Relevant bibliographies by topics / Vocational 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 'Vocational high school English teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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

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Syamsinar, S., and K. Khaeruddin. "The causes of the English teachers’ problems on professional competence at Vocational High School." International Journal of Humanities and Innovation (IJHI) 1, no. 2 (2018): 1–16. http://dx.doi.org/10.33750/ijhi.v1i2.9.

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The objectives of this research aimed at (i) finding out the causes of the problems in teaching English at vocational high schools and (ii) finding out the possible solution toward the problems of the teachers in teaching English subject at vocational high schools. The researcher applied purposive sampling technique in selecting the participants. The participants consisted of two advanced teachers and two beginner teachers at vocational high schools in Somba Opu sub-district. The additional participants were two headmasters that focused on the possible solution dealing with the problem found by the English teachers at VHS. This research under applied descriptive approach and qualitative method. The data were collected by using two instruments namely semi-structured interview and observation checklist. The data were analyzed by using the framework of Miles and Huberman’s (2012) namely data reduction, data display, and drawing then verifying conclusion. The results of this research mentioned nine causes of the problems on the professional competence of English teachers in teaching at vocational high school and the possible solution toward the causes. The outline of the causes of the problems on professional competence are the less effort of the English teachers to improve the linguistic aspects, lack of English for Spesific Purpose knowledge, less of communicative competence, less preparation of teaching contents, less in using ICT as a teaching method and lack in managing the time and managing the class. The possible solution can draw in this research that the English teachers at VHS have to consider the students’ need, prepare the teaching planning and involved in the teaching training. Thus, this research might become a recommendation to the government and the Educational trainer for facilitating the English teachers at VHS with education training of ESP knowledge and supporting the teachers in developing their professional competence.
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Hapsari, Dhebora Pramesti, Dewi Rochsantiningsih, and Dwi Elyono. "Developing and Using English Teaching Materials in Vocational High School." English Education 7, no. 1 (2019): 89. http://dx.doi.org/10.20961/eed.v7i1.35844.

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<p>This article describes a study on the process of developing and using English teaching materials by English teachers in a vocational school. The study was initiated by observing the classroom activities which focused on how teachers used the teaching materials. Beside the observation process, the data also gathered through an interview between the researcher and the two teachers. The result of data analysis showed that the process of developing teaching materials consisted of two major steps; 1) student’s need analysis process and 2) materials adaptation process. Meanwhile, the developed materials such as pictures, videos, course books, and direct listening materials were applied in the arranged discussion activity. It can be sum up that the teachers developed teaching materials by considering student’s needs. The teaching materials were developed by adapting several existed teaching materials. They were then used mostly in the discussion activity and used as a brainstorming for students.</p>
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Suparmi. "The Implementation of Classroom Management Principles in Teaching English at Vocational High School 3 Padang." Lesson Journal: Languange, Applied Linguistics, and Education Journal 3, no. 1 (2021): 13–17. http://dx.doi.org/10.35134/jlesson.v3i1.4.

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The aim of this research was to find out how the teachers implemented principles of classroom management in teaching and learning process at SMKN 3 Padang during teaching and learning process. This is a qualitative research. The data were the result of observation and interview. The participants of this research were three English teachers of SMKN 3 Padang who teach at grade X, XI and XII. The finding of this research indicates that English teachers at SMKN 3 Padang do not implement almost all of the principles of classroom managements during teaching and learning process. They implemented them in three stages of teaching; such as pre-activity, whilst-activity and post activity. Almost all of the principles of classroom management are implemented in whilst-activity. At pre and post-activity, the teacher only implemented three principles, such as warm and enthusiasm, emphasizing on the positive things and building self-discipline. Moreover, the data shows the teachers’ reasons in implementing classroom management. The reason is increasing students’ motivation and achievement. It can be concluded that the English teachers at SMKN 3 Padang should improve their focuses to the principles of classroom management in teaching English. Hopeful, this research can be a significant contribution for English teachers in teaching.
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Maftukah, Siti, and Puji Astuti. "Strategies employed by EFL teachers at a Vocational High School for selecting appropriate English textbook." ELT Forum: Journal of English Language Teaching 10, no. 1 (2021): 57–69. http://dx.doi.org/10.15294/elt.v10i1.38795.

