scholarly journals Factors Affecting Mathematics Achievement In Central Asian Specialized Universities

2020 ◽  
Vol 15 (19) ◽  
pp. 143
Author(s):  
Yershat Sapazhanov ◽  
Alibek Orynbassar ◽  
Shirali Kadyrov ◽  
Bakhyt Sydykhov
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Teachers ◽  
School Teachers ◽  
Data Set ◽  
Factors Affecting ◽  
High School Math ◽  
High School Geometry ◽  
Central Asian ◽  
Attitude Scales

This study examines variables explaining student’s academic performances in mathematics from specialized engineering institutions. A survey consisting of 42 items was conducted from 127 students and statistical multiple regression was carried out to analyze the data set. Based on Fennema-Sherman Mathematics Attitude Scales followed by the result of stepwise linear regression, found a significant impact of high school geometry grades in mathematics performance. Au-thors suggest that mathematics instructors in higher education should pay attention to improve their student’s confidence, which in turn would decrease the anxiety level towards mathematics. The high school teachers should not advise their students to go to technical sciences in higher education unless the student’s confidence and high school math grade are sufficiently high

Experimental Programs: Coordinate Geometry with an Affine Approach

1964 ◽  
Vol 57 (6) ◽  
pp. 404-405
Author(s):  
Harry Sitomer
Keyword(s):  
High School ◽  
High School Teachers ◽  
School Mathematics ◽  
Study Group ◽  
School Teachers ◽  
High School Geometry ◽  
School Geometry ◽  
Coordinate Geometry

In the spring of 1961, the School Mathematics Study Group convened a group of college mathematicians and high school teachers of mathematics to consider plans for writing an alternate high school geometry course, in which coordinates would be introduced and used as early as feasible.

scholarly journals 「英語の授業は英語で」に関する高校教師の認知調査と授業実践 • High School Teachers’ Cognition of the Policy of “English Classes in English,” and Their Classroom Practice

2017 ◽  
Vol 41 (1) ◽  
pp. 3 ◽  
Author(s):  
Yukie Saito
Keyword(s):  
High School ◽  
High School Teachers ◽  
Classroom Practice ◽  
Senior High School ◽  
Observation Data ◽  
School Teachers ◽  
Factors Affecting ◽  
Entrance Examinations ◽  
English Classes ◽  
Academic Year

2012年4月から実施の現行学習指導要領には高校の英語に関して、クラスを実際のコミュニケーションの場にするために、英語のクラスは英語で行われるべきであると明記されている。高校教師の「英語の授業は英語で」行う方針に対しての認知、授業実践、また教師の認知と授業実践に影響を与えている要因に関して調査をするために、2015年度に3人の高校英語教師へのインタビューとその教師が担当する授業見学を行った。Borg (2006)の言語教師の枠組みを参考に分析したインタビュー結果によると、教師のTEFLやTESOLコースへの参加経験、同僚との支援体制、また生徒の英語で行われる英語の授業への肯定的な反応などが、教師の認知と授業実践に影響を与えていることがわかった。授業見学データは教師がどれくらい英語と日本語を使っているか、またいつ英語と日本語を使っているかという視点で分析した。結果、英語と日本語使用の程度は、各教師によって異なっていることがわかった。インタビューと授業見学から、大学入試が教師の認知と授業実践に著しく影響を与えていることが浮き彫りとなった。 The MEXT Course of Study for senior high school, enacted in April 2012, states that English classes are to be conducted in English to transform classes into locations of real communication. To investigate teachers’ cognition of the policy of “English classes in English,” their classroom practice, and factors affecting their cognition and classroom practice, I interviewed and conducted classroom observations of three senior high school teachers during the 2015 academic year. Drawing on Borg’s 2006 framework of elements and processes in language teacher cognition, the analysis of interview data shows that teachers’ professional experience of taking part in TEFL or TESOL courses, support from co-teachers, and their students’ positive responses to the classes affected the teachers’ cognition and classroom practice. Classroom observation data were analyzed in terms of when and how much the teachers use English and Japanese. The findings show that the extent to which English and Japanese were used varied depending on each teacher. From both the interviews and the observations, it was found that the presence of entrance examinations affected the teachers’ cognition and classroom practices significantly.

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.

scholarly journals A kreativitás megítélése a munkaerőpiacon (Creativity from view of job market)

2013 ◽  
pp. 2-13 ◽  
Author(s):  
Zita Zoltayné Paprika ◽  
Viktor Nagy
Keyword(s):  
Higher Education ◽  
High School ◽  
Quantitative Analysis ◽  
High School Teachers ◽  
Job Market ◽  
School Teachers ◽  
On Line ◽  
Definition Of ◽  
Hr Managers ◽  
The Eu

A cikk két, felsőoktatásban dolgozó oktató és kutató törekvése arra, hogy feltérképezze a frissen végzett egyetemi hallgatókkal szemben, a munkaerőpiac oldaláról érkező kreativitással kapcsolatos elvárásokat. Az alapötlet egy EU-kreativitáskutatásból nőtt ki, melyben magyar középiskolai tanárok is közreműködtek. A szerzők kutatásukba beépítettek egy válaszokat tartalmazó adatbázist (337 fő). Ezt követően generáltak egy másik mintát, amely az egyetemi hallgatókat fedte le (292 fő). A lánc harmadik elemeként on-line formában és személyes lekérdezéssel 112 HR-szakember véleményét kérdezték meg a kreativitás fontosságával, mérhetőségével, az ötletet adó EU-projekt kreativitással kapcsolatos állításaival és a kreativitás definíciójával kapcsolatban. Cikkük a válaszok kvantitatív feldolgozásának eredményeit ismerteti. ______ The paper is the product of a professor’s and a researcher’s (both working in higher education) aim to determine the expectations of the job market as regards creativity in fresh graduates. The idea for this came from an EU creativity study which had included Hungarian high school teachers. The authors have integrated the database (337 persons) of these teachers’ answers into the study. They also generated a second sample that covered university students (292 persons). As a third element, the authors assessed the opinion of 112 HR managers online and in person as regards the importance and measurability of creativity, as well as their views on the statements pertaining to and definition of creativity as given in the EU creativity project. The paper presents the results of the quantitative analysis of the responses.

Factors Affecting High School Teachers' Knowledge-Sharing Behaviors

2011 ◽  
Vol 39 (7) ◽  
pp. 993-1008 ◽  
Author(s):  
Chih-Chung Chen
Keyword(s):  
High School ◽  
Regression Analysis ◽  
Organizational Climate ◽  
Knowledge Sharing ◽  
High School Teachers ◽  
Scientific Literature ◽  
School Teachers ◽  
Exogenous Variables ◽  
Factors Affecting ◽  
Planned Behavior Theory

In this research the knowledge-sharing behaviors of high school teachers were explored. Using planned behavior theory based on a scientific literature review, several exogenous variables were identified, such as organizational climate and resource fit. Regression analysis was used to examine the hypotheses; all hypotheses were supported. Based on the results, all added exogenous variables have an identical effect on teachers' knowledge-sharing behaviors.

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