is that the students are scaffolding, doing something to support the learning process. So, the learning goals are easily comprehended. It is strongly suggested that the teachers do carefully consideration to find the best approaches to teach materials by recognizing all students learning preferences in a classroom.</p>
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Larsen, Ann Sylvi, Marit O. Brujordet, Ingunn Ofte, and Anne Charlotte Torvatn. "Arbeid med argumenterende tekst på 3. trinn. En delstudie fra prosjektet Innføring av sjangerpedagogikk i tre trondheimsskoler." Acta Didactica Norge 12, no. 1 (2018): 9. http://dx.doi.org/10.5617/adno.4726.

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Temaet for denne artikkelen er skriveopplæring i grunnskolens barnetrinn. Artikkelen studerer en skriveprosess over to uker i sjangeren argumenterende tekst i en tredjeklasse hvor læreren kurses i den australske sjanger pedagogikken. Klassen har en stor andel av minoritetsspråklige elever og elever fra områder med sosioøkonomiske utfordringer. Intensjonen har vært å studere hvordan sjangerpedagogikkens skriveundervisning i fire faser gir unge elever et redskap for å skrive argumenterende tekster, og om sjangerskolens pedagogikk fører til utjevning mellom sterke og svake elever. Datamaterialet vårt er observasjoner av undervisning, lærerens modelltekst, klassens fellestekst, individuelle tekster, samt semistrukturert intervju med lærer. Fire elevtekster fra høytpresterende og lavtpresterende elever blir analysert. Analysen viser at elevene får godt utbytte av den systematiske undervisningen som sjangerpedagogikken tilbyr, og at det blir mindre forskjeller mellom elever som karakteriseres som høyt- eller lavtpresterende. Funnet samsvarer med andre internasjonale studier. Et interessant funn i denne studien er at selv om elevene bruker skriverammer og modelltekster, er hovedvekten av tekstene originale og selvstendige.Nøkkelord: sjangerpedagogikk, eksplisitt skriveundervisning, den australske sjangerskolen, Sydneyskolen, minoritetspedagogikk, argumenterende tekst, skriverammer, modellteksterWorking with argumentative texts in 3rd grade. A partial study from the project Introducing genre pedagogy in three schools in TrondheimAbstractThe topic of this article is writing development among primary school pupils through the use of the genre pedagogy approach developed by the Sydney School, Australia. The study presented here followed a third-grade class over two weeks, in which the class worked with the genre argumentative text. The teacher also received training in the use of genre pedagogy in writing instruction. Many of the pupils are of minority background, and many are from areas with socio-economic challenges. The purpose of the study was twofold: First of all, it intended to investigate how the four stages of genre pedagogy writing instruction provide pupils with a tool for writing argumentative texts, and secondly, whether using genre pedagogy contributes to minimizing the gap in writing competence between strong and weak pupils. Our data material comprise class observation notes, the teacher’s model text, the target text and the students’ individual texts, as well as semi-structured interviews with the teacher. Four texts written by high-performing and low-performing pupils are analyzed. The analysis reveals that the pupils benefit from the systematic writing instruction that the genre pedagogy approach provides, and that the gap in writing competence between high-performing and low-performing pupils becomes smaller. These findings reflect other international studies in the field. One interesting finding in this study is that even if the pupils use writing frames and model texts, the majority of their texts reveal authenticity and independence on the pupil writer’s part.Keywords: genre pedagogy, explicit writing instruction, the Australian school of genre pedagogy, the Sydney School, multicultural pedagogy, argumentative text, writing frames, target texts
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Azevedo Coelho, Marcia, Ana Paula Morales, and Carlos Vogt. "Percepção da ciência entre professores do ensino médio: comparação do consumo de informação científica entre docentes, estudantes e população de São Paulo / Perception of Science among High School Teachers: Comparison of Scientific Information Consumption among Teachers, Students and the Population of São Paulo." Revista Internacional de Aprendizaje en Ciencia, Matemáticas y Tecnología 3, no. 1 (2016): 81–91. http://dx.doi.org/10.37467/gka-revedumat.v3.244.

