scholarly journals Intense Teaching Schedule in Israeli Teachers

2021 ◽  
Vol 8 (3) ◽  
pp. 329-348
Author(s):  
Yaffa Buskila ◽  
Tamar Chen-Levi
Keyword(s):  
High School ◽  
Middle School ◽  
High Schools ◽  
Middle Schools ◽  
Primary School ◽  
Middle School Teachers ◽  
Primary Schools ◽  
School Teachers ◽  
The Third ◽  
Student Achievements

The teaching profession is highly stressful. Stress is a negative phenomenon that develops under conditions of uncontrollable, prolonged and increased pressure. In this study, our goal is (a) to investigate teachers' perception of the sources of stress in school in light of the neoliberal reforms and (b) to compare these sources of stress in primary school, middle school and high school teachers. We hypothesize that the demands and the workload to improve scores in standardized tests, increase the need of teachers to take work home. Therefore, home demands may conflict with school demands. Furthermore, the greatest pressure is on elementary and middle school teachers: Early efforts to improve student achievements in the lower grades would result in better-prepared students in high schools. Data about the sources of stress is based on a previous study of Buskila, Buskila, Giris and Ablin (2019) that investigated the connection between the effects of stress on teachers on somatic syndromes. Three hundred and twenty-one public school teachers working in the Ministry of Education (MOE) in Israel participated in the study. Findings of the mean of the entire samples revealed that the highest level of stress was caused by intense teaching schedule with insufficient breaks. The second cause was related to the composition of the students in the class, and the third was home demands conflicting with school demands. In the middle schools, the highest levels of stress are caused by school principals (M=5.98, SD=3.09) and second is in high school (M=5.00, SD=3.33). The highest level of stress caused by the superintendent is on primary school teachers (M=3.97, SD=3.33) and the second are the middle school teachers (M=3.79, SD = 2.95). The lowest stress level was in high school (M=2.68, SD=2.83). Three significance differences of stress were found among primary, middle, and high schools: The school principal is the highest source of pressure in the middle schools (P=.034), and the superintendent causes the highest level of stress in primary schools (P=.006). The third cause was in high school, related to physical school conditions (p=.002). These results are relevant to teachers, educators, and policy makers involved in planning and managing educational strategies and teachers’ schedules. Identifying and preventing the sources of stress can facilitate better teaching conditions, and a more effective and efficient atmosphere in school. Keywords: Stress at school, teachers' stress, causes of stress in school

scholarly journals PERCEPTIONS OF PRIMARY AND HIGH SCHOOL TEACHERS ON THE USE OF MOTHER TONGUE IN EFL CLASSES

2021 ◽  
Author(s):  
Dilek Durukan ◽  
Ayhan Kahraman
Keyword(s):  
High School ◽  
Foreign Language ◽  
Primary School ◽  
High School Teachers ◽  
Primary Schools ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Mother Tongue ◽  
Structured Interviews ◽  
School Teachers

Whether the mother tongue (L1) should be included or excluded in foreign language classes has been debated by researchers and there is no consensus on this controversial issue.   However, most of the studies are conducted on the tertiary level, and there is very few on the primary & secondary levels.  Therefore, this study explores the perspectives of English teachers working in primary schools in comparison to high schools affiliated with national education. It also investigates for which language skills both of those groups find the use of mother tongue (Turkish) relatively effective and their justification behind the use of L1 in their classes in which English is taught as a foreign language. A total of 30 primary and 30 high school teachers working in Usak participated the study voluntarily. The study has employed mixed-method and   data was collected through a questionnaire developed by Kuru and Tekin (2019). Moreover, semi structured interviews were conducted to obtain qualitative data with randomly selected primary school (8) and high school teachers (8). By means of SPSS, descriptive statistics were conducted and qualitative data were analyzed thematically. Findings of the quantitative data indicated that majority of both primary and high school teachers support the use of mother tongue in EFL classes. Additionally, there is no significance difference between the perceptions of primary school and high school teachers regarding the use of L1. Finally, results of the qualitative data advocate the findings of the quantitative data.

Do You Understand Your Algorithms?

2006 ◽  
Vol 12 (1) ◽  
pp. 42-47
Author(s):  
Jamar Pickreign ◽  
Robert Rogers
Keyword(s):  
High School ◽  
Middle School ◽  
Middle School Students ◽  
School Districts ◽  
Middle School Teachers ◽  
Algebraic Thinking ◽  
Computational Algorithms ◽  
Successful Completion ◽  
School Teachers ◽  
School Students

Because an increasing number OF school districts requires the successful completion of an algebra course to graduate from high school, many middle school teachers are beginning to focus more attention on introducing algebraic thinking to their students (NCTM 2003). Consequently, it becomes important to consider ways to ensure that these experiences are meaningful and connected to arithmetical experiences from the earlier grades. We believe that presenting middle school students with activities that involve exploring computational algorithms—how and why they work—can contribute to the development and promotion of algebraic thinking.

scholarly journals Prevalence of thinness cases and dietary diversity among learners of various education stages in Taif region, Saudi Arabia

2020 ◽  
Vol 20 (07) ◽  
pp. 17081-17094
Author(s):  
R Sami ◽  
◽  
C Bushnaq ◽  
K Radhi ◽  
N Benajiba ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Physical Exercise ◽  
University Students ◽  
Primary School ◽  
Primary Schools ◽  
Dietary Diversity ◽  
School Students ◽  
Meal Skipping

