Journal articles on the topic 'High school educators'
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Whiteside-Mansell, Leanne, Taren Swindle, and James P. Selig. "Together, We Inspire Smart Eating (WISE): An Examination of Implementation of a WISE Curriculum for Obesity Prevention in Children 3 to 7 Years." Global Pediatric Health 6 (January 2019): 2333794X1986981. http://dx.doi.org/10.1177/2333794x19869811.
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This study examined the implementation of a school-based, obesity prevention curriculum, Together, We Inspire Smart Eating (WISE), targeting 3- to 7-year-old low-income children. Survey data from a convenience sample were collected from educators and parents (N = 73, N = 188, respectively) at the beginning and end of a school year in which WISE was implemented. Educators also reported on lessons weekly. Measures to evaluate the success of the implementation were conceptually distinct implementation outcomes (Educators: Perceived Barriers, Appropriateness, Acceptability, Feasibility, Fidelity; Parents: Adoption, Appropriateness). WISE was successfully implemented in 33 target classrooms representing 7 preschool centers and 2 elementary schools. Based on educator report, perceived barriers were reduced. Educators rated Appropriateness, Acceptability, and Feasibility high. Evidence of Fidelity was mixed. Parents reported indicators of Adoption and Appropriateness high. The study provided support for WISE in preschools and elementary schools serving young children from low-resource homes.
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Tsalitsa, Annuriana, Siti Nurrahayu Putri, Lusi Rahmawati, Nur Azlina, and Ulya Fawaida. "Problematika Pendidikan Agama Islam di Sekolah Umum Tingkat SMA." Tarbawiyah Jurnal Ilmiah Pendidikan 4, no. 1 (June 24, 2020): 105. http://dx.doi.org/10.32332/tarbawiyah.v4i1.1950.
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This article describes the problems of Islamic religious education high school level public schools. The formulation of the issues raised is 1) What are the problems of Islamic religious education (PAI) found in high school level public schools 2) How are the solutions to overcome the problems of learning Islamic religious education (PAI) in public schools at the high school level. This research method is qualitative research using a literature study method, namely by displaying scientific reasoning arguments. The problems of PAI in high school level public schools include low interest learning learners in the PAI learning, lack of time allocation, problems in educators, problem in students, problem in facilities and infrastructure, the problem in PAI learning methods, and problem in learning evaluation. Meanwhile, solutions to overcome these problems, including replacing professional teachers, finding PAI teachers who are professional in their fields, every educator is included in events such as seminars, providing facilities and infrastructure for the implementation of sufficient Islamic religious teaching practices, educators must master various learning methods so that students easily understand the material delivered, increase the number of PAI teachers, and develop a learning evaluation system where the emphasis is on self-evaluation.
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Royal, Camika, and Simone Gibson. "They Schools: Culturally Relevant Pedagogy under Siege." Teachers College Record: The Voice of Scholarship in Education 119, no. 1 (January 2017): 1–25. http://dx.doi.org/10.1177/016146811711900108.
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Background/Context Culturally relevant pedagogy (CRP) represents educators who work toward academic excellence, cultural competence, and sociopolitical awareness. Although some profess to embrace CRP, many educators neglect sociopolitical consciousness. Socio-politically unconscious and/or racially dysconscious educators cannot engage their students in sociopolitical consciousness. For a multitude of reasons, including neoliberal school reform, educators may reduce CRP to cultural celebration, trivialization, essentializing, substituting cultural for political analysis, or other compromised pedagogies. Purpose In this article, we argue that neoliberal school reform models employing hyperaccountability and hyperstandardization, replete with their demands on educators of conformity and silence, obfuscate teachers as thinkers, disempowering the efforts of culturally relevant educators and making high test scores the sole focus of schooling. We also argue that CRP is even more needed now, especially its focuses on cultural competence and sociopolitical consciousness, given the recent highly publicized murders of Black youth (e.g., Freddie Gray, Jordan Davis, Trayvon Martin, and Renisha McBride). Setting and Population This article explores CRP in Philadelphia's public schools before and after the state takeover in 2001 and the proliferation of hyperstandardization, hyperaccountability, and neoliberal school reform. Research Design: This article is conceptual. It uses the historical narratives of Black educators to support the conceptual argument. Conclusion Though it is a professional gamble, it is possible to be a culturally relevant educator within the hyperstandardized, hyperaccountable neoliberal school environment. Such educators must be highly skilled masters of their craft, strategic, and subversive, adhering to all tenets of CRP and mandated curricula. This tension could affect educators’ professional standing, income, and job security. However, neglecting emancipatory pedagogies under the joint siege of hyperaccountability, hyperstandardization, and neoliberal school reform reifies the American racial, cultural, and socioeconomic caste system, and it does so through our schools. Unless educators risk subversively employing CRP, students from historically marginalized communities will continue to appear as standardized failures.
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Szymanski, Antonia (Toni), and Michelle Lynch. "Educator Perceptions of English Language Learners." Journal of Advanced Academics 31, no. 4 (May 13, 2020): 436–50. http://dx.doi.org/10.1177/1932202x20917141.
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This article explores educator perceptions of gifted and talented (GT) English language learning (ELL) students. Nine educators from two schools within a school district with high population of ELL students were interviewed in this qualitative study. Discussion focused on understanding teachers’ ideas regarding ELL gifted students. Three main themes emerged from interviews: educator perceptions, identification, and professional development. Implications from the study include the need for specific professional development to restructure thinking regarding ELL students and to inform educators on the myriad of ways giftedness may manifest itself.
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Aisyah, Siti, and Rini Setyaningsih. "HUBUNGAN ANTARA PROFESIONALITAS TENAGA PENDIDIK DENGAN MUTU PENDIDIKAN DI MADRASAH ALIYAH NEGERI 1 PEKANBARU." journal Istighna 3, no. 2 (August 13, 2020): 158–68. http://dx.doi.org/10.33853/istighna.v3i2.63.
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It was a correlational research studying about educator professionality (X variable) and education quality (Y variable) at State Islamic Senior High School 1 Pekanbaru. This research aimed at knowing educator professionality level, education quality level, and the correlation between educator professionality and education quality at State Islamic Senior High School 1 Pekanbaru. The samples were 46 educators at State Islamic Senior High School 1 Pekanbaru that met the requirements of professional educators—educator competence, qualification of education, and certification. The data were analyzed by using Pearson product moment correlational formula. Based on the analysis, it showed that H0 was rejected and Ha was accepted. It meant that there was a positive and significant correlation between educator professionality and education quality at State Islamic Senior High School 1 Pekanbaru. It could be seen from the comparison between robserved 0.694 and rtable 0.361 at 5% significant level with N that was 46, so robserved was higher than rtable (0.694>0.361). The result of linear regression coefficient showed that the probability score or the significance score 0.000 was lower than 0.05 (0.000<0.05). Based on the determination coefficient, it was obtained the score 0.482 or 48.2% and it was rounded up to 48%. It meant that the contribution of educator professionality variable to education quality variable at State Islamic Senior High School 1 Pekanbaru was 48%, and the rest was influenced by other variables that were not explained in this research. So, the professional educators could increase the quality of education.