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ABSTRACTResearch on Public Understanding of Science (PUS) has been established in Ibero America in recent years, strengthening the research area and developing a regional methodological standard (VOGT & POLINO, 2003). Between 2013 and 2016, we conducted the study Perception of School Teachers of the State of São Paulo on issues related to science and technology (S&T), that through the Scientific Information Consumption Indicator (Icic), allowed to relate teachers´ practices on S&T information with issues related to attitudes, interest, valuation and appropriation of scientific themes, as well as the pedagogical practice in the classroom. This article aims to promote reflection on teachers´ scientific information consumption in relation to other key players in the process of circulation of knowledge, such as young students and citizens in general, in order to ascertain whether a teacher training influences the level of information consumption on S&T and differentiates this professional from other social actors, concerning the perception of matters related to S&T and its influence on and for society.RESUMOAs pesquisas de percepção pública da ciência (PPC) têm se consolidado na Ibero-América nos últimos anos, fortalecendo a linha de pesquisa e desenvolvendo um padrão metodológico regional (VOGT & POLINO, 2003). Estudos nesse sentido têm sido realizados em diversos países, com diferentes públicos. Entre 2013 e 2016, foi realizada a pesquisa de Percepção de Professores de Ensino Médio do Estado de São Paulo sobre temas relacionados a ciência e tecnologia (C&T) que, por meio do Indicador de Consumo de Informação científica (Icic), permitiu relacionar as práticas informacionais de docentes sobre temas de C&T com questões relativas a atitudes, interesse, valoração e apropriação de temas científicos, bem como com a prática pedagógica em sala de aula. Este artigo objetiva promover a reflexão acerca do consumo de informação científica do professor em relação a outros atores importantes no processo de circulação do conhecimento, como jovens estudantes e cidadãos em geral, a fim de averiguar se a formação docente influencia no nível de consumo de informação sobre C&T e se diferencia esse profissional de outros atores sociais, no que concerne à percepção de assuntos relacionados a C&T e sua influência na e para a sociedade. Contato principal: mazevedocoelho@gmail.com
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Dissertations / Theses on the topic "Texas high school teacher training"

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Knorr, John (John Edward). "A Model Curriculum for the Undergraduate Preparation of Secondary Coaches in Texas." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332839/.

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The purpose of this study was the design of a curricular model for the undergraduate preparation of Texas high school coaches. The model was based on the perceptions of Texas coaches concerning the adequacy of their professional preparation. The issue of a state certification for coaching was also examined.
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Axelson, Gregory Carl. "School District Actions that Support the Development of Professional Learning Communities in High Schools." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984132/.

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A gap exists in education research in the area of district support for campus-based professional learning communities (PLCs). The current study was an examination of practitioner perceptions of district structures and practices that support the development and sustainability of PLCs in public high schools. I examined the perceptions of 341 teachers, campus administrators, and district administrators in a suburban North Texas public school district with three comprehensive high schools. Using a sequential mixed-method design, quantitative data from an electronic survey and qualitative data from face-to-face interviews were collected and analyzed. The findings revealed a generally positive view of central office support among the participants, including consistent ratings from each high school, each campus-level position, each content area, and each level of experience in the district. There was some misalignment of perceptions between campus-level and district-level staff. The study also uncovered a set of best and worst district practices, the six PLC strengtheners and six PLC inhibitors, which were synthesized into a set of recommendations and guidelines for district support for high school PLCs. From participant feedback, I concluded district support is needed and desired by high school practitioners and there are specific district practices and structures that are most effective. While the study results provide a practical set of recommendations for school districts for supporting high school PLC efforts, expanded research is necessary to confirm transferability to school districts of diverse sizes, locations, and demographics.
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Erwin, Martha L. (Martha Lea). "English Methods Courses in Texas Preparation for the Essential Elements." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc500661/.

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This study analyzes the congruence between the objectives of secondary-level English methods courses in Texas universities and the objectives of the state-mandated high school curriculum (the essential elements) in language arts. A questionnaire was used to obtain information from 26 English methods instructors at 22 universities in Texas. The data obtained from these questionnaires reveal that these instructors strongly emphasize preparing prospective English teachers to teach the essential elements of composition. Other significant findings include: (1) the lack of emphasis in the English methods course on strategies for teaching the essential elements of language, when those elements are unrelated to composition, and (2) the lack of uniformity which characterizes the organization of the English methods course at major Texas universities.
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Sela, Kol Aviva Helena. ""Text-Books and Textpeople" (A.J. Heschel)| What is the Role of the Mehanekh in the Jewish Secular High School in Israel, and What is the Place of Jewish Texts Within that Role?" Thesis, The Jewish Theological Seminary of America, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3602633.

