scholarly journals Taking the first step: How to create a high-school linguistics course

2021 ◽  
Vol 6 (3) ◽  
pp. 5140
Author(s):  
L’Meese Greaney
Keyword(s):  
High School ◽  
High School Teachers ◽  
Subject Matter ◽  
School Teachers ◽  
Subject Matter Expertise ◽  
K 12 ◽  
Standardized Curriculum

While teachers might see the need for linguistics, the fear of not being “expert enough” can prevent high-school teachers from all disciplines from designing and teaching a linguistics course. Teachers, with or without subject matter expertise, who seek to establish a K-12 linguistics course need to work closely with administrators and stakeholders, maintain a “progress over perfection” mentality, consider the merits of exposing students to linguistics early instead of waiting for a national, standardized curriculum, and remain flexible in delivery.

Strengthening Competence and Mentoring the High School Teachers Teaching Social Studies for the K-12 Curriculum in Division of Valencia City, Mindanao, Philippines

2020 ◽  
Author(s):  
Marjorie T. Sobradil ◽  
Sittie Juhanna M. Pandapatan ◽  
Reynante B. Casiro Casiro ◽  
Aljean Sareno ◽  
May Alinie P. Butalid ◽  
...  
Keyword(s):  
High School ◽  
Social Studies ◽  
High School Teachers ◽  
School Teachers ◽  
K 12

Subject Matter Knowledge of Geometry Needed in Tasks of Teaching: Relationship to Prior Geometry Teaching Experience

2020 ◽  
Vol 51 (5) ◽  
pp. 600-630
Author(s):  
Inah Ko ◽  
Patricio Herbst
Keyword(s):  
High School ◽  
High School Teachers ◽  
Subject Matter ◽  
Teaching Experience ◽  
Subject Matter Knowledge ◽  
School Teachers ◽  
Knowledge For Teaching ◽  
High School Geometry ◽  
School Geometry

This study proposes task of teaching as an organizer of dimensionality in teachers’ subject matter knowledge for teaching (SMK) and investigates it in the context of measuring SMK for teaching high school geometry (SMK-G). We hypothesize that teachers use different SMK-G in different aspects of their teaching work and that such differences can be scaled and associated with key elements of instruction. Analyses of 602 high school teachers’ responses to two sets of items designed to measure the SMK-G used in two particular tasks of teaching—understanding students’ work (USW) and choosing givens for a problem (CGP)—suggested the two scales of SMK-G to be distinguishable and differently related to experience in teaching high school geometry.

Development of a Multidisciplinary Engineering Research Program for Middle/High School Teachers

2018 ◽  
Author(s):  
Wen Li ◽  
Joshua Kim ◽  
Drew Kim ◽  
Adam Alster ◽  
Marianne Livezey ◽  
...  
Keyword(s):  
High School ◽  
High School Teachers ◽  
Stem Education ◽  
Research Program ◽  
Summer Program ◽  
Research Experience ◽  
School Teachers ◽  
Engineering Research ◽  
Research Experience For Teachers ◽  
K 12

Science, technology, engineering, and mathematics (STEM) education in K-12 schools is critical to inspire young students and prepare them for future college coursework and careers in science and engineering. An effective mechanism for creating and sustaining successful STEM education is to train well-qualified K-12 teachers with a positive attitude and deep knowledge skills in STEM fields. Supported by the National Science Foundation’s Research Experience for Teachers program (NSF RET), the RET Site at Michigan State University (MSU) aims to build a multidisciplinary engineering research program for middle and high school teachers and their students, within a coherent theme of “Smart Sensors and Sensing Systems”. This paper presents an introduction to the MSU’s Site program and highlights the learning outcomes and achievements of the RET participants. The MSU Site has four main components including authentic research experience for teachers during an intensive summer program; curriculum development by integrating engineering design units into teachers’ courses; professional skill development through seminars, facility tours, and field trips; and finally classroom implementation of the developed curricula. Throughout the 6-week summer program, teacher participants were given the opportunity to work closely with graduate students and engineering professors on current research projects in university laboratories. The teachers’ research activities culminated with a final poster report and oral presentation during a symposium at the end of the summer program. Follow-up classroom visits helped to build a strong connection between local middle/high schools and MSU to smooth students’ transitions to college. Since 2016, the Site has graduated 21 middle and high school teachers from the greater Lansing-Detroit area that serve large populations of minority and female students. These RET teachers have produced over 24 sets of curriculum plans and classroom activities, 3 sets of which have been published by an online digital library, TeachEngineering.org (TE), and 8 sets of which have been accepted by TE. Finally, from the findings of the RET Site, the paper discusses best practices and recommendations for incorporating teachers into a university laboratory setting.

