National Science Foundation: ACADEMIC YEAR INSTITUTES FOR SECONDARY SCHOOL TEACHERS OF SCIENCE AND MATHEMATICS, 1968-69

1967 ◽  
Vol 67 (9) ◽  
pp. 825-831
Keyword(s):  
Secondary School ◽  
National Science Foundation ◽  
Secondary School Teachers ◽  
School Teachers ◽  
National Science ◽  
And Mathematics ◽  
Academic Year

Notes from the Washington Office: National Science Foundation announces thirty-two Academic-Year Institutes for high school teachers of science and mathematics

1958 ◽  
Vol 51 (8) ◽  
pp. 624-625
Author(s):  
M. H. Ahrendt
Keyword(s):  
High School ◽  
High School Teachers ◽  
National Science Foundation ◽  
School Science ◽  
High School Science ◽  
School Teachers ◽  
National Science ◽  
And Mathematics ◽  
Science And Mathematics Teachers ◽  
Academic Year

The National Science Foundation announced today the award of grants totaling over $8,600,000 to 32 colleges and universities in support of Academic-Year Institutes designed to help high school science and mathematics teachers improve their subject-matter knowledge.

scholarly journals Assessment of intercultural competence of vocational teachers in Croatia

2015 ◽  
Vol 21 (4) ◽  
pp. 37-51
Author(s):  
Višnja Rajić ◽  
Tomislav Rajić
Keyword(s):  
Secondary School ◽  
Intercultural Competence ◽  
Secondary School Teachers ◽  
Vocational Teachers ◽  
School Teachers ◽  
Self Assessment ◽  
New Era ◽  
Significant Difference ◽  
The Republic ◽  
Academic Year

Due to the changes in society and the new era of “super-diversity” (Vertovec, 2007) in European countries, intercultural competence is gaining importance both in everyday life situations and teacher training. In the academic year of 2014/2105, a research was conducted on a sample of 136 prospective secondary school teachers undergoing their pedagogical-didactical-methodological training in different universities in the Republic of Croatia. The tool that was employed in the self-assessment of intercultural competence was called Recognising intercultural competence: What shows that I am interculturally competent? The results showed that the examinees perceive their intercultural competence quite high; attitudes (M = 4,09); skills (M = 4,12); knowledge (M = 4,02). There is no significant difference between the perceived dimensions (p = ,282). Further research is recommended to better understand the insights about the examinees’ understanding of intercultural competence.

scholarly journals Założenia i cele Projektu „Krok w przedsiębiorczość” dla nauczycieli szkół ponadgimnazjalnych

2011 ◽  
Vol 7 ◽  
pp. 308-320
Author(s):  
Sławomir Dorocki ◽  
Wioletta Kilar ◽  
Tomasz Rachwał
Keyword(s):  
Secondary School ◽  
Training Program ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Entrepreneurial Attitudes ◽  
Mathematics Competence ◽  
Innovative Program ◽  
Upper Secondary ◽  
And Mathematics ◽  
Upper Secondary Schools

This article presents the rationale and purpose of the Project “Step in entrepreneurship” to the secondary school teachers. The main objective of the project is to design and pilot testing of implementation (in Małopolska and Podkarpackie voivodeships) an innovative program of development of entrepreneurial attitudes, IT and mathematics competence in upper secondary schools. The developed training program is based on the concept of creating a virtual company by the students. It is located on the Open Educational Platform created specifically for the Project and the students compete on the virtual market.

scholarly journals Connecting Biology and Mathematics: First Prepare the Teachers

2010 ◽  
Vol 9 (3) ◽  
pp. 196-200 ◽  
Author(s):  
Andrej Šorgo
Keyword(s):  
Secondary School ◽  
Content Knowledge ◽  
Secondary School Teachers ◽  
Educational Process ◽  
School Teachers ◽  
Starting Point ◽  
Pedagogical Models ◽  
And Mathematics ◽  
Science Disciplines

Developing the connection between biology and mathematics is one of the most important ways to shift the paradigms of both established science disciplines. However, adding some mathematic content to biology or biology content to mathematics is not enough but must be accompanied by development of suitable pedagogical models. I propose a model of pedagogical mathematical biological content knowledge as a feasible starting point for connecting biology and mathematics in schools and universities. The process of connecting these disciplines should start as early as possible in the educational process, in order to produce prepared minds that will be able to combine both disciplines at graduate and postgraduate levels of study. Because teachers are a crucial factor in introducing innovations in education, the first step toward such a goal should be the education of prospective and practicing elementary and secondary school teachers.