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<p> My study concerns the teacher knowledge of <i>mehankhim</i>, teachers in Israeli high schools entrusted to promote students' moral, civic, and social growth. It examines two <i>mehankhim</i> from a secular Israeli high school who participated in a long-term professional development program in secular Jewish education, centered by traditional and modern Jewish texts. This study is situated within the body of research on teachers' professional development, focusing on the vocation of <i>mehanekh</i> in secular Jewish education, teachers' professional knowledge, and <i>mehankhim's </i> life stories. I suggest that <i>mehankhim</i> are professionals, with a professional practical knowledge unique to them, despite their current lack of specific training for their vocation. One major source of knowledge that informs the practice of today's <i>mehankhim</i> is the historical legacy of the role. A second is the evolution of Israeli public discourse, which demands a corresponding evolution in the undefined "mission statement" of <i>mehankhim</i>, and in their preparation and in-service training. Using the qualitative method of portraiture and relying on narrative analysis, I have drawn portraits of two <i>mehankhim</i>. I completed a full ethnographic survey of the participants in their professional setting, engendering the creation of a multi-layered, comprehensive and esthetic whole. This study examines ways to professionalize the vocation of <i>mehankhim</i>. It offers hope for change in the Israeli public discourse by well-trained Jewish and Arab <i>mehankhim</i>, invigorated with a new popular mandate; it suggests an opportunity for Jewish Israeli <i>mehankhim</i> to collaborate with their American counterparts in Jewish education, giving Jewish texts a central role.</p>
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George, Anna Ray Bayless. "Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149592/.

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A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas Assessment on Knowledge and Skills (Science TAKS), the state standardized exam in science, at grade 11 and student performance on a state standardized exam in science administered in grade 11. Years of teaching experience, teacher certification type(s), highest degree level held, teacher and school demographic information, and the percentage of students who met the passing standard on the Science TAKS were obtained through a public records request to the Texas Education Agency (TEA) and the State Board for Educator Certification (SBEC). Analysis was performed through the use of canonical correlation analysis and multiple linear regression analysis. The results of the multiple linear regression analysis indicate that a larger percentage of students met the passing standard on the Science TAKS state attended schools in which a large portion of the high school science teachers held post baccalaureate degrees, elementary and physical science certifications, and had 11-20 years of teaching experience.
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Jacobs, Tricia Susan. "High School Teacher Perceptions of Empowerment." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/63891.

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As the responsibilities of principals become more complex and as accountability becomes more evident in K-12 cultures, it becomes increasingly important that high school principals be trained to empower teachers. This paper examined the research concerning the conditions of the empowerment of teachers. More specifically, it measured high school teachers' perspectives concerning their levels of empowerment by their principals based on the four domains of empowerment: meaning, competence, self-determination, and impact. This quantitative study was designed to answer three questions. First, how do high school teachers perceive their level of empowerment by their principals based on the four school conditions of empowerment: principal training, principal leadership, teacher leadership, and school culture? Second, what are high school teachers' perceptions of the degree to which they are empowered based on their understanding of the domains of empowerment: meaning, competence, self-determination, and impact? Third, how do the conditions of empowerment relate to the domains of empowerment? The study modified an existing survey developed for measuring the level of empowerment of workers in corporations. The survey was used in this study as the basis for determining the perceived level of empowerment of high school teachers in three schools in a Mid-Atlantic suburban/rural school division. Analysis of the responses revealed that school culture was rated significantly higher than the other three empowerment conditions. High school teachers rated themselves significantly higher in the meaning and competence domains of empowerment. None of the four domains of empowerment related significantly to the meaning domain. The principal training condition was the only domain significantly related to the competence domain, and the condition of school culture was significantly related to self-determination. Additionally, the teacher leadership condition was significantly related to the impact domain only.<br>Ph. D.
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Winchester, Geoff. "Understanding How High School Teacher-Coaches Learn to Coach." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28759.

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Reinhorn, Stefanie Karchmer. "Teachers’ Views of School-Based Professional Learning in Six High-Performing, High-Poverty, Urban Schools." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461036.

