Structured cognitive discussions in senior high school physics: Student and teacher perceptions

1999 ◽  
Vol 29 (4) ◽  
pp. 527-546 ◽  
Author(s):  
Richard Gunstone ◽  
Brian McKittrick ◽  
Pam Mulhall
Keyword(s):  
High School ◽  
Teacher Perceptions ◽  
Senior High School ◽  
High School Physics ◽  
Student And Teacher Perceptions

scholarly journals Saudi Student and Teacher Perceptions of Poor High School Results and Overall Proficiency in English

2019 ◽  
Vol 3 (3) ◽  
pp. p251
Author(s):  
Alqahtani Mofareh A
Keyword(s):  
High School ◽  
Foreign Language ◽  
Teacher Perceptions ◽  
Language Proficiency ◽  
Average Score ◽  
High Status ◽  
Ministry Of Education ◽  
Saudi Students ◽  
Student And Teacher Perceptions ◽  
Toefl Ibt

“English is the only foreign language taught in Saudi schools as part of the mandatory curriculum and therefore enjoys a relatively high status” (Carfax Educational Projects, 2016, p. 10). The teaching of English as a Foreign Language (EFL/L2) within the basic curriculum of Saudi Arabia commences in the fourth grade. However, in spite of the best efforts of the Saudi Ministry of Education (MoE) to develop English learning in schools, the language proficiency of Saudi high school leavers remains insufficient to carry out even basic interactions, let alone undertake university study through the medium of English (Al-Johani, 2009; Al-Seghayer, 2014; Alhawsawi, 2013; Alrabai, 2016; Khan, 2011; Rajab, 2013). In fact, the recent Test of English as a Foreign Language (TOEFL iBT, 2017) demonstrated an overall average score of 64 of 120 for Saudis who took the TOEFL iBT between January and December 2016. This paper therefore seeks to examine the factors responsible for the low EFL performance of Saudi students on completion of their high school studies. In order to do so, the researcher randomly selected 60 school leavers and 30 teachers who responded to an interview designed to elicit the underlying causes of such poor English proficiency. The results revealed that the reasons fall into a number of discrete categories related to the student, the teacher, the learning environment, and the curriculum.

“I Didn’t Know I Could do That!” Student and Teacher Perceptions of an Independent Choral Music Learning Project

2020 ◽  
pp. 875512332096108
Author(s):  
Marshall Haning
Keyword(s):  
High School ◽  
Teacher Perceptions ◽  
Choral Music ◽  
Social Loafing ◽  
Public Performance ◽  
Music Learning ◽  
Task Behavior ◽  
Student And Teacher Perceptions ◽  
Choral Classroom

Through the use of an intrinsic case study, I investigated student and teacher perceptions of a collaborative and student-directed music learning approach in a high school choral classroom. Students ( N = 29) in a beginning high school choir were asked to choose and learn a piece of repertoire without substantive input or help from the choral teacher. Results indicated that students completed this project successfully and achieved a well-received public performance of the piece. Students reported a strong sense of accomplishment as well as increased collaboration skills and opportunities to apply their music knowledge. Although students and teacher acknowledged some social conflicts and relatively high levels of social loafing and off-task behavior during this project, these challenges did not seem to reduce the overall perception of success.

Reactions to Achievement Behavior From a Teacher and Student Perspective: A Developmental Analysis

1981 ◽  
Vol 18 (1) ◽  
pp. 15-28 ◽  
Author(s):  
Oren Harari ◽  
Martin V. Covington
Keyword(s):  
High School ◽  
Teacher Perceptions ◽  
Junior High School ◽  
First Grade ◽  
Student Perspective ◽  
Grade Levels ◽  
Student And Teacher Perceptions ◽  
High Valuation ◽  
Achievement Behavior ◽  
Rewards And Punishment

Participants from first grade through college (N = 168) evaluated the achievement behavior of hypothetical students differing in ability, effort expenditure, and test outcome, both from the perspective of student and teacher. Perceptions of teacher values were consistent over age: Effort and outcome were perceived as highly salient cues for determining degree of teacher rewards and punishment, with student ability level being of little relevance. In contrast, student perspectives indicated a high valuation of ability across all grade levels. Moreover, whereas effort was strongly valued in elementary school, inconsistencies appeared in junior high school such that by high school and college a devaluation of effort occurred. This progressive devaluation was associated with an evolving student belief that low-effort expenditure implies higher ability.

scholarly journals PERANCANGAN BAHAN AJAR BERBASIS SCIENTIFIC APPROACH UNTUK MATA PELAJARAN FISIKA SMA KELAS X

2018 ◽  
Author(s):  
Masril ◽  
Hidayati
Keyword(s):  
High School ◽  
Test Validity ◽  
Senior High School ◽  
School Level ◽  
Quality Of Education ◽  
Practice Research ◽  
Teaching Materials ◽  
High School Physics ◽  
Scientific Approach

Curriculum 2013 has been implemented in targeted schools in order to improve the quality of education in Indonesia, starting from elementary school to high school level. However, in implementation, until now there has no teaching materials of physics subjects that can be used as a guide learning in school, especially to apply scientific approach. Therefore, in order to improve the quality of education in secondary schools in Padang, in general, this study aims to improve the quality of education, especially in senior high school physics in Padang. Specifically targets to be achieved through this research is to develop teaching materials based on scientific approach in an effort to improve students' thinking skills and understanding of the concepts of high school physics for implemented of curriculum 2013. In practice, research began identifying problems in school, then design an scientific approach based teaching materials. To test validity of scientific approach is based teaching materials then conducted of development research (R & D, four D models ) with the defining phases are define, design, development , and disseminate. Based on the results of the validation of teaching materials created, generally result is good categorize. So that the teaching material has been designed can be used in senior high school.

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