Teaching-learning conceptions, teaching motivation, and perceptions towards ICT: A research in Turkish public high schools

2020 ◽  
Author(s):  
Gökhan Baş ◽  
Muhammet Baştuğ
Keyword(s):  
High Schools ◽  
Public High Schools ◽  
Teaching Motivation ◽  
Teaching Learning ◽  
Learning Conceptions

scholarly journals Use of Non-verbal Communication in Pedagogic Practices at Public High Schools in Lahore

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Dr. Irfana Rasul Rasul ◽  
Dr. Muhammad Nadeem ◽  
Ms Ayesha Afzal
Keyword(s):  
High Schools ◽  
Prospective Teachers ◽  
Verbal Communication ◽  
School Level ◽  
Spatial Distance ◽  
Public High Schools ◽  
Communication Signals ◽  
Pedagogic Practices ◽  
And Performance ◽  
Teaching Learning

It was a descriptive research which studied the use of non-verbal communication in the pedagogic practices at secondary school level in Lahore. The study was conducted to examine the practices of teachers’ non-verbal communication used in conjunction with verbal communication in actual classroom setting by teachers which affected the participation and performance level of learners. It investigated the students’ understanding, interpretation of and attitude towards non-verbal communication used by teachers and identified the existing barriers for the use of non-verbal communication strategies to improve students’ learning. The non-verbal communication was restricted to five factors—physical appearance, facial expressions, eye contact, spatial distance and paralinguistic. The study was limited to the subject of English (compulsory) at the female secondary schools in public sector. The sample comprised of 1200 students and 40 teachers from female public high schools of Lahore (Punjab), Pakistan. The study recommended that all female teachers at secondary level schools should be provided an orientation in non-verbal communication which would help them to use these skills in their teaching methodologies. While recognizing the importance of non-verbal communication, the curriculum planners and policy makers should take practical steps to make it a part of teacher education programs for the training of prospective teachers. Moreover, an awareness among students shall be created on how to interpret and reflect upon the teachers’ non-verbal communication signals during teaching-learning process.

College-Bound Figured Worlds: Case Studies of Three Urban High Schools

2021 ◽  
pp. 001312452110275
Author(s):  
Meredith R. Naughton
Keyword(s):  
High Schools ◽  
Thematic Analysis ◽  
College Graduates ◽  
Qualitative Case Study ◽  
Figured Worlds ◽  
Public High Schools ◽  
Full Time ◽  
Peer Mentors ◽  
Compare And Contrast

This qualitative case study explored the unique ways recent college graduates serving as full-time, near-peer mentors supported students along the path to college in three different urban public high schools. By applying the theory of figured worlds to school spaces and practices, this study sought to both define the physical and figurative ways mentors helped students envision and enact college-bound identities and compare and contrast the differences in these spaces across schools. Data and thematic analysis indicate that promoting the development and enactment of college-bound identities requires intentionality about how school culture, people, and policies enable real and figurative spaces for college-bound exploration and support.

Specialized Public High Schools of Science, Mathematics, and Technology and the STEM Pipeline: What Do We Know Now and What Will We Know in 5 Years?

Roeper Review ◽  
2009 ◽  
Vol 32 (1) ◽  
pp. 7-16 ◽  
Author(s):  
Rena F. Subotnik ◽  
Robert H. Tai ◽  
Rochelle Rickoff ◽  
John Almarode
Keyword(s):  
High Schools ◽  
Public High Schools ◽  
Stem Pipeline

NYC Selective Specialized Public High Schools and Honors College STEM Degrees: A Previously Unexplored Relationship

2018 ◽  
Vol 29 (4) ◽  
pp. 304-320 ◽  
Author(s):  
Pessy J. Sloan
Keyword(s):  
High School ◽  
New York ◽  
High Schools ◽  
College Graduates ◽  
Public High Schools ◽  
Public High School ◽  
Honors College ◽  
Significant Difference ◽  
And Mathematics ◽  
The Relationship

This study examined the relationship between attending one of the nine New York City (NYC) selective specialized public high schools and graduating from an honors college with a science, technology, engineering and mathematics (STEM) degree, compared with honors college graduates who attended any other high school. A causal-comparative study design was applied. The participants consisted of 1,647 graduates from seven honors colleges, from 2011 to 2015, in the northeastern United States. Of the 1,647 graduates, 482 students graduated from NYC selective specialized public high schools and 1,165 students graduated from other high schools. The study found a significant difference ( p < .05) between the two groups. A larger percentage of NYC selective specialized public high schools graduated with a STEM degree from an honors college than students from other high schools. These results support the positive relationship between attending a NYC selective specialized public high school and graduating with a STEM degree from an honors college. Results and implications are discussed.

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