Search results for: Secondary school teachers
Page 6/11 101 items
Beliefs, Practices, and Reflection: Exploring a Science Teacher’s Classroom Assessment Through the Assessment Triangle Model
The author uses the Assessment Practices Framework to study a high school Chemistry teacher as she designed, implemented, and learned from a chemistry lab report. The author reports the teacher’s assessment practices and the alignment in her assessment practices through the three vertices of the assessment triangle (cognition, observation, and interpretation).
Updated: Oct. 24, 2012
Process Reflection during Japanese Lesson Study Experiences by Prospective Secondary Mathematics Teachers
In this article, the author examined the reflective activity of a group of prospective secondary mathematics teachers as they jointly planned a public school lesson to illustrate how incidents of reflection can be refined and linked into more powerful and purposeful progressions of ideas.
Updated: Oct. 17, 2012
In this article, the author describes his experiences as a suburban high school humanities teacher struggling to engage students with issues of social justice. The author is influenced by Freiré (1974/1998), who encourages socially conscious educators to place issues of social injustice at the center of pedagogy. However, the author works as an educator in a school primarily serving affluent white students. He finds that his students resist this multiculturally based social justice approach to humanities education. In this article, the author has described how he changed his selection of texts in response to student needs.
Updated: Oct. 16, 2012
This article examines the impact of discourses upon teachers who strive to be professionals amidst the US No Child Left Behind era. The author used qualitative research methodology and ethnographic techniques to conduct a case study within the context of a teacher learning community comprised of two female secondary teachers and the researcher. This article illuminates how a teacher learning community becomes a space for agency for the ‘teacher as professional’ and how teacher development can be sustained within a contemporary context of compliance and accountability.
Updated: Aug. 21, 2012
The goal of this study was to explore the kinds of episodes that challenge comprehensive school teachers’ occupational well-being and cause burnout. The study also examined how teachers perceive the relationship between themselves and their working environment in these episodes. A selected group of 68 primary and secondary school teachers were interviewed. The results suggested that teachers’ working environment provides multiple contexts for burnout.
Updated: Jul. 30, 2012
Discourse Communities: A Framework from which to Consider Professional Development for Rural Teachers of Science and Mathematics
This article examines aspects of professional development for teachers of science and mathematics in schools in rural Australia. The study identified that rural teachers and principals were strongly focused on teacher PD. In addition, secondary school subject teachers' needs were only partly met by community of practice PD approaches. Finally, it was found that a range of rural context factors limited PD opportunities for subject- based secondary teachers.
Updated: Jun. 26, 2012
In this article, the authors explore newly qualified New Zealand secondary teachers’ varied accounts of induction. The authors claim that multiple interpretations of objectives for induction programs are a significant source of this variation. With reference to an activity system framework, the authors identify four primary objects of induction that were represented in the induction accounts as follows: ‘orientation to learning about the context’, ‘fitting into the school’, ‘completing registration requirements’, and ‘becoming a professional inquirer’.
Updated: Jun. 25, 2012
Grading Styles and Disciplinary Expertise: The Mediating Role of the Teacher’s Perception of the Subject Matter
This study examines the mediatory role of the taechers' perception of the subject matter in the relation between their disciplinary expertise and their grading style. Data were collected from a sample of 312 high school teachers who participated in the Israeli PISA assessment of student academic achievement in 2002.
Updated: Jun. 24, 2012
The objective of this article was to describe collaboration of the collaborative action research participants in detail and describe what they have learned. The participants were fourteen secondary teachers who came from different regions of the Netherlands, three facilitators and an academic researcher. The findings suggest that participants contributed to the collaboration by investing time and effort (contextual conditions) and by staying open, taking each others’ opinions seriously and learning how to be critical without passing judgment (communicative conditions). The authors argue that successful collaboration that includes the knowledge and questions of the participants offers an open space for authentic learning through dialogue.
Updated: May. 22, 2012
This article describes and interprets the career experiences of four veteran secondary teachers and their ability to resist plateauing. Three areas of veteran teacher research informed this study: career stages, plateauing, and resiliency. It was found that Building leadership, student affirmation, and external support keep teachers enthusiastic.
Updated: Mar. 01, 2012