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Journal articles on the topic 'High school teachers'

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Author: Grafiati

Published: 4 June 2021

Last updated: 1 August 2024

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1

Gökyer, Necmi. "Organizational Commitment of High School Teachers." Journal of Education and Training Studies 6, no. 3a (April 1, 2018): 115. http://dx.doi.org/10.11114/jets.v6i3a.3165.

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The aim of this study is to identify high school teachers’ commitment to school development, colleagues, the teaching profession and sense of duty. The population of this descriptive survey comprised 2,805 teachers working at 47 high schools in Elazığ during the 2016-2017 school year. The study sample was selected through stratified sampling, which aims to identify subgroups in a population and ensure that their size in the sample represents their proportion in the population. The data collection tool was then distributed to 461 teachers working in 12 schools selected randomly from these strata. The data collection tool had two sections. The first had conceptual questions and the second had questions about organizational commitment behaviors. The results showed that high school teachers felt full commitment only to the teaching profession, while they “often” felt committed in other subdimensions and the entire scale. More precisely, the commitment level of science teachers to school development was higher than that of social sciences teachers. Teachers working in the city center had higher commitment to colleagues and school development than those in small towns. Teacher candidates had higher commitment to sense of duty than teachers and specialist teachers. Teachers working at vocational and technical high schools had lower commitment to school development than teachers working at Anatolian high schools, social sciences and science high schools. There was a moderate, negative and meaningful relationship between teachers’ age, professional seniority, professional title and marital status. There was a high, positive and meaningful relationship between the subdimensions and the entire scale. Among the subdimensions, too, there was a moderate, positive and meaningful relationship.

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2

Ragland, Rachel G. "Teachers and Teacher Education in High School Psychology: A National Survey." Teaching of Psychology 19, no. 2 (April 1992): 73–78. http://dx.doi.org/10.1207/s15328023top1902_2.

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This study provides a description of high school psychology teachers. A questionnaire was distributed to high school principals and teachers throughout the U.S. Data were obtained on school demographics, curricula, and teacher characteristics, including academic and professional preparation and certification. A noteworthy finding was the personality-developmental orientation of most high school psychology courses. In addition, most schools have one psychology teacher, who teaches one psychology class in the social studies department. As undergraduates, most teachers majored in social studies and took general or educational psychology courses. Classroom techniques for teaching psychology were generally not covered in professional preparation. Implications and recommendations are presented.

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3

Utari, Rahmania. "Indonesia high school teacher’s organizational citizenship behavior." Jurnal Penelitian Ilmu Pendidikan 16, no. 2 (November 5, 2023): 116–23. http://dx.doi.org/10.21831/jpipfip.v16i2.61004.

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The teacher's job characteristics are pretty challenging. It is widely known that teachers need extra commitment and work beyond their duties. This research aims to describe the OCB level among teachers in the Special Province of Yogyakarta, Indonesia. The study was conducted using quantitative research with a descriptive analysis technique. 97 high school teachers were involved in the study. The questionnaire employs a rating scale with a Likert scale style. The instrument of the OCB scale is developed based on the modification of the grounded research conducted by Shaheen et al. in 2016. The results show that the average score of OCB teachers attain is 80.32. There, 17.52% of teachers had a total score under 75, and 8.25% obtained a score higher than 90. Teaching etiquette and showing empathy are the most OCB performed by teachers, followed by the teacher’s approach to students. Even though the general scores in each OCB factor are pretty good, it can be found that the most suffering dimension of a teacher’s OCB is in the teacher’s social awareness. Tingkat perilaku kewargaan organisasi pada guru sekolah menengah atasKarakteristik pekerjaan guru terbilang menantang. Diketahui secara luas bahwa guru membutuhkan komitmen ekstra dan bekerja di luar tugasnya. Penelitian ini bertujuan untuk mendeskripsikan tingkat OCB pada guru di Provinsi Daerah Istimewa Yogyakarta, Indonesia. Metode penelitian ini adalah kuantitatif dengan teknik deskriptif. Sejumlah 97 guru SMA dilibatkan dalam penelitian ini. Kuesioner menggunakan skala penilaian dengan gaya skala Likert. Instrumen skala OCB dikembangkan berdasarkan modifikasi grounded research yang dilakukan oleh Shaheen et.al pada tahun 2016. Hasil penelitian menunjukkan rata-rata skor OCB yang dicapai guru adalah 80,32. Terdapat 17,52% guru dengan nilai total di bawah 75 dan 8,25% di antaranya memperoleh nilai total di atas 90. Etika mengajar dan menunjukkan empati merupakan OCB yang paling banyak dilakukan oleh guru, disusul dengan pendekatan individual guru kepada siswa. Walaupun skor umum pada masing-masing faktor OCB cukup baik, namun dapat ditemukan bahwa dimensi OCB guru yang paling lemah adalah kesadaran sosial guru.