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Textbook is a tool which functions as a manual instruction in any branch of study included in language learning. Therefore, teachers should select an appropriate English textbook to support the learning activity because it have a big influence in the learning process. This study is about strategies of EFL teachers at a vocational high school in Semarang for selecting appropriate English textbook. The main purpose of this study was to investigate teachers’ strategies in selecting appropriate English textbook and dr. This study drew from the teachers regarding their criteria in selecting appropriate English textbook. Hence, this is a qualitative study that investigate the EFL teachers as the subjects. In collecting the data, we used open ended interview, questionnaire, and document analysis checklist. This study eployed theory of Garinger (2002) and BNSP by Permendikbud (2013) to analyse the data in order to know the strategies and the criteria used by the teachers in selecting appropriate English textbook. Based on the interview and the questionnaire, the finding showed there are some strategies in selecting appropriate textbook: teacher matched the textbook with the 2013 curriculum, read the KI, KD, Syllabus and learning objective. The data showed that all teachers select textbook based on their chosen, so that they were free to choose their textbook to support learning activity. However, some teachers select textbook by involving administrator and head school. There are also some textbook criteria there are: considering the goals and curriculum, textbook series, learning objective in the textbook, the age and background of the students, the availability and the effective cost. Based on the document analysis checklist, this research showed that the criteria of appropriate textbook in line with the Garinger (2002) and 2013 curriculum aspects based on BNSP. Next, the teachers also considered about the price of the textbook that must be cost effective and the textbook is easy to obtain. We argue that the identified strategies and criteria can be used as a consideration by English teachers to selectan appropriate English textbook.
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Pambayuningsih, Wahyu, Sri Sumarni, and Darmahusni. "CHARACTER BUILDING OF HONESTY IN THE ACADEMIC DOCUMENTS OF VOCATIONAL SCHOOL IN ENGLISH LANGUAGE SUBJECT." Getsempena English Education Journal 8, no. 1 (2021): 41–53. http://dx.doi.org/10.46244/geej.v8i1.1225.

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This research examined the honesty as part of character building in academic documents of English subject in Vocational high school. Using content analysis, the researcher analyzed the honesty throughout the documents. The data was words, phrases, clauses, sentences, and the pharaprashing of them. The data was taken from Vocational High School’s documents used by English teachers of vocational school. The finding showed that honesty appears explicitly and implicitly. All the aspects of character building of honesty were stipulated in syllabus provided by the government. The indicators of honesty that appear in the lesson plan, learning material, and assessment of English language subject in vocational high school are integrity, academic honesty, and sportsmanship. Those indicators are addressed implicitly in the documents represented by sub indicators such as the prohibition to cheat in doing the assignment and so forth. However, there was no consistency across the documents because honesty indicators appeared quite low in assessment tools prepared by English teachers. This condition indicated that students of Vocational High School get the character building of honesty through English language subject because it was stipulated, and addressed in academic documents. This study proposed a possibility for teachers to improvise their assessment tools by inserting honesty indicators.
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Syaripudin, Usep, and Siti Aisyah. "A Multiple Case Study that Looks at the Implementation of character Education in English Classroom." Academic Journal Perspective : Education, Language, and Literature 4, no. 1 (2018): 62. http://dx.doi.org/10.33603/perspective.v4i1.1688.

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This research observed and analyzed the implementation of character education in English classrooms. It sought to find out how English teachers develop and select materials and strategies for implementing character education in their classroom, how the English teachers implement and integrate character education in their classroom, and what factors the teachers found to be the inhibiting and supporting system for implementing character education in their school. Three teachers from three schools – a public vocational school, a public senior high school, and a religious-based public high school – participated in this research as the respondents. The purpose of involving three different type of schools was that this research needed to observe the implementation of character education in three different settings. By implementing multiple case study, this research gathered data through interview and observation. This research found that teachers in the two schools – vocational and senior high school – begun the implementation of character education by developing a plan consisted of what character they need to develop and what materials that triggered students’ interest. Moreover, this research also found that the two schools share similar strategies in implementing character education as follows: using authentic materials, verbal instructions, and cultural approach. Meanwhile, in the religious-based senior high school, the teacher did not specifically develop and select materials intended to implement character education since the school had already subjects and extracurricular programs in religion teaching and intended to develop students’ character. Lastly, this research found that the three schools share similar supporting and inhibiting factors in implementing character education namely lack of good examples in school, family, and community, lack of partnership between school, parents, and community member, and lack of commitment among the school community members to support the character education in school. And the supporting system they had were that the schools had already developed code of conducts, rules, and extracurricular programs intended to develop students’ character.
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Indraswari, Veronica Noviatri, and Paulus Kuswandono. "ENGLISH TEACHERS’ MOTIVATION AND CHALLENGES IN VOCATIONAL HIGH SCHOOL IN YOGYAKARTA." Language and Language Teaching Journal 21, Supplement (2018): 96–104. http://dx.doi.org/10.24071/llt.2018.suppl2109.

