Homeland Security Information Technology and Engineering (ITE) Professional Development Training for Educators in Urban High Schools

2014 ◽  
pp. 245-267
Author(s):  
Cecelia Wright Brown
Keyword(s):  
Professional Development ◽  
High School ◽  
Information Technology ◽  
High Schools ◽  
School District ◽  
Homeland Security ◽  
Security Issues ◽  
Career Opportunities ◽  
Professional Development Training ◽  
Support Students

This chapter focuses on an Information Technology and Engineering (ITE) professional development training project designed to increase the number of teachers in an urban school district with proficient skills, tools, and content knowledge in computer/information technology, engineering technology, and technical certifications that will support students in Science, Technology, Engineering, and Mathematics (STEM) fields. Through this process, high school teachers will use tools, resources, and training to understand homeland security issues and career opportunities for students in their schools. A cohort of STEM teachers from an urban school district located in Baltimore City participated in a professional development workshop that included information technology, engineering, and homeland defense education to support students pursuing technical careers in these areas. The training addressed deficiencies in content knowledge of homeland security issues and research linked to the high school STEM curriculum homeland security career opportunities available to high school students. The overall goal of the ITE profession development training was designed to increase the technical proficiency of STEM teachers in urban high schools serving historically underserved students to support students in Information Technology (IT), engineering, and homeland security careers, thus nurturing a homeland security science and engineering workforce.

Homeland Security Information Technology and Engineering (ITE) Professional Development Training for Educators in Urban High Schools

2016 ◽  
pp. 134-149
Author(s):  
Cecelia Wright Brown
Keyword(s):  
Professional Development ◽  
High School ◽  
Information Technology ◽  
High Schools ◽  
School District ◽  
Homeland Security ◽  
Security Issues ◽  
Career Opportunities ◽  
Professional Development Training ◽  
Support Students

This chapter focuses on an Information Technology and Engineering (ITE) professional development training project designed to increase the number of teachers in an urban school district with proficient skills, tools, and content knowledge in computer/information technology, engineering technology, and technical certifications that will support students in Science, Technology, Engineering, and Mathematics (STEM) fields. Through this process, high school teachers will use tools, resources, and training to understand homeland security issues and career opportunities for students in their schools. A cohort of STEM teachers from an urban school district located in Baltimore City participated in a professional development workshop that included information technology, engineering, and homeland defense education to support students pursuing technical careers in these areas. The training addressed deficiencies in content knowledge of homeland security issues and research linked to the high school STEM curriculum homeland security career opportunities available to high school students. The overall goal of the ITE profession development training was designed to increase the technical proficiency of STEM teachers in urban high schools serving historically underserved students to support students in Information Technology (IT), engineering, and homeland security careers, thus nurturing a homeland security science and engineering workforce.

scholarly journals LESSON STUDY IN HIGH SCHOOLS IN EA H'LEO DISTRICT, DAK LAK PROVINCE WITHIN THE CONTEXT OF EDUCATIONAL INNOVATION: THE RELATIONSHIP WITH TEACHERS' PROFESSIONAL DEVELOPMENT

2021 ◽  
Vol 11 (1) ◽  
pp. 104-112
Author(s):  
Thi Hong Van Dinh ◽  
Quoc Viet Hoang ◽  
Thi Hanh Pham
Keyword(s):  
Professional Development ◽  
High School ◽  
High Schools ◽  
High School Teachers ◽  
Lesson Study ◽  
Positive Impact ◽  
Educational Innovation ◽  
Professional Activities ◽  
Teachers Professional Development ◽  
The Relationship

Lesson study is a model of teacher training which has been widely applied in high schools in recent years. This study aimed to investigate the practice of lesson study and its role to teachers’ professional development in meeting the requirements of educational innovation. A survey was conducted with a group of 217 high school managers and teachers in Ea H'Leo district, Dak Lak province. The research methods in use were questionnaires and interviews. The findings revealed that lesson study, in general, was implemented effectively in high schools in Ea H'Leo district, Dak Lak. The requirements in each step were basically well-met. However, there still existed some elements of traditional professional activities in the current practice of lesson study. The research results also showed the positive impact of lesson study on high school teachers’ professional development. The findings lead to the fact that high schools need to promote the implementation of lesson study and ensure the conditions required for conductinglesson study.

Partnerships for Progress

1991 ◽  
Vol 5 (2) ◽  
pp. 79-86
Author(s):  
Donald W. Robinson ◽  
Charles R. Granger ◽  
Barbara T. Holt ◽  
Doris A. Trojcak ◽  
Rickey George
Keyword(s):  
High School ◽  
Middle School ◽  
High Schools ◽  
School District ◽  
Future Development ◽  
Lessons Learned ◽  
University Of Missouri ◽  
The University ◽  
Programme Element ◽  
School Youth

The University of Missouri–St Louis Partnerships for Progress, Project Compete partnership programme was initiated in 1986 between the University and the St Louis School District, stimulated by a large grant from one major St Louis-based international corporation. Initially, the project involved only one major programme element, known as the ‘Bridge’ programme, which operated in two St Louis city high schools (grades 9–12). A second programme for high-school youth – the Engelmann Institute – was added in 1987, and a third programme, Access to Success, was added in 1988 to extend the programme to the middle school (grades 6–8). Each programme is discussed in this article, as are the lessons learned from Project Compete and its potential for future development.

