Relevant bibliographies by topics / High school teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'High school teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "High school teaching"

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Stansberger, Richard Allan. "Poet Teaching High School." English Journal 88, no. 3 (January 1999): 110. http://dx.doi.org/10.2307/821591.

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Feder, Toni. "Teaching high school physics." Physics Today 68, no. 3 (March 2015): 26. http://dx.doi.org/10.1063/pt.3.2717.

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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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Zhong, Yuhong. "Interactive teaching in high school mathematics teaching." 国际化教育科学与理论 2, no. 1 (June 30, 2023): 5. http://dx.doi.org/10.26789/ijest.v2i1.1745.

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With the deepening of educational reform, teachers' teaching concepts have also undergone tremendous changes. The traditional teaching mode is no longer suitable for the needs of the current educational development, in order to improve students' interest in learning and cultivate students' ability to learn mathematics, teachers must reform teaching methods and methods. As a new type of teaching, interactive teaching can not only improve students' interest in learning, but also give full play to the interaction between teachers and students. This paper mainly analyzes and elaborates on the significance, implementation and application methods of interactive teaching in high school mathematics teaching.
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Nath Babu, M. Rajendra, K. Ahalya Sundari, and Prof V. Dayakara Reddy. "Understanding Level of High School Students towards Teaching Methods." Indian Journal of Applied Research 4, no. 6 (October 1, 2011): 148–49. http://dx.doi.org/10.15373/2249555x/june2014/45.

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Reid, Louann, and Albert B. Somers. "Teaching Poetry in High School." English Journal 89, no. 5 (May 2000): 152. http://dx.doi.org/10.2307/822320.

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Hoover, Randy L. "Principles of High School Teaching." Teaching Education 2, no. 1 (March 1988): 73–75. http://dx.doi.org/10.1080/1047621880020116.

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Moore, John W. "Supporting High School Chemistry Teaching." Journal of Chemical Education 78, no. 12 (December 2001): 1567. http://dx.doi.org/10.1021/ed078p1567.

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Rienerth, Janice, Paul Lindsay, Michael Wise, Trina Seitz, and Julie Dillon. "Sociology and High School Teaching." American Sociologist 29, no. 4 (December 1998): 64–77. http://dx.doi.org/10.1007/s12108-998-1012-0.

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Furniss, J. Markel. "Teaching Ethics in High School." Clearing House: A Journal of Educational Strategies, Issues and Ideas 66, no. 6 (July 1993): 327–28. http://dx.doi.org/10.1080/00098655.1993.11478594.

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Dissertations / Theses on the topic "High school teaching"

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Smith, Judith Ann. "Effective Middle School Teaching: Factors that Promote and Maintain It." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/1371.

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The past thirty years has seen the middle school as an organization come of age and with it a renewed emphasis on meeting the needs of the early adolescent student. Although many current studies have addressed middle school issues, one of the most significant was the Carnegie Council on Adolescent Development's Turning Points: Preparing Youth/or the 21st Century (1989). It claimed that the middle school is the "last best chance" to turn young lives toward a meaningful future and, in order to do so, schools must be staffed with "expert" teachers. Once one knows what an "expert" teacher is, the major question that is raised is what factors promote and maintain such "experts?" Paying attention to these factors should increase the numbers of effective middle school teachers and therefore help meet the challenge issued by Turning Points. The purpose of this study was to learn what these factors are by listening to the "experts." Knowing these factors, their hierarchy of importance, and their potential for replication have serious implications for pre-teacher and staff training programs, hiring practices, and district policy making. The subjects were teachers from 17 middle schools in an urban school district which started its conversion to middle schools in the 1970s. The study was conducted in two phases using a questionnaire and an interview. The questionnaire was based on the literature and developed to determine the respondent's knowledge, practices, attitudes, and beliefs about middle school teaching. The 19 top scoring teachers who agreed to follow-up interviews formed the subsequent interview group. The semi-structured one-on-one interviews elicited opinions from these self-reported "experts" regarding what they perceived to be the most significant personal and organizational factors which enable them to be effective in their teaching. The results of the 307 valid questionnaires were reported by scale score, mean, and range, and their validity and reliability tested by Spearman-Brown, Coefficient Alpha, correlation matrix, and factor analysis. The content of the interview data was analyzed by a frequency count of reported factors. Major findings were that "expert" teachers identified the following factors as most critical to promoting and maintaining effective middle school teaching: 1. Being able to balance academic and affective concerns; 2. Having a genuine liking, commitment, and empathy for the early adolescent; 3. Ability to use a broad repertoire of teaching and learning strategies; 4. A concerned, listening principal who knows how to take action; 5. Team compatibility and commitment and adequate team planning time; 6. A strong belief in the advisory concept and the ability to build trust; 7. Participatory choice and teacher involvement in staff development; 8. A thorough knowledge of early adolescent needs and development. 9. Multiple exposure to and extensive experience with early adolescents during pre-teacher training.
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Lam, Lai-wah Melanie. "Student evaluation of teaching in Hong Kong secondary school." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963407.

