News and Notes

1921 ◽  
Vol 14 (4) ◽  
pp. 210-214
Keyword(s):  
High School ◽  
Secondary School ◽  
Annual Meeting ◽  
High School Teachers ◽  
University Of Pennsylvania ◽  
Atlantic City ◽  
National Council ◽  
School Teachers ◽  
Secondary School Mathematics ◽  
The University

Dr. John H. Minnick was elected President of the National Council of Teachers of Mathematics at the annual meeting at Atlantic City. Dr. Minnick has been unusually active in secondary school mathematics. He is now engaged in training high school teachers in mathematics in the University of Pennsylvania. Many readers will recall Dr. Minnick’s Tests of Abilities in Geometry, a scientific monograph on the nature of the abilities which are involved in proving a proposition in geometry.

Annual Meeting of the National Council of Teachers of Mathematics

1935 ◽  
Vol 28 (6) ◽  
pp. 388-389
Keyword(s):  
High School ◽  
Board Of Directors ◽  
Annual Meeting ◽  
High School Teachers ◽  
American Association ◽  
National Council ◽  
School Teachers ◽  
The Board Of Directors ◽  
Vacation Period

The next annual meeting of the National Council will be held at the Coronado Hotel, St. Louis, Mo., Dec. 31–Jan. 1, 1935–6. The explanation of the unusual date is that after the Council voted in February to hold a program meeting in St. Louis during the holidays in connection with the American Association for the Advancement of Science the N.E.A. selected St. Louis as the place of its February meeting for 1936. The Board of Directors, after due consideration, decided it would be unwise to hold two meetings in the same locality only seven weeks apart and voted to abandon plans for the usual February meeting and hold the regular annual meeting on the dates just mentioned. It is hoped that a greater number of high school teachers will be able to attend the meeting during the vacation period than would be possible in February.

scholarly journals The Reasons of the Reluctance of Secondary School Teachers in the Province of Houtat Bani Tamim Of Leadership Positions in The Schools of The Province

2019 ◽  
Vol 3 (15) ◽  
Author(s):  
Nourah Mohammed Al- Tamimi
Keyword(s):  
High School ◽  
Secondary School ◽  
High School Teachers ◽  
Secondary Teachers ◽  
Analytical Approach ◽  
Secondary School Teachers ◽  
Leadership Positions ◽  
School Teachers ◽  
General Average ◽  
Academic Qualifications

This research aimed to recognize the reasons made the high school teachers (female) in Houtat Bani Tamim province abstains from the leadership's positions at the institutions that they are working in. And to achieve the goals of the research the descriptive analytical approach was used, while the study tool was an electronic questionnaire distributed among a random simple sample which consisted of (93) secondary teachers. The study revealed that the arithmetic averages of the responses of the study sample on the axis of reasons for abstention from leadership positions ranged between (2.62) and (3.94) with a general average of (3.46) (3.45) and (4.31) with a general average of (3.92). The results of the study on the analysis of mono- variance showed that there were no statistically significant differences due to differences in academic qualifications and years of experience. This reflects the agreement of the sample members of the secondary school teachers on the reasons of abstention of leadership positions.

The 17th Annual Meeting of the National Council of Teachers of Mathematics

1936 ◽  
Vol 29 (4) ◽  
pp. 186-192
Author(s):  
Edwin W. Schreiber
Keyword(s):  
High School ◽  
New York ◽  
Secondary School ◽  
Annual Meeting ◽  
American Mathematical Society ◽  
School Mathematics ◽  
Annual Business ◽  
National Council ◽  
Mathematical Association ◽  
Solid Geometry

