A qualitative study of Korean EFL high school students’and teachers' beliefs about grammar learning

2018 ◽  
Vol 11 (2) ◽  
pp. 3-25
Author(s):  
Dongho Kang
Keyword(s):  
High School ◽  
Qualitative Study ◽  
Grammar Learning ◽  
Teachers Beliefs

scholarly journals THE TEACHERS’ AND STUDENTS’ PERCEPTION ON ENGLISH TEXTBOOK “WHEN ENGLISH RINGS THE BELL”

2021 ◽  
Vol 10 (1) ◽  
pp. 1-12
Author(s):  
Syifa Dwi Mutiah ◽  
Albiansyah
Keyword(s):  
High School ◽  
Qualitative Study ◽  
Junior High School ◽  
Structured Interview ◽  
Current Level ◽  
English Teacher ◽  
Research Needs ◽  
Teachers Beliefs ◽  
Teachers And Students ◽  
Book Evaluation

Abstract The purpose of this study is to compare the student's and teacher’s perceptions about their current English textbook they used. This study categorized as a descriptive qualitative study. The population of VIII grade students (45 students) of junior high school was involved in this study and an English teacher of them too. The questionnaire and semi-structured interview were used as the instrument of this research. Besides, the guideline of the interview and questionnaire was from [1]Cunningsworth's (1995) theory which is explained about the book evaluation. The data were analyzed through Google form percentage presentation for the questionnaire while transcription, coding was used for the interview section. The result showed, 75% of students believed that the book they used has good quality. While the rest 25% felt it did not fulfill their expectation and need. Besides, the teachers’ perception supports it with some of the books’ part lacks organization and employed too many vocabularies. Whereas the students felt their current level was not suitable with the teachers’ beliefs, but the teacher believed that it was appropriate with the students’ level. So, there were few different perceptions between them.  However, the teacher believed that her role in helping students with textbook usage could help the main point of students’ need due to the teacher has lack of knowledge and awareness to do coursebook evaluation. Therefore, further research needs to be done to make this study more comprehensive.    

Gender Non-traditional High School Study: Reasons for Choice and Evaluation of Experience

2017 ◽  
Vol 7 (3) ◽  
pp. 46-66
Author(s):  
Irena Smetáčková ◽  
Petr Pavlík
Keyword(s):  
High School ◽  
Qualitative Study ◽  
Secondary School ◽  
Thematic Analysis ◽  
Peer Groups ◽  
Male Students ◽  
School Program ◽  
School Study ◽  
Qualitative Thematic Analysis ◽  
Opposite Sex

Career choices of most pupils at the end of the primary school conform to gender norms. Only a few of them continue to study in a field traditionally considered appropriate for the opposite sex. The qualitative study presented here maps the reasons for such choices based on a sample of 25 female and 31 male students who study gender-atypical secondary school program for one to three years. The data were collected using a questionnaire with open-ended items and analysed using the qualitative thematic analysis. The results revealed that the reasons for school choices of boys and girls differ to certain extent. Their situation also differs with respect to the support they receive from their close ones and the acceptance by their classmates. The parents of girls disapproved of their choices more often than the parents of boys. Girls were also ridiculed more frequently by their peer groups.

Visualizing chemistry teachers’ enacted assessment design practices to better understand barriers to “best practices”

2021 ◽  
Author(s):  
Adam G. L. Schafer ◽  
Victoria M. Borland ◽  
Ellen J. Yezierski
Keyword(s):  
High School ◽  
Best Practices ◽  
Formative Assessments ◽  
Learning Goals ◽  
Specific Method ◽  
High School Chemistry ◽  
Chemistry Teachers ◽  
Assessment Design ◽  
Teachers Beliefs ◽  
Representational Level

Even when chemistry teachers’ beliefs about assessment design align with literature-cited best practices, barriers can prevent teachers from enacting those beliefs when developing day-to-day assessments. In this paper, the relationship between high school chemistry teachers’ self-generated “best practices” for developing formative assessments and the assessments they implement in their courses are examined. Results from a detailed evaluation of several high school chemistry formative assessments, learning goals, and learning activities reveal that assessment items are often developed to require well-articulated tasks but lack either alignment regarding representational level or employ only one representational level for nearly all assessment items. Implications for the development of a chemistry-specific method for evaluating alignment are presented as well as implications for high school chemistry assessment design.

scholarly journals Developing the Instrument of Non-Cognitive Skill Assessment for Science at Junior High School Grade VII: A Conceptual Review

2020 ◽  
Author(s):  
Widha Nur Agastya ◽  
Dinny Devi Triana ◽  
Herwindo Haribowo
Keyword(s):  
High School ◽  
Qualitative Study ◽  
Junior High School ◽  
Cognitive Skills ◽  
Junior High ◽  
Cognitive Skill ◽  
Skill Assessment ◽  
School Grade ◽  
High School Grade ◽  
Individual Character

This research is a qualitative study based on the previous research, which will, apply and adapt the earlier findings to Indonesia’s education system. The particular focus of this study is the non-cognitive skills needed for the study of science subjects at junior high school grade VII, namely: accurateness; perseverance; conscientiousness; responsibility; critical thinking; innovation; open mindedness; sensitivity; empathy; and environmental awareness. This is based on non-cognitive skill construction involving: individual character; emotion; habit; and process. Those aspects can be developed into the syllabus and lesson plans, both evaluating and developing the students’ non-cognitive skills. Keywords: developing instrument, cognitive skill, non-cognitive skill, science, junior high school

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