Teaching Controversial Issues in Social Studies: A Research Study of High School Teachers

2008 ◽  
Vol 30 (2) ◽  
pp. 87-93 ◽  
Author(s):  
Jeffrey Byford ◽  
Sean Lennon ◽  
William B Russell III
Keyword(s):  
High School ◽  
Social Studies ◽  
High School Teachers ◽  
Research Study ◽  
Controversial Issues ◽  
School Teachers

Interactive co-teaching strategies: developing effective partnerships

2018 ◽  
Vol 26 (3) ◽  
pp. 260-269
Author(s):  
Carolyn Casale ◽  
Stephanie Thomas
Keyword(s):  
High School ◽  
Teacher Education ◽  
Social Studies ◽  
High School Teachers ◽  
University Education ◽  
Education Faculty ◽  
School Teachers ◽  
Student Centered ◽  
Content Type ◽  
Teacher Education Faculty

Purpose The purpose of this study is to understand how to develop closer partnership ties among university education faculty and local high school teachers. This study consisted of a university-based teacher education faculty and a high school social studies teacher co-teaching controversial topics using interactive student-centered approaches at a high school in the southeastern United States. Design/methodology/approach A qualitative design included data sources from lesson plans, student assignments and the co-teacher’s reflection process. The theoretical frame integrates reflective practice, culturally relevant teaching and Zeichner’s hybrid space. Findings The findings of this research identified best practices for an effective co-teaching partnership between university-based teacher education faculty and social studies high school teachers. Originality/value The significance and practical implications are to develop partnerships to promote effective teaching.

Strengthening Competence and Mentoring the High School Teachers Teaching Social Studies for the K-12 Curriculum in Division of Valencia City, Mindanao, Philippines

2020 ◽  
Author(s):  
Marjorie T. Sobradil ◽  
Sittie Juhanna M. Pandapatan ◽  
Reynante B. Casiro Casiro ◽  
Aljean Sareno ◽  
May Alinie P. Butalid ◽  
...  
Keyword(s):  
High School ◽  
Social Studies ◽  
High School Teachers ◽  
School Teachers ◽  
K 12

scholarly journals How Do Teachers Support Students’ Motivation and Learning in Their Classrooms?

2011 ◽  
Vol 113 (5) ◽  
pp. 969-1003 ◽  
Author(s):  
Lynley Anderman ◽  
Carey E. Andrzejewski ◽  
Jennifer Allen
Keyword(s):  
High School ◽  
Social Studies ◽  
Instructional Practices ◽  
Student Perceptions ◽  
High School Teachers ◽  
Teacher Practices ◽  
School Teachers ◽  
Field Notes ◽  
Instructional Contexts ◽  
Motivation And Learning

Background/Context Despite the importance of students’ active engagement for learning, little is known about how teachers create environments that are supportive of students’ positive motivational and learning-related beliefs. Furthermore, most of the studies that have described teacher practices in relation to students’ perceptions of their classroom context have focused on elementary and middle school populations; much less is known about creating supportive contexts for high school students. We conceptualized supportive instructional contexts as multidimensional, developing a profile of student perceptions that would define a classroom that would promote and sustain students’ motivation and learning, based on the literature on classroom motivation. This profile included perceptions of the motivational climate, the social climate, and the academic climate of the classroom. Purpose and Research Questions The goal of this study was to identify high school teachers who were perceived by their students as creating classroom contexts that were particularly supportive of students’ motivation and learning, and to describe their practice. The analysis was guided by these questions: How do effective high school teachers create classroom contexts that students perceive as supportive of their motivation and engagement? What underlying commonalities describe these teachers’ instructional practices? A secondary question focused on whether there were any discernible differences between the contexts of high school science and social studies classes, or associated with teachers’ gender. Participants Students (N = 2,864) in Grades 9–12 from three high schools and 4 of their teachers (2 science and 2 social studies), identified based on students’ survey reports. Research Design Teachers were identified for observation based on students’ reported perceptions of the instructional contexts of their classes. Observation field notes were analyzed thematically to develop a grounded model of teachers’ instructional practices. Conclusions/Recommendations Analysis of the field notes suggested a model that consists of three core themes: supporting understanding, building and maintaining rapport, and managing the classroom. Within this framework, a number of the teacher practices described served more than one of these three functions, and some, such as teacher movement and the use of varied participation structures, served all three. All the observed characteristics of practice were consistent across subject area domains, and differences in relation to teachers’ gender were evident only in terms of teachers’ use of humor in the classroom.