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4

JCE staff. "High School Teachers Program." Journal of Chemical Education 84, no. 8 (August 2007): 1265. http://dx.doi.org/10.1021/ed084p1265.

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Setiyaningsih, Theresia Titik. "Influence of school leadership, discipline, and work motivation toward high school teacher performance." Harmoni Sosial: Jurnal Pendidikan IPS 7, no. 1 (April 2, 2020): 65. http://dx.doi.org/10.21831/hsjpi.v7i1.13423.

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The research aims to reveal the effect of 1.) Principal leadership; 2.) Teacher’s work discipline; 3.) Teacher’s work motivation; 4.) Principal leadership; 5.) Teacher’s work discipline; and 6.) Teacher’s work motivation simultaneously on the performance of the teachers of state senior high schools in Kulonprogo Regency. The research was ex-post facto research with the quantitative approach. The sampling technique used was a proportional stratified random sampling of the population of 385 teachers in the Kulonprogo Regency. Moreover, the sampling as much as 196 teachers are in Kulonprogo Regency. The validation is done through expert judgment and confirmatory factor analysis (CFA). The reliability was measured using Cronbach’s Alpha (α). The data analysis used the Chi-Square statistical technique. The results are as follows: 1.) The principal leadership affects the performance of the teachers; 2.) The teacher’s work discipline; 3.) The work motivation affects their performance; 4.) The principal leadership, teacher’s work discipline; and 5.) Teacher’s work motivation simultaneously on the performance of the teachers. The useful contribution of each variable is as follows: 1.) Principal leadership is 44,5%; 2.) Teacher’s work discipline is 66,6%; and 3.) teacher’s work motivation is 64,3%. It means that principal leadership, teacher’s work discipline, and teacher’s work motivation affect teacher performance partially and simultaneously.

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6

Mastuti, Ajeng Gelora, and Lydia Lia Prayitno. "Exploring high school teacher’s design of rich algebra tasks." Jurnal Elemen 9, no. 1 (January 2, 2023): 1–14. http://dx.doi.org/10.29408/jel.v9i1.5851.

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The phenomenon in schools today is that teachers rarely change their tasks. However, the teacher's activities to change their tasks, build students' arguments, support solutions, and maintain arguments without long debates are important and exciting things to learn. This study explores the ideas of high school teachers about task design and practice in teaching mathematics. The authors surveyed twelve high school teachers who teach mathematics in East Java Province. First, the authors conducted preliminary observations to observe the design of mathematics teacher tasks for six months in eight schools. Second, the authors state that teachers are engaging and consistent in designing rich algebra tasks. Third, the authors examine the teacher's ideas through direct observation and unstructured interviews. The results show how teachers' ideas about task design enhance students' creative thinking by reforming tasks from textbooks into rich mathematics tasks. The design of the task carried out by the teacher is to create to stimulate creative thinking. The teachers also use their knowledge and understanding of the material and curriculum to modify mathematics tasks in students' mathematics books. The task given by the teacher is to improve students' reasoning, not just memorize formulas or properties.

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Nirode, Wayne, and Brian Boyd. "The Prevalence of Teacher Tracking in High School Mathematics Departments." Journal for Research in Mathematics Education 54, no. 1 (January 2023): 7–23. http://dx.doi.org/10.5951/jresematheduc-2020-0296.