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Carter, Pauline J., and pjcarter@chariot net au. "Factors affecting the engagement of experienced teachers in schools." Deakin University. School of Education, 2007. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080404.105756.

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With the changing age profile of teachers in Australian schools, considerable numbers of experienced teachers need to feature as educational leaders, before their workplace knowledge and expertise will be lost to schools with retirement. Stereotypes of veteran teachers depict individuals, wearied by decades of work experiences, entering professional decline when educational systems need these experienced practitioners to remain connected, communicative and motivated in their work. This thesis explores the careers and contemporary professional lives of experienced practitioners — predominantly classroom teachers — currently working in a school with a long standing commitment to student-centred education. The research identified the factors that influenced their career pathways and affected their engagement with their work. Critical incidents in the teachers’ careers and professional lives are discussed in relation to the theories of motivation and the nature of Professional Learning Communities. The study showed that necessary factors for engagement were: mutual alignment with a well-articulated and practised ethos; supportive leadership; experiencing professional influence; opportunities for learning; and variety in work. Disillusion resulted if school actions were contrary to the espoused ethos. Severely negative experiences of performance management were survived by withdrawing, and enduring management tenures but these remain very poignant memories. The teachers had few career regrets yet reflection revealed the arbitrary nature of their career progression. The research identified a need to recognise the global and societal factors influencing the nature of teachers’ work. It is argued that schools and systems need to have a greater alignment between these external forces and their internal goals whilst recapturing the moral purpose of education. Furthermore, it is asserted that educational systems need to provide better human resource management for the teaching workforce through emphasising life-balance and well-being. Additionally, professional appraisal and staff management would benefit from strong recognition and deployment of the workplace knowledge and expertise of experienced teachers. A serendipitous outcome of the research was the benefit participants gained from reflecting on their careers which proved extremely affirming, and contributed to enhanced professional identities and changed career plans.
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Cheung, Lai-man Elizabeth. "Hong Kong secondary school teachers' understanding of their careers /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23294449.

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Lau, Wing-yee. "The explicit teaching of reading strategies : students' perceptions /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25754373.

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Mukenge, Tshimpo C. "Suburban High School Teachers' Teaching Styles, Teaching Experiences, and Acceptance of Edmodo." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7411.