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Amin Basri, Melyani Sari Sitepu, and Imam Rinaldi. "Junior High School Education System in Islamic Boarding School Environment Area." EDUKASI : Jurnal Pendidikan Islam (e-Journal) 10, no. 2 (September 30, 2022): 208–18. http://dx.doi.org/10.54956/edukasi.v10i2.340.
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Islamic boarding schools in Indonesia have played an essential role as institutions to spread Islam and make changes in society for the better. It can be viewed from the education system to advance the quality of education in Islamic educational institutions such as Islamic boarding schools. This study aims to analyze the education system in the Galih Agung Private Junior High School Darularafah Raya Islamic Boarding School. This study uses qualitative research with a naturalistic qualitative approach. This study's data collection was done using observation, interview, and documentation techniques. Informants in this study were Ustadz and Ustadzah, who served at the Darularafah Raya Islamic Boarding School and several students and dyah. Data analysis techniques include data reduction, data presentation, and conclusion. The study results indicate that: 1) The education system at Galih Agung Private Junior High School consists of educational objectives, conditions of educators and students, curriculum, and facilities/ infrastructure. The supporting factors are as follows: Competent educators, wise caregivers, adequate facilities and infrastructure, a comfortable boarding school environment, and improving the quality of extracurricular activities, while the inhibiting factors are: Lack of awareness of students as a student, not accustomed to discipline and independence, and students feel lazy.
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Noviah, Ema, and Wardani Rahayu. "THE EVALUATION OF THE IMPLEMENTATION OF NATIONAL EDUCATION STANDARDS ON ANTECEDENT COMPONENTS IN SPECIAL OF VOCATIONAL HIGH SCHOOL." JISAE: Journal of Indonesian Student Assessment and Evaluation 6, no. 1 (February 20, 2020): 11–25. http://dx.doi.org/10.21009/jisae.v6i1.13602.
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The children's Special Correctional Institution (LPKA) on Tangerang City is one of the institutions that organizes the form of coaching Vocational High School (SMK). Implementation of education in Vocational High School must meet the minimum criteria in accordance with national education standards. Learning planning, educator qualifications and infrastructure is one of the components that exist in the national standard of education. This research aims to evaluate the quality of Lesson Plan (RPP) and assessment, educator qualifications, and infrastructure in the antecedent component of the Concatenate stake model in Special of Vocation High School. This research is an evaluative research with a qualitative approach. The method of data collection used in the form of interviews, documentation studies, and observations with the validity technique of data research results using the credibility by prologue engagement, persistent observation, and member checking. The results showed that educators first did not prioritize Learning Program Planning and its assessment, both lacking facilities of learning infrastructure, and all three educators who did not have a certificate of educators.
Keyword: Antecedent component, evaluation, the children's Special Correctional Institution (LPKA)
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Noviah, Ema, and Wardani Rahayu. "THE EVALUATION OF THE IMPLEMENTATION OF NATIONAL EDUCATION STANDARDS ON ANTECEDENT COMPONENTS IN SPECIAL OF VOCATIONAL HIGH SCHOOL." JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION 6, no. 1 (February 20, 2020): 11–25. http://dx.doi.org/10.21009/jisae.061.02.
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The children's Special Correctional Institution (LPKA) on Tangerang City is one of the institutions that organizes the form of coaching Vocational High School (SMK). Implementation of education in Vocational High School must meet the minimum criteria in accordance with national education standards. Learning planning, educator qualifications and infrastructure is one of the components that exist in the national standard of education. This research aims to evaluate the quality of Lesson Plan (RPP) and assessment, educator qualifications, and infrastructure in the antecedent component of the Concatenate stake model in Special of Vocation High School. This research is an evaluative research with a qualitative approach. The method of data collection used in the form of interviews, documentation studies, and observations with the validity technique of data research results using the credibility by prologue engagement, persistent observation, and member checking. The results showed that educators first did not prioritize Learning Program Planning and its assessment, both lacking facilities of learning infrastructure, and all three educators who did not have a certificate of educators.
Keyword: Antecedent component, evaluation, the children's Special Correctional Institution (LPKA)
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Williams, Joseph P. "Scanning Electron Microscope EDucatorS." Microscopy Today 1, no. 2 (March 1993): 5. http://dx.doi.org/10.1017/s1551929500069339.
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Can you imagine the motivational value of a young adult being exposed to images of common day objects that they have an interest in, magnified ten, one hundred, or one thousand times? Then imagine the student learning the theory and operation of a scanning electron microscope. Finally, imagine walking into a laboratory to see these same students operating an SEM and taking their own micrographs.For the past three years I have had the pleasure of teaching the laboratory portion of the SEMEDS program. The program's goal is not just to motivate high school students in science, but to expose them to the wonders of microscopy and how it affects their everyday life.The program currently has three phases. During phase one, teachers from local high schools are contracted about the program. The teachers volunteer at the beginning of the school year then become students themselves during a four hour class.
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Tyler, Teresa A., and C. Cryss Brunner. "The Case for Increasing Workplace Decision-Making." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 37, no. 4 (April 7, 2014): 283–308. http://dx.doi.org/10.1177/0888406414527118.
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The chronically high rate of special educator attrition across U.S. schools creates a dilemma for educational leaders because special educators provide direct services to students with special needs. Attrition exacerbates already high special educator shortages reported in most districts, and nearly one million schoolchildren with disabilities receive fewer or no services as a result. Given this dilemma, the purpose of this article is to advance a research-based model to provide guidance for school administrators and researchers. Adapted from previous conceptual models and perspectives, the proposed model combines five thematic, contributing factors and a sixth, relatively understudied factor, workplace decision-making, to illustrate factor effects on special educators’ perceptions of job satisfaction and, ultimately, career decisions.
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Milka, Milka. "Sustainable Career Development of The Senior High School Educators." International Research-Based Education Journal 1, no. 2 (March 15, 2018): 153. http://dx.doi.org/10.17977/um043v1i2p153-161.
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This paper aimed to describe how educators explore their career to achieve the goals which have been set beforehand. It also attempted to provide a clear image of different career strategies which have been implemented by the educators at schools. This study used qualitative approach by employing the multi-case study design. Data was analyzed using the constant comparative method. The result indicated some differences were found at the stage of career exploration. Furthermore, at the stage of determination of career goals, the educators had been determined to commit to their organizational or professional growth.Keywords: career development, educators, career exploration, career goals, career strategies.