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This study examined the prevalence of teacher tracking in a population of 1,822 mathematics teachers in 184 high schools in a single state. Results showed that 70% of teachers were tracked by course level, course track, or both. Three fourths of high schools tracked at least 58% of their mathematics teachers. We also found significant differences in teaching assignments across quintiles of years of experience at a teacher’s current school. First-quintile teachers were the most likely to be assigned low-track or entry-level courses. In contrast, fifth-quintile teachers were the most likely to be assigned high-track or upper-level courses. These findings indicate that the tracking of mathematics teachers is a prevalent and persistent inequitable structure in most high schools.

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Fitri, Rina, Sulastri Sulastri, and Ismail AB. "TEACHER PERSPECTIVES ON HIGH SCHOOL IN ACEH PROVINCE ABOUT NATURAL DISASTERS." JURNAL GEOGRAFI 13, no. 2 (July 7, 2021): 171. http://dx.doi.org/10.24114/jg.v13i2.23863.

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The Indonesian government has made efforts to restore the structure and development of school responses, including increasing knowledge, skills, and disaster management operating systems in schools. School leaders and teachers are expected to balance the need for standard operating procedures with the ability of organizational structures to respond to specific problems caused by disasters. Teacher enhancement is expected to provide a more active role for students and overcome their stress in post-disaster situations. This study aimed to examine the perspective of high school teachers on knowledge of natural disasters and natural disaster mitigation. A descriptive statistical approach is used to describe and explain teacher knowledge and mitigate natural disasters. Explaining how much influence or relationship between teachers' knowledge on disaster mitigation is done. The sample in this study was high school teachers in Aceh province, with 389 teachers. The research data collection used an instrument in the form of a questionnaire. The results showed that the perspective of high school teachers regarding knowledge of natural disasters was in the high category on average; the average teacher knew general knowledge of natural disasters, signs of catastrophe, classification of natural disasters, and causes of natural disasters. Not much different from the results of the teacher's perspective regarding natural disaster mitigation in the very high category, planning in the mitigation process, policies, operational disaster procedures, signs of disaster evacuation have been recognized by SMA teachers in Aceh province. The level of knowledge of high school teachers with mitigation has a significant relationship, so the higher the knowledge of high school teachers about natural disasters, the more high-school teachers can mitigate against natural disasters.Keywords: Teacher's Perspective, Natural Disaster Knowledge, Natural Disaster Mitigation, Regression Analysis

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9

Kharchenko, Leonid N., Kazbek S. Aybatirov, Muslimat A. Aybatirova, Viktoria E. Gladchenko, and Natalja N. Kharlanova. "Creativity of High School Teachers Over Time." International Journal of Criminology and Sociology 9 (April 5, 2022): 2311–15. http://dx.doi.org/10.6000/1929-4409.2020.09.276.

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This article deals with the creativity of teachers of higher education in the process of their professional activity. The teacher's creativity is substantiated as an important factor that determines the success of the teacher's professional activity and, as a consequence, a better educational process. An active professional thesaurus of a teacher is considered as a means of supporting indicators of changes in biological creativity. The data were obtained from direct surveys of teachers, administrators and managers of universities, using D. Johnson's creativity questionnaire, adapted by E.V. Tunik, as well as from the review of the results of scientific and pedagogical activities of university teachers: original articles, creative classes, and translation of creative behavior. Based on the data of the study, the dependence of the level of creativity of a higher education teacher on the level of a professional thesaurus is revealed. In particular, the article presents the level of creativity of teachers who combine educational work with research, teachers who are mainly engaged in educational activities and representatives of the administrative and managerial personnel of universities, combining managerial functions with teaching.

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10

Chen, Liuye. "Difference of Teachers Teaching Objectives Between Chinese High School and American High School." Lecture Notes in Education Psychology and Public Media 48, no. 1 (May 17, 2024): 136–44. http://dx.doi.org/10.54254/2753-7048/48/20231625.

