scholarly journals 2008 APSA Teaching and Learning Track Summaries—Introduction

2008 ◽  
Vol 41 (03) ◽  
pp. 613
Keyword(s):  
High School Teachers ◽  
Teaching And Learning ◽  
Group Model ◽  
San Jose ◽  
School Teachers ◽  
College And University ◽  
Working Groups ◽  
Pedagogical Innovations ◽  
The University ◽  
Political Science Education

The 2008 Teaching and Learning Conference (TLC) was held on February 22–24, 2008, in San Jose, California. This year marks the fifth annual TLC. The conference uses the Working Group model, permitting in-depth discussion and debate amongst colleagues on research dealing with the scholarship of teaching and learning. In addition to the 12 Working Groups, there were workshops on various topics. This year there were over 300 registrants, including college and university faculty, graduate students, high school teachers, nonprofit representatives, and others. Michael Brintnall and Kimberly Mealy of APSA offered welcoming remarks. APSA President Dianne Pinderhughes, University of Notre Dame, was the 2008 TLC opening speaker. Dr. Luis Fraga, former APSA council member and associate vice provost of the University of Washington, delivered the keynote address “The Responsibilities of Leadership: Political Science Education for the 21st Century.” The closing program featured short presentations from the chair of the Programming Committee, Sherri Wallace, and from each track moderator. It is our hope that the ideas generated and shared at the TLC will help to foster debate, research, and pedagogical innovations within the discipline.

2009 APSA Teaching and Learning Conference Track Summaries

2009 ◽  
Vol 42 (03) ◽  
pp. 575-587
Keyword(s):  
Civic Engagement ◽  
Digital Media ◽  
Teaching And Learning ◽  
Group Model ◽  
Baltimore County ◽  
University Of Maryland ◽  
Cornell University ◽  
Working Groups ◽  
Pedagogical Innovations ◽  
The University

The sixth annual Teaching and Learning Conference (TLC) was held February 6–8, 2009, in Baltimore, Maryland, with nearly 300 registrants. The conference uses the working-group model, permitting in-depth discussion and debate amongst colleagues on research dealing with the scholarship of teaching and learning. In addition to the 11 working groups there were workshops on various topics. Michael Brintnall, APSA executive director, and Kimberly A. Mealy, APSA director of Educational, Professional and Minority Initiatives, offered welcoming remarks. John Jeffries, dean of the College of Arts, Humanities, and Social Sciences at the University of Maryland, Baltimore County, was the opening speaker, and APSA president Peter Katzenstein, Cornell University, spoke at the opening reception. Joseph A. Kahne, the Abbie Valley Professor of Education, dean of the School of Education, and director of the Civic Engagement Research Group at Mills College, delivered the keynote address titled “Teaching, Digital Media, and Civic Engagement: Evidence and Strategies.” The closing program featured a short presentation from the chair of the Programming Committee, Russell Mayer. It is our hope that the ideas generated and shared at the TLC will help to foster debate, research, and pedagogical innovations within the discipline.

scholarly journals PENDAMPINGAN PEMBELAJARAN MODEL PBL BERBASIS CARING COMMUNITY DALAM MATEMATIKA SUB BAHASAN PERBANDINGAN BAGI GURU MATEMATIKA SMP IBRAHIMY 1 SUKOREJO SITUBONDO

2021 ◽  
Vol 3 (2) ◽  
pp. 167-192
Author(s):  
Moh. Atikurrahman ◽  
Mar’atus Sholehah
Keyword(s):  
High School ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
Learning Model ◽  
Group Model ◽  
School Teachers ◽  
Caring Community ◽  
Planning Stage ◽  
Junior High School Teachers

The mentoring and training activities for junior high school teachers in the innovation of the Caring Community-based PBL learning model go through three stages, namely planning, implementation, and evaluation. At the planning stage, the process of identifying problems, making work plans (work plans), and classifying teaching practice tasks is carried out. There are 5 groups with the same target material. At the implementation stage, it consists of two stages; 1) training on caring community learning models with a student centered approach which includes group model class management techniques, learning media design. 2) mentoring the learning practices of junior high school teachers in the classroom based on the ability level group, group L, and group M. Evaluation activities are carried out at the end of the activity to make improvements to mistakes, teacher weaknesses in the process of implementing the learning model.

Thanks

2015 ◽  
Vol 108 (9) ◽  
pp. 718-719
Keyword(s):  
High School ◽  
Middle School ◽  
High School Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
School Teachers ◽  
College And University ◽  
Mathematics Educators

The success of Mathematics Teacher is very much dependent on the volunteer efforts of many mathematics educators. Those who serve as department editors, manuscript referees, and publications and courseware reviewers include middle school and high school teachers, curriculum designers, college and university mathematicians, and teacher educators. Their contributions are deeply appreciated.

Thanks from the Editorial Panel

2011 ◽  
Vol 104 (9) ◽  
pp. 726-727
Keyword(s):  
High School ◽  
Middle School ◽  
High School Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
School Teachers ◽  
College And University ◽  
Mathematics Educators

The success of Mathematics Teacher is very much dependent on the volunteer efforts of many mathematics educators. Those who serve as department editors, manuscript referees, and publications and courseware reviewers include middle school and high school teachers, curriculum designers, college and university mathematicians, and teacher educators. Their contributions are deeply appreciated.