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Policy makers, practitioners and scholars agree that teachers need sustained job-embedded professional learning experiences to help students meet the demands of new accountability systems, higher education, and the workforce (Smylie, Miretzky, & Konkol, 2004; Valli & Buese, 2007). Research shows that job-embedded learning for teachers can improve student performance (Parise, & Spillane, 2010). Although, researchers generally agree about the core features of effective professional development (Cohen & Hill, 2001; Desimone, 2011), their findings do not provide sufficient guidance to practitioners and policy makers in designing and implementing on-the-job learning opportunities (Hill, Beisiegel, & Jacob, 2013). This dissertation is a qualitative, comparative case study embedded in a larger study, “Developing Human Capital Within Schools,” conducted by the Project on the Next Generation of Teachers. I analyzed collected documents and data from 142 semi-structured interviews of administrators and a diverse sample of teachers from six high-performing, high-poverty schools within one city. Three of the schools are state-authorized charter schools (one a restart of an underperforming school) and three are district schools (one traditional and two former turnaround). In this study, I explored how teachers experienced and assessed three practices intended to support improvements in teaching quality—teacher evaluation, collaborative data routines and peer observation. Teachers and administrators across the sample, described evaluation, first and foremost, as a robust, ongoing improvement process that incorporated frequent feedback to teachers, which they valued. It also played a role in holding teachers accountable for their work. All six schools had structured data routines that required teachers to collaboratively gather, analyze and respond to students’ learning data. Data practices contributed to high expectations for all students and teachers. Finally, the schools had a range of practices that allowed teachers to observe each other, be observed, and in some cases analyze the experience. Teachers’ responses, although generally very positive, differed across and within schools, depending on the school’s ability to address logistical and cultural barriers to peer observation. None of these practices were implemented as discrete, stand-alone initiatives. Instead, the professional learning opportunities at these schools were intensive experiences that teachers described as highly interconnected.<br>Education Policy, Leadership, and Instructional Practice
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Mortensen, Carolynn. "Contextual Factor Profiling: Teacher-Created Classroom Website Design in Texas High Schools." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/449.

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With increasing student access to technology and the Internet, Texas school districts have invested in content management systems (CMS), improved technology infrastructure, and professional development with little research available about best practices and current use of class websites. Using the technological pedagogical content knowledge (TPACK) framework, this study investigated how contextual factors predicted the number of website components related to the teacher information, communication, classroom management, and teaching content section of a class website designed by a Texas high school teacher. This quantitative, predictive correlational research design included data collected from a proportional allocation of 191 Texas high school teacher websites representing 20 geographic areas, 5 content areas, 5 grade levels, Title 1 designation, campus enrollment levels, and self-reported teacher technology readiness. Multiple regressions revealed the campus' Title 1 designation was a significant predictor of the number of teacher information and teaching content components included on the class websites of Texas high school teachers. The study revealed that opportunities to access online resources through class websites were reduced for students in Title 1 designated schools. Several possibilities that positively contribute to social change were discovered. Educational decision makers and administrators may use this information to determine where expenditures should be made to ensure development of class websites that meet students' needs. Estimates show a 2-day professional development to create class websites for Texas secondary teachers would cost $93,237,200. Ensuring funds spent results in sites that provide optimal academic support to students could improve learning and bring significant social change.
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Spielmann, Christopher David. "Information literacy of high school students in Kenya : the impact of teacher training." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193546.

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This study investigated the Information Literacy levels of High School students in Kenya and has examined the relationship between these and the frequency of access to ICT and the internet. The level of teacher training in ICT and its impact on Information Literacy was also explored. An Instrumental case study approach was used to assess the Information Literacy levels of students in 4 High schools in the North Rift of Kenya. Teachers from each school outlined their training and the extent of their ICT use with the students. It was found that the frequency of access that students had to ICT and to the internet had a positive impact on their ability to evaluate information and its sources critically. This correlation was found to be stronger if the access was outside of school. However, students with more frequent access were not better at retrieving information efficiently or at determining the nature and extent of information needed. The 4 schools involved in the study all had at least one teacher with advanced ICT training such as a computer science degree, however the majority of teachers at these school had only received training in the use of software packages or had not received any formal ICT training. The study found that there was a strong correlation between the level of teacher training and the extent to which they allowed students to use ICT in their lessons. The need for teacher training in pedagogic techniques for ICT was highlighted, as was the need for Information Literacy to be explicitly taught within the Kenyan High School Curriculum.<br>published_or_final_version<br>Education<br>Master<br>Master of Science in Information Technology in Education
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Books on the topic "Texas high school teacher training"

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Nagpure, Vasant. Teacher-education at secondary level. Himalaya Pub. House, 1992.

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M, Haggerty Sharon, ed. Becoming a secondary school science teacher. Merrill, 1999.

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Teacher training in secondary schools. Kogan Page, 1992.