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In this paper, the researcher explored the factors associated with different teaching objectives of American and Chinese high school teachers. The semi-structured interviews were conducted with a group of teachers who have rich experience teaching in American or Chinese high schools to understand (1) their teaching objectives, (2) the educational goals of the school, (3) their teaching styles and (4) why they want to be a teacher. Results concluded three key factors: (1) the effect of the schools educational goals; (2) the importance of students reactions and classroom environment; (3) how personal values and interests influence teachers goals.

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11

Gökyer, Necmi, and İsmail Türkoğlu. "Teachers' Development Approaches of High School Administrators." World Journal of Education 8, no. 4 (August 24, 2018): 118. http://dx.doi.org/10.5430/wje.v8n4p118.

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The purpose of this research is to determine the level of teacher development approaches of high school managers,according to their views and the opinions of teachers. The universe of the study constitutes of 2805 teachers in 47high schools in Elazığ province in 2016-2017 academic year conducted in screening research type. The sampleconsists of eight schools determined by random sampling method and 356 teachers and 150 managers working inthese schools. According to the results of the research, managers use the approaches which are in the sub-dimensionsof teacher development activities and the continuous professional development, and the whole scale at the level of“sometimes”; and the approaches which are in sub-dimensionof the educative role of administrators of at the level of“always”. According to the views of high school teachers, school administrators use the approaches in thesubdimensions of educative role of managers, teacher development activities and in the whole scale at the level ofmostly.

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12

Antoni, Antoni, Happy Fitria, and Nur Ahyani. "The Influence of Teacher’s Certification and Motivation on the Teacher’s Performance." Journal of Social Work and Science Education 4, no. 3 (June 24, 2023): 142–54. http://dx.doi.org/10.52690/jswse.v4i3.527.

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This study aims to analyze the effect of certification and motivation on teacher’s performance. The location of this research was carried out at a public high school in the Kayuagung District. This type of research is quantitative research with a research design using an ex post facto research design. The sample in this study was a total of all teachers in public high schools in the Kayuagung District, consisting of 87 teachers. data collection technique using a questionnaire. Data analysis techniques using quantitative descriptive analysis techniques, and multiple regression. The results of this study state that 1) there is a significant influence between school teacher’s certification on the performance of public high school teachers in the Kayuagung District; 2) there is a significant influence between motivation on the performance of State Senior High School teachers in the Kayuagung District; 3) there is a significant effect of teacher’s certification and motivation together on the performance of teachers in public high schools in the Kayuagung District. These results suggest that the higher the qualification of a certified teacher, the higher the performance. Then, motivation within the teacher will have an impact on teacher’s performance.

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13

pandiyan, D. Arockia. "Job Satisfaction of High School Teachers in Trichy District." International Journal of Early Childhood Special Education 13, no. 2 (December 2, 2021): 796–98. http://dx.doi.org/10.9756/int-jecse/v13i2.211121.

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Objectives: In the current investigation, look at the degree of occupation fulfillment of secondary teachers and to contemplate the huge contrast in the work fulfillment of secondary teachers. Methods: The examiners have received, overview technique for research. The sample consists of 600 high school teachers working in high schools are selected by stratified random sampling technique. Research Tool: The investigators used the research instrument namely Job Satisfaction Scale (JSS) constructed and validated by Vasudevan, R., and Babu, R., (2017). Internal validity was found 0.84, reliable is found to be 0.71. To test the hypothesis formulated the data were analyzed using the SPSS 11.5. Findings: The finding shows that greater part of the high school teachers show average job satisfaction, it also has no significance for job satisfaction high school teacher’s, (i) Sex, (ii) School locality, (iii) Residence, (iv) Medium of instruction, (v) Teaching Experience, (vi) Age limit, (vii) Management type and (viii) School type in their job satisfaction. Novelty/Application: Teachers currently working in high school contributing to job satisfaction and it enhance the quality of teaching and developing good students in classroom and in future.

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14

Čopková, Radka. "Perceived Teachers’ Justice and Perceived Teachers’ Authority." Acta Educationis Generalis 10, no. 3 (December 1, 2020): 135–50. http://dx.doi.org/10.2478/atd-2020-0026.

