scholarly journals “Check Your Face(Book) on Page…”: Unpacking the Pedagogical Potentialities of English Teachers’ Wall Posts

2019 ◽  
Vol 13 (1) ◽  
pp. 1
Author(s):  
Al Ryanne Gabonada Gatcho ◽  
Bonjovi Hassan Hajan
Keyword(s):  
High School Teachers ◽  
Student Teacher ◽  
Teaching And Learning ◽  
Quality Education ◽  
Technological Innovations ◽  
Teacher Interaction ◽  
School Teachers ◽  
Human Interactions ◽  
Extra Curricular Activities ◽  
Metro Manila

This research aimed to show an increasingly digitized world where technology continued to revolutionize how human interactions were enacted, so the teachers must transcend educational boundaries to provide quality education that was responsive to the needs of the 21st-century society. This research examined the Facebook wall postings of selected English senior high school teachers in Metro Manila, Philippines. Using thematic analysis, the research investigated and analyzes these Facebook posts (wall posts) to identify whether teachers; (1) could potentially initiate communication (student-teacher interaction, in particular online/via Facebook) and (2) used such social network site for academic/instructional purposes. Main themes identify in the student-teacher interaction are gratitude and appreciation, longing, interest, and status, while those that are recorded in the teachers’ wall posts are announcements, student activity documentation, and extra-curricular activities. The findings of this research help establish the importance of technology integration in the field of teaching and learning English as a second language. Moreover, the research is pivotal in the resurfacing of constructivism in education and the emergence of new communication norms brought about by technological innovations.

scholarly journals Teachers as nightmare readers: Estonian high-school teachers’ experiences and opinions about student-teacher interaction on Facebook

2014 ◽  
Vol 21 ◽  
pp. 35-44
Author(s):  
Maria Murumaa-Mengel ◽  
Andra Siibak
Keyword(s):  
High School ◽  
Social Media ◽  
High School Teachers ◽  
Student Teacher ◽  
Teacher Interaction ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Teachers Experiences ◽  
Ethical Choices ◽  
Group Interviews

This study explored Estonian teachers’ perceptions and practices about student-teacher interaction on Facebook. Four focus group interviews with high-school teachers (n=21) revealed that educators are used to monitoring their students’ posts on Facebook and consider it their role to intervene whenever something inappropriate is posted. Teachers viewed such social media surveillance as a routine and harmless practice which does not violate students’ privacy. The participants of our study do not see any need for formal social media policies to regulate student-teacher interaction on social media, as they consider themselves perfectly capable of making ethical choices in this realm.

Working Toward a Working-Class College: The Long Campaign to Build a Community College in Philadelphia

2014 ◽  
Vol 54 (4) ◽  
pp. 429-464
Author(s):  
Matthew Delmont
Keyword(s):  
High School ◽  
High School Teachers ◽  
Intensive Study ◽  
Life Magazine ◽  
School Teachers ◽  
College Tuition ◽  
American Students ◽  
Extra Curricular Activities ◽  
Academic Records ◽  
Financial Need

In the Fall of 1962, high school seniors Leon Zachery and Deitra Caul submitted applications for the Philadelphia City Scholarship competition. Both students excelled in high school, but both Zachery, whose mother worked in childcare, and Caul, whose mother did clerical work for the Presbyterian Life Magazine, feared that without outside assistance they would not be able to afford college tuition. In the letter supporting his application, Zachery's biology teacher at West Philadelphia high school described him as a “serious young man” who “knows a great deal about various subjects that is not required study… [and] seems to have become well-read from his intensive study.” “He is an exceptional boy [who] I feel should go to college or it would be a dreadful waste,” the teacher concluded. Caul's guidance counselor, William Cannady, offered a similar appraisal. Cannady, one of the first black high school teachers in Philadelphia, noted that Deitra Caul graduated first in her class at Gratz high school and “participated extensively in extra-curricular activities without any loss in academic status.” “It would be tragic,” Cannady wrote, “if Miss Caul had to forgo college because of a lack of finances.” With stellar academic records and demonstrated financial need, Zachery and Caul were among the forty-nine City Scholarship winners in 1962–1963, and the only two African-American students so selected.

scholarly journals Teachers’ professional identity construction on Facebook using the teacher-student interaction perspective

2021 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Nobertus Ribut Santoso ◽  
Marlon Nombrado ◽  
Ma Theresa De Guzman ◽  
Shelly De Vera Yumul ◽  
Raymond M. Mariano
Keyword(s):  
Professional Identity ◽  
Identity Construction ◽  
High School Teachers ◽  
Interpersonal Interaction ◽  
School Teachers ◽  
Role Identities ◽  
Roles And Responsibilities ◽  
Teacher Student ◽  
Interview Guide ◽  
Metro Manila

Teachers’ professional identity is created in the dynamic process of interpersonal interaction. This research aims to investigate how teachers negotiate their interpersonal role identities across physical and digital student-teacher interactions. By employing a descriptive qualitative design, this research used the ethnographic method. An interview guide was designed to seek an in-depth understanding of this phenomenon by gaining insights from ten high school teachers from Metro Manila. After collecting the data, an inductive approach is used to analyse the data. The research reveals that the teachers’ interpersonal identity standards and their appraisal of their interaction with their students on Facebook and their network logic align and are congruent with one another. The teachers’ interaction with their students online and offline is always guided by their perceived roles and responsibilities and their limitations and boundaries as teachers.