scholarly journals The Effect of Teachers, Work Environment, and Work Satisfaction on the Performance of IPS Teachers of the Demak Regency

2019 ◽  
Vol 6 (2) ◽  
pp. 798
Author(s):  
Maulana Ibrahim ◽  
Harini Harini ◽  
Susilaningsih Susilaningsih
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
Middle School ◽  
Social Studies ◽  
Work Environment ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
School Teachers ◽  
Junior High School Teachers

The purpose of this study is to find out whether there is a positive influence on teacher competence, work environment and job satisfaction on the performance of social studies teachers in the simultaneous learning process at Demak State Middle School. This type of research is descriptive quantitative research because it uses multiple linear regression analysis. Based on its classification, this study included a correlation study. Based on its nature, this research is basic research. According to the time, this type of research is a cross sectional survey. The population in this study were all Social Sciences teachers in Demak District Middle School, which numbered 118 Social Studies teachers. This study uses the proportionate stratified random sampling technique. Based on the results of the calculation, it was obtained that the R Square amounted to 0.521 or 52.1%, which meant that teacher competencies had an influence with a category of 52.1% on the performance of junior high school teachers. Based on the results of the calculation, it was obtained that the R Square amounted to 0.722 or 72.2%, which meant that the work environment had an influence with a category of 72.2% on the performance of junior high school teachers. Based on the results of the calculation obtained by the results of R Square of 0.722 or 79.0%, which means that job satisfaction has an influence with a category of 79.0% on the performance of junior high school teachers. Based on the calculation results obtained by the results of R Square of 0.865 or 86.5% which means that teacher competency, work environment and job satisfaction have an influence with a category of 86.5% on the performance of junior high school teachers, while the remaining 13.5% is influenced by other factors. The results of this study are expected to be useful, as a guide for principals in managing learning in the educational institutions they lead.

scholarly journals Experienced Secondary Teachers' Perceptions of Engagement and Effectiveness: A Guide to Professional Development

2014 ◽  
Author(s):  
Denise Meister
Keyword(s):  
Professional Development ◽  
High School ◽  
High School Teachers ◽  
Research Study ◽  
Work Force ◽  
Support Network ◽  
Administrative Leadership ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Qualitative Research Study

The purpose of this research is to describe a qualitative research study of experienced high school educators who have remained motivated and highly engaged in their teaching. Ten high school teachers who have been called "the best" by their administrators and fellow teachers were interviewed to ascertain common traits that can serve as a framework for providing professional development to assist teachers in the work force, as well as bring their voice to the National Reform Movement. The following themes emerged: teachers are ambivalent to administrative leadership as an important influence in their work; colleagues are their support network; and their commitment to the students transcends academic achievements.

Strengthening Competence and Mentoring the High School Teachers Teaching Social Studies for the K-12 Curriculum in Division of Valencia City, Mindanao, Philippines

2020 ◽  
Author(s):  
Marjorie T. Sobradil ◽  
Sittie Juhanna M. Pandapatan ◽  
Reynante B. Casiro Casiro ◽  
Aljean Sareno ◽  
May Alinie P. Butalid ◽  
...  
Keyword(s):  
High School ◽  
Social Studies ◽  
High School Teachers ◽  
School Teachers ◽  
K 12
Sign in / Sign up

Export Citation Format

Share Document