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Blake, Mary Kate. "Other Duties as Assigned: The Ambiguous Role of the High School Counselor." Sociology of Education 93, no. 4 (June 10, 2020): 315–30. http://dx.doi.org/10.1177/0038040720932563.
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Previous research suggests high school counselors are not living up to their potential as social/emotional, academic, and postsecondary counselors. This article addresses this concern by studying how schools and districts utilize counselors. Through interviews and observations of high school counselors, administrators, and counselor educators in an urban midwestern community, I find that counselors suffer from role ambiguity and role conflict due to lack of a clear job description, overlap with similar professions, supervision by noncounseling administrators, inadequate forms of performance evaluation, and conflict between their roles as counselors and educators. This conflict leads to poor boundaries at work, with counselors receiving an overwhelming amount of noncounseling duties that reduce their time with students. High school counselors have the potential to improve student social and academic outcomes, but these obstacles of role ambiguity and role conflict reduce them to school managers rather than master’s-level trained educators with a mental health background.
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Nguyen, Kim A., Anniza de Villiers, Jean M. Fourie, Lesley T. Bourne, and Michael K. Hendricks. "The feasibility of implementing food-based dietary guidelines in the South African primary-school curriculum." Public Health Nutrition 18, no. 1 (November 27, 2013): 167–75. http://dx.doi.org/10.1017/s1368980013003194.
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AbstractObjectiveTo explore the perceptions of educators from the Western Cape Province about the feasibility of implementing South African food-based dietary guidelines (FBDG) in the national curriculum of primary schools.DesignCombined quantitative and qualitative methods. We report on the quantitative component.SettingTwelve public primary schools of different socio-economic status in three education districts of the Western Cape: Metro Central, Metro East and Cape Winelands.SubjectsEducators (n256) participated in the self-completed questionnaire survey.ResultsEducators assessed that FBDG were appropriate to South African schoolchildren (94%), could be used as an education tool (97%) and fill gaps in the current curriculum about healthy dietary habits (91%). Besides Life Orientation, FBDG could be taught in other learning areas from grades 3 to 7 (9–13 years old). Important barriers to implementing FBDG in the curriculum were educators’ workload (61%), insufficient time (46%), learners’ disadvantaged background (43%) and educators’ lack of knowledge (33%). Other approaches to teach children about FBDG included linking these to the National School Nutrition Programme (82%), school tuck shops (79%), parent meetings (75%), school nutrition policy (73%) and school assembly (57%). Educators in high-income schools perceived that learners’ lifestyle was significantly worse (P< 0·001) and that tuck shops and the school assembly were the best means to teach pupils about FBDG (P< 0·001 andP< 0·05).ConclusionsImplementing FBDG in the national school curriculum is seen as important together with optimizing the school physical environment. Key factors required for successful implementation in the curriculum are sufficient educational materials, adequate time allocation and appropriate educator training.
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Anderson, Luke. "“I’m Known”: Building Relationships and Helping Students Construct Counternarratives on the West Side of Chicago." ANNALS of the American Academy of Political and Social Science 673, no. 1 (September 2017): 98–115. http://dx.doi.org/10.1177/0002716217723613.
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In discussing the intersection of education and poverty, we often lose sight of what it is actually like to teach or study in an urban school. What drives our most disadvantaged students? How can teachers measure success when schools lack the resources necessary to make lasting change in the community? From the perspective of an English teacher at a public charter high school in Chicago, I explore what it means to be a student and an educator in one of the most racially segregated and violent urban communities in the country. I argue that students’ identities must be understood and affirmed before learning can occur. Educators who love students unconditionally and establish trust can help them to construct counternarratives about themselves and their communities to help them succeed in school. The neglect, violence, and social isolation experienced by children in many high poverty neighborhoods in Chicago pose a unique challenge for educators. Schools lack adequate resources to help the majority of their students succeed academically. Given the inequitable distribution of resources among schools in a state like Illinois, some teachers must find alternative paths to show students that they have value and can use their education to empower themselves.
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Holloway, Cheryl. "Public Prefers High School Coaches Be Certified Physical Educators." Strategies 17, no. 1 (September 2003): 31–32. http://dx.doi.org/10.1080/08924562.2003.11000350.
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Fanshawe, John P., and Paul C. Burnett. "School-related stressors in adolescents." Journal of Psychologists and Counsellors in Schools 8 (November 1998): 1–8. http://dx.doi.org/10.1017/s1037291100003708.
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The aim of this study was to investigate high school students' perceptions of school-related problems. Some 1583 high school students responded to the 35 item High School Stressors Scale (Burnett & Fanshawe, 1997) which measures nine areas of problems experienced by adolescents in schools. These are Teaching Methods, Student-Teacher Relationships, School Workload, School Environment, Feeling Vulnerable, Personal Organization, Achieving Independence, Anxiety about the Future, and Relationships with Parents. The results are discussed and implications for educators, guidance officers and school psychologists working in high schools are presented.
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Janson, Chris. "High School Counselors’ Views of Their Leadership Behaviors: A Q Methodology Study." Professional School Counseling 13, no. 2 (December 2009): 2156759X0901300. http://dx.doi.org/10.1177/2156759x0901300204.
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There has been a growing body of professional literature regarding the importance of school counselors behaving as leaders in schools. This study builds on that professional literature by investigating how high school counselors perceive their own leadership behaviors. Q methodology was used to develop 40 opinion statements reflecting school counselor leadership behaviors, and 49 high school counselors then sorted the statements. Data analysis identified four distinct viewpoints of school counselor leadership behaviors. Implications for school counselors and counselor educators are discussed.
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Zulkifli, Ahmad Fahim, and Muhammad Fikri Arif Adnan. "The Perception of Cooperative Learning in Teaching and Learning in Central Malaysia High School." Social and Management Research Journal 18, no. 1 (February 26, 2021): 17. http://dx.doi.org/10.24191/smrj.v18i1.5783.
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The purpose of this study was to investigate the current understanding and perception of cooperative learning in teaching and learning in Malaysia High School. This study emphasized on teachers’ views on cooperative learning approach to support their students’ teaching and learning in classroom. The study uses the qualitative approach involving 10 academic staff of a local high school located at Subang Jaya, Selangor by using semi structured interview method. The findings showed positive perceptions and interest towards the cooperative learning approach in teaching and learning in secondary schools. There were many advantages of cooperative learning in teaching and learning both for staff and students. Nonetheless, this study founded time constraints, nature of the subject, students’ capabilities, monitoring student learning, and learning assessments to be the barriers which influence teachers’ disengagement with this student-centered approach. To summarize, data from this study warranted the authors to recommend educator to shift their teaching and learning from teacher-centered toward student-centered approach. Educators should also adopt the cooperative learning approach in classroom as it may help students to better link between the concepts and real world. Therefore, educators should invest considerable time to learn and practice this concept and plan their teaching and learning around their learners.