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Southern U.S. teachers at suburban high schools can use Edmodo; however, teachers prefer traditional teacher-centered teaching methods. This quantitative correlative study explored teachers' technology acceptance in relation to teaching styles and experiences. Framing acceptance by Davis's technology acceptance model (TAM), research questions addressed the direct and moderating relationships between teaching style and the TAM variables related to using Edmodo and the direct and moderating relationships between teaching experiences and TAM variables. From 240 teachers at the high school, 45 completed an online survey (response rate of 18.75%). Descriptive statistics, ANOVA, and regression analyzed data. TAM could be verified for the entire sample; however, no significant direct relationship between teaching style and the TAM variables was found. Teaching style moderated the relationships within the TAM; these were stronger for teachers with a teacher-centered teaching style. No significant direct relationship existed between teaching experiences and TAM variables; a moderating effect on the relationships existed within the TAM. Among experienced teachers, ease of use was the strongest acceptance predictor, whereas perceived use was the strongest predictor among less experienced teachers. Results indicated teachers might develop a more student-centered teaching style, thus concentrating on technology's ease of use, rather than its potential utility. A policy recommendation could ensure teachers efficiently used technology to support student-centered learning. The application of the recommended policies might lead to teachers' more effective use of instructional technology, which might affect student learning and motivation.
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Hack, Joanne. "Meaning-making: A key pedagogical paradigm for schooling in the third millennium." Thesis, Australian Catholic University, 2008. https://acuresearchbank.acu.edu.au/download/d0a95816cccbef77b55acc77ab4ce17d10021a66a1c3f4c0d413028615056c72/2169993/64896_downloaded_stream_121.pdf.

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This thesis addresses the need for schools to provide a method for young people to come to terms with the complexity of their changing world as they seek to make meaning for themselves. It begins by tracing the theoretical foundations for an increased focus on meaning in Australian schooling and its establishment as a stated pedagogical principle in federal and state policies, syllabi and Catholic Church documentation on education. It analyses the literatures of the future direction of schooling, youth spirituality and the foundation documentation on Catholic education. It proposes that there is a degree of overlap in these literatures and the common discourse and the emerging paradigm addresses the need for students to develop a sense of personal meaning. The thesis provides an historical overview of schooling in terms of the societal contexts and the educational and philosophical assumptions that underpin the curriculum and pedagogical activities. It develops a model that identifies changes in the process of meaning-making and proposes a framework that could help schools become more effective resource agents for students in the development of their meaning-making capacities. It uses this framework to investigate the key documents of one Catholic system of secondary schools. It identifies the extent to which the system actually puts into action this pedagogical principle through its policy, research material, strategic planning, school culture (charism) and religious education programmes. Finally the thesis relates the findings of the specific school system to the overall process of secondary schooling within a Catholic context in Australia and proposes some issues for further consideration.
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Chan, Suk-ying Eva. "Teachers' conceptions of geography teaching and learning." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752194.

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Chow, Chi-shing Jeffrey. "Researching a teacher's and his students' lived experience : understanding the pedagogical dimension of teaching through anecdotal writings /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23340289.

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Lopes, Hildaci Maria Oliveira de Melo. "Secondary teaching as a profession in Brazil and the United States." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184718.

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The secondary teaching profession in Brazil is compared with the secondary teaching profession in the United States. The role of the secondary teaching profession is influenced by cultural values and beliefs, as well as by social and economic conditions. Similarities and differences in the role and preparation of secondary teachers in Brazil and the United States are identified and related to the historical and cultural contexts in which they have developed. The role of the secondary teaching professions in these two cultures is examined through the analysis of two types of data. Historical trends and cultural processes which have influenced the development of the secondary teaching professions are identified through a comparison of information obtained from the education literature. A second body of data consisted of information about professional status and job satisfaction collected through questionnaires distributed to secondary teachers in Petropolis, Rio de Janeiro and Tucson, Arizona. Qualitative as well as quantitative techniques were used to analyze these data, so that cultural values and beliefs could be identified along with statistically significant differences in the teachers' responses. When historical and cultural factors affecting secondary education were examined, five major patterns were identified. These patterns were related to the role of the Catholic church in education, the social function of education, centralization of the educational system, the social and political organizations shaping secondary education, and funding for education. Questionnaire responses indicated that low pay was the most important factor affecting job satisfaction for both Brazilian and American secondary teachers. There were significant differences, however, in the social rankings of education related professions in the two countries. Brazilian teachers ranked the professions of University professor and elementary teachers significantly lower than did the American teachers. American teachers ranked the profession of school principal significantly lower than did the Brazilian teachers. The two groups of teachers shared similar feelings about the effects of factors such as national politics and parental cooperation on their professions.
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Books on the topic "High school teaching"

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Johnson, Lin. Teaching junior highers. Denver, Colo: Accent Books, 1986.

