scholarly journals Teacher perceptions of their evaluations : impact of the Network for Educator Effectiveness (NEE) data tool on teacher growth, teacher effectiveness, and learning-centered culture in a Missouri rural public high school

2019 ◽  
Author(s):  
◽  
Dorian Keith White
Keyword(s):  
High School ◽  
Public Schools ◽  
Teacher Perceptions ◽  
Educational Reform ◽  
Teacher Effectiveness ◽  
Teacher Evaluations ◽  
Teacher Growth ◽  
Public High School ◽  
Learning Centered ◽  
Educator Effectiveness

As public schools continue to face growing pressure to increase standardized test scores and improve nationwide student achievement levels, policy makers and school officials are looking for every opportunity for improvement. Three of the major areas of focus in this national debate are teacher growth, effectiveness, and learning-centered cultures in schools that lead to teacher collective efficacy and improved student performance. This study will focus on teacher evaluations as a tool for promoting teacher growth, improving teacher effectiveness, and promoting a learning-centered culture in a rural public school. Specifically, the researcher plans to measure the impact of the Network For Educator Effectiveness (NEE) Data Tool upon teacher growth, effectiveness, and the learning-centered culture through teacher perceptions in one rural public high school (NEE Data Tool Online Manager, n.d.). ... According to Darling and Hammond et al. (2016), "The new law provides the possibility that states can create more balanced systems of support and accountability focused on educating young people so they can become productive, engaged citizens who are prepared for 21st century college and careers" (p. i). The language in ESSA appears to be more focused on a holistic approach to overall school improvement versus the specific student testing and school accountability focus of previous educational reform. The ESSA has more "reasonable goals and objectives [which] can be collaboratively established that align with the needs of studens" (American Federation of Teachers FAQ, 2018, p. 1). The political debate about state and national educational reform rages on, but for now the researchers opinion is that Missouri is in a somewhat stable and manageable place as related to teacher evaluations as a tool for promoting teacher growth and improving learning cultures in public schools.

scholarly journals Prevalence of Chronic Gingivitis Among 16 Years Old Public High School Students in Khartoum

Med Phoenix ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 1-5
Author(s):  
Abubakr Omar Mohamed Abdelsalam ◽  
Ibrahim Ahmed Ghandour
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Oral Hygiene ◽  
Statistical Significance ◽  
Tooth Brushing ◽  
P Value ◽  
Public High School ◽  
School Students ◽  
Public High School Students

Background: This study was designed to measure the prevalence of chronic gingivitis among 16- year-old public high school students in Khartoum State.Methods: A total of 385 high school students of 16 years of age, from public schools in different geographical locations representing different socioeconomic classes in Khartoum were randomly selected and examined. The variables of the present study had been collected by one examiner using a direct interview questionnaire and all the present teeth were examined at four sites (Mesiobuccal, distobuccal, mesiolingual, distolingual) for the presence of plaque, using the Plaque Index (Loe and Sillness) and Gingival Index (Sillness and Loe).Results: Prevalence of gingivitis was 96.9%, of which 68.6% were of mild form (majority), 27.5% of moderate condition and only 0.8% was of severe grade. The most common form of gingivitis was the generalized form that accounted for 94.5%. The relationship between oral hygiene and degree of gingivitis was assessed after collecting data on study area, gender, socio-economic status, tooth brushing tool used, frequency of brushing per day, direction of tooth-brushing and regularity of dental visits. The adjusted relationship was still significant at the 99% confidence level (p-value 0.000), with a correlation coefficient of 0.704.Conclusions: The study showed significantly higher prevalence of chronic gingivitis among 16-year-old public high school students in Khartoum State. The degree of gingivitis showed statistical significance when correlated with oral hygiene status, socioeconomic status, frequency and horizontal direction of tooth brushing, while it showed insignificance when correlated with gender. Med Phoenix. Vol. 3, Issue. 1, 2018, Page : 1-5 

scholarly journals An Exploration of Teaching Practices of Private, Public, and Public-Private EFL Teachers in Iran

2016 ◽  
Vol 18 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Javad Gholami ◽  
Mehdi Sarkhosh ◽  
Heidar Abdi
Keyword(s):  
High School ◽  
Public Schools ◽  
High Schools ◽  
Language Teaching ◽  
Corrective Feedback ◽  
Teaching Experience ◽  
Public High School ◽  
Private Language ◽  
Significant Difference ◽  
Efl Teachers