Monitoring nutritional status during infancy, childhood, and adulthood is essential because good quality diet during growth is vital to cover the cognitive and physical demands, supply enough energy stores for illnesses and pregnancy and avoid adult nutrition-associated diseases.Thinness cases and lack of dietary diversity among learners in various education stages are common nutritional problems. A cross-sectional survey was carried out for the assessments of thinness cases and dietary diversity among the learners in various education stages in Taif Region, Saudi Arabiain August, 2020. A total of randomly selected 1602 respondents who fulfilled the exclusion and inclusion criteria (n=364 primary schools, n=410 middle schools, n=321 high schools, and n=507 university students) were examined and efficiently completed the survey. The survey comprised of socio-demographic characteristics,questions about health problems, adequate dietary diversity, habits, food item consumption, and nutritional knowledge test based on the student's theory and behaviors. The prevalence of thinness status among university students was very obvious (22%) and found to be mild followed by moderate (11%) and (0.4%) severely thin. The prevalence of severe thinness was the highest among primary school participants (28%). The prevalence of moderate thinness was reported slightly similar among middle and high school participants (29% and 32%,respectively). The highest prevalence of thinness cases was found in students from rural areas, while the lowest values were observed in those from urban areas. Students from large family size were more likely to be thin as compared to students from small size families. Students whose mothers were illiterate or had low formal education were more likely to be thin compared to those students whose mothers had completed university education or above. Further, 78% of primary school students reported meal skipping due to lack of appetite, while shape maintaining for the meal was accounted for 50% for middle school students as the main reason for the meal skipping. Snacking was also reported to be at a high rate among primary and high school students as 76% and 83% of the students mentioned having snacks, respectively. A higher frequency of light physical exercise was established for primary school pupils(81%), while university students reported (34%) as moderate. Almost all students had a low level of eating cereals,fruits and vegetables, while high schools and university students had a high-level consumption of fruits, animal-based foods and nutritional supplements. High school students had an excellent score 37% for nutrition knowledge.Education stage of learners was found to have direct influence on thinness, dietary diversity and food consumption frequency of the respondents.Consequently, nutritional education may positively affect the whole student's ability for good diet choices in the way to ensure a healthier status.The knowledge of nutrition education combined with physical exercise programmers may contribute to strengthening of the healthy eating messages at the various education stages.

Educational Technology for Elementary and Middle Schools

1988 ◽  
Vol 16 (4) ◽  
pp. 299-314
Author(s):  
Ruth Irene Hoffman
Keyword(s):  
Middle School ◽  
Educational Technology ◽  
Middle Schools ◽  
Middle School Teachers ◽  
Computer Literacy ◽  
Mathematics Curriculum ◽  
Classroom Teaching ◽  
School Teachers ◽  
The Past ◽  
Work Done

The Mathematics programs in elementary and middle schools are unchanged in the past fifty years. The content itself needs to be updated; teachers need to experience inservice programs for incorporating computers, models, and calculators into their classrooms. This article summarizes the work done in two projects funded by NSF.* The first revised the K-6 mathematics curriculum and also revised the computer “literacy” program. The second project was an institute for forty middle school teachers to incorporate computers, calculators, and models into their classroom teaching. The entire institute (sixty hours) was videotaped and every attendee was given an edited two hour version to use when they in turn conduct inservice programs in their districts.

scholarly journals JUUL in School: Teacher and Administrator Awareness and Policies of E-Cigarettes and JUUL in U.S. Middle and High Schools

2019 ◽  
Vol 21 (1) ◽  
pp. 20-24 ◽  
Author(s):  
Barbara A. Schillo ◽  
Alison F. Cuccia ◽  
Minal Patel ◽  
Bethany Simard ◽  
Emily M. Donovan ◽  
...  
Keyword(s):  
High School ◽  
Middle School ◽  
Middle School Students ◽  
High School Teachers ◽  
Middle School Teachers ◽  
School Teacher ◽  
The United States ◽  
Cigarette Use ◽  
School Teachers ◽  
School Students

Electronic cigarette (e-cigarette) use, including JUUL, has risen to epidemic levels among high school and middle school students in the United States. Schools serve as a key environment for prevention and intervention efforts to address e-cigarette use, yet little is known about the awareness of and response to e-cigarettes in schools. This national survey of middle and high school teachers and administrators ( n = 1,420) measured JUUL awareness, e-cigarette policies, and barriers to enforcement in schools. While two thirds of respondents had heard of a product called JUUL (67.6%), less than half accurately identified a photo of a JUUL as a vaping device/e-cigarette (47.3%). Awareness of JUUL (80.9%) was higher among high school teachers (83.3%) than among middle school teachers (78.3%). A large majority of respondents reported that their school had an e-cigarette policy (82.9%), but less than half of the sample worked in a school with a policy that specifically included JUUL (43.4%). Those working in a school with an e-cigarette policy in place noted that e-cigarettes’ discreet appearance (65.6%) and difficulties in identifying origin of vapor or scent (46.1%) made the policy difficult to enforce. Efforts to increase middle and high school staff awareness of the ever-evolving e-cigarette market are essential to help prevent youth use. Adoption and enforcement of policies will be critical to ensure that schools remain tobacco-free spaces.

Project MICRO: Science Excitement in Middle Schools

2012 ◽  
Vol 20 (3) ◽  
pp. 42-44 ◽  
Author(s):  
Caroline Schooley
Keyword(s):  
High School ◽  
Young People ◽  
Middle Schools ◽  
Middle School Teachers ◽  
Outreach Program ◽  
School Teachers ◽  
Curriculum Research ◽  
Important Time ◽  
Science Classes ◽  
Additional Exposure

MICRO, an acronym for Microscopy In Curriculum—Research Outreach, is the outreach program for middle schools sponsored by the Microscopy Society of America (MSA). Middle schools are the battleground for minds of young people because this is an important time for students to make decisions about whether to take science classes in high school. Unfortunately, the majority of middle school teachers are not adequately prepared to teach science; therefore, additional exposure to science may encourage students' interest.

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