Journal articles: '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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Suryasa, Wayan, Jose Reynaldo Zambrano Mendoza, Telmo Mendoza Mera, Maria Elena Moya Martinez, and Maria Rodriguez Gamez. "Mobile devices on teaching-learning process for high school level." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 330–40. http://dx.doi.org/10.37200/ijpr/v24i4/pr201012.

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Muxamedovich, Muxamedov Axmad. "METHODOLOGICAL FEATURES OF TEACHING HIGH SCHOOL STUDENTS TO PRACTICE ATHLETICS." International Journal of Pedagogics 03, no. 05 (May 1, 2023): 71–76. http://dx.doi.org/10.37547/ijp/volume03issue05-15.

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Among the mandatory means of physical education for upperclassmen, their exercises in athletics play a special role in aloofness. These are short-distance running Ham, agility-strength training as well (jumps to the pbalandlik and length, throwing grenades and from the place, standing with a side toomn and throwing a core). Improving the running technique will continue. Students master the technique of sharp turns, relay runs, continue to improve the passage of horizontal and vertical obstacles. This article covers the methodology of teaching upperclassmen how to properly apply elements of athletics.

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Buskila, Yaffa, and Tamar Chen-Levi. "Intense Teaching Schedule in Israeli Teachers." ATHENS JOURNAL OF EDUCATION 8, no. 3 (February 5, 2021): 329–48. http://dx.doi.org/10.30958/aje.8-3-5.

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The teaching profession is highly stressful. Stress is a negative phenomenon that develops under conditions of uncontrollable, prolonged and increased pressure. In this study, our goal is (a) to investigate teachers' perception of the sources of stress in school in light of the neoliberal reforms and (b) to compare these sources of stress in primary school, middle school and high school teachers. We hypothesize that the demands and the workload to improve scores in standardized tests, increase the need of teachers to take work home. Therefore, home demands may conflict with school demands. Furthermore, the greatest pressure is on elementary and middle school teachers: Early efforts to improve student achievements in the lower grades would result in better-prepared students in high schools. Data about the sources of stress is based on a previous study of Buskila, Buskila, Giris and Ablin (2019) that investigated the connection between the effects of stress on teachers on somatic syndromes. Three hundred and twenty-one public school teachers working in the Ministry of Education (MOE) in Israel participated in the study. Findings of the mean of the entire samples revealed that the highest level of stress was caused by intense teaching schedule with insufficient breaks. The second cause was related to the composition of the students in the class, and the third was home demands conflicting with school demands. In the middle schools, the highest levels of stress are caused by school principals (M=5.98, SD=3.09) and second is in high school (M=5.00, SD=3.33). The highest level of stress caused by the superintendent is on primary school teachers (M=3.97, SD=3.33) and the second are the middle school teachers (M=3.79, SD = 2.95). The lowest stress level was in high school (M=2.68, SD=2.83). Three significance differences of stress were found among primary, middle, and high schools: The school principal is the highest source of pressure in the middle schools (P=.034), and the superintendent causes the highest level of stress in primary schools (P=.006). The third cause was in high school, related to physical school conditions (p=.002). These results are relevant to teachers, educators, and policy makers involved in planning and managing educational strategies and teachers’ schedules. Identifying and preventing the sources of stress can facilitate better teaching conditions, and a more effective and efficient atmosphere in school. Keywords: Stress at school, teachers' stress, causes of stress in school

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Pass, Susan, and Wendy Willingham. "Teaching Ethics to High School Students." Social Studies 100, no. 1 (January 2009): 23–30. http://dx.doi.org/10.3200/tsss.100.1.23-30.

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Richardson, Robert L. K. "Wisdom-based Junior High School Teaching." Childhood Education 61, no. 4 (March 1985): 277–81. http://dx.doi.org/10.1080/00094056.1985.10520198.

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Finkel, David, Chet Hooker, Scott Salvidio, Mark Sullivan, and Christopher Thomas. "Teaching C++ to high school students." ACM SIGCSE Bulletin 26, no. 1 (March 12, 1994): 286–89. http://dx.doi.org/10.1145/191033.191151.