The Seventeenth Annual Meeting ofthe National Council of Teachers of Mathematics was held in St. Louis, Missouri, December 31, 1935 to January 1, 1936. This is the first annual meeting the National Council has held with the A.A.A.S. One hundred eighty-four registered for the meetings though the total attendance was well in excess of two hundred. A joint session with Section A of the A.A.A.S., the American Mathematical Society, and the Mathematical Association of America, was held on Tuesday morning, December 31, with approximately 250 in attendance. Professor Kenncth P. Williams of I ndiana University presented a temporary report of the Joint Commission on the Place of Mathematics in the Secondary School. “The Main Purposes and Objectives in Teaching High School Mathematics” was discussed by William Betz of Rochester, New York, representing the National Council, and W. W. Hart, representing the Mathematical Association of America. On Tuesday afternoon the National Council presented a Symposium on the Teaching of Geomcetry. Professor W. H. Roever of Washington University, St. Louis, discussed in a very thorough manner the 11Purpose, Nature, and use of Pictures in the Teaching of Solid Geometry.” John T. Rule, the Taylor School, Clayton, Missouri, presented an interesting paper on “Stereoscopy as an Aid to the Teaching of Solid Geometry.” The session closed with a stimulating discussion by Rolland R. Smith, Classical High School, Springfield, Mass., on “Developing the Meaning of Demonstration in Geometry.” The Tuesday evening session was opened by an address of welcome by the Rev. Father Robert S. Johnston, President of St. Louis University. The response was made by Miss Edith Woolsey of Minneapolis, Minnesota. Professor Edwin W. Schreiber, State Teachers College, Macomb, Illinois, presented an illustrated lecture on “The History of the Development of the Metric System.” Miss Ruth Lane, University High School, Iowa City, Iowa, presented an illuminating paper on “Mathematical Recreations, an Aid or a Relief?” On Wednesday morning, J anuary 1, the Annual Business session of the National Council was held. At this session Professor H. E. Slaught of the University of Chicago was honored in being elected Honorary President of the National Council. Secretary Schreiber as Chairman of the Ballot Committee announced the results of the annual election: President—Miss Martha Hildebrandt, Proviso Township High School, Maywood, Illinois; second Vice President-Miss Mary Kelly, Wichita, Kansas; three new members of the Board of Directors—E. R. Breslich, Chicago, Illinois, Leonard D. Haertter, Clayton, Missouri, and Virgil S. Mallory, Montclair, New Jersey. The morning session closed with two interesting papers: “Functiona! Thinking and Teaching in Secondary School Mathematics” by Professor H. C. Christofferson, Miami University, Oxford, Ohio; and “The Crisis in Mathematics—at Rome and Abroad— by Professor William D. Reeve, Teachers

Thanks from the Editorial Panel

1976 ◽  
Vol 69 (8) ◽  
pp. 710-712
Keyword(s):  
High School ◽  
High School Teachers ◽  
Teacher Educators ◽  
Senior High School ◽  
Professional Judgment ◽  
National Council ◽  
School Teachers ◽  
College And University

The success of the Mathematics Teacher is very much dependent on the volunteer efforts of many members of the National Council of Teachers of Mathematics. The quality of the journal is significantly related to the professional judgment of our many referees, who include junior and senior high school teachers, curriculum designers, college and university mathematicians, and teacher educators. Listed below are the names of the referees who served during the year ending 1 July 1976.

Thanks from the Editorial Panel

1996 ◽  
Vol 89 (1) ◽  
pp. 78-80
Keyword(s):  
High School ◽  
High School Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Senior High School ◽  
National Council ◽  
School Teachers ◽  
Application Form ◽  
College And University ◽  
Mathematics Educators

The success of the Mathematics Teacher is very much dependent on the volunteer efforts of many mathematics educators. Those who serve as department editors, manuscript referees, and publications and courseware reviewers include junior and senior high school teachers, curriculum designers, college and university mathematicians and teacher educators. The following are the names of those individuals who were active as of 2 Ocober 1995. Their contributions are deeply appreciated. NCTM members who subscribe to this journal and who are interested in serving as a referee of manuscripts should request an application form and guidelines from the National Council of Teachers of Mathematics.

scholarly journals コミュニカティブ・アプローチに関する日本人高校英語教師の信条と実践 – Japanese High School Teachers’ Beliefs and Practices Regarding Communicative Language Teaching

2011 ◽  
Vol 33 (2) ◽  
pp. 131 ◽  
Author(s):  
Takako Nishino
Keyword(s):  
High School ◽  
Secondary School ◽  
High School Teachers ◽  
Training Programs ◽  
Contextual Factors ◽  
Research Question ◽  
Teacher Cognition ◽  
School Teachers ◽  
Beliefs And Practices ◽  
Service Training