Abstract This study investigates the practices of public (high) school, private language institute, and public-private teachers. In particular, it aims at addressing the role of contextual factors, the variations teachers introduce to cope with them, and the degree of sustainable behaviour among these three groups of teachers. High school teachers consisted of those who taught only in high schools and the ones teaching both in high schools and private language institutes. For this purpose, classroom practices of 60 EFL teachers (N=20 per group) with 3 to 6 years of teaching experience and BA degree in TEF) were compared in terms of group/pair work, teacher talking time, L1 use, questioning, corrective feedback, and coverage of language skills. The findings of the study indicate that a significant difference exists among these three groups of teachers in terms of their practices. It is noteworthy that in the same teaching context of high school, the practices of teachers with and without private language teaching experience are significantly dissimilar except in the duration of pair/group work activities and the rates of repetition and explicit correction. This study suggests that high school EFL teachers with teaching experience in private language institutes subscribe more closely to the tenets of communicative language teaching and thus can act as powerful agents of sustainable language teaching in Iranian public schools.

Religious Values of Students in Religious and in Public High Schools

1976 ◽  
Vol 38 (3) ◽  
pp. 709-710
Author(s):  
Bernie Wiebe ◽  
Calvin W. Vraa
Keyword(s):  
High School ◽  
Public Schools ◽  
High Schools ◽  
Private Schools ◽  
High School Seniors ◽  
Senior High School ◽  
Religious Values ◽  
Public High Schools ◽  
Public High School ◽  
Significant Difference

To analyze the effectiveness of Mennonite religious high schools in transmitting religious values, the Allport-Vernon-Lindzey Study of Values was administered to 124 Canadian high school seniors, 40 from religious Mennonite schools, 56 Mennonites in public schools, and 28 from students at a large public high school. Attending Mennonite private schools made no significant difference in the religious values held by Mennonite high school seniors. Mennonite boys and girls showed significantly higher religious values than a general sample of senior high school boys and girls.

scholarly journals Frecuencia de acoso y ciber-acoso, y sus formas de presentación en estudiantes de secundaria de colegios públicos de la ciudad de Manizales, 2013 / Frequency of bullying and cyberbullying, and its ways of presentation in public high school students in the

2014 ◽  
Vol 14 (1) ◽  
pp. 65-82 ◽  
Author(s):  
Yuvitza Daniella Aranzales Delgado ◽  
José Jaime Castaño Castrillón ◽  
Reinaldo Augusto Figueroa Salcedo ◽  
Sebastián Jaramillo Ruiz ◽  
Johan nicolás Landazuri Quiñones ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Self Esteem ◽  
Public High School ◽  
School Students ◽  
Cross Sectional ◽  
Being Bullied ◽  
Public High School Students ◽  
Anxiety Depression

Objetivo: Determinar la frecuencia y formas de presentación de acoso y ciber-acoso en estudiantes de secundaria de instituciones educativas de la ciudad de Manizales, Caldas, Colombia. Materiales y métodos: Estudio de corte transversal realizado en tres instituciones educativas públicas de Manizales. La población de estudiantes fue de 1 769, de los cuales se tomó una muestra de 574. Se tomaron variables demográficas, de acoso escolar empleando el instrumento para medir violencia escolar de la Fundación Paz Ciudadana,  ciber-acoso, funcionalidad familiar, ansiedad, depresión y autoestima según cuestionarios empleados en estudios anteriores. Resultados: 50% de la población de género femenino, con promedio de edad de 14,3 años.  El cuestionario empleado arrojó un 5% en el rango 3-5 de acoso, 2,4% en el rango 3-5 de acosadores, 1,6% en el mismo rango de la escala de ciber-acoso, y 0,9% en la de ciber-acosadores. Si bien es cierto que estas proporciones son bajas, se debe tener en cuenta que en el rango 2-3 de todos los cuestionarios podría haber tanto acoso o acosador  Se encontró que la baja autoestima, los altos niveles de depresión y la disfuncionalidad familiar correlacionan con altos niveles tanto de acoso, como de acosador, y también sus contrapartes virtuales. El género femenino es tan acosado como el masculino pero son más los acosadores de género masculino que de femenino (p=0,000). Conclusiones: En esta población el “bullying” es un fenómeno de ocurrencia no despreciable. Se encontró igualmente que los efectos psicológicos del “bullyng” afectan tanto al acosado como al acosador.Objective: Determine the frequency and the ways of presentation of bullying andcyberbullying in high school students from schools in Manizales, Caldas, Colombia,between January and June of 2013. Materials and methods: A cross-sectional studyrealized in three public schools of Manizales. The population of students was 1769,of which 574 were gotten as a sample. Many variables were taken from previousquestionnaires’ studies: Demographic, bullying using the instrument for bullying ofFundación Paz Ciudadana, cyberbullying, family functioning, anxiety, depression andself-esteem. Results: 50% of the sample was male and the rest was female with anaverage of 14.3 years old. The questionnaire showed a prevalence of 5% within the3-5 range in regards to the bullied, 2,4% in regards to the bully and 1,6% in regardto the cyber-bullies. It was found that low self-esteem, high levels of depression andfamily dysfunction are correlated to the high levels of bulling and cyber-bulling. Malesand females are being bullied equally, but males are more often the bully (p=0,000).Conclusions: In the population bullying is not of low occurrence. It was found as wellthat the psychological effects are present in the bullied as well as the bully.

