scholarly journals Ten Salient Practices for Mentoring Student Research in Schools: New Opportunities for Teacher Professional Development

2019 ◽  
Vol 9 (4) ◽  
pp. 133
Author(s):  
Helen Walkington ◽  
Elizabeth A. C. Rushton
Keyword(s):  
Professional Development ◽  
High School ◽  
School Settings ◽  
Research Collaborations ◽  
Research Mentoring ◽  
School Research ◽  
Teacher Researcher ◽  
Teacher Professional ◽  
Teacher Mentor ◽  
High School Research

This paper proposes ten salient practices of research mentoring activity in high school settings for teachers and technicians based upon survey and interview findings from 96 English and Scottish high school teachers from STEM disciplines, working in research collaborations with scientists. Mentoring high school research provides career development, with teachers identifying new aspects to their professional roles including ‘teacher researcher’, ‘teacher scientist’ and ‘teacher mentor’. This study suggests the potential for using the ten salient practices to initiate individual teacher reflection and wider professional development, and, a way of framing and disseminating effective practice across the school sector.

scholarly journals Engaging High School Students in an Engineering Thermodynamics Project

2015 ◽  
Vol 5 (1) ◽  
pp. 12 ◽  
Author(s):  
Armando Paulino Preciado Babb ◽  
Candace Saar ◽  
Jim Brandon ◽  
Sharon Friesen
Keyword(s):  
Professional Development ◽  
High School ◽  
High School Students ◽  
Teacher Professional Development ◽  
Science Teachers ◽  
School Level ◽  
Engineering Project ◽  
Teacher Professional ◽  
K 12 ◽  
Mathematics And Science

Efforts for recruiting and retaining students in engineering programs are evident in many postsecondary institutions around the world. These efforts include outreach programs at both elementary and secondary school level, as well as projects that develop capacities beyond technical content—often taught as declarative and procedural knowledge. The mandate of the Galileo Education Network Association includes the design of rich learning environments engaging K – 12 students in authentic tasks: tasks that resemble the real work of professionals such as engineers. We describe the experience of enacting a seven-session engineering project in thermodynamics with Grade Ten students. Special attention is paid to formative assessment as an essential support for students' learning along the project. The initial project resulted from the collaboration—as a means for teacher professional development—between this network association and the mathematics and science teachers in a western Canadian high school. We propose that programs for teacher professional development in mathematics and science should include a focus on tasks that resemble the work of engineering in order to design authentic, engaging learning tasks, and assessing strategies that support and enhance student learning.

scholarly journals Middle and High School Teacher Professional Development

2020 ◽  
Author(s):  
Keith Schimmel ◽  
Muktha Jost ◽  
Tyrette Carter ◽  
Shawn Watlington ◽  
Terrie McManus ◽  
...  
Keyword(s):  
Professional Development ◽  
High School ◽  
Teacher Professional Development ◽  
School Teacher ◽  
High School Teacher ◽  
Teacher Professional

scholarly journals Move Analysis of Senior High School Research Abstracts in a Philippine University

2020 ◽  
Vol 1 (2) ◽  
pp. 48-57
Author(s):  
Mark Joshua Roxas
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Product Introduction ◽  
School Students ◽  
Research Article ◽  
Product Method ◽  
School Research ◽  
High School Research ◽  
Senior High School Students

A well-written abstract speaks for the paper’s quality—it reflects an article’s value. Research is a relatively new discipline for senior high school learners, thus, the writing of an abstract can be problematic and challenging. Anchored on Hyland’s model of research article abstracts as adapted by Behnam and Golpour (2014), this paper presents a move analysis of thirty (30) randomly-selected research abstracts of Grade 12 senior high school students in a Philippine University. The results revealed the three (3) dominant moves in the corpus of research abstracts namely Introduction-Purpose-Method-Product, Introduction-Purpose-Method-Product-Conclusion, and Introduction-Product-Method. It was also noted that the “Conclusion” move is less frequently observed and considered “optional”. Additionally, instances of move embedding were prominent between the Purpose and Method move. It was recommended that research instructors in the senior high school shall consider using models in teaching the writing of the abstract. The findings of this study may serve as a basis in crafting a genre-based research syllabus, with genre-based tasks.

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