scholarly journals Teaching Mathematics at High School: A Comparison of Public and Private School Teachers’ Practices

2018 ◽  
Vol III (IV) ◽  
pp. 127-141
Author(s):  
Gulnaz Hameed ◽  
Intzar Hussain Butt
Keyword(s):  
High School ◽  
Public Schools ◽  
Public School ◽  
Private School ◽  
Teaching Practices ◽  
School Teacher ◽  
Public High School ◽  
Public School Teachers ◽  
School Teachers ◽  
Text Book

This paper compares the mathematics teaching practices of private and public high school teachers in Punjab. Two hundred public and 180 private school teachers were selected by using random sampling technique from district Sahiwal. The quantitative data was collected by using a Likert type 58 questionnaire items. The questionnaire consisted of six parts: mathematic teaching practices, mathematic effective students’ instruction, mathematic resources availability, use of mathematic resources, use of instructional techniques and evaluation techniques used by the teachers. The study indicated that private school teacher teach in cooperative environment, individual concentration, small group discussion and encourage students in mathematic classrooms as compared to public school teachers. They write equations to represent concept and then engage students in problem solving and practice computational skill as compared to public school teachers. Public school teachers highly believe that text book is primary instructional tool for teaching. They practice difficult problem by drill in their classes. Although Public school teachers are well trained, qualified and experienced yet they emphasize rote learning which is a big hurdle in conceptual understanding. Provision of material resources in public schools is high. Mathematic curriculum document, manipulative, measuring devices, and spreadsheets, worksheet calculators, teacher guide and computers as teaching resources are available in public schools. Whereas, helping books and calculators’ availability is better in private schools.

scholarly journals Job Satisfaction Among Public and Private School Teachers

2015 ◽  
Vol 1 (1) ◽  
pp. 1-13
Author(s):  
Maher Bano ◽  
Syeda Kaniz Fatima Haider ◽  
Alay Ahmad
Keyword(s):  
Job Satisfaction ◽  
Public Schools ◽  
Public School ◽  
Private Schools ◽  
Private School ◽  
Sampling Technique ◽  
Public School Teachers ◽  
School Teachers ◽  
Female Teachers ◽  
Significant Difference

This paper compares job satisfaction of private and public school teachers in Peshawar. Sample comprised of sixty (N=60) teachers of both genders ranging in age from 25-50 years. Thirty (n=30) were public school teachers including fifteen (n=15 male) and fifteen (n=15) female teachers, thirty (n=30) private school teachers they included fifteen (n=15) male and fifteen (n=15) female teachers. The data was collected through non-probability sampling technique from Mardan city of Khyber Pakhtunkhwa. A questionnaire was constructed for the purpose of measuring Job satisfaction for teachers. The alpha reliability coefficient was significantly high, thus ensuring the reliability of the scale. The results showed that public teachers are more satisfied with their job as compared to teachers working in private schools. It was further revealed that there was no significant difference between male and female teachers working in public schools and private schools.

Student Bullying in Kuwait Public Schools: How School Administrators and Teachers React

2019 ◽  
Vol 29 (3) ◽  
pp. 293-308
Author(s):  
Salem S. Alhajeri ◽  
Abdulaziz S. Alenezi
Keyword(s):  
High School ◽  
Public Schools ◽  
Public School ◽  
Middle Schools ◽  
High School Teachers ◽  
Significant Relationship ◽  
School Administrators ◽  
Public School Teachers ◽  
School Teachers ◽  
Future Studies

This study aimed to investigate how public school teachers perceive student bullying and how they perceive their own as well as school administrators’ efforts to protect students from bullying. A total of 238 elementary, middle, and high school teachers responded to 18 questions. The study found that student bullying exists in Kuwait public schools, it is more widespread in boys’ schools, and it occurs more in middle schools. Further, the study found a significant relationship between student bullying and school administrators’ efforts to protect students from bullying. A discussion of these results and relevant recommendations for future studies are included.

scholarly journals Assessing intrinsic and extrinsic motivational orientations between the public and the private high school teachers toward teaching as profession in Jordan

2021 ◽  
pp. 1807-1812
Author(s):  
Mohammed Eldahamsheh ◽  
Ali Dahamsheh ◽  
Khaled Alsalaiteh ◽  
Muneer Jaradat
Keyword(s):  
High School ◽  
Public School ◽  
High School Teachers ◽  
Private School ◽  
Public School Teachers ◽  
School Teachers ◽  
Motivational Orientations ◽  
The Public ◽  
Private High School ◽  
Better Than