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Agustin, Heli, Leffi Noviyenty, and Henny Septia Utami. "An Analysis of Classroom Activities Pursuant to Effective Techniques Teaching English in Integrated Vocational Schools." ENGLISH FRANCA : Academic Journal of English Language and Education 3, no. 02 (2019): 149. http://dx.doi.org/10.29240/ef.v3i02.1112.

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The objective of this research are to describe classroom activities pursuant to effective techniques teaching English in integrated vocational schools, and to investigate classroom activities pursuant to effective techniques teaching English in integrated vocational schools at Islamic integrated Rabbi Radhiyyahand vocational high school Islamic integrated KhoiruUmmah in CurupRejangLebong. The design of this research is descriptive qualitative. The subject of this research were two teachers who teach English in Islamic integrated vocational schools. In collecting the date, the researcher used the following techniques: checklist observation and interview. There are some instruments which the researcher used forcollecting the data, consist of: notes and interview guidance. The notes was used to find the techniques the teachers used, the classroom activities the teacher used, and identify the classroom activities that pursuant to techniques suit the elements of effective teaching, and the interview guidelines was used to find the technique the teachers used based on the theory of elements of effective teaching. In analyzing the data,the steps were data managing, description, and interpreting. Theresult from notes and interview showed that the techniques and classroom activities the teacher used and all techniques and classroom activities pursuant with element of effective teaching. The elements of effective teaching consisted of academic learning time, use of positive reinforcement, cues and feedback, cooperative learning activities, classroom atmosphere, high order questioning, direct instruction, and indirect teaching.
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Syamsinar, Syamsinar, and Baso Jabu. "The Problems in Professional Competence of Teachers in Teaching English Subject at Vocational High Schools." ELT Worldwide: Journal of English Language Teaching 2, no. 2 (2016): 95. http://dx.doi.org/10.26858/eltww.v2i2.1690.

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This research was intended to investigate the problems in professional competence faced by the English teachers of vocational high schools in Gowa, South Sulawesi, Indonesia. This research applied descriptive qualitative method. The data were collected by using three instruments: questionnaire, interview and observation checklist. The participants were two experienced English teachers, two inexperienced English teachers, and eight students. The professional competence indicators are adapted from the Regulation of the Minister of National Education of the Republic of Indonesia No. 16/2007. The results of this research reveal that the teachers' problems dealing with professional competence in teaching English at vocational high schools include (a) problem in mastering the materials, (b) problems in mastering the curriculum, (c) problem in developing materials creatively, (d) difficulties in developing the teacher professionalism continuously, (e) problems in using the information technology and (f) problems of classroom management. Keywords: professional competence, experienced English teachers, inexperiencedEnglish teacher.
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Khairunnisa, Khairunnisa, Dadang Sudana, and Rojab Siti Rodliyah. "Vocational High School Teachers' Beliefs on Teaching Speaking Skills in English as a Foreign Language." Jurnal Penelitian Pendidikan 20, no. 3 (2020): 335–46. http://dx.doi.org/10.17509/jpp.v20i3.28932.

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Before improving and developing the best method for teaching speaking in vocational schools, teachers' beliefs and beliefs should be unpacked to know how far the understanding of them. This article presents a case study that examined vocational school teachers' beliefs and practices to do teach as a foreign language, especially speaking comprehension. Based on the case study, four teachers were asked to fill the questionnaire to get the information about their beliefs; forty students were confirming the practices of those beliefs in the classroom through questionnaires. Findings unfolded English teachers' views related to their roles, the students' positions, the effective English speaking teaching, the language used in the classroom, and the goals of teaching speaking. Based on the students' statement, the convergence of educators' beliefs to practices arrived at half of the teachers. The study results give teachers implications for constructing valid thoughts and provides an overview for stakeholders to decide an efficient teaching strategy.
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Dissertations / Theses on the topic "Vocational high school English teachers"

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Frank, Patricia J. "A case study of regional occupational program teachers who have integrated english-language arts standards into career and technical education courses /." La Verne, Calif. : University of La Verne, 2004. http://0-www.umi.com.garfield.ulv.edu/pqdweb?did=813767781&sid=1&Fmt=2&clientId=11819&RQT=309&VName=PQD.

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Kim, Yung-Chul. "Factors predicting Korean vocational high school teachers' attitudes toward school change." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1082396515.

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Thesis (Ph. D.)--Ohio State University, 2004.<br>Title from first page of PDF file. Document formatted into pages; contains xiv, 211 p.; also includes graphics Includes bibliographical references (p.159-169). Available online via OhioLINK's ETD Center
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Kreter, Diane. "Indiana high school vocational home economics teachers' time management skills." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845950.