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Somers, Albert B. Teaching poetry in high school. Urbana, Ill: National Council of Teachers of English, 1999.

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Carr, Glenna D. Interest: High school. [Gainsville, Fla.]: Center for Economic Education, University of Florida, 1987.

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Goddard, Frederick Owen. Advertising: High school. [Gainsville, Fla.]: Center for Economic Education, University of Florida, 1986.

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Raymond, English, ed. Teaching international politics in high school. Washington, D.C: Ethics and Public Policy Center, 1989.

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1924-, Evans William Howard, ed. The teaching of high school English. 5th ed. New York: Macmillan, 1986.

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S, Morton John, and Joint Council on Economic Education., eds. Teaching strategies: High school economics courses. New York, NY (2 Park Ave., New York 10016): Joint Council on Economic Education, 1985.

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Beckmann, Charlene E. Teaching and learning high school mathematics. Hoboken, NJ: Wiley, 2010.

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Carr, Glenna D. Inflation: High school. Gainsville, Fla: Center for Economic Education, University of Florida, 1987.

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Hall, Homer L. High school journalism. New York: Rosen Pub. Group, 2003.

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Book chapters on the topic "High school teaching"

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Murray, W. Bosseau, and Arthur J. L. Schneider. "Teaching High School Students." In Simulators in Anesthesiology Education, 9–14. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4899-0109-5_2.

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Komm, Dennis. "Teaching Recursion in High School." In Informatics in Schools. Rethinking Computing Education, 69–80. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-90228-5_6.

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da Rosa, Sylvia. "Designing Algorithms in High School Mathematics." In Teaching Formal Methods, 17–31. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30472-2_2.

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Boesch, Becky. "Working With High School Dropouts." In Democratic Dilemmas of Teaching Service-Learning, 119–23. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003444039-19.

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Tretter, Thomas R. "Teaching Nanoscience to High School Students." In 21st Century Nanoscience – A Handbook, 11–1. Boca Raton, Florida : CRC Press, [2020]: CRC Press, 2020. http://dx.doi.org/10.1201/9780429351631-11.

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Whitlock, Kristin H. "Teaching introductory psychology as a high school elective: Davis High School." In Transforming introductory psychology: Expert advice on teacher training, course design, and student success., 205–9. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000260-009.

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Armbrüster, Christian, and Matthias D. Witte. "Outdoor School in Germany. Theoretical Considerations and Empirical Findings." In High-Quality Outdoor Learning, 335–47. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_19.

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AbstractThis article presents for the first time in a systematic summary the key theoretical considerations and empirical findings from a three-year-long longitudinal research project which examined ‘outdoor school’ in Germany from multiple perspectives. The study uses the following four parameters to discuss the merits and shortcomings of outdoor school: the structural characteristics of the approach (1), social, material and temporal changes (2), pedagogical thought and action (3), and children’s agency (4). The findings indicate that outdoor school deserves to occupy a rightful place among teaching and learning methods in schools—provided that the challenges posed by dissolving the children’s socio-material and real-world boundaries between school and learning are given sufficient consideration in teaching methodology.
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Hazzan, Orit, Tami Lapidot, and Noa Ragonis. "High School Computer Science Teacher Preparation Programs." In Guide to Teaching Computer Science, 235–46. London: Springer London, 2011. http://dx.doi.org/10.1007/978-0-85729-443-2_15.

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Hazzan, Orit, Tami Lapidot, and Noa Ragonis. "High School Computer Science Teacher Preparation Programs." In Guide to Teaching Computer Science, 269–83. London: Springer London, 2014. http://dx.doi.org/10.1007/978-1-4471-6630-6_15.