The aim of this research paper is to assess intrinsic and extrinsic motivational orientations between the public and the private sector for high school teachers toward teaching as a profession. A sample of teachers were chosen from the public and the private school in Jordan (N=204). Four hypotheses were tested using independent-samples T-test, the result shows that private school teachers were more motivated by extrinsic compensation motives and extrinsic outward motives, while public school teachers were more motivated by intrinsic challenge motives and intrinsic enjoyment motives. The authors found out that private school teachers perceived themselves motivated by money and rewards, to be better than their colleagues in doing their job and need to have a recognition for their performance at their work. Public school teachers perceived themselves as enjoying tackling new problems and solving complex and difficult problems and considered their job as very important to them.

Pronouns and Preferred Names: When Public School Teachers’ Religious Beliefs Conflict With School Directives

2020 ◽  
pp. 0013189X2094319
Author(s):  
Suzanne E. Eckes
Keyword(s):  
Public School ◽  
Religious Beliefs ◽  
School Teacher ◽  
Policy Implications ◽  
Public School Teachers ◽  
School Teachers ◽  
Public School Teacher ◽  
Important Policy ◽  
Transgender Students ◽  
K 12

A 2020 lawsuit involves a public school teacher who refused to address transgender students by their preferred names because of his religious beliefs. This case is particularly significant because it is the first K–12 decision that analyzes this matter. This issue has important policy implications for schools and students.

Missing Elements in the Discussion of Teacher Shortages

2016 ◽  
Vol 45 (8) ◽  
pp. 460-462 ◽  
Author(s):  
James Cowan ◽  
Dan Goldhaber ◽  
Kyle Hayes ◽  
Roddy Theobald
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Public School ◽  
Teacher Candidates ◽  
Public Policies ◽  
Public School Teachers ◽  
School Teachers ◽  
Teacher Shortages ◽  
Considerable Evidence

Though policymakers are increasingly concerned about teacher shortages in U.S. public schools, the national discussion does not reflect historical patterns of the supply of and demand for newly minted teachers. Specifically, the production of teacher candidates has increased steadily since the mid-1980s, and only about half of graduating teacher candidates are hired as public school teachers in a typical year. That said, there is considerable evidence of teacher shortages in specific subjects (e.g., STEM and special education) and specific types of schools (e.g., disadvantaged). We therefore discuss public policies that contribute to these specific shortages and potential solutions.

The Dying of the Light

2017 ◽  
pp. 85-102
Author(s):  
Westry Whitaker
Keyword(s):  
Information Technology ◽  
Public Schools ◽  
Public School ◽  
Public Education ◽  
Public School Teachers ◽  
School Teachers ◽  
Critical Awareness ◽  
The Social ◽  
Cultural Implications ◽  
A Site

These are dangerous times (Giroux, 2010, 2015). In this chapter, the author illuminates and explores the founders' complex and often contradictory perspectives on public education and democracy itself and their relevance to technologically-mediated educational discourses. This chapter demonstrates the importance of re-politicizing and historicizing public education with particular emphasis on defending public schools, public school teachers and the very concept of public education as a site of democratic solidarity. The author approaches this topic with attention to the corporatized war on education waged by wayward conservatives and centrist democrats. The author explores these battle lines while juxtaposing their stance and value for public education with that of the nation's founders. The author expands upon this contrast by drawing critical awareness to the social, political, and cultural implications of information technology and the use of digital spaces to project our voices and faces loudly and vividly into the bedrooms of people never met.

Educação na Época das Incertezas: Como Professores da Educação Básica de Campo Grande se Posicionam

2017 ◽  
Vol 18 (3) ◽  
pp. 215
Author(s):  
Antonio Sales ◽  
Clodoaldo Almeida dos Santos ◽  
Fausto Luiz de França Neto ◽  
Anderson Martins Corrêa
Keyword(s):  
Qualitative Research ◽  
Public School ◽  
Teaching Practices ◽  
Ethical Dilemmas ◽  
Public School Teachers ◽  
School Teachers ◽  
Contemporary Context