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Taylor, Carl, Elizabeth B. Symon, Amy Dabbs, Alexander Way, and Olivia M. Thompson. "Assessing a School Gardening Program as an Integrated Component of a Pilot Farm-to-school Initiative Based in South Carolina." HortTechnology 27, no. 2 (April 2017): 228–34. http://dx.doi.org/10.21273/horttech03543-16.
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South Carolina public schools consistently rank low in academic performance. In addition, 39% of elementary, 40% of middle, and 30% of high school students within the state are classified as overweight or obese. School garden-based learning (GBL) is a low-cost and high-impact initiative that addresses both poor academic performance and childhood obesity. This study examined how school-based gardens, as part of a pilot farm-to-school (FtS) initiative, are administered and used within academic and cafeteria meal programs. An online survey was developed and sent to 102 educators who previously completed an online training course entitled School Gardening for South Carolina Educators during the 2012–15 academic school years. Data were collected from 37 educators (36% response rate). Survey results indicate that the majority of these educators, although they completed the training course, were unaware that their garden was a component of an FtS program. Moreover, gardens were not integrated with school-wide programs, especially in the cafeteria: most gardens did not contribute food to the cafeteria and meals offered most often did not align with plants learned about in the gardens. Successes of the pilot program were that the majority of educators started and maintained their garden for over 1 year and they were able to use their gardens during the day for academic instruction in multiple disciplines, including math, science, and nutrition.
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Watanabe, Tad. "Japanese High School Entrance Examinations." Mathematics Teacher 93, no. 1 (January 2000): 30–35. http://dx.doi.org/10.5951/mt.93.1.0030.
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The results from the Third International Mathematics and Science Study (TIMSS) have renewed American interest in Japanese mathematics education (U.S. Department of Education 1996, 1997, 1998). Although many people are impressed with the high level of achievement of Japanese mathematics students, mathematics educators, both in and outside Japan, also realize the shortcomings of the Japanese educational system. For example, Nagasaki (1998) points out that a gender gap exists in both mathematics achievement and attitudes toward mathematics. He also points out that many Japanese children do not see the relevance of mathematics to their daily lives.
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Tilleczek, Kate, Bruce Ferguson, Dara Roth Edney, Anneke Rummens, Katherine Boydell, and Michael Mueller. "A Contemporary Study with Early School Leavers: Pathways and Social Processes of Leaving High School." Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 3, no. 1 (October 24, 2011): 1–39. http://dx.doi.org/10.29173/cjfy12172.
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This article provides an account and discussion of research processes used in a contemporary study of early school leaving in Ontario, Canada. The Ontario Early School Leavers Study was conducted in conversation with 193 young people who left school prior to graduating, their educators and parents. The study was informed by a review of international literatures which point to the need for innovative social approaches and youth-attuned methodologies in the study of early school leaving. We present our research processes as informed by this literature and then present new analyses that illustrate critical social processes in early school leaving. The findings present unique data to show three pathways to early leaving and a constellation of risk and protective situations encountered by these young people along the way. Risk situations included the daily social workings of poverty, low socioeconomic status, the need to take on early adult roles, “place”, academic and social disengagement, negative relations with families and/or school personnel, and inflexible or unsupportive school structures. Protective situations were encountered in supportive families; from parents and teachers; in schools that were caring, flexible, and proactive; and in processes of self determination. The perspectives of the young people are discussed in relation to the international literature and the perspectives of 71 parents and educators who participated in the study. Impacts on practices in secondary schools suggest that early school leaving be recognized and treated as a heterogeneous, complex social process occurring at and across the nexus of families, schools, youth cultures and communities.
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Keister, Mary, and Joshua Hall. "High School Employment And Academic Achievement: A Note For Educators." Contemporary Issues in Education Research (CIER) 3, no. 1 (November 5, 2010): 77. http://dx.doi.org/10.19030/cier.v3i1.164.
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Educators are often in a position to affect student decisions to work during the school term. This study reviews and summarizes the literature on the effect that employment during high school has on academic achievement. The available evidence suggests that part-time jobs for high school students are beneficial as long as the number of hours worked per week stays under 20.
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AITABBOU, Ali. "THE ROLE OF SCHOOL ADMINISTRATION IN DEVELOPING SUSTAINABLE TOURISM AWARENESS AMONG STUDENTS IN THE SULTANATE OF OMAN FROM THE POINT OF VIEW OF TEACHERS." International Journal of Humanities and Educational Research 4, no. 3 (June 1, 2022): 109–32. http://dx.doi.org/10.47832/2757-5403.14.8.
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This study aims to identify the practices needed for an inclusive school that integrates learners with motor disabilities in the High Schools and Middle Schools in the district of Inezgane, Morocco. Further, it suggests a plan for a training program to help enhance the competencies of educators in an inclusive school. For that, a survey was conducted to observe the practices of the participants (the Administration, the teachers, and the caretakers of the children) in inclusive education. Of the 32 schools we made contact with, 10 were selected, 10 from the Administration, 10 teachers, and 10 caretakers. Totaling at 30 educators and families. The survey consisted of 38 sections covering 5 main areas of research. A Descriptive Analytical method was adopted to ensure that the readings of the results are balanced and neutral. The study concluded that of the five area of research, the most significant one is school environment, then social and medical support, followed by the qualification of human resources, fourth is the curriculum and last but not least is the aspirations of the educators. Furthermore, it showed the effectiveness of a training program to ameliorate the performance of the educators and families of learners with motor disabilities. The study recommends that regional medical centers be established to provide the learners with medical support; that Logistics be provided to all schools; the creation of training programs and workshops for educators and families of these children; finally, the promotion of partnerships for cooperation in the field. Key words: Inclusive school, motor disability, High Schools and Middle Schools, Inzezgane -Ait Mellol.
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Brown, Lisa C., and Cathy L. Seeley. "Contemporary Curriculum Issues: Transitions from Middle School to High School: Crossing the Bridge." Mathematics Teaching in the Middle School 15, no. 6 (February 2010): 354–58. http://dx.doi.org/10.5951/mtms.15.6.0354.
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As students transition from middle school to high school, the academic landscape changes. This transition is complicated by a number of challenges—some general and some specific to mathematics—faced by students, educators, and families.
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Windarsari, Ranulin, Sunardi Sunardi, and Djono `Djono. "Learning History on High School Equivalency Program." Yupa: Historical Studies Journal 1, no. 2 (July 31, 2017): 145–59. http://dx.doi.org/10.30872/yupa.v1i2.99.