Listening to formerly homeless youth

2020 ◽  
Vol 102 (4) ◽  
pp. 52-57
Author(s):  
Earl J. Edwards
Keyword(s):  
High School ◽  
High School Students ◽  
Los Angeles ◽  
High School Teachers ◽  
Homeless Youth ◽  
School Teachers ◽  
School Students ◽  
School Year ◽  
Formerly Homeless ◽  
K 12

More than 1.5 million students experienced homelessness in the 2017-18 school year, but teachers receive little guidance on how to support them. Earl Edwards provides K-12 (particularly high school) teachers with an overview of the McKinney-Vento Homeless Assistance Act and concrete recommendations for how to better support youth experiencing homelessness in their pursuit to graduate high school. The recommendations are derived from a study that analyzed the experiences of 10 youth who experienced homelessness as high school students in Los Angeles County.

Industrial/Academic Internships at IBM-Almaden Under NSF Programs

2001 ◽  
Vol 684 ◽  
Author(s):  
Charles G. Wade ◽  
Dolores Miller ◽  
Joseph Pesek ◽  
Maureen Scharberg ◽  
Brenda Waller ◽  
...  
Keyword(s):  
High School ◽  
High School Teachers ◽  
Materials Science ◽  
Educational Outreach ◽  
State University ◽  
San Jose ◽  
School Teachers ◽  
San Jose State University ◽  
K 12 ◽  
The Impact

ABSTRACTIndustrial experience can be a significant factor in materials science education, and internships at our laboratory under two NSF programs directly impact undergraduates and high school teachers. In these programs, the participants become a member of individual, existing research groups under a mentor on a technical project relevant to IBM. The research is publishable but closely related to a technical area important to IBM. During the summer the participants become members of the research group, attending departmental meetings and informal discussions. In addition, they attend a special seminar series on industrial research frontiers, receive career-training discussions, and participate in a variety of other programs sponsored for summer interns by IBM. Every participant presents a poster at an internal technical meeting at IBM or a technical meeting at Stanford (or both) at the end of the summer. One of the programs, an NSF MRSEC “Center for Polymer Interfaces and Macromolecular Interfaces” (CPIMA), involves a partnership with Stanford University and the University of California at Davis. The CPIMA program has an active group of postdoctoral scientists, graduate students, undergraduate (summer) students and (summer) high school teachers. In addition to IBM, summer students in CPIMA may work with other industrial firms who are industrial affiliates of CPIMA. In addition, CPIMA has a public science and K-12 component in materials science in educational outreach with the The Tech Museum of Innovation in San Jose. The other program, an NSF GOALI grant on “Surface and Analytical Chemistry of Materials” with San Jose State University, involves undergraduate and graduate (masters) San Jose State University students during the academic year who work on collaborative research projects between IBM scientists and San Jose State University professors. In addition, this project also has a large summer program with undergraduates from across the US and with high school teachers. The impact of the programs on the students, teachers, and institutions will be reviewed, with a special emphasis on the impact on the industrial partner.

Strengthening Competence and Mentoring the High School Teachers Teaching Social Studies for the K-12 Curriculum in Division of Valencia City, Mindanao, Philippines

2020 ◽  
Author(s):  
Marjorie T. Sobradil ◽  
Sittie Juhanna M. Pandapatan ◽  
Reynante B. Casiro Casiro ◽  
Aljean Sareno ◽  
May Alinie P. Butalid ◽  
...  
Keyword(s):  
High School ◽  
Social Studies ◽  
High School Teachers ◽  
School Teachers ◽  
K 12
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