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 DIÁLOGOS SOBRE A ESCOLHA PROFISSIONAL: A APROXIMAÇÃO ENTRE O ESTUDANTE DA ESCOLA PÚBLICA DE ENSINO MÉDIO E A UNIVERSIDADE

2018 ◽  
Vol 9 (3) ◽  
pp. 147 ◽  
Author(s):  
Nádia Maciel Falcão ◽  
Edla Cristina Rodrigues Caldas
Keyword(s):  
High School ◽  
Public Schools ◽  
Public High School ◽  
The Public ◽  
Palabras Clave ◽  
Professional Field ◽  
Methodological Procedures ◽  
La Red ◽  
Amazonas State ◽  
The University

Este artigo reflete sobre o processo de escolha profissional por parte de jovens do ensino médio, à luz de resultados do projeto “Diálogos sobre a escolha profissional”, institucionalizado junto à Pró-Reitoria de Extensão da Universidade Federal do Amazonas e desenvolvido entre os anos de 2016-2017, em escolas públicas da rede estadual do Amazonas. Argumenta-se sobre a importância da escola na produção de suportes aos projetos de vida dos jovens, incluindo o apoio aos seus anseios no campo profissional. Os procedimentos metodológicos privilegiaram o diálogo, compreendendo os estudantes enquanto sujeitos da ação educativa. Realizaram-se reuniões, encontros de estudo, rodas de conversa, confecção de mural informativo e palestras. Os resultados apontam a pertinência de projetos que aproximam escolas e universidades públicas, fundamentados no debate da relação entre educação e mundo do trabalho, para além do caráter instrumental. Palavras-chave: Juventude, Ensino Médio, Escolha Profissional     Dialogues about the professional choice: the approximation between the student of the public high school and the university Abstract: The paper reflects on the process of professional choice on the part of youngsters of high school, in light of the results of the project “Dialogues on professional choice”, institutionalized with the Pro-Rectory of Extension of the Federal University of Amazonas and developed between the years 2016-2017, in public schools of the Amazonas state network. It argues about the importance of the school in the production of supports for the projects of life of the young people, including the support to their desires in the professional field. The methodological procedures privileged the dialogue, understanding the students as subjects of the educational activities. Meetings, study meetings, talk wheels, informative mural making, and lectures were carried out. The results point to the pertinence of projects that approach public schools and universities, based on the debate of the relationship between education and the world of work, besides the instrumental character. Keywords: Youth, High School, Professional Choice   Diálogos sobre la elección profesional: el acercamiento entre el estudiante de la escuela pública de enseñanza media y la universidad   Resumen: El artículo refleja sobre el proceso de elección profesional por parte de jóvenes de la enseñanza media, a la luz de resultados del proyecto Diálogos sobre la elección profesional, institucionalizado junto a la Pro-Rectoría de Extensión de la Universidad Federal del Amazonas y desarrollado entre los años 2016-2017, en escuelas públicas de la red estatal del Amazonas. Se argumenta sobre la importancia de la escuela en la producción de soportes a los proyectos de vida de los jóvenes, incluyendo el apoyo a sus anhelos en el campo profesional. Los procedimientos metodológicos privilegiaron el diálogo, comprendiendo a los estudiantes como sujetos de la acción educativa. Se realizaron reuniones, encuentros de estudio, ruedas de conversación, confección de mural informativo y charlas. Los resultados apuntan a la pertinencia de proyectos que acercan a escuelas y universidades públicas, fundamentados en el debate de la relación entre educación y mundo del trabajo, además del carácter instrumental. Palabras-clave: Juventud, Enseñanza Media, Elección Profesional

scholarly journals Global citizenship education within a context of accountability and 21st century skills: The case of Olympus High School