O presente trabalho é resultado parcial de um projeto mais amplo, que pretende investigar os dilemas éticos do professor da Rede Pública de Ensino de Campo Grande, MS. Como primeira aproximação se buscou investigar os conflitos vividos no exercício da profissão levando em conta que se está vivendo em uma era de incertezas. A análise tomou por base os pressupostos de Zigmunt Bauman, que considera esta época como dotada de fluidez e ambiguidade. A pesquisa se caracteriza como qualitativa descritiva e os dados foram obtidos por entrevista. A análise aponta para certo grau de sofrimento nos professores de Exatas e a dificuldade deles em lidar com as incertezas e o que consideram falta de interesse por parte dos alunos.Palavras-chave: Ética. Pós-Modernidade. Práticas Docentes.AbstractThis paper is a partial outcome from a more comprehensive project whose goal is to investigate ethical dilemmas of public school teachers from Campo Grande, MS. As first step, the conflicts were investigated that appear during teaching job, considering that we have been living in times of of uncertainty. The research was based on Zigmunt Bauman’s approach, that considers contemporary context provided with ambiguous and fluid thoughts. The present work is a descriptive and qualitative research and data were collected by means of interview. The results have shown the existence of a degree of teachers’ suffering and the difficulty they find about dealing with uncertainty and what they consider lack of interest by their students.Keywords: Ethics. Postmodernity. Teaching Practices.

Education's Missing Link: How Private School Teachers Approach Evolution

2010 ◽  
Vol 72 (2) ◽  
pp. 91-94 ◽  
Author(s):  
Michael W. Schulteis
Keyword(s):  
Science Education ◽  
Public Schools ◽  
Public School ◽  
Science Teachers ◽  
Private Schools ◽  
Private School ◽  
Teaching And Learning ◽  
Religious Schools ◽  
School Teachers ◽  
Missing Link

Over 5 million students and 28,000 schools are consistently marginalized or left out of statistics that describe evolution and science education. Although they are relatively few in number compared with their public school counterparts, the millions of students and hundreds of thousands of teachers in private schools need to be counted in research about teaching and learning in the biology classroom. Assumptions have been made about how teachers in these often religious schools teach evolution, but do we have verifiable data? Could teachers in these schools be similar to those in public schools in their teaching of evolution, or is there a silent undercurrent that has not been detected? It is the purpose of this study to reveal more about this underrepresented segment of the population of science teachers.

Parents of Youth with Disabilities

1999 ◽  
Vol 20 (3) ◽  
pp. 134-142 ◽  
Author(s):  
Thomas C. Lovitt ◽  
Suzanne Cushing
Keyword(s):  
High School ◽  
Special Education ◽  
Public Schools ◽  
Public School ◽  
Special Education Teachers ◽  
Private School ◽  
Special Education Administrators ◽  
Youth With Disabilities ◽  
Education Administrators ◽  
School Youth

Data reported here were obtained as part of a larger 3-year study designed to assay the curricular offerings and related instructional matters available for high school youth with disabilities. Data were gathered from general and special education teachers, special education administrators, principals, counselors, paraeducators, pupils with disabilities, and their parents. The youth attended five public schools and one private school. This study focused exclusively on data obtained from parents: Interviews were conducted with 43 parents of youth with disabilities in public school and with 3 parents of youth with disabilities who had graduated from a private school; 11 parents from the latter group completed surveys. Four themes emerged from the parent interviews and surveys; we discuss these themes and then offer seven recommendations for parents that are intended to enable them to better communicate and collaborate with schools so as to provide more effective services for their youth with disabilities.

A Statistic’s Five Years: A Story of Teacher Attrition

2017 ◽  
Vol 24 (8) ◽  
pp. 583-591
Author(s):  
Rebecca Raine Raab
Keyword(s):  
Public Schools ◽  
Public School ◽  
Teacher Attrition ◽  
Teacher Educators ◽  
Department Of Education ◽  
First Year ◽  
Public School Teachers ◽  
School Teachers ◽  
K 12

The author is one of the almost 50% of beginning U.S. public school teachers who leave the profession within 5 years (Ingersol, 2003; Scherff, 2008). The first year she left teaching, 2012-2013, she became part of the 7% who exited the profession that year (U.S. Department of Education, 2014). Teacher educators use attrition statistics often without knowing the stories behind the numbers. Rebecca is a statistic, and this is her story in five poems, which span 5 years teaching in public schools. She uses poetry to explore her statistical meaning, following the footsteps of others who use poetry and narrative to explore their own stories (Limes-Taylor, 2014; Pelias, 2011; Spry, 2011). She also writes this for those teachers, like herself, who loved their students, but could no longer remain within the K-12 system.

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