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Hazzan, Orit, Noa Ragonis, and Tami Lapidot. "High School Computer Science Teacher Preparation Programs." In Guide to Teaching Computer Science, 371–92. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39360-1_17.

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Conference papers on the topic "High school teaching"

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Lazareva, Anastasiya, and Anna Kiseleva. "TEACHING AUDITION IN HIGH SCHOOL." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0572.

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Carballo, Fábio Peron. "Education – High school – And the importance of teaching didactics." In V Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvmulti2024-022.

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The present study was based on a methodology permeated by bibliographical research and qualitative research, with the application of a questionnaire to high school students from two State Schools in the city of Divinópolis/MG. The objective of the research was to identify the factors that lead high school students to be interested in Physical Education classes, as well as seeking to understand the attitude of the Physical Education teacher in this reality. The results obtained pointed to a more detailed description and better assimilation of the study.
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Finkel, David, Chet Hooker, Scott Salvidio, Mark Sullivan, and Christopher Thomas. "Teaching C++ to high school students." In the twenty-fifth SIGCSE symposium. New York, New York, USA: ACM Press, 1994. http://dx.doi.org/10.1145/191029.191151.

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Krotenko, T. Iu. "Teaching discipline "Management" in high school." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-09-2018-40.

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Pombo, Pedro M., Rosa M. Oliveira, and Joao L. Pinto. "Experimental holography in high school teaching." In Holography 2000, edited by Tung H. Jeong and Werner K. Sobotka. SPIE, 2000. http://dx.doi.org/10.1117/12.402482.

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Doyle, John, Yorie Nakahira, Yoke Peng Leong, Emily Jenson, Adam Dai, Dimitar Ho, and Nikolai Matni. "Teaching control theory in high school." In 2016 IEEE 55th Conference on Decision and Control (CDC). IEEE, 2016. http://dx.doi.org/10.1109/cdc.2016.7799181.

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Silberman, Donn M. "Teaching quantum to high school students." In Seventeenth Conference on Education and Training in Optics and Photonics: ETOP 2023, edited by David J. Hagan and Michael McKee. SPIE, 2023. http://dx.doi.org/10.1117/12.2665916.

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Grübel, Sven. "Teaching Cybersecurity to High-School Students." In ITiCSE 2024: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3649405.3659481.

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Bomark, Nils-Erik. "Teaching particle physics to high school teachers." In The European Physical Society Conference on High Energy Physics. Trieste, Italy: Sissa Medialab, 2017. http://dx.doi.org/10.22323/1.314.0819.

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Wallace, Raven McCrory. "The web in high school science teaching." In CHI '00 extended abstracts. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/633292.633343.

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Reports on the topic "High school teaching"

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Santiago, Ana, and Mariana Alfonso. Selection into Teaching: Evidence from Enseña Perú. Inter-American Development Bank, October 2010. http://dx.doi.org/10.18235/0008836.

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Having a good teacher is the most important school-related factor for student achievement, to the point of closing the gap between low and high-income students. However, the empirical literature is almost silent regarding teacher selection. This paper estimates a teacher selection model using recruitment data from Enseña Perú, a program that recruits top university graduates from all majors and places them in vulnerable schools. Our results suggest that candidates with volunteering experience and who finished their college degree in the top third of their class are significantly more likely to be selected into the program. Teacher recruitment policy that identifies these qualities, which might be related to leadership, high motivation, social commitment and deep content knowledge, could considerably improve the quality of the teaching force.
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Glennie, Elizabeth J., and W. Zach Smith. Rapid Changes in Teaching and Learning: The Response of Teachers and Students in Dual Credit Courses to Online Learning During the COVID-19 Pandemic. RTI Press, November 2023. http://dx.doi.org/10.3768/rtipress.2023.pb.0027.2311.