2016 ◽  
Vol 24 ◽  
pp. 57 ◽  
Author(s):  
Marzia Cozzolino DiCicco
Keyword(s):  
High School ◽  
Public Schools ◽  
Citizenship Education ◽  
Global Economy ◽  
Global Citizenship ◽  
Reform Process ◽  
Public High School ◽  
Global Citizenship Education ◽  
Global Citizens ◽  
School Year

This article addresses the present gap in empirical research on the possibilities and challenges of global citizenship education in U.S. public schools by presenting findings from a five-year, ethnographic case study. The setting for this study is Olympus High School, a small, suburban public high school in Pennsylvania. Beginning in the 2009–2010 school year, Olympus undertook a reform initiative to integrate teaching about the world into its curricular offerings. Although Olympus is just one case, the story of Olympus’s reform process reveals the inherent tension between preparing students to be knowledge workers in the global economy and preparing them to be active participants in global civil society. It also illustrates how test-based accountability and alignment to standards can impede efforts to broaden the curriculum in the interest of developing knowledgeable, responsible, and critically minded global citizens.  

Access: 1954–1983

2005 ◽  
Author(s):  
Patricia Albjerg Graham
Keyword(s):  
High School ◽  
Public Schools ◽  
Supreme Court ◽  
Low Income ◽  
Training Sequence ◽  
Drop Out ◽  
Dropping Out ◽  
Board Of Education ◽  
Public High School ◽  
The Supreme Court

“I’ll Never go to School with a Nigger!” Dickie, an eighth grader in my social studies class, shouted vehemently as we began to discuss the Brown v. Board of Education case prohibiting segregation in public schools that the Supreme Court had decided a year before, in 1954. Dickie was right; he never did, dropping out of school two years later, before his Virginia public high school began desegregation. I was flabbergasted and appalled by Dickie’s assertion, only gradually coming to realize that my new profession, teaching, was heading on a rocky road to improvement. In September 1955, as a new, navy bride, I began teaching in still segregated Deep Creek High School serving the predominantly low-income white community of the Dismal Swamp in southeastern Virginia. Prepared as I had been by the mushy adjustment curriculum of my Indiana public schools (lots of attention to my deficient social skills, not much to strengthening my intellect), I had zipped through college. I added the teacher training sequence after I became engaged in order to have a saleable skill when I married on graduation day. My five education courses, most of which I thought academically and professionally worthless, required that I memorize the Seven Cardinal Principles, still the reigning dogma, and I did, believing they represented the fuzzy thinking I associated with public education. I lived in a totally white world, never having had a black friend, fellow student, or teacher. Under Virginia law at that time Deep Creek High School was also a totally white high school world, though surrounded by a black community. The drop-out rate was high: 140 students in eighth grade but only 40 high school seniors. When Dickie made his assertion about segregation, I was astounded both by the language and by the sentiment. We did not use such a term in my household, and, innocent that I was, I thought the Supreme Court had decided the year before in Brown v. Board of Education that public schools could not be legally segregated by race.

SAUDI STUDENTS’ AND TEACHERS’ STRATEGIES AND BELIEFS IN LEARNING AND TEACHING ENGLISH IN SAUDI ARABIA

2020 ◽  
Vol 7 (9) ◽  
pp. 664-672
Author(s):  
Eiman Nather
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Real Life ◽  
Public High School ◽  
School Students ◽  
Learning And Teaching

This preliminary study investigates the Saudi public high school student deficiencies in speaking English and seeks ways to improve the curriculum opportunities for students in English-speaking classrooms. Saudi public schools aim to educate students to use English in real-life communication. However, the majority of Saudi high school students graduate with low levels of understanding and competence in communicating in English. This pilot study examines the strategies that Saudi high school teachers and students have followed to teach and learn English in public schools and investigates their beliefs about effective teaching and learning strategies. The study is based on a questionnaire. Ninety female students of years seven, eight, and nine and their six teachers were drawn from two public schools in Riyadh. The findings of this study reflect the importance of collaborative work between stakeholders including supervisors, teachers, parents, and students. In addition, they emphasize that besides the teachers’ beliefs, learners’ needs and expectations should be taken into account, to increase the likelihood of a more productive and successful learning environment. The consensus was that the best results are achieved when interesting activities and interactive teaching strategies are used to support the mandatory course-book.

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