News and Notes

1921 ◽  
Vol 14 (4) ◽  
pp. 210-214
Keyword(s):  
High School ◽  
Secondary School ◽  
Annual Meeting ◽  
High School Teachers ◽  
University Of Pennsylvania ◽  
Atlantic City ◽  
National Council ◽  
School Teachers ◽  
Secondary School Mathematics ◽  
The University

Dr. John H. Minnick was elected President of the National Council of Teachers of Mathematics at the annual meeting at Atlantic City. Dr. Minnick has been unusually active in secondary school mathematics. He is now engaged in training high school teachers in mathematics in the University of Pennsylvania. Many readers will recall Dr. Minnick’s Tests of Abilities in Geometry, a scientific monograph on the nature of the abilities which are involved in proving a proposition in geometry.

Thanks from the Editorial Panel

1976 ◽  
Vol 69 (8) ◽  
pp. 710-712
Keyword(s):  
High School ◽  
High School Teachers ◽  
Teacher Educators ◽  
Senior High School ◽  
Professional Judgment ◽  
National Council ◽  
School Teachers ◽  
College And University

The success of the Mathematics Teacher is very much dependent on the volunteer efforts of many members of the National Council of Teachers of Mathematics. The quality of the journal is significantly related to the professional judgment of our many referees, who include junior and senior high school teachers, curriculum designers, college and university mathematicians, and teacher educators. Listed below are the names of the referees who served during the year ending 1 July 1976.

Thanks from the Editorial Panel

1996 ◽  
Vol 89 (1) ◽  
pp. 78-80
Keyword(s):  
High School ◽  
High School Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Senior High School ◽  
National Council ◽  
School Teachers ◽  
Application Form ◽  
College And University ◽  
Mathematics Educators

The success of the Mathematics Teacher is very much dependent on the volunteer efforts of many mathematics educators. Those who serve as department editors, manuscript referees, and publications and courseware reviewers include junior and senior high school teachers, curriculum designers, college and university mathematicians and teacher educators. The following are the names of those individuals who were active as of 2 Ocober 1995. Their contributions are deeply appreciated. NCTM members who subscribe to this journal and who are interested in serving as a referee of manuscripts should request an application form and guidelines from the National Council of Teachers of Mathematics.

scholarly journals POLYMERS IN COMPULSORY SECONDARY EDUCATION AND HIGH SCHOOL IN SPAIN: ANALYSIS OF TEXTBOOKS AND TEACHER'S OPINION

2015 ◽  
Vol 12 (24) ◽  
pp. 74-81
Author(s):  
Ángel SERRANO-AROCA ◽  
Joan Josep SOLAZ-PORTOLÉS
Keyword(s):  
High School ◽  
Content Analysis ◽  
High School Teachers ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Key Factors ◽  
Structured Interviews ◽  
School Teachers ◽  
Level Of Knowledge ◽  
Assessment Questionnaire

Even though the study of polymers is included in the school secondary curriculum in Spain, all the signs are that this topic is not being adequately addressed in the classroom. For this reason, this paper focuses on two key factors for polymers teaching and learning at secondary level: teachers and textbooks. A qualitative methodology, based on semi-structured interviews and a content analysis of textbooks, has been used. Six High School teachers have participated in this research. Attempts have been made to find out teachers' opinion about introducing contents of polymers in the classroom by means of semi-structured interviews. The content analysis of textbooks used in many schools of Spain has been carried out through the application of a assessment questionnaire. The results obtained as regards the polymers suggest that: a) Teachers provide only a limited amount of time for this topic in the curriculum; b) Textbooks do not include a large part of basic contents; and c) The low level of knowledge of students is justified by a) and b).

QUALITY OF MAKING LESSON PLANS BY SENIOR HIGH SCHOOL TEACHERS IN SIAK REGENCY

2021 ◽  
Author(s):  
Zulhafizh Zulhafizh
Keyword(s):  
High School ◽  
High School Teachers ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Senior High School ◽  
Lesson Plans ◽  
School Teachers ◽  
Descriptive Research ◽  
Research Findings

This study aimed to find out and toanalyze quality of lesson plans by senior high schoolteachers in Siak Regency. The lesson plans designed by teachers of the schools function as aguideline for them to run teaching and learning process at schools. It is a descriptive research. Dataof this study were collected through an instrument filled out by 142 respondents. They were seniorhigh school teachers in Siak regency. Data analysis was presented through descriptive statistics.The research findings revealed that quality of making lesson plans of senior high school teachers inSiak regency belong to the very high category (4.304 or 86.10%). The lesson plans aimed to matchteaching material with predetermined competencies, allocate time effectivelyand efficiently, decidemedia/tools as well as teaching materials, describe learning objectives and in detail, decideassessment techniques in accordance with the demands of the curriculum, organize teachingmaterials based on sequences and groups, decide appropriate teaching methods, design learningprocedures in accordance with competencies required, and decide appropriate references(textbooks, modules, computer program and so forth) to be used. These findings show that makinga lesson plan requires creativity and pedagogical skills. Creativity andmotivation lead to positiveaction in presenting quality, realistic, and concrete lesson plans

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