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This study is aimed to describe the implementation of learning history in high school equivalency programs. This study uses the descriptive qualitative method. Data were collected by interviews, documentation, and observation. Data analysis technique use qualitative analysis inductive models with purposive sampling technique. The results of this study are: first, planning learning history in high school equivalency program started from In-House Training for educators in high school equivalency program which practiced in the preparation of the learning device are appropriate to the curriculum; second, the implementation of learning history in high school equivalency program involves three patterns of learning consisting of 20% face-to-face interaction, 30% tutorials, and 50% independent activity; third, constraints in the implementation is the readiness of learners in receiving learning materials, learning infrastructure, and the competence of educators in conveying the teaching of history; fourth, evaluation of learning history in high school equivalency program is equal to the formal school.
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Windarsari, Ranulin, Sunardi Sunardi, and Djono Djono. "Learning History on High School Equivalency Program." Yupa: Historical Studies Journal 1, no. 2 (November 6, 2017): 145. http://dx.doi.org/10.26523/yupa.v1i2.56.
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This study is aimed to describe the implementation of learning history in high school equivalency programs. This study uses the descriptive qualitative method. Data were collected by interviews, documentation, and observation. Data analysis technique use qualitative analysis inductive models with purposive sampling technique. The results of this study are: first, planning learning history in high school equivalency program started from In-House Training for educators in high school equivalency program which practiced in the preparation of the learning device are appropriate to the curriculum; second, the implementation of learning history in high school equivalency program involves three patterns of learning consisting of 20% face-to-face interaction, 30% tutorials, and 50% independent activity; third, constraints in the implementation is the readiness of learners in receiving learning materials, learning infrastructure, and the competence of educators in conveying the teaching of history; fourth, evaluation of learning history in high school equivalency program is equal to the formal school.
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Schmitt, Carrie, and Vella Goebel. "Experiences of High-Ability High School Students." Journal for the Education of the Gifted 38, no. 4 (October 5, 2015): 428–46. http://dx.doi.org/10.1177/0162353215607325.
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This study attempted to answer the question, “To what extent do 12th-grade high-ability students feel that their past educational experiences, particularly in high school, have challenged their academic abilities?” Much research has been conducted in the field of gifted education about the identification, social and emotional characteristics, and educational needs of gifted students. However, little research has focused on how students themselves feel about the rigor and value of their educational experiences. This case study involved three high school seniors identified as high ability and enrolled in an Advanced Placement Language and Composition course in Indiana. Learning how these students feel about their experiences should help inform educators’ decisions regarding programming options, instructional methods, and differentiation strategies for high-ability students in Indiana.
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Saputro, Yuwono Catur, Lambang Subagiyo, and Laili Komariyah. "DEVELOPMENT OF JUNIOR HIGH SCHOOL EDUCATION PROFESSION IN THE EDUCATION SERVICE OF KUTAI BARAT REGENCY." PENDAS MAHAKAM: Jurnal Pendidikan Dasar 5, no. 1 (June 14, 2020): 70–76. http://dx.doi.org/10.24903/pm.v5i1.459.
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This study aims to examine the development of the profession of junior high school educators in the Kutai Barat District Education Office which includes (1) planning the development process, (2) implementation of the development process and (3) development results.The method used in this research is descriptive qualitative which aims to produce data with a descriptive qualitative analysis that describes the state of the professional development of junior high school educators in the West Kutai District Education Office. Data collection in this study was done by participant observation or participant observation, documentation and interviews. The results showed that the development of the profession of junior high school educators in the West Kutai District Education Office at the planning stage had considered management elements with indicators of man, money, materials, machines, methods, marketing, and minutes. At the implementation stage of the development of the profession of junior high school educators in the West Kutai District Education Office also considers management elements with indicators of man, money, material, machines, methods, marketing, and minutes, in the form of socialization, training, in house training, workshoap and MGMP . And at the evaluation stage the results of the development of the profession of junior high school educators in the West Kutai District Education Office showed that of 320junior high school educators as many as 95 people or 29.69% Group IVa and 13 people or 4.06% achieved Group IVb. Recommendations need to be held specifically for Classroom Action Research.
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Shodiq, Muh, S. Suyata, and Sutrisna Wibawa. "Developing quality evaluation instrument for Islamic Senior High School." Jurnal Penelitian dan Evaluasi Pendidikan 21, no. 2 (December 30, 2017): 189–205. http://dx.doi.org/10.21831/pep.v21i2.15675.
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This research aims to develop concept of the quality of education in Islamic Senior High School and know the validity and reliability of the factors that affect the development of quality indicators in Islamic Senior High School. Development of the procedures in this research included a needs analysis, product development, product test, and implementation/ dissemination. A sample of this research was Islamic Senior High School 1 Surakarta and Islamic Senior High School 1 Purwodadi, which were determined by a purposive random sampling. Data analysis techniques used was Confirmatory Factor Analysis (CFA), Lisrel version 8.54, and descriptive qualitative analysis. The results of the study showed that the development of quality indicator for Islamic Senior High School includes six criteria namely, the role of school principals, management of Islamic Senior High School, educators and Staffs, Students, facilities and infrastructures and the role of the community. It has met the indicators fit models, the Chi-Square value is 152.07, p > 0.05, and RMSEA is 0.068. The advantages of this Islamic Senior High School Quality Evaluation Instrument are namely comprehensive holistic approach, easy, not depending on the specific lessons conducted by educators. It can be used to map the various aspects of the education in Islamic school that need to be repaired; it is open to further developed) Islamic school quality evaluation instrument can be used as a school self-evaluation; it can be used effectively by schools without interrupting the learning process; it supports school accreditation and quality guarantee, and it is also independent.
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AYDIN, Hasan, Uzeyir OGURLU, Kristina ANDREW, Alfiya R. MASALIMOVA, Evgenij M. DOROZHKIN, and Alexey A. MALYGIN. "High school students’ Perceptions of Global Citizenship in Central Public High Schools: Implications for Teacher Educators." Revista de Cercetare si Interventie Sociala 65 (June 18, 2019): 187–205. http://dx.doi.org/10.33788/rcis.65.12.
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Hall, William J., and Mimi V. Chapman. "The Role of School Context in Implementing a Statewide Anti-Bullying Policy and Protecting Students." Educational Policy 32, no. 4 (March 18, 2016): 507–39. http://dx.doi.org/10.1177/0895904816637689.