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Abstract Introduction: The presented study discusses the issues of teacher’s authority, its building and maintaining in the context of teacher’s justice. The main question to be answered is how high school students perceive teachers as authorities in relation with their perception of teacher’s justice. Purpose: The aim of the present article is the identification of the relationship between perceived teachers’ justice and perceived teachers’ authority among Slovak high school students. Methods: 159 Slovak high school students (120 males and 39 females) have participated in our study. Their average age was 17.2 years. The students have attended 3 kinds of high school - technical (49.7%), services (31.4%), and general (18.9%). Two questionnaires were administrated - Teacher Justice Scale (Dalbert & Maes, 2002) and Measurement for Omnisicient Authority Beliefs (Zhou, 2007). Data were examined by Pearson correlation, t-test and ANOVA. Results: The results have shown the significant positive relationship between perceived teachers’ justice and perceived teachers’ authority. No gender differences were identified. There are significant differences in general perceived teacher’s authority among secondary school students depending on their specialization - technical, services and grammar. Discussion: Results of the study support previous findings of Cseri (2013) and Gavora (2007) who point out the importance of teachers’ justice in building positive learning environment that support students’motivation to learn. Limitations: The proportion of male and female participants was not equal. Also the proportion of participants divided by school specialization was not equal. Conclusion: Accessing students fairly is not an easy task for any teacher, since perception of oneself as righteous may differ greatly from the perception of this apparent righteousness by individual students, who naturally dispose interindividual differences. It is extremely important that teachers pay attention to this fact not only at secondary schools but at all levels of the educational system, which is one of the basic pillars of public administration.

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Čopková, Radka. "Perceived Teachers’ Justice and Perceived Teachers’ Authority." Acta Educationis Generalis 10, no. 3 (December 1, 2020): 135–50. http://dx.doi.org/10.2478/atd-2020-0026.

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AbstractIntroduction: The presented study discusses the issues of teacher’s authority, its building and maintaining in the context of teacher’s justice. The main question to be answered is how high school students perceive teachers as authorities in relation with their perception of teacher’s justice.Purpose: The aim of the present article is the identification of the relationship between perceived teachers’ justice and perceived teachers’ authority among Slovak high school students.Methods: 159 Slovak high school students (120 males and 39 females) have participated in our study. Their average age was 17.2 years. The students have attended 3 kinds of high school - technical (49.7%), services (31.4%), and general (18.9%). Two questionnaires were administrated - Teacher Justice Scale (Dalbert & Maes, 2002) and Measurement for Omnisicient Authority Beliefs (Zhou, 2007). Data were examined by Pearson correlation, t-test and ANOVA.Results: The results have shown the significant positive relationship between perceived teachers’ justice and perceived teachers’ authority. No gender differences were identified. There are significant differences in general perceived teacher’s authority among secondary school students depending on their specialization - technical, services and grammar.Discussion: Results of the study support previous findings of Cseri (2013) and Gavora (2007) who point out the importance of teachers’ justice in building positive learning environment that support students’motivation to learn.Limitations: The proportion of male and female participants was not equal. Also the proportion of participants divided by school specialization was not equal.Conclusion: Accessing students fairly is not an easy task for any teacher, since perception of oneself as righteous may differ greatly from the perception of this apparent righteousness by individual students, who naturally dispose interindividual differences. It is extremely important that teachers pay attention to this fact not only at secondary schools but at all levels of the educational system, which is one of the basic pillars of public administration.

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Ömeroğlu, Adalet, and Ceyhun Ozan. "High School Teachers' Opinions on Homework." Journal of Qualitative Research in Education, no. 38 (April 30, 2024): 59–85. http://dx.doi.org/10.14689/enad.38.1874.