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Shaw, Rowie. Teacher training in secondary schools. 2nd ed. Kogan Page, 1995.

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Becoming a secondary school teacher: How to make a success of your initial teacher training. 2nd ed. Routledge, 2013.

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Lauer, Patricia A. Preliminary findings on the characteristics of teacher learning in high-performing high-needs schools. Mid-continent Research for Education and Learning, 2001.

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Shukla, R. P. Teacher education: Problems and issues. Sarup & Sons, 2004.

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Québec (Province). Comité d'agrément des programmes de formation à l'enseignement. The accreditation of teacher training programs: Policies and procedures. Gouvernement du Québec, Comité d'agrément des programmes de formation à l'enseignement, 1994.

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Witters-Churchill, Laurie. University preparation of principals: Report of the Texas study : a chart essay. Texas A&M University Principals' Center, 1988.

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Teacher identity discourses: Negotiating personal and professional spaces. L. Erlbaum Associates, 2006.

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Book chapters on the topic "Texas high school teacher training"

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Whitlock, Kristin H. "Teaching introductory psychology as a high school elective: Davis High School." In Transforming introductory psychology: Expert advice on teacher training, course design, and student success. American Psychological Association, 2022. http://dx.doi.org/10.1037/0000260-009.

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Huang, Hung-Hsuan, Yuki Ida, Kohei Yamaguchi, and Kyoji Kawagoe. "Development of a Virtual Classroom for High School Teacher Training." In Intelligent Virtual Agents. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47665-0_61.

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Tino, Concetta. "The Voice of Teachers Involved in School-Work Alternance Programmes." In Employability & Competences. Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.23.

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Data from Censis 2011 highlighted worrying aspects of school dropouts (18%) and a NEET population increase (22.1%); the same elements were also highlighted by data from Cedefop (2014), where the issue of youth unemployment (21.7%) was also mentioned. In addition to this are the disappointing results from OCSE-Pisa surveys demonstrating that Italian educational institutions fail to provide young people with the skills they need to effectively solve real-life problems. In this scenario, at an Italian and European level, the importance of solving these problems is repeatedly underlined, with the creation of instruments to interconnect the world of education and the world of work. Within this process, School-Work Alternance (SWA) programmes can find a place. This study focuses on the strategic action of their key actors in creating effective partnerships with external organizations. Based on this assumption, the research question asked was: what specific functions do teachers play within School-Work Alternance programmes? Methodology: a qualitative methodological approach was used; data were collected through semi-structured interviews addressed to 14 high school teachers, and subsequently analysed using Atlas.ti software in order to record the significant core categories that emerged. Results: the data collected showed that within the SWA system yet to be defined, SWA teacher/tutors and coordinators in school contexts have played a significant role within School-Work Alternance programmes to date. Final remarks: teachers involved in School-Work Alternance programmes have a strategic position. These results have some practical implications at both educational/training and professional levels
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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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Moran, John, and Leping Liu. "Criteria That Contribute to High Quality Teaching." In Encyclopedia of E-Leadership, Counseling and Training. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-068-2.ch044.

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Top-quality teaching fosters high student achievement and high achievers can harness their talents and energies to become successful, contributing citizens. There is confusing and conflicting research on teacher quality and no consensus on objective ways to describe teacher quality. This article describes an approach to the issue as a subjective multivocal synthesis of writings, opinions and comments of many different individuals and groups. The chapter is based on the principal component analysis of a Likert-scale survey instrument which consists of 30 statements adapted from research literature and U.S. states’ Teacher of the Year criteria. The results deliver responses to the question: What are the frequently-cited criteria describing high quality teachers and teaching that can be combined to form named, describable components for high quality teachers and teaching upon which there is a general consensus among students, teachers, parents, and school administrators?
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Juárez, Lucinda M., Lisa Santillán, and Jennifer Gilardi Swoyer. "Teacher Residency 2.0." In Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9232-7.ch012.

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A Hispanic serving university in South Texas is implementing a teacher preparation program called the Teacher Residency 2.0 Model. This residency model strives to develop culturally efficacious instructors by providing new teachers with a more intensely supported experience through a network that includes a cohort of teacher candidates, assistant professors in practice, mentor/master teachers, and an online platform. Through this combined network, teacher candidates are more adequately prepared and supported to teach on day one, through developed expertise in culturally efficacious instruction, established professional relationships, and have access to resources for enduring success in the field. The purpose of this chapter is to describe the implementation of the Teacher Residency 2.0 Model to develop culturally efficacious, high quality teachers by carefully crafting coursework and experiences. The program described here are year-long experiences that include a collaborative workspace at the university and the school districts.
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Thi, Duyen Nguyen. "The Assessment for Career Counseling Skill for Teacher at High School." In Research Anthology on Rehabilitation Practices and Therapy. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3432-8.ch006.