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

Problem Solving Within the Mathematics Classroom: Challenges and Recommendations

2021 ◽  
Vol 19 (2) ◽  
pp. 101-111
Author(s):  
Avalloy McCarthy-Curvin ◽  
Camella Buddo ◽  
Lois George
Keyword(s):  
High School ◽  
Problem Solving ◽  
High School Teachers ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
School Teachers ◽  
Is Implementation ◽  
Professional Development For Teachers ◽  
Mathematics Teaching And Learning ◽  
Teaching Learning

This research (the second part of a 2-part study) sought to investigate selected high school teachers’ knowledge and use of a problem solving approach to mathematics teaching and learning. It also examined the challenges that they experienced in implementing this pedagogical approach. A survey research design was used for this research whereby data were collected using a questionnaire with closed- and open-ended items. Thirty-one high school teachers from Jamaica participated in the study. The findings indicated that the teachers generally used a problem solving approach during instruction very regularly and felt extremely competent when using the approach. Some of the most frequently reported challenges included students’ lack of interest and tenacity in solving problems; teachers’ heavy workload; and the time consuming nature of the approach. One key recommendation to address the challenges raised is implementation of professional development for teachers to guide them in effectively incorporating problem solving as a teaching/learning approach in the mathematics classroom.

scholarly journals Revisiting Teachers’ Utilization of Pedagogical Approaches: A Basis to Training Workshop

2020 ◽  
Vol 2 (2) ◽  
pp. 71-77
Author(s):  
Rhoda E. Panganiban
Keyword(s):  
High School Teachers ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Class Discussion ◽  
Effective Teacher ◽  
Training Workshop ◽  
School Teachers ◽  
Effective Teaching Strategies ◽  
New Material ◽  
Pedagogical Approaches

The research study aimed to evaluate the pedagogical approaches used by the senior high school teachers in SHS within Caloocan ES. After the evaluation, the researcher developed a training workshop to enhance the use of these approaches in achieving competitive and equipped millennial learners. Pedagogical approaches and teaching strategies are the main ingredients of becoming an effective teacher. Being an effective teacher means allowing an environment that enable students to learn in the classroom to their best abilities. When different pedagogical approaches practiced in a class discussion a student develop a love for learning and gain new knowledge about what they are studying. It is true that effective teaching strategies also allow students to better understand new material and difficult content (Hill, 2008). Academics and TVLE teachers of SHS within Caloocan ES were the respondents of this study where different approaches evaluated using the Likert Scale. Constructivism, Collaborative, Integrative and Inquiry-Based Approaches utilized by the teachers were evaluated for the researcher to develop a training workshop to enhance the teaching and learning process. It was found out that developing a training workshop enhance the utilization on the use of pedagogical approaches inside the classroom or during the facilitation of classes.

K-12 Teacher Perceptions Regarding the Flipped Classroom Model for Teaching and Learning

2017 ◽  
Vol 45 (3) ◽  
pp. 390-423 ◽  
Author(s):  
Evan Gough ◽  
David DeJong ◽  
Trent Grundmeyer ◽  
Mark Baron
Keyword(s):  
Teacher Perceptions ◽  
High School Teachers ◽  
Middle School Teachers ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
School Teachers ◽  
Teachers Perceptions ◽  
South Central ◽  
K 12

A great deal of evidence can be cited from higher education literature on the effectiveness of the flipped classroom; however, very little research was discovered on the flipped classroom at the K-12 level. This study examined K-12 teachers’ perceptions regarding the flipped classroom and differences in teachers’ perceptions based on grade level and content area taught. A researcher-developed survey instrument was used to collect data from K-12 teachers that utilize a flipped classroom in Southwest and South Central Minnesota. Survey participants totaled 44, which included 27 high school teachers, 15 middle school teachers, and 2 teachers that identified as other. It was found that participants perceived that the flipped classroom creates time for varied instructional techniques, including active learning and higher order thinking, along with increased student-to-teacher interaction. The insights from the study inform teachers in the field about benefits and best practices in regard to the flipped classroom instructional model.

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.

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