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The research aims to examine the opinions of high school teachers about homework. The researchers designed the study as a phenomenology design, a qualitative research method. The researchers developed a semi-structured interview form as a data collection tool in the study. Six branch teachers working in three different types of high schools, namely Vocational High School, Anatolian High School, and Project-Based Science High School in Erzurum city centre during the 2021-2022 academic year, voluntarily participated. They were included in the research using the maximum diversity sampling method. The researchers examined the data obtained using the thematic analysis method. As a result of the analysis, while there were general differences in our teachers' opinions about homework, similarities were seen in using homework as a measurement-evaluation tool. Notably, homework, which serves as an essential method in the educational process, exhibits profound differences among teachers and students. These differences encompass a broad spectrum, spanning from the type of school to the type of course, encompassing how homework is implemented and the approaches students take towards it. Furthermore, the researchers have identified that the primary motivation for completing homework in high school either stems from anxiety about receiving grades or arises from the preference of senior students for a single type of homework (question-solving) as they strive to prepare for university exams.

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Weaver, Kenneth A. "Credentialing high school psychology teachers." American Psychologist 69, no. 6 (2014): 612–19. http://dx.doi.org/10.1037/a0036574.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 75, no. 6 (June 1998): 657. http://dx.doi.org/10.1021/ed075p657.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 75, no. 7 (July 1998): 801. http://dx.doi.org/10.1021/ed075p801.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 75, no. 1 (January 1998): 9. http://dx.doi.org/10.1021/ed075p9.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 75, no. 8 (August 1998): 937. http://dx.doi.org/10.1021/ed075p937.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 76, no. 8 (August 1999): 1039. http://dx.doi.org/10.1021/ed076p1039.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 76, no. 9 (September 1999): 1167. http://dx.doi.org/10.1021/ed076p1167.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 76, no. 10 (October 1999): 1319. http://dx.doi.org/10.1021/ed076p1319.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 76, no. 11 (November 1999): 1471. http://dx.doi.org/10.1021/ed076p1471.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 76, no. 2 (February 1999): 151. http://dx.doi.org/10.1021/ed076p151.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 76, no. 12 (December 1999): 1607. http://dx.doi.org/10.1021/ed076p1607.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 76, no. 3 (March 1999): 295. http://dx.doi.org/10.1021/ed076p295.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 76, no. 4 (April 1999): 455. http://dx.doi.org/10.1021/ed076p455.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 76, no. 5 (May 1999): 591. http://dx.doi.org/10.1021/ed076p591.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 76, no. 6 (June 1999): 727. http://dx.doi.org/10.1021/ed076p727.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 76, no. 7 (July 1999): 879. http://dx.doi.org/10.1021/ed076p879.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 77, no. 9 (September 2000): 1097. http://dx.doi.org/10.1021/ed077p1097.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 77, no. 10 (October 2000): 1257. http://dx.doi.org/10.1021/ed077p1257.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 77, no. 11 (November 2000): 1385. http://dx.doi.org/10.1021/ed077p1385.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 77, no. 2 (February 2000): 143. http://dx.doi.org/10.1021/ed077p143.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 77, no. 12 (December 2000): 1537. http://dx.doi.org/10.1021/ed077p1537.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 77, no. 3 (March 2000): 281. http://dx.doi.org/10.1021/ed077p281.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 77, no. 4 (April 2000): 431. http://dx.doi.org/10.1021/ed077p431.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 77, no. 5 (May 2000): 545. http://dx.doi.org/10.1021/ed077p545.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 77, no. 6 (June 2000): 679. http://dx.doi.org/10.1021/ed077p679.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 77, no. 7 (July 2000): 807. http://dx.doi.org/10.1021/ed077p807.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 77, no. 1 (January 2000): 9. http://dx.doi.org/10.1021/ed077p9.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 77, no. 8 (August 2000): 945. http://dx.doi.org/10.1021/ed077p945.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 78, no. 9 (September 2001): 1143. http://dx.doi.org/10.1021/ed078p1143.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 78, no. 10 (October 2001): 1297. http://dx.doi.org/10.1021/ed078p1297.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 78, no. 2 (February 2001): 143. http://dx.doi.org/10.1021/ed078p143.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 78, no. 11 (November 2001): 1441. http://dx.doi.org/10.1021/ed078p1441.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 78, no. 12 (December 2001): 1569. http://dx.doi.org/10.1021/ed078p1569.

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Howell, J. Emory. "Especially for High School Teachers." Journal of Chemical Education 78, no. 3 (March 2001): 281. http://dx.doi.org/10.1021/ed078p281.

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