What motivates high school teachers to use web-based learning resources for classroom instruction? An exploratory case study in an Iranian smart school

2015 ◽  
Vol 51 ◽  
pp. 373-381 ◽  
Author(s):  
Faegheh Mohammadi ◽  
A. Abrizah ◽  
Maryam Nazari ◽  
Mohammad Attaran
Keyword(s):  
High School ◽  
High School Teachers ◽  
Classroom Instruction ◽  
Learning Resources ◽  
School Teachers ◽  
Web Based ◽  
Exploratory Case Study ◽  
Web Based Learning

HYPERMEDIA DEVELOPMENT AS SELF-REGULATED LEARNING RESOURCES FOR HIGH SCHOOL ENGLISH DEBATING TRAINING

2019 ◽  
Vol 1 (1) ◽  
pp. 39-45
Author(s):  
Ubaidah Ubaidah
Keyword(s):  
High School ◽  
Development Model ◽  
Learning Resources ◽  
High School English ◽  
Web Based ◽  
Self Regulated Learning ◽  
Expert Teacher ◽  
Web Based Learning ◽  
Regulated Learning ◽  
Test Result

This research was aimed to develop Hypermedia as an alternative learning resources that support self-regulated learning implementation for English Debating Training in Highschool. The product was developed by the framework of web-based learning environment development model. To ensure the effectivity of the product, hypermedia was tested on formative and sumative evaluation involving expert, teacher, and students as participants. At the end of the study, the product was found effective which is indicated by (1) 80% of students often use this hypermedia at their home as self-regulated learning resources, (2) the improvement of students debating knowledge which indicated by the improvement test result by 3.3 poin, and (3) outstanding the students’ achievement of debating competencies that 50% of the students have above average debating skills after learning with hypermedia “Enjoy Your Debate!”

scholarly journals What Teachers learned from STEM Education Project: Case Study of High School Teachers

2019 ◽  
Vol 1340 ◽  
pp. 012072
Author(s):  
Wisanugorn Nammungkhun ◽  
Napaporn Yutthaisong ◽  
Wanphakorn Jumphonnoi
Keyword(s):  
High School ◽  
High School Teachers ◽  
Stem Education ◽  
School Teachers ◽  
Education Project

Implementing Experiential Learning in High School Agriculture and Forestry Curriculum: A Case Study in Guatemala

2020 ◽  
Vol 43 (4) ◽  
pp. 381-397
Author(s):  
Henry Quesada ◽  
Julieta Mazzola ◽  
Daniel Sherrard
Keyword(s):  
High School ◽  
Experiential Learning ◽  
High School Teachers ◽  
School Curriculum ◽  
Current Status ◽  
Training Methods ◽  
School Teachers ◽  
Case Study Methodology ◽  
Professional Development Training

Background: Design and training methods for instructors on integrating experiential learning continues to be a challenge in high school education. Purpose: This work reports on research concerning the current status, available resources, limitations, and capabilities of high school teachers implementing experiential learning in a technical and vocational high school curriculum in Guatemala. Methodology/Approach: Case study methodology was used to examine professional development training involving the implementation of experiential learning into an agriculture and forestry curriculum. The design of the training included a series of hands-on activities to enable teachers to identify barriers and drivers influencing experiential learning and the redesign of a course program. Findings/Conclusions: Teachers were able to identify resources and limitations affecting the implementation of experiential learning in their teaching program. The guidance and examples provided by the instructors were fundamental for the teachers to modify a standard course program that included significant experiential learning methodologies. Implications: Many high school teachers lack the training and knowledge necessary for integrating experiential learning. Furthermore, in many cases, they are required to follow a structured curriculum that at allows for minimal modifications. Teachers also recognize that courses that only include classroom activities are the most challenging for including experiential learning activities.

scholarly journals Bullying and Victimisation Dynamics in High School: An Exploratory Case Study

2017 ◽  
Vol 19 (1) ◽  
pp. 147-163 ◽  
Author(s):  
Lucy M. George ◽  
B. Ivan Strom
Keyword(s):  
High School ◽  
High School Teachers ◽  
Research Question ◽  
Secondary Data ◽  
Future Research ◽  
Face To Face ◽  
Exploratory Case Study ◽  
Teachers Professional Development ◽  
Cross Case Analysis

AbstractBullying is a worldwide concern and erroneous perceptions of the phenomenon could underscore unsustainable interventions. The purpose of this qualitative exploratory case study was to examine, in-depth, how some high school teachers from two schools in New Jersey perceived student bullying. The primary research question was: What perceptions do teachers have about student bullying? The main data were from face-to-face interviews with 14 teachers who answered semi-structured, open-ended questions. Secondary data originated from physical artefacts. The data analysis consisted of four phases. Inductive analysis allowed for the composition of individual cases. Cross-case analysis allowed data classification into three main areas of inquiry aligned with the three secondary research questions (a) bullying and victimisation dynamics as perceived by teachers, (b) adequacy of current interventions, and (c) adequacy of teachers’ professional development for bullying mitigation. The data unveiled inconsistencies between causes of bullying and interventions. It culminated in recommendations for leadership and suggestions for future research.

scholarly journals Proposing a Model for Evaluating the Effective Factors on Collaboration of the Learning Groups in Smart Schools (Case Study: Teachers’ View of the Smart High Schools in Tehran)

2010 ◽  
pp. 117-124
Author(s):  
Shafiepour Motlagh ◽  
Farhad Ali ◽  
Hossein Nazari
Keyword(s):  
High School ◽  
Data Collection ◽  
High School Teachers ◽  
Group Learning ◽  
Learning Motivation ◽  
School Teachers ◽  
Learning Groups ◽  
Effective Factors ◽  
Academic Year

The aim of the present study wasto propose a model to evaluate the effective factors on cooperation of the learning groups in smart schools. The study is correlational descriptive. The population of the study includes the total number of smart high school teachers of Tehran in the academic year 2011-2012. Sampling has been multistage clustering. A number of 360 of the teachers were selected randomly for conducting the research. Three researcher-designed questionnaires were used as data collection instruments: 1) The questionnaire of the effective factors on cooperation of the learning groups (α =0.93); 2) The questionnaire of learning motivation (α = 0.87); and 3) The questionnaire of collaboration factors in the learning groups (α = 0.83). The overall results of the study indicated that among the four studied factors, the direct effect coefficient of the preparing ground factor (0.692) had the greatest effect on collaboration of the learning groups in smart schools. The indirect effect of the mentioned factor also was the greatest based on the indices of the importance of group learning (0.415) and guidelines and strategies (0.300). According to the findings of the research, GFI index has been 0.95 and AGFI index 0.91 suggesting that the model has a rather desirable fitness.

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