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In spring 2020, the COVID-19 pandemic forced schools to switch quickly to online learning. Before then, Hawaiʻi had been expanding its dual credit program, in which high school students could take courses that would yield both high school and college credits. These dual credit programs require partnerships between high schools and colleges. RTI International conducted a multi-method analysis to examine the effect of this COVID-19–based transition to online learning on the dual credit, analyzing data from the state longitudinal data system and conducting surveys and focus groups of the University of Hawaiʻi’s instructors, high school coordinators, and high school staff involved with program. From spring 2020 to fall 2020, students took some dual enrollment courses even though offerings and enrollment declined; offerings and enrollment rebounded by spring 2021. The percentage of course-takers earning both high school and college credit remained about the same during this transition. Examining outcomes for student and school subgroups shows that male students struggled more than female students did with enrollment during this transition, and students in rural schools had a steeper decline in the rate of earning both high school and college credits. However, both groups did begin to recover by spring 2021.
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Lemos, Renata, Karthik Muralidharan, and Daniela Scur. Personnel Management and School Productivity: Evidence from India. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/063.

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This paper uses new data to study school management and productivity in India. We report four main results. First, management quality in public schools is low, and ~2σ below high-income countries with comparable data. Second, private schools have higher management quality, driven by much stronger people management. Third, people management quality is correlated with both independent measures of teaching practice, as well as school productivity measured by student value added. Fourth, private school teacher pay is positively correlated with teacher effectiveness, and better managed private schools are more likely to retain more effective teachers. Neither pattern is seen in public schools.
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Measure, Edward M., and Edward Creegan. Gains in the Education of Mathematics and Science GEMS: Teaching Robotics to High School Students. Fort Belvoir, VA: Defense Technical Information Center, January 2013. http://dx.doi.org/10.21236/ada577062.

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Darling-Hammond, Linda, Matt Alexander, and Laura E. Hernández. Redesigning High Schools: 10 Features for Success. Learning Policy Institute, March 2024. http://dx.doi.org/10.54300/533.285.

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This publication outlines 10 lessons that constitute evidence-based features of effective redesigned high schools that help create safe environments where exciting and rigorous academic work occurs and where all groups of students succeed academically, graduate at high levels, and go on to college and productive work. The 10 features of successfully redesigned schools include: positive developmental relationships; safe, inclusive school climate; culturally responsive and sustaining teaching; deeper learning curriculum; student-centered pedagogy; authentic assessment; well-prepared and well-supported teachers; authentic family engagement; community connections and integrated student supports; and shared decision-making and leadership.
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Darling-Hammond, Linda, Michael DiNapoli, Jr., and Tara Kini. The Federal Role in Ending Teacher Shortages. Learning Policy Institute, August 2023. http://dx.doi.org/10.54300/649.892.

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The United States needs a nationwide Marshall Plan for teaching, similar to that enacted after World War II to rebuild Europe, but for rebuilding the teaching profession. A Marshall Plan for teaching should focus the powers of the federal government on supporting recruitment, preparation, support, and retention in teaching. This report outlines seven ways the federal government can end teacher shortages: (1) increase educators' net compensation, (2) strengthen recruitment by making teacher prepartion debt-free, (3) expand high-retention pathways into teaching, (4) provide high-quality mentoring, (5) enable educators to expand and share expertise, (6) incentivize the redesign of schools, and (7) rethink school accountability.
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7

Schipper, Youdi, and Daniel Rodriguez-Segura. Teacher Incentives and Attendance: Evidence from Tanzania. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/121.

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We study early grade teacher attendance in a nationally representative sample of public primary schools in Tanzania. We document high and costly levels of absence: during unannounced school visits, only 38 percent of teachers are observed to be actively teaching in the classroom. We find that an experimental incentive program that provided test-based performance rewards improved classroom attendance and teaching among eligible early grade teachers, although it did not explicitly incentivize attendance. Using panel regressions across the full sample, we find that teacher attendance is positively associated with the probability of school inspections and that classroom attendance and teaching activity is substantially higher among female teachers. Traditional incentives such as school infrastructure quality and salary level do not correlate with attendance.
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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Liudmyla I. Bilousova, and Andrey V. Pikilnyak. E-learning resources for successful math teaching to pupils of primary school. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3266.