Designing Professional Development in Restorative Practices: Assessing High School Personnel's, Students’, and Parents’ Perceptions of Discipline Practices

2021 ◽  
pp. 019263652110454
Author(s):  
Claudia Vincent ◽  
Heather McClure ◽  
Brion Marquez ◽  
Deanna Goodrich
Keyword(s):  
Professional Development ◽  
High School ◽  
Student Support ◽  
Home School ◽  
Relationship Building ◽  
School Staff ◽  
Restorative Practices ◽  
Professional Development Training ◽  
Effective Discipline ◽  
School Communications

We conducted focus groups with high school staff, students, parents, and administrators to gain information about how to design professional development training supporting high school staff in implementing restorative practices within a multitiered support system. Results indicated that all stakeholders valued trust and relationship building and identified equity, accountability, and home−school communications as key elements of effective discipline approaches. We provide recommendations for designing professional development for high school staff in effectively and sustainably integrating restorative practices with existing multitiered student support systems.

A Quantitative Study of Demotivators of Senior High School under the Age of Modern Information Technology

2014 ◽  
Vol 701-702 ◽  
pp. 1359-1364
Author(s):  
Gui Mei Xie
Keyword(s):  
High School ◽  
Middle School ◽  
Information Technology ◽  
High Schools ◽  
Middle School Students ◽  
Senior High School ◽  
Language Learner ◽  
School Students ◽  
Behaviour Factor ◽  
Significant Difference

Under the age of information technology, learners’ demotivators present different traits. The paper conducted a study on a Beijing Local Municipal Senior High School which is city-owned and does not enjoy too much priorities and performed average among all Beijing Middle High schools in terms of college entrance exam rate which would be a barometer of all the high schools in the city. The paper tried to figure out 7 demotivators that distracted middle school students in their process of studying English as a foreign language: learner-level factor, teacher-related competence factor, practicability factor, teacher’s behaviour factor, career plan factor, text length factor and parents’ stress factor. The implication of the SPSS showed that learner related demotivation is one of the biggest demotivators while in the western countries teacher factor is one of the biggest factors demotivating students according to some studies. There is no significant difference between the self-reported less motivated learners and more motivated learners among the middle school students.

MUHAMMADIYAH SCHOOL MANAGEMENT STRATEGY IN BANGKA BELITUNG

2020 ◽  
Vol 3 (1) ◽  
pp. 13-22
Author(s):  
Sri Sugiyarti ◽  
Muhammad Iqbal Arrosyad
Keyword(s):  
High School ◽  
High Schools ◽  
Management Strategy ◽  
School Principals ◽  
Public Confidence ◽  
Education Management ◽  
National Examination ◽  
School Year ◽  
Vocational High Schools ◽  
New Facilities

The charitable endeavors of Muhammadiyah in the Bangka Belitung Region in the field of education from the levels of Elementary Schools, Junior High Schools, and High Schools and Vocational High Schools are spread to all districts/cities. However, the discussion about Muhammadiyah education in Bangka Belitung is very minimal. This research is a descriptive study with a qualitative approach. This study took the sample of the oldest and best senior high school as an illustration of Muhammadiyah education management in Bangka Belitung. The results showed that Muhammadiyah Education experienced various obstacles to the threat of closure, however, they were able to rise from adversity. Muhammadiyah Pangkalpinang High School as the oldest school departed from a school that boarded at Muhammadiyah Middle School and later became one of the most popular schools in the era of the 1990s to accommodate students up to 18 classes, but later it fell free and was almost closed due to the lack of students. Several times the change of school principals has not improved, a new hope is obtained when the management of this school is submitted to the STKIP Muhammadiyah Bangka Belitung to become its lab school. Now with new facilities and management, the number of students is increasing, slowly but surely this school is starting to improve itself. Meanwhile, Muhammadiyah Toboali High School, South Bangka Regency, which was established in 1994, almost lost public confidence, due to a large number of students who failed the National Examination for the 2006/2007 school year. The situation changed along with Supiandi's leadership, his persistence in managing the school, and finally, the trust in the community returned. Now the number of students has reached nearly 500 students

Safe Spaces: Gay-Straight Alliances in High School

2016 ◽  
Author(s):  
Tina Fetner ◽  
Athena Elafros ◽  
Sandra Bortolin ◽  
Coralee Drechsler
Keyword(s):  
United States ◽  
High School ◽  
Young Adults ◽  
High Schools ◽  
Social Context ◽  
Qualitative Interviews ◽  
Safe Space ◽  
Safe Spaces ◽  
Complex Concept ◽  
The People

In activists' circles as in sociology, the concept "safe space" has beenapplied to all sorts of programs, organizations, and practices. However,few studies have specified clearly what safe spaces are and how theysupport the people who occupy them. In this paper, we examine one sociallocation typically understood to be a safe space: gay-straight alliancegroups in high schools. Using qualitative interviews with young adults inthe United States and Canada who have participated in gay-straightalliances, we examine the experiences of safe spaces in these groups. Weunpack this complex concept to consider some of the dimensions along whichsafe spaces might vary. Participants identified several types of safespace, and from their observations we derive three inter-related dimensionsof safe space: social context, membership and activity.

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