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Bullying is a significant problem in U.S. schools. Policies have been developed to reduce bullying, yet policy implementation by educators is an essential yet difficult and complex process. Few studies have investigated factors that act as barriers to or facilitators of bullying policy implementation and teacher protection of students. This study examined the influence of school context on educators’ capacity to implement a statewide bullying law and protect students from bullying following the enactment of the policy. Data were collected from 505 educators in 324 schools. School administrators tended to rate fidelity of policy implementation and teacher protection of students higher than teachers, education support professionals, and student service professionals. Policy implementation fidelity scores were higher in high schools than elementary schools. School size and the prevalence of student suspensions were inversely related to implementation fidelity. Higher levels of teacher protection were reported in elementary schools.
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Mateus, Antonio Domingos, Chux Gervase Iwu, and Charles Allen-Ile. "Skills Shortage in South Africa: Perspectives from High School Educators." Anthropologist 18, no. 2 (September 2014): 491–504. http://dx.doi.org/10.1080/09720073.2014.11891567.
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Sunaengsih, Cucun, Jamil Jatnika, Silvy Lafthi Alifia, Latifah Latifah, and Endang Solihah. "Analysis of Educators and Education Staff Management in Primary School Quality Improvement." Educational Administration Research and Review 3, no. 1 (December 8, 2019): 44–48. http://dx.doi.org/10.17509/earr.v3i1.21716.
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Educators and education staff are primary aspects of education that contribute to school quality improvement. High-quality educators and education staff will lead to high-quality school. However, not all educators and education staff have good quality, due to low-quality management. With this in mind, this study aims to discover the implementation of educators and education staff management in a primary school in West Java, Indonesia. It is found that (1) the ideal ratio of educators and staff has not been achieved, (2) temporary educators are far from being prosperous, in terms of monetary compensation, and (3) training programs for educators and education staff are very limited. These finding indicate that the planning and development process for educators and education staff require an in-depth analysis.
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Carter, Erik W., Lynn G. Sisco, Lissa Brown, Dana Brickham, and Zainab A. Al-Khabbaz. "Peer Interactions and Academic Engagement of Youth With Developmental Disabilities in Inclusive Middle and High School Classrooms." American Journal on Mental Retardation 113, no. 6 (November 1, 2008): 479–94. http://dx.doi.org/10.1352/2008.113:479-494.
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Abstract We examined the peer interactions and academic engagement of 23 middle and high school students with developmental disabilities within inclusive academic and elective classrooms. The extent to which students with and without disabilities interacted socially was highly variable and influenced by instructional format, the proximity of general and special educators, and curricular area. Peer interactions occurred more often within small group instructional formats, when students were not receiving direct support from a paraprofessional or special educator, and in elective courses. Academic engagement also varied, with higher levels evidenced during one-to-one or small group instruction and when in proximity of general or special educators. Implications for designing effective support strategies for students with autism and/or intellectual disability within general education classrooms are discussed.
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Holme, Jennifer J. "Exit Strategies: How Low-Performing High Schools Respond to High School Exit Examination Requirements." Teachers College Record: The Voice of Scholarship in Education 115, no. 1 (January 2013): 1–23. http://dx.doi.org/10.1177/016146811311500103.
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Background Over the past several decades, a significant number of states have either adopted or increased high school exit examination requirements. Although these policies are intended to generate improvement in schools, little is known about how high schools are responding to exit testing pressures. Purpose This study examined how five low-performing high-poverty high schools responded to the pressures of Texas’ exit testing policy. The goal of this study was to understand how schools responded to the pressures of Texas’ exit testing system (in terms of curriculum, instruction, and supports for low-achieving students) and how educators reconciled those pressures with other accountability pressures that they faced. Research Design This study employed qualitative case study design. Five low-performing high schools were sampled within the state of Texas, each of which served large concentrations of at-risk students. A total of 105 interviews were conducted across the five case study sites over the course of 2 years (2008–2009). Conclusions This study found that the Texas exit testing policy created a misalignment between educator and student-level accountability, which had particularly negative consequences for struggling students. The findings of this study suggest a need for policy makers to reconsider the assumptions on which exit tests are based and to more closely consider the goal of exit testing systems in the context of, and in relation to, the larger systems of accountability in which they are embedded. Acknowledgments The research reported herein was supported by a grant from the Spencer Foundation. The author would like to thank the editors of Teachers College Record, as well as the anonymous reviewers, for their helpful feedback on the manuscript. The author would also like to thank Meredith Richards and Rebecca Cohen for their assistance with data collection for the project.
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Lucas Hamann, Keitha. "Music at Lincoln Junior High (Minneapolis) and the Lincoln Junior High Girls’ Band: 1923—1940." Journal of Research in Music Education 58, no. 1 (April 2010): 55–74. http://dx.doi.org/10.1177/0022429410362076.
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Examination of the music opportunities available to students in the junior high schools of the early twentieth century lends historical perspective to current challenges facing middle level music educators. This article describes the specific music offerings at Lincoln Junior High School in Minneapolis, Minnesota, from the school opening in 1923 to 1940, when financial challenges forced the reorganization of the music program. In many ways, the music curriculum at Lincoln Junior High School in Minneapolis was exemplary of the music experiences found in other junior high schools. The required curriculum was based on the general music model of the elementary school and included music appreciation and a strong emphasis on the development of music reading skills. Extracurricular “clubs” provided performance opportunities for young adolescent musicians. Choruses focused on preparing large-scale productions such as operettas and musicals, while instrumental groups participated in contests and festivals. Performances for school assemblies and civic groups provide evidence of the importance of connections to the community for junior high schools. The formation of the Girls’ Band at Lincoln in 1924 was unusual. In the absence of direct evidence, I postulate possible explanations for the founding of this unique ensemble.
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Elide, Nur. "KORELASI ANTARA SIKAP BAHASA DAN KEMAHIRAN MERESPON BAHASA KAIDAH BAHASA INDONESIA PARA GURU BAHASA INDONESIA TINGKAT SMP DI MEDAN." UNDAS: Jurnal Hasil Penelitian Bahasa dan Sastra 14, no. 1 (January 1, 2019): 80. http://dx.doi.org/10.26499/und.v14i1.1137.
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This research is conducted on the basis of the importance of factors to respond to the rules of the language in supporting the effectiveness of the achievement of Indonesian language proficiency on educators. This research is conducted to prove whether there is a correlation between the activities of responding to the language rules with the language skills on the teacher of junior high school level. This research uses correlational quantitative approach. With the number of respondents 70 educators. Data collection activities were conducted using (1) questionnaires in the form of questions about language rules and (2) Indonesian language proficiency test. From the results of correlation coefficients with SPSS program data analysis process about the correlation between the proficiency of responding the rules of language with the language skills of Indonesia by using the formula of multiple correlation coefficient (multiple corelation). Correlation of proficiency respond to Indonesian rule with correlation attitude of language of educator level junior high school in Medan that is equal to 0,221. The value of 0.221 shows a weak correlation between the proficiency of responding to Indonesian rules with the correlation of language attitudes of junior high school educators in Medan City Still weak.