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The purpose of this study was to investigate the time management skills of Indiana vocational high school home economics teachers. The problem accessed in the study are: (1) Do Indiana vocational high school home economics teachers have higher means for time management skills than the established norm (mid level management students) and (2) Is there a difference in the means for time management skills of the Indiana vocational high school home economics teachers by teaching assignment?Three hundred and fifty Indiana vocational high school home economics teachers selected by systematic random sampling design were mailed the instrument with 232 usable responses. The Time Problems Inventory by A. Canfield measured the teachers' time management skills in priority setting, planning, delegation and discipline. Reliability and construct validity were measured with factor analysis. The subjects' teaching assignment was determined with a demographic question.The findings of the study indicated the following:1) Indiana vocational high school home economics teachers' time management skills in the areas of priorities and planning were lower than those of the norm.2) In the area of delegation, the norm group and the home economics teachers showed no significant difference.3) Indiana vocational high school home economics teachers tested significantly above the norm group in the time management skills of discipline.4) The home economics teachers did not differ in management skills by teaching assignment.In total time management skills, Indiana vocational high school home economics teachers are weaker in the areas of planning and priorities. These skills might be strengthened through inservice education.<br>Department of Home Economics
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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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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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Grindstaff, Seth. "New Criticism—Not So New to Tennessee’s High School English Teachers." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3408.

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When Tennessee Department of Education adopted Common Core in 2010, Tennessee implemented New Critical ideas associated with the college classroom, but did not present this connection to English teachers. Comparing high school education reforms like A Nation at Risk (1983) and TNCore to the New Critical works of Cleanth Brooks, T. S. Eliot, John Crowe Ransom, Robert Penn Warren, William Wimsatt and Monroe Beardsley, reveals that New Criticism is the literary method grounding current ELA education reform. Referencing Deborah Appleman’s Critical Encounters in Secondary English (2015), Diana Ravitch’s The Death and Life of the Great American School System (2010), and questionnaires completed by Tennessee teachers, this study tracks New Criticism’s influence from the college classroom to the high school classroom. Presenting English teachers the history behind what and how they teach will equip them to explain their methodology to students.
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Jarzab, Ewa Hynds Susan. "Teachers' perspectives on laptop technology in the English language arts classroom: a case study of high school English teachers." Related Electronic Resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.

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Liao, Ming-Chu Claire. "EEFTC English Tests:Renovations and Viewpoints of Vocational High School Students and English Teachers." 2002. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2603200719123528.

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Books on the topic "Vocational high school English teachers"

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National Center for Education Statistics., ed. A comparison of vocational and non-vocational public school teachers of grades 9 to 12. U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1992.

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Ancarrow, Janice S. Teachers of secondary vocational and nonvocational classes in public schools. U.S. Dept. of Education, Office of Educational Research and Improvement, 1990.

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Supporting teachers, supporting pupils: The emotions of teaching and learning. RoutledgeFalmer, 2004.

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Wilson, Diana Fox. Supporting teachers, supporting pupils: The emotions of teaching and learning. RoutledgeFalmer, 2004.

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Koudela, Jiří. Připrava učitelů odborných předmětů pro střední školy v zemích RVHP. Ústav školských informací při Ministerstvu školství ČSR, 1987.

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The trainee secondary teacher's handbook. Continuum, 2009.

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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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1937-, Seidman Irving, ed. The essential career guide to becoming a middle and high school teacher. Bergin & Garvey, 1999.

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English: Teacher certification exam. 2nd ed. XAMonline, 2007.

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

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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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Ji, Yu-Suan, Nguyen-Thi Huyen, Wu-Yuin Hwang, and George Ghinea. "WASS: Web-Based Annotation and Search System to Facilitate English Vocabulary Learning in Vocational High School." In Lecture Notes in Computer Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99737-7_41.

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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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Chen, Hsiu-Ling. "Internet Self-efficacy and Behavior in Integrating the Internet into Instruction: A Study of Vocational High School Teachers in Taiwan." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04636-0_72.

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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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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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Amos, Yukari Takimoto. "Somali High School English Language Learners in Difference Blindness." In Immigration and Refugee Policy. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8909-9.ch014.

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This study investigated how five Somali high school immigrant students who were English language learners at a predominantly white high school perceived the mainstream teachers' teaching. The findings reveal that the participants were not accommodated, not given support, and rejected by the mainstream teachers who lacked appropriate training in second language acquisition theories and ESL pedagogy and who endorsed difference blindness. The teachers also ignored and sanctioned any differences the participants brought to school. The teachers' practices ironically resulted in emphasizing differences instead of minimizing, and ultimately caused the participants to feel stigmatized, racialized, and marginalized.
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Amos, Yukari Takimoto. "Somali High School English Language Learners in Difference Blindness." In Intercultural Responsiveness in the Second Language Learning Classroom. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2069-6.ch007.