Immigrant Pupils and Intercultural Teaching Competencies

2020 ◽  
pp. 001312452092626
Author(s):  
José María Fernández Batanero ◽  
Antonio Hernández Fernández ◽  
María Jesús Colmenero Ruiz
Keyword(s):  
Secondary School ◽  
Education System ◽  
Secondary School Teachers ◽  
Research Model ◽  
School Teachers ◽  
Teaching Competencies ◽  
Descriptive Research ◽  
High Level ◽  
Academic Year ◽  
Depth Interviews

Over recent years, the existence of foreign pupils in Spain has generated new multicultural spaces in classrooms and an education system, which must provide equality and fairness to all pupils. In Andalusia, the number of foreign pupils registered for the academic year 2015–2016 was 89.893. In this sense, the aim is to know the perceptions of secondary school teachers in Andalusia regarding what additional competencies teachers of immigrant pupils should have. Thus, we use a descriptive research model, where the approach for the collection and analysis of data is mixed, that is, qualitative (in-depth interviews) and quantitative (questionnaires) techniques are used. To validate the content, the “Expert Judgement” technique was used, using a process of selection, named “K coefficient.” The results show that these teachers have a high level of awareness and strong attitudinal skills. However, they are clearly limited in terms of knowledge, which leads to a greater lack of abilities and skills.

scholarly journals The Metaphors of Secondary School Teachers Towards the Concept of “Multiculturalism”

2018 ◽  
Vol 6 (5) ◽  
pp. 179 ◽  
Author(s):  
Emine Karasu Avcı ◽  
Melike Faiz
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Teachers ◽  
Descriptive Analysis ◽  
Research Data ◽  
Study Group ◽  
Jigsaw Puzzle ◽  
School Teachers ◽  
Phenomenological Design ◽  
Academic Year

In this research, it is aimed to reveal the perceptions which teachers from various branches and performing duty in secondary schools have, concerning the concept of multiculturalism, through metaphors. As one of the qualitative research methods, phenomenological design has been used in the research. The study group of the research is composed of 70 teachers who worked in the secondary schools located in Kastamonu Province and its districts in the academic year 2016-2017, and voluntarily accepted to participate in the research. Within the scope of the research, data has been obtained by asking teachers to complete the statement: Multiculturalism is like …; because …. The collected data has been analyzed by means of descriptive analysis. In the research, it has been concluded that teachers generally have positive perceptions related to the multiculturalism concept. Teachers consider the concept of multiculturalism mostly as a sense embracing differences and riches, with the metaphors which they have already enhanced. Besides, in the research, a negative result regarding multiculturalism as a divisive factor has been also received. As for the metaphors that the teachers have mainly developed, these are the metaphors of rainbow, forest, riches, jigsaw puzzle, food, garden, Noah’s pudding, synthesis and change.

scholarly journals Anti-fat bias in secondary school teachers: Are physical education teachers more biased than mathematics teachers?

2020 ◽  
Vol 27 (1) ◽  
pp. 168-184 ◽  
Author(s):  
José Carmona-Márquez ◽  
Ángela Sierra-Robles ◽  
Manuel Sánchez-García ◽  
Pilar García-Rodríguez ◽  
Alicia Muñoz-Silva ◽  
...  
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Mathematics Teachers ◽  
Secondary School Teachers ◽  
Physical Education Teachers ◽  
School Teachers ◽  
School Students ◽  
Implicit Stereotypes ◽  
Adolescent Sample ◽  
And Mathematics

It has been suggested that physical education (PE) teachers hold strong anti-fat attitudes and that these can have an impact on the health of their students. In this study, we compare the attitudes and stereotypes towards obesity of PE teachers with those of their colleagues who teach mathematics. In addition, we evaluated the association between the teachers’ anti-fat biases and the level of physical activity (PA) of their students. The sample consisted of 81 PE teachers and 75 mathematics teachers. The adolescent sample consisted of 1792 secondary school students. The assessment of attitudes and stereotypes was conducted with the Implicit Association Test and the Anti-Fat Attitudes questionnaire. The PA level of the adolescents was determined by a self-administered instrument. PE and mathematics teachers showed similar biases, except for the automatic obesity–laziness association, which was stronger for PE teachers than for mathematics teachers. These distinctive implicit stereotypes of PE teachers were also significant predictors of the lack of PA in adolescents. We recommend the use of interventions aimed at reducing non-traditional forms of prejudice in teachers.

Sign in / Sign up

Export Citation Format

Share Document