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Nailatsani, Fathinahaya, Farid Setiawan, Diah Anita Aryulina, Aldi Al Husaini, and Ghaida Yasmin Nur Harjanti. "Pengaruh Manajemen Peserta Didik Sekolah Menengah Pertama terhadap Prestasi Belajar." ARZUSIN 1, no. 1 (December 30, 2021): 18–31. http://dx.doi.org/10.58578/arzusin.v1i1.104.
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School management is one of the processes to achieve a school atmosphere so that teaching and learning activities can take place effectively and efficiently. Good school management will increase the motivation of educators, but problems will occur if this is seen from the room arrangements and school conditions that are not so good. In the world of education, the notion of quality in the context of educational outcomes refers to the achievements of school students. The achievements achieved by students are non-academic and academic achievements. This research is a literature study research technique where the results of the discussion are the results of references to books, journals, articles that are appropriate or related to this discussion. Looking for various information from books, journals, articles and realities of problems that fit the discussion into one, then reviewed again with grammar and ways to become interesting information. In this article, we will discuss the management of educator achievements in junior high schools, management of junior high school students in Indonesia, the influence of management for junior high school students on learning achievement.
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Barnett, Bruce. "Educators as agents of hope." Phi Delta Kappan 103, no. 7 (March 28, 2022): 38–42. http://dx.doi.org/10.1177/00317217221092233.
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One of the most devastating effects of the COVID-19 pandemic is the increasing hopelessness and despair experienced by many students, especially those living in poverty where the lack of resources prevents them from accessing high-quality learning, health care, and social programs. Bruce Barnett describes the enormity of the problems associated with the growing hopelessness of our school-age children, some of the factors affecting students’ levels of hope, the unique role principals play in fostering hope in schools, and the skills and mindsets educators need to instill hope. This article includes examples of classroom activities that can help students become more hopeful and discusses the need for educators to become more hopeful about what students can accomplish.
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Thobani Qwabe, Thamsanqa, Witness Maluleke, and Adewale Adisa Olutola. "Exploring the Nature of School Violence in the Selected Public High Schools: Case Study of Jozini Settlement, Kwazulu-Natal Province, South Africa." International Journal of Social Science Research and Review 5, no. 4 (April 1, 2022): 116–37. http://dx.doi.org/10.47814/ijssrr.v5i4.271.
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The widespread nature of school violence among public high schools negatively affects educational systems, resulting to school possible dropouts and poor academic results. Despite the Department of Basic Education (DBE) strategies and recommendations in managing this scourge, a gap exists concerning management of school violence in public schools of South Africa, Jozini settlement of KwaZulu-Natal (KZN) Province in particular. From a qualitative standpoint, coupled with case study research design, this study used purposive sample to select 25 participants as follows: Fifteen (15) Educators, three (3) Principals, three (3) Heads of Departments (HoD’s) and four (4) Social workers. Data were collected through the application of semi-structured Key Informant Interviews (KIIs) and analysed using Inductive Thematic Content Analysis (TCA). The findings of this study indicate that most students experience violence in school. It is found that the common nature of school violence is verbal abuse and bulling. It is recommended that every school must have intervention team which consist of at least the local South African Police Service (SAPS) officials, KZN DBE personnel from district level, School Governing Body (SGB) members, academics and educators to deal with the outrange nature of school violence in selected public high schools of Jozini settlement. Equally, the intervention team must have at least one mandatory meeting a month to look at the matters of school violence.
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Seunarinesingh, Krishna. "School administrators’ discursive positioning in talk about deviant high school students." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 21, no. 1 (March 1, 2011): 127–44. http://dx.doi.org/10.1075/prag.21.1.07seu.
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This paper presents the analysis of two school administrators’ discourse whereby they relate their experiences with deviant high school students. Analysis of interview data revealed that interviewees positioned themselves as caring and inclusive educators, who understood deviant students’ circumstances. They positioned students as victims of overwhelmingly negative environments, and portrayed school as a warm and welcoming space. Through this positioning strategy, they accounted for decisions not to suspend deviant students from school. The findings suggest that the administrators equated performance of caring identity with professional competence, which is a desirable membership category in educational discourses.
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Casey, Ashley, and Tim Fletcher. "Trading Places: From Physical Education Teachers to Teacher Educators." Journal of Teaching in Physical Education 31, no. 4 (October 2012): 362–80. http://dx.doi.org/10.1123/jtpe.31.4.362.
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Recently, there has been an increase in research on becoming teacher educators, yet little is known about becoming physical education teacher educators (PETE). Responding to concerns about the current state of doctoral PETE programs and inadequate preparation of novice teacher educators, this paper explores our transition from high school teaching to university-based PETE. Employing self-study methodologies we used ourselves as data gathering tools to improve our understandings of self and practice. Our analysis showed that we struggled with the transition from teacher to teacher educator, primarily in navigating the different pedagogies required in teacher education. Based on our high school and PETE experiences, we drew on different sources to shape our respective pedagogies of teacher education. Future PETEs may benefit from structured learning about teaching teachers where they can discover and explore teacher education theory and practice, or be provided with opportunities to observe experienced colleagues and engage in discussion about PETE programming and practice with mentors.
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Kuntz, Emily M., and Erik W. Carter. "General Educators' Involvement in Interventions for Students With Intellectual Disability." Inclusion 9, no. 2 (June 1, 2021): 134–50. http://dx.doi.org/10.1352/2326-6988-9.2.134.
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Abstract General educators are crucial players in efforts to support inclusive education for students with intellectual disability. In this systematic review, we examined the roles of general educators within interventions delivered and evaluated in their middle and high school classrooms. Among these 40 intervention studies, the involvement of general educators could be characterized as mixed and often minimal. Across studies, general educator involvement spanned six different areas: developing the intervention, arranging peer involvement, implementing intervention components, providing perspectives, collecting data, and delivering class instruction. The ways in which general educators have contributed to the delivery of interventions in their classrooms remains uneven. We offer recommendations for research and practice aimed at increasing the involvement of general educators in providing support to students with intellectual disability.
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Kalender, Melike Kavuk, and Hafize Keser. "Cyberbullying awareness in secondary and high schools." World Journal on Educational Technology: Current Issues 10, no. 4 (October 11, 2018): 25–36. http://dx.doi.org/10.18844/wjet.v10i4.3793.
