scholarly journals Use of Non-verbal Communication in Pedagogic Practices at Public High Schools in Lahore

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Dr. Irfana Rasul Rasul ◽  
Dr. Muhammad Nadeem ◽  
Ms Ayesha Afzal
Keyword(s):  
High Schools ◽  
Prospective Teachers ◽  
Verbal Communication ◽  
School Level ◽  
Spatial Distance ◽  
Public High Schools ◽  
Communication Signals ◽  
Pedagogic Practices ◽  
And Performance ◽  
Teaching Learning

It was a descriptive research which studied the use of non-verbal communication in the pedagogic practices at secondary school level in Lahore. The study was conducted to examine the practices of teachers’ non-verbal communication used in conjunction with verbal communication in actual classroom setting by teachers which affected the participation and performance level of learners. It investigated the students’ understanding, interpretation of and attitude towards non-verbal communication used by teachers and identified the existing barriers for the use of non-verbal communication strategies to improve students’ learning. The non-verbal communication was restricted to five factors—physical appearance, facial expressions, eye contact, spatial distance and paralinguistic. The study was limited to the subject of English (compulsory) at the female secondary schools in public sector. The sample comprised of 1200 students and 40 teachers from female public high schools of Lahore (Punjab), Pakistan. The study recommended that all female teachers at secondary level schools should be provided an orientation in non-verbal communication which would help them to use these skills in their teaching methodologies. While recognizing the importance of non-verbal communication, the curriculum planners and policy makers should take practical steps to make it a part of teacher education programs for the training of prospective teachers. Moreover, an awareness among students shall be created on how to interpret and reflect upon the teachers’ non-verbal communication signals during teaching-learning process.

Higher Education Policy as Secondary School Reform: Texas Public High Schools After Hopwood

2007 ◽  
Vol 29 (3) ◽  
pp. 200-217 ◽  
Author(s):  
Thurston Domina
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Students ◽  
High Schools ◽  
Higher Education Policy ◽  
School Level ◽  
Public High Schools ◽  
High School Level ◽  
School Students ◽  
Higher Education Policies

The higher education diversity programs that Texas enacted after Hopwood v. University of Texas banned affirmative action had unexpected positive consequences for the state’s high schools. The Texas top 10% law, the Longhorn Opportunity Scholarship and Century Scholarship programs, and the Towards Excellence, Access and Success Grant program each explicitly linked postsecondary opportunities to high school performance and clearly articulated that link to students across the state. As a result, these programs worked as K–16 school reforms, using college opportunities as incentives to improve educational outcomes at the high school level. Using panel data describing Texas high schools between 1993 and 2002, the author demonstrates that Texas’s post- Hopwood higher education policies redistributed college-related activity at public high schools and boosted high school students’ academic engagement.

Academic Optimism of High School Teachers: Its Relationship to Organizational Citizenship Behaviors and Student Achievement

2011 ◽  
Vol 21 (6) ◽  
pp. 893-926 ◽  
Author(s):  
Charles A. Wagner ◽  
Michael F. Dipaola
Keyword(s):  
Student Achievement ◽  
High Schools ◽  
Organizational Citizenship ◽  
Organizational Citizenship Behaviors ◽  
Academic Optimism ◽  
Three Dimensions ◽  
School Level ◽  
Public High Schools ◽  
Full Time ◽  
Citizenship Behaviors

The purpose of this study is to build on an emergent research base for academic optimism by testing the construct and its relationship to student achievement and organizational citizenship behaviors in schools in a sample of public high schools. All participants in this study were full-time teachers guidance counselors, and other full-time professional instructional faculty from 36 public high schools in Virginia serving Grades 9–12. Although not random the sample comprised a demographic and geographic range of Virginia's 308 high schools featuring Grades 9–12. The data for this study were aggregated at the school level to support the school as the unit of analysis. The three dimensions of academic optimism were shown to correlate significantly with student achievement even when controlling for student family background. The findings in this study also confirm that academic optimism and organizational citizenship behaviors in schools are strongly correlated. Measuring teachers’ beliefs and perceptions about themselves, their colleagues, and their schools can provide important insights into the school's collective belief about instruction, learning, and student achievement and help principals improve the quality of schools’ learning contexts.

scholarly journals The effectiveness of local wisdom-based static fluid modules in the wetlands environment

2020 ◽  
pp. 102-108
Author(s):  
Mustika Wati ◽  
Misbah Misbah ◽  
Surya Haryandi ◽  
Dewi Dewantara
Keyword(s):  
High School ◽  
High Schools ◽  
Research And Development ◽  
Learning Process ◽  
Learning Outcome ◽  
School Level ◽  
Public High Schools ◽  
High School Level ◽  
Development Study ◽  
Static Fluid

This study aims to describe the effectiveness of static fluid module based on local wisdom in the wetlands environment. This study is a research and development study and uses the 4D model modified. The effectiveness of the module is measured using a learning outcome test. The subjects of this study were sixty grade XI students from two public high schools in Banjarmasin city. The result of the analysis showed that the effectiveness of teaching materials have a medium category. The result indicates that the static fluid module based on local wisdom in the wetland environment is effective so that they can be used in the learning process in the classroom, at the high school level.