Borg (2003) defines “teacher cognition” as how teachers think, know, and believe. According to Borg, teacher cognition, classroom practices, learning experiences, teacher education, and contextual factors all relate to and influence each other. He also points out that researchers need to investigate the cognition of secondary school English teachers whose first language is not English, particularly those working with large classes of learners. Accordingly, in this study, I investigated how Japanese high school teachers perceive the use of Communicative Language Teaching (CLT) in their English classes. Since 1989, the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) has attempted to promote higher achievement in English communicative skills among secondary school students by urging teachers to use CLT. This focus on CLT in Japan contrasts sharply with the traditional and arguably still dominant yakudoku method, which involves decontextualized grammatical instruction and word-by-word translation of written English into Japanese. To achieve this communicative innovation, MEXT institututed a 5-year Action Plan in which intensive teacher training programs for 60,000 secondary school English teachers and the introduction of a listening component in the Center Test (a nationwide college entrance exam) were important features. To date, little research has been done on how high school teachers perceive and use CLT and how their cognition has been affected by its communicative orientation. To investigate teachers’ cognitive and practical adjustment to this landmark innovation, I conducted a survey of Japanese high school teachers’ cognition and practices regarding CLT. I posited three questions: What beliefs do Japanese high school teachers hold about CLT? How do they use CLT in their English classrooms? How do they perceive their teaching efficacy, their experiences in pre- and in-service training, their learning experiences, and contextual factors? Data were obtained through a questionnaire, based on previous studies of teacher cognition. The questionnaire was sent to randomly selected Japanese high schools in the fall of 2006, and 139 teachers responded. The data were analyzed using descriptive statistics, t-tests, and a one-way analysis of variance (ANOVA). As regards the first research question, the descriptive statistics showed that the respondents held positive beliefs about CLT. At the same time, they believed that rote memorization is important. In addition, more than half of the respondents said that they wanted to make their lessons more communicative, and the largest number answered that smaller class size should be maintained in order to use CLT effectively. With respect to the second research question, the respondents did not frequently use communicative activities. There seemed to be a gap between their reported beliefs and practices. Concerning the third research question, results indicated that (a) the respondents had less confidence in their ability to implement CLT than in their English skills and grammatical knowledge, (b) the respondents had fewer opportunities in pre-service training courses than in in-service training programs to receive practical training in CLT, (c) they perceived that the classroom conditions were not optimal for the use of CLT, (d) MEXT innovations had not strongly influenced their classroom practices, and (e) they had had few chances to experience communicative activities in English class when they themselves were in high school. It appears that these factors had a negative influence on the respondents’ use of CLT. In summary, the respondents held positive beliefs about CLT, but there was a gap between their reported beliefs and practices. In order to make Japanese high school English lessons more communicative, contextual factors and teacher training programs should be re-examined and context-appropriate communicative methodologies should be developed by teachers themselves. 文部科学省は、1980年年代後半から英語によるコミュニケーション能力を高めようと、高校の授業でのコミュニカティブ・アプローチ（CLT）の採用を促してきた。また、2003年から５年間にわたり「『英語が使える日本人』の育成のための行動計画」を実施し、その方針の具体的な実現を図った。本研究では、無作為抽出した高校に質問票を送付し、日本人高校教師がCLTをどのように考え実践しているか、また、教師としての能力、教職課程、教員研修、学習経験、教育環境などをどのようにとらえているかについて、2006年秋に調査した。その結果、回答者139名の約60％は、CLTの理念（「言葉は使うことで効果的に習得」「コミュニケーション能力の育成が大切」「間違いは学習の一環」など）に賛成（或いは強く賛成）しているが、コミュニケーション活動を普段の授業で使っている回答者は全体の30％に満たないことがわかった。結果を踏まえてどのような要因がCLTの実践に影響しているかを考察する。

Problems in presenting non-Euclidean geometries to high school teachers

1960 ◽  
Vol 53 (7) ◽  
pp. 559-563
Author(s):  
Louis O. Kattsoff
Keyword(s):  
High School ◽  
Secondary School ◽  
High School Teachers ◽  
Secondary School Teachers ◽  
School Curriculum ◽  
School Teachers ◽  
Secondary School Curriculum

What is the place of non-Euclidean geometries and miniature systems in the secondary school curriculum, and in the curriculum for prospective secondary school teachers of mathematics?

Thanks from the Editorial Panel

1995 ◽  
Vol 88 (1) ◽  
pp. 70-72
Keyword(s):  
High School ◽  
High School Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Senior High School ◽  
National Council ◽  
School Teachers ◽  
Application Form ◽  
College And University ◽  
Mathematics Educators

The success of the Mathematics Teacher is very much dependent on the volunteer efforts of many mathematics educators. Those who serve as department editors, manuscript referees, and publications and courseware reviewers include junior and senior high school teachers, curriculum designers, college and university mathematicians, and teacher educators. The following are the names of those individuals who were active as of 3 October 1994. Their contributions are deeply appreciated. NCTM members who subscribe to this journal and who are interested in serving as a referee of manuscripts should request an application form and guidelines from the National Council of Teachers of Mathematics.

Thanks From The Editorial Panel

1989 ◽  
Vol 82 (9) ◽  
pp. 728-732
Author(s):  
Dwayne E. Channell ◽  
Robert A. Laing ◽  
Charles D. Watson ◽  
Charles A. Reeves
Keyword(s):  
High School ◽  
High School Teachers ◽  
Teacher Educators ◽  
Senior High School ◽  
National Council ◽  
School Teachers ◽  
Application Form ◽  
College And University ◽  
Mathematics Educators

The success of the Mathematics Teacher is very much dependent on the volunteer efforts of many mathematics educators. Those who serve as department editors, manuscript referees, and publication and courseware reviewers include junior and senior high school teachers, curriculum designers, college and university mathematicians, and teacher educators. The following are the names of those individuals who were active as of 7 July 1989. Their contributions are deeply appreciated. Anyone interested in serving as a referee of manuscripts should request an application form and guidelines from the National Council of Teachers of Mathematics.

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