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In Vietnam, career counseling for students after graduating high school has limitations and advancing the career counseling skills of the high school teachers has not been highly assessed. An effort for the factor theory and measure proposal is the base for dealing with the problem. The author carried out a survey of 115 teachers belonging 40 high schools in Vietnam. As a result, the reality of career counseling skills of teachers at high schools is at the average level. This research is the base for enacting policies for the training of career counseling skills at high schools in Vietnam in the future. The result is described in the content of this article.
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Stengel, Paul Joseph. "Developing a Teacher Training Technology Workshop Series." In Cases on Educational Technology Implementation for Facilitating Learning. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3676-7.ch020.

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During the summer of 2010, a graduate school of education (GSE) at a leading research university launched a 14-month teacher residency program (TRP) aimed at producing high quality teachers for urban schools that need them the most. Guided by a framework of inclusive education (Hamre &amp; Oyler, 2004), residents were scheduled to complete various components of teachers education, including a technology component designed to familiarize residents in the use of new media web technologies to purposefully enhance teaching and learning. The educational technologist (ET) charged with the development of the workshops for this program decided to focus on helping residents think about meaningful methods to teach for understanding with technology. The framework supplies a flexible set of guidelines that help developing teachers see how technology may provide “significant educational leverage” (Wiske et al., 2005). Although this approach has been successful for building a framework for the workshops, a series of challenges have developed that must be addressed before proceeding to the training of the next cohort. These challenges include providing time for residents to practice new skills taught during the workshop sessions, solving the varied access to up-to-date technologies in under-resourced urban school classroom placements, identifying and harnessing technology platforms that are ubiquitous, inexpensive, and accessible to stakeholders inside and outside the university system, and maintaining workshop sessions that are relevant to the theory taught in various tracks of the TRP. This case study outlines the instructional design process the ET used to approach the development of the workshops for the technology component of the TRP.
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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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Perla, Loredana, and Nunzia Schiavone. "Video-Analysis and Self-Assessment in Teaching Work." In Integrating Video into Pre-Service and In-Service Teacher Training. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0711-6.ch010.

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Video-research, which represents a multi-methodological practice and an interdisciplinary study area, responds to various knowledge problems created by the complexity of the didactic phenomena to be investigated, and proposes instruments and technologies that have a very high potential about phenomena description, reproduction and comprehension, not only for researchers but also for teachers themselves who are the protagonists of those phenomena. Starting by these preliminary remarks, this chapter will be focused on the introduction of the preliminary results of a video-research itinerary achieved by the DidaSco group (School Didactics) throughout a project itinerary that involved six infant, primary and secondary (first degree only) schools in Bari and its province, working on History didactics intermediary processes. In the meantime, in this chapter a particular attention will be paid to the introduction of a video analysis form which was realized by the authors.
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Conference papers on the topic "Texas high school teacher training"

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Andriyani, Ayu, Amirah Himma, Siti Alizar, Zakki Amin, and Mr Mulawarman. "The Relationship of Anxiety, School Burnout and Well-Being in High School Students." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.5.

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D'Acunto, Immacolata, and Roberto Capone. "A TEACHER TRAINING: PHYSICS ENQUIRY FROM UNIVERSITY TO HIGH SCHOOL." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2040.

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Yusuf, Irfan, Sri Widyaningsih, and Imelda Mallipa. "Completed Representation of Electronic School Book (ESB) on Physics Subjects at Senior High School." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.13.

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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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Lawitta, Riris, Lasmita Sihaloho, and Juli Arianti. "Vocational High School in Indonesia Facing ASEAN Economic Community (AEC)." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.28.

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Khabibah, Elok, Mohammad Masykuri, and Mr Maridi. "The Analysis of Generic Science Skills of High School Students." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.48.

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Ngadiso, Dr, and Teguh Sarosa. "Models of Teaching English Using Curriculum 2013 for High School Students." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.65.

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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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Wijayanti, Septiana, and Joko Sungkono. "Need Analysis on Developing Teaching Instruments of Mathematics for Senior High School." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.71.

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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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Reports on the topic "Texas high school teacher training"

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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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