scholarly journals Base Pair: High school teacher professional development creates generational science education impact

2012 ◽  
Vol 26 (S1) ◽  
Author(s):  
Robin William Rockhold ◽  
Donna Sullivan ◽  
Olga McDaniel
Keyword(s):  
Professional Development ◽  
High School ◽  
Science Education ◽  
Teacher Professional Development ◽  
Base Pair ◽  
School Teacher ◽  
High School Teacher ◽  
Teacher Professional

scholarly journals Middle and High School Teacher Professional Development

2020 ◽  
Author(s):  
Keith Schimmel ◽  
Muktha Jost ◽  
Tyrette Carter ◽  
Shawn Watlington ◽  
Terrie McManus ◽  
...  
Keyword(s):  
Professional Development ◽  
High School ◽  
Teacher Professional Development ◽  
School Teacher ◽  
High School Teacher ◽  
Teacher Professional

scholarly journals Teacher Professional Development and Appraisal

2015 ◽  
Vol 2 (2) ◽  
pp. 146-152
Author(s):  
Kushtarbek Kimshanov ◽  
Totukan Dyikanbaeva
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
School Teacher ◽  
High Standard ◽  
Teacher Appraisal ◽  
International Literature ◽  
Muslim Society ◽  
Teacher Professional ◽  
And Training

Abstract The paper is based on analysis of international literature on school teacher appraisal and professional development.  Teacher appraisal is a very important area of study, and traditionally it has been quite a contested field as well.  Teachers used to feel tension and anxiety due to unfair teacher appraisal, and they often reacted to teacher appraisal with resentment and nervousness.  Historically, teacher teacher appraisal was aimed to inform the issues and training considerations in education during the decades of the seventies and was establish to exercise greater accountability to maintain a high standard in education. However, eventually the developmental purpose had been emphasized. This paper presents rich literature on teacher appraisal and teacher development concepts. Abstrak Artikel ini berdasarkan analisis literatur internasional pada penilaian guru sekolah dan pengembangan profesional. Penilaian guru merupakan bidang kajian yang sangat penting, dan sudah menjadi bidang kajian yang cukup sering diperdebatkan. Guru kerap merasa tegang dan cemas dikarenakan penilaian guru yang tidak adil, dan mereka sering bereaksi terhadap penilaian guru dengan kekesalan dan gugup. Dalam sejarahnya, penilaian guru bertujuan untuk memberitahukan isu-isu dan pertimbangan pelatihan dalam pendidikan selama dekade tujuh puluhan dan telah dibentuk untuk melatih akuntabilitas yang lebih baik untuk mengatasi standar pendidikan yang tinggi. Namun, akhirnya tujuan pengembangan telah ditekankan. Artikel ini memberikan beragam informasi tentang penilaian guru dan konsep pengembangan guru. How to Cite : Kimshanov, K. Dyikanbaeva, T. (2015). Teacher Professional Development and Appraisal. TARBIYA: Journal Of Education In Muslim Society, 2(2), 146-152. doi:10.15408/tjems.v2i2.2802. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i2.2802

scholarly journals Engaging High School Students in an Engineering Thermodynamics Project

2015 ◽  
Vol 5 (1) ◽  
pp. 12 ◽  
Author(s):  
Armando Paulino Preciado Babb ◽  
Candace Saar ◽  
Jim Brandon ◽  
Sharon Friesen
Keyword(s):  
Professional Development ◽  
High School ◽  
High School Students ◽  
Teacher Professional Development ◽  
Science Teachers ◽  
School Level ◽  
Engineering Project ◽  
Teacher Professional ◽  
K 12 ◽  
Mathematics And Science

Efforts for recruiting and retaining students in engineering programs are evident in many postsecondary institutions around the world. These efforts include outreach programs at both elementary and secondary school level, as well as projects that develop capacities beyond technical content—often taught as declarative and procedural knowledge. The mandate of the Galileo Education Network Association includes the design of rich learning environments engaging K – 12 students in authentic tasks: tasks that resemble the real work of professionals such as engineers. We describe the experience of enacting a seven-session engineering project in thermodynamics with Grade Ten students. Special attention is paid to formative assessment as an essential support for students' learning along the project. The initial project resulted from the collaboration—as a means for teacher professional development—between this network association and the mathematics and science teachers in a western Canadian high school. We propose that programs for teacher professional development in mathematics and science should include a focus on tasks that resemble the work of engineering in order to design authentic, engaging learning tasks, and assessing strategies that support and enhance student learning.

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