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This study examines cyberbullying awareness in schools based on the statements of teachers and managers. Survey data were collected from 376 educators in 277 middle and high schools. The ‘Questionnaire for Cyberbullying Awareness at School’ was used as the data collection tool and data were collected online and analysed with frequency and percentage statistics. The findings show that: schools have wrong or inadequate strategies concerning recognition and intervention of cyberbullying; techniques for cyberbullying prevention is sufficient, concerning the creation of an anti-cyberbullying school culture and taking technological precautions; however, the creation of an anti-cyberbullying curriculum, and the construction of specific anti-cyberbullying policies for schools, is lacking in teachers’ cyberbullying awareness. It is clear that cyberbullying awareness in secondary schools and high schools in Turkey must be increased.Keywords: Cyberbullying, cyberbullying awareness, cyberbullying recognition, cyberbullying prevention, cyberbullying intervention.
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SMITH, DARRICK. "GETTING CURSED OUT FOR SOCIAL JUSTICE: NOTES ON HANDLING VERBAL ASSAULTS WITH HUMANITY." Society Register 4, no. 1 (February 25, 2020): 11–22. http://dx.doi.org/10.14746/sr.2020.4.1.02.
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A national dialogue on school discipline has now reemerged in the United States as many educators struggle with how to maintain a balance of cultural responsiveness and high expectations when addressing student transgressions on their campuses. While the field of child development, counseling psychology, and communications pose theoretical responses to such dilemmas, this article aims specifically to address the procedural challenges of dealing with verbal abuse from students and adults. Through the lens of a social justice educator, the author offers practical, humanizing steps that are intended to help secondary school educators engage with students in a way that emphasizes boundaries, respect, and reflection for students and adults alike.
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Masruri, Masruri, Mudhofir Mudhofir, Yusup Rohmadi, and Arief Hendra Kurniawan. "Madrasah Head Leadership Strategy: Research Madrasah’s Implementation At State Islamic Junior High School of 2 Sukoharjo." Tadbir : Jurnal Studi Manajemen Pendidikan 6, no. 2 (July 15, 2022): 203. http://dx.doi.org/10.29240/jsmp.v6i2.4672.
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This study aims to analyze the strategy and leadership style of madrasah principals at MTsN 2 Sukoharjo and analyze the implementation of research madrasahs at MTsN 2 Sukoharjo. The problems raised include a) how at a glance about MTsN 2 Sukoharjo in the Research Madrasa Pioneer; b) what is the strategy and leadership style of the madrasah principal at MTsN 2 Sukoharjo; c) how is the implementation of research madrasas at MTsN 2 Sukoharjo; and d) what are the supporters and obstacles for madrasah principals in implementing research madrasas at MTsN 2 Sukoharjo. This research uses a qualitative approach with a qualitative-descriptive type of research. The data obtained came from primary data through a brief online interview with the principal of MTsN 2 Sukoharjo and secondary data through literature review analysis by reading & analyzing literature from various sources such as journals, articles, books, etc. The results of this study indicate that the implementation of research madrasas at MTsN 2 Sukoharjo in reality has not been fully supported by adequate educators. The principal's leadership strategy in supporting research madrasas at MTsN 2 Sukoharjo is carried out through fostering educator performance, supervising educator performance, coaching and affirming educator discipline, and providing motivation. The head of the madrasa at MTsN 2 Sukoharjo uses a leadership strategy with a democratic style, where the head of the madrasa approaches himself with educators, staff, and students.
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Kalender, Melike Kavuk, and Hafize Keser. "Cyberbullying awareness in secondary and high-schools." World Journal on Educational Technology: Current Issues 10, no. 4 (March 24, 2019): 191–202. http://dx.doi.org/10.18844/wjet.v10i4.4082.
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Abstract This study examines cyberbullying awareness of schools based on the statements of teachers and managers. Survey data were collected from 376 educators in 277 middle and high-schools. The ‘Questionnaire for Cyberbullying Awareness at School’ was used as the data collection tool and data were collected online and analyzed with frequency and percentage statistics. The findings show that: schools have wrong or inadequate strategies concerning recognition and intervention of cyberbullying; techniques for cyberbullying prevention is sufficient, concerning the creation of an anti-cyberbulling school culture and taking technological precautions; however, the creation of an anti-cyberbullying curriculum, and the construction of specific anti-cyberbullying policies for schools, is lacking in teachers’ cyberbullying awareness. It is clear that cyberbullying awareness in secondary schools and highschools in Turkey must be increased. Keywords: Cyberbullying, cyberbullying awareness, cyberbullying recognition, cyberbullying prevention, cyberbullying intervention
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Clark, Nica, Julie Metos, and Carmen Ramos. "Conversations with High School Educators: Focus Groups Evaluating Diabetes Risk Factors and Resource Gaps in High Schools." Journal of Nutrition Education and Behavior 50, no. 7 (July 2018): S155. http://dx.doi.org/10.1016/j.jneb.2018.04.190.
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Hans Setiadi Wijaya, Nikodemus, Wisnu Prajogo, and Heni Kusumawati. "Collaborative school culture and educators’ job satisfaction relationship: gender as a moderator." Problems and Perspectives in Management 18, no. 1 (April 7, 2020): 428–37. http://dx.doi.org/10.21511/ppm.18(1).2020.37.
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Job satisfaction is an important attitude of employees toward work contexts, which measures the effectiveness of various individuals in the workplace. Not surprisingly, studies on this topic were obtained by researchers on organizational behavior. This study deals with the association between collaborative school culture (CSC) and job satisfaction. In addition, gender is considered as a moderator. In total, 221 educators from high schools and universities took part in this study. It was revealed that CSC and its dimensions were positively associated with the educators’ job satisfaction. The moderating effect of gender on CSC and job satisfaction was partial. Gender was found to moderate the effects of teachers’ collaboration and unity of purpose learning on job satisfaction, namely, the impact of the variables on job satisfaction were lower for women respondents than for men respondents. This study contributes to theory by giving evidence on the importance of each specific cultural dimension for job satisfaction and the possible impact of gender on the relationships. Education practitioners should consider introducing such a culture into their institutions to increase educators’ job satisfaction.
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Lombard, W. "Building a robust athlete in the South African high school system." South African Journal of Sports Medicine 30, no. 1 (July 6, 2018): 1–3. http://dx.doi.org/10.17159/2933.
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In the modern era of school sport, schools are faced with important decisions on how best to structure their programs to fit in the growing number of tournaments into the schools sports calendars. Furthermore, school sport has taken on a more professional and competitive feel, with the possibility of winning cash prizes as well as the live TV coverage of various tournaments it is plausible to believe that the pressure on coaches to win at this level has increased when compared to 10 years back.The intention of this article is not to disparage the South African school sport system but rather to create an understanding of best practice when considering high school athletes. As it has been the authors experience through working with numerous highs school athletes and presenting to various schools and educators on this topic that the current system or lack thereof is possibly not athlete-centered which may be detrimental to their development down the line.