scholarly journals When the Bell Tolls: The Effects of School Starting Times on Academic Achievement

2011 ◽  
Vol 6 (4) ◽  
pp. 486-507 ◽  
Author(s):  
Peter Hinrichs
Keyword(s):  
High Schools ◽  
Standardized Tests ◽  
The United States ◽  
School Level ◽  
Twin Cities ◽  
Public High Schools ◽  
Biological Clocks ◽  
Act Scores ◽  
Individual Level ◽  
Level Data

A number of high schools across the United States have moved to later bell times on the belief that their previous bell times were too early for the “biological clocks” of adolescents. In this article I study whether doing so improves academic performance. I first focus on the Twin Cities metropolitan area, where Minneapolis and several suburban districts have made large policy changes but St. Paul and other suburban districts have maintained early schedules. I use individual-level ACT data on all individuals from public high schools in this region who took the ACT between 1993 and 2002 to estimate the effects of school starting times on ACT scores. I then employ school-level data on schedules and test scores on statewide standardized tests from Kansas and Virginia to estimate the effects of bell times on achievement for a broader sample. The results do not suggest an effect of school starting times on achievement.

artikel 9 admistrasi layanan khusus

2020 ◽  
Author(s):  
syafriati
Keyword(s):  
Service Management ◽  
School Level ◽  
Effective Management ◽  
Class Inclusion ◽  
Program Monitoring ◽  
Special Services ◽  
Management Processes ◽  
Special Service ◽  
And Performance ◽  
Management Functions

Special services provided by schools to students are generally the same, but different on the process of the management and utilization. Some form of special services in school is the service: councelling, libraries, laboratories, extracurricular, infirmary, cafeteria, cooperatives, OSIS, transport, boarding, acceleration, class inclusion, and apprentice. As a special service management functions include: (1) planning, such as needs analysis and programming of special services; (2) the organization, such as the division of tasks to carry out special service program; (3) in motion, in the form of the settings in the implementation of special services, and (4) control, in the form of program monitoring and performance assessment special services program in school. So that special services should be managed with effective management processes in order to strengthen the management process of education, particularly at the school level.

Mobile devices on teaching-learning process for high school level

2020 ◽  
Vol 24 (04) ◽  
pp. 330-340
Author(s):  
Wayan Suryasa ◽  
Jose Reynaldo Zambrano Mendoza ◽  
Telmo Mendoza Mera ◽  
Maria Elena Moya Martinez ◽  
Maria Rodriguez Gamez
Keyword(s):  
High School ◽  
Mobile Devices ◽  
Learning Process ◽  
School Level ◽  
High School Level ◽  
Teaching Learning

scholarly journals The Relationship between Physical Education Teachers’ Perceptions of Principals’ Transformational Leadership and Creative Teaching Behavior at Junior and Senior High Schools: A Cross-Level Moderating Effect on Innovative School Climates

2021 ◽  
Vol 13 (15) ◽  
pp. 8184
Author(s):  
Chia-Ming Chang ◽  
Huey-Hong Hsieh ◽  
Yu-Hui Chou ◽  
Hsiu-Chin Huang
Keyword(s):  
Transformational Leadership ◽  
High Schools ◽  
School Climate ◽  
Physical Education ◽  
Positive Impact ◽  
School Level ◽  
Physical Education Teachers ◽  
Teaching Behaviors ◽  
Creative Teaching ◽  
The Relationship

The purpose of this study was to examine the relationship between a principal’s transformational leadership and creative teaching behavior of physical education teachers at junior and senior high schools in Taiwan (at the individual level) and the cross-level effect on creative teaching behaviors of physical education teachers in an innovative school climate (at the school level) and the moderator effect of an innovative school climate on the relationship between a principal’s transformational leadership and creative teaching behaviors of physical education teachers. A total of 800 questionnaires were distributed to physical education teachers at 59 junior and senior high schools and 477 valid surveys were collected for data analysis. Using hierarchical linear modeling, we found that at the individual level, a principal’s transformational leadership has a positive impact on creative teaching behaviors of physical education teachers, and at the school level, an innovative school climate has a positive impact on creative teaching behaviors (at the person level) of physical education teachers. An innovative school climate at the school level has no moderating effects on the relationship between a principal’s transformational leadership and creative teaching behaviors of physical education teachers. This study provides implications and applications for cross-level studies, and builds the foundation for future multilevel research.

College-Bound Figured Worlds: Case Studies of Three Urban High Schools

2021 ◽  
pp. 001312452110275
Author(s):  
Meredith R. Naughton
Keyword(s):  
High Schools ◽  
Thematic Analysis ◽  
College Graduates ◽  
Qualitative Case Study ◽  
Figured Worlds ◽  
Public High Schools ◽  
Full Time ◽  
Peer Mentors ◽  
Compare And Contrast

This qualitative case study explored the unique ways recent college graduates serving as full-time, near-peer mentors supported students along the path to college in three different urban public high schools. By applying the theory of figured worlds to school spaces and practices, this study sought to both define the physical and figurative ways mentors helped students envision and enact college-bound identities and compare and contrast the differences in these spaces across schools. Data and thematic analysis indicate that promoting the development and enactment of college-bound identities requires intentionality about how school culture, people, and policies enable real and figurative spaces for college-bound exploration and support.

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