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Ukrainian primary schools are undergoing significant changes as for Reform ‘New Ukrainian School’, it reflects rapid updating information technology and high level of children’ informational activity. Primary schools are basically focused on development subject knowledge and general study skills. One of the ways of their developing is to use tools and apps. There are the examples of using interactive tools and apps for teaching Math for young learners by teachers-to-be in the article. The article presents as well the experimental data about training teachers-to-be to use tools and apps. Interactive tools and apps provide real task variability, uniqueness of exercises, operative assessment of correction, adjustment of task difficulty, a shade of competitiveness and gaming to the exercises. To create their own apps teachers-to be use the tools that are the part of the integrated Microsoft Office package using designing environments, and other simple and convenient programs. The article presents experimental data about the results of training teachers-to-be to create apps. A set of criteria for creation apps was made and checked at the experimental research such as ability to develop apps, knowledge and understanding the functional capabilities of apps, knowledge of tools for creating apps and their functional capabilities, ability to select and formulate tasks for young learners, ability to assess adequately the quality of the developed apps.
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Gargiulo, Carlos, Martín Moreno, and Jesús Duarte. School Infrastructure and Learning in Latin American Elementary Education: An Analysis Based on the SERCE. Inter-American Development Bank, September 2011. http://dx.doi.org/10.18235/0009016.

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This study explores the state of infrastructure in the region's primary education schools, using the SERCE database, and analyzes the connection between school infrastructure conditions and language and mathematics tests results for third and sixth grade students. The results of the analysis indicate that school infrastructure and the access to basic services (electricity, water, sewerage and telephone) in the region's schools are highly deficient; there exists a large disparity between countries as well as between private urban, public urban and public rural schools; and there are large gaps between schools with children from high income families and schools with children from low income families. The analysis on the relationship between school infrastructure and academic results in the SERCE tests indicate that the highest factors most significantly associated with learning outcomes are: the presence of spaces that support teaching (libraries, science and computer labs); the connection to electric and telephone utilities; access to potable water, drainage and bathrooms. This indicates that countries in the region must strengthen investment geared towards improving school infrastructure in order to close the gaps that negatively affect rural areas, public sector schools, and schools with students from low income families. Likewise, public policies must prioritize infrastructure areas that have an impact on learning.
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Shokaliuk, Svitlana V., Yelyzaveta Yu Bohunenko, Iryna V. Lovianova, and Mariya P. Shyshkina. Technologies of distance learning for programming basics lessons on the principles of integrated development of key competences. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3888.

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In the era of the fourth industrial revolution – Industry 4.0 – developing key competences (digital, multilingual and mathematical competences in particular) is of paramount importance. The purpose of this work is to investigate the content of key competences of a secondary school student and to develop a method of teaching for the integrated development of multilingual and mathematical competences in the process of teaching Programming Basics with the help of distant technologies. The objectives of the research include generalizing and systematizing theoretical data on the structure and the content of key competences and the potential of informatics lessons for the development of separate components of multilingual and mathematical competences; generalizing and systematizing theoretical data on the ways of arranging distant support for informatics learning, Programming Basics in particular; to investigate the content and the methods of teaching Programming Basics in 7th-11th grades; to develop the e-learning Moodle course using Python for Programming Basics on the principles of integrated approach to developing separate components of multilingual and mathematical competence with determining some methodical special features while using it. The object of the study is to teach informatics to junior high school and high school students. The subject of the study is the means and the methods of realizing distant support in the process of teaching Programming Basics using Python on the principles of an integrated approach to developing multilingual and mathematical competences.
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