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This study investigated how five Somali high school immigrant students who were English language learners at a predominantly white high school perceived the mainstream teachers' teaching. The findings reveal that the participants were not accommodated, not given support, and rejected by the mainstream teachers who lacked appropriate training in second language acquisition theories and ESL pedagogy and who endorsed difference blindness. The teachers also ignored and sanctioned any differences the participants brought to school. The teachers' practices ironically resulted in emphasizing differences instead of minimizing, and ultimately caused the participants to feel stigmatized, racialized, and marginalized.
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Nguyen, Van-Trao. "Project 2020 and professional development for high school EFL teachers in Vietnam." In Professional Development of English Language Teachers in Asia. Routledge, 2018. http://dx.doi.org/10.4324/9781315413259-7.

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

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Using field work and undergoing field practice in junior high school in teacher education for vocational subjects is a new methodological approach to focus, content and to how student practice is organized and carried out. Our research study posed two main questions: 1. Did vocational student teachers find their field-study relevant and meaningful while in junior high school practice and in view of their future vocational teacher practice? 2. Can micro-ethnographic study as a method be used in teaching in vocational subjects for first, second and third year of senior high school? In light of their experiences in senior high, we wanted to challenge the students to rethink and perhaps alter their approach to teaching within the framework of the junior level of high school. We also wanted the students to design and carry out a project they found challenging as well as novel for them. The selection consisted of 60 students who study to become vocational teachers. The project, including the evaluation of it, was completed in the autumn of 2016. The practice period in junior high school had a duration of two weeks. Findings: All students considered their practice as relevant, meaningful and useful in the context of their future career as teachers. A large majority considered micro-­ethnographic study as relevant for their own practice as teachers in vocational subjects in first, second and third year of senior high school. In particular, they found the subject called ‘prosjekt til fordjuping’ (‘project for deeper learning’) as very useful. Periods of placement in factories and other work situations were also found to be very useful.
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Conference papers on the topic "Vocational high school English teachers"

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Gunawan, Imam, Firda Dwi Pratiwi, Nandy Wahyu Nur Setya, et al. "Measurement of Vocational High School Teachers Professionalism." In 1st International Conference on Information Technology and Education (ICITE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.215.

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Sofyan, Herminarto, and Adhan Efendi. "Implementation of Teacherpreneurship on Teachers at Vocational High School." In International Conference on Technology and Vocational Teachers (ICTVT 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/ictvt-17.2017.39.

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Subarno, Anton, and Amina Sukma Dewi. "The Challenge of Vocational High School Teachers in Indonesia." In Proceedings of the 1st International Conference on Economics, Business, Entrepreneurship, and Finance (ICEBEF 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icebef-18.2019.147.

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Erliana, Santi. "Secondary High School English Teachers’ Perception toward English as Medium Instruction." In Annual Conference on Social Sciences and Humanities. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007416201040110.

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Kholis, Nur, and Djemari Mardapi. "Evaluation of Vocational High School Performance from Students Opinion." In International Conference on Technology and Vocational Teachers (ICTVT 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/ictvt-17.2017.63.

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Hasanah, Nur, Bada Haryadi, and Galeh Nur Indriatno Putra Pratama. "Vocational High School Readiness in Facing the ASEAN Economic Community." In International Conference on Technology and Vocational Teachers (ICTVT 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/ictvt-17.2017.62.

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Jalinus, Nizwardi, and Youmil Abrian. "Evaluation of Vocational High School Teachers Concern in Implementing Curriculum 2013." In 3rd UPI International Conference on Technical and Vocational Education and Training. Atlantis Press, 2015. http://dx.doi.org/10.2991/ictvet-14.2015.34.

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Wahyuni, Delvi, Witri Oktavia, and Ainul Addinna. "Indonesian High School Teachers’ Approaches in Teaching Literature in English." In Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.010.

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Haryanto, Dr, Dr Suparno, Deni Hardianto, and Dr Sukinah. "Needs Asessment of Inclusive Education of Vocational High School in Yogyakarta." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.181.

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Rahmawati, Desi, Dr Suryadi, Dirgantara Wicaksono, Fasya Aziza Khairina, and Dr Fatkhuriyah. "Preparation of Strategic Plan at State Vocational High School 26 Jakarta." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.22.

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Reports on the topic "Vocational 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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