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Hicks, Stephen, and Monica Holland. "Teaching Philosophy to High School Students." Teaching Philosophy 12, no. 2 (1989): 115–30. http://dx.doi.org/10.5840/teachphil198912257.

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Rohr, Joseph M., Heidi N. Kaschke, Jaynie E. Bird, Ashlie M. Nelson, and Geoffrey A. Talmon. "Teaching High School Students About Pathology." American Journal of Clinical Pathology 145, no. 5 (February 26, 2016): 617–21. http://dx.doi.org/10.1093/ajcp/aqw011.

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Neumann, Richard. "Teaching Wealth Distribution in High School." Social Studies 106, no. 5 (July 31, 2015): 236–43. http://dx.doi.org/10.1080/00377996.2015.1059795.

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Xu, Zhangjing. "Study of the Cultivation of Cultural Awareness in Senior High School English Teaching." Scientific Journal of Technology 6, no. 5 (May 21, 2024): 67–79. http://dx.doi.org/10.54691/h3wntr53.

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This study takes a high school senior English teacher and students in a high school in Chengdu as the research subjects, and uses questionnaire survey method and interview method to understand the current situation of cultivating students’ cultural awareness in high school English teaching. The findings revealed that the following problems exist in the cultivation of cultural awareness in schools: weak cultural literacy of teachers and students, heavy teaching tasks under exam-oriented education without time for the cultivation of cultural awareness, a single approach to teaching culture, and insufficient depth of teachers’ exploration of cultural elements in the new curriculum and teaching materials. In response to the above problems, the author puts forward teaching suggestions based on the current situation of high school culture teaching from three aspects: schools, teachers and students, in order to promote the cultivation of cultural awareness among high school students.

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Li, Yong. "The Application of Life-based Teaching Concept in High School Chinese Teaching." Journal of Contemporary Educational Research 7, no. 8 (August 29, 2023): 53–58. http://dx.doi.org/10.26689/jcer.v7i8.5222.

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This article mainly discusses the application of the concept of life-based teaching in Chinese teaching in senior high schools, so as to improve students’ interest in learning and Chinese literacy. Using the method of combining theoretical analysis and case study, this paper conducts in-depth research on the application of life-based teaching concept in Chinese teaching in high school. This paper analyzes the current situation of the development of life-based teaching concept and its specific application in Chinese teaching in senior high schools, and conducts case studies analysis. The concept of life-based teaching has important application value in Chinese teaching in senior high schools. It can help teachers to better link the teaching content with students’ real life, and improve students’ learning interest and Chinese literacy.

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Adams, W. K., M. Plisch, and T. Plantt. "Have a passion for teaching? Consider high school teaching." American Journal of Physics 87, no. 5 (May 2019): 328–29. http://dx.doi.org/10.1119/1.5094433.

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Quiñones-Ramírez, Félix, David Duran, and Laia Viladot. "Co-Teaching with High School Students for Music Teaching." Education Sciences 13, no. 10 (September 23, 2023): 972. http://dx.doi.org/10.3390/educsci13100972.

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This article presents a didactic proposal for teaching musical notation and solfège sight-singing through co-teaching with secondary school students. The goal was to explore the advantages and limitations of using a form of peer learning where students play the role of co-teachers alongside the teacher. We wanted to find out whether this proposal would lead to significant improvements among both co-teachers and tutees, identifying the actions responsible for this progress, and paying particular attention to how students learn in the role of co-teachers. This study was based on a mixed-method explanatory sequential design, where the quantitative data were analyzed first and then the qualitative data. The quantitative results showed statistically significant improvements when comparing the pre-test and post-test results of all the students participating in the didactic proposal. These improvements can be attributed to the personalized support provided by the co-teachers, the opportunities for peer assessment that enabled progress to be monitored and provided feedback, and the possibilities of learning by teaching. In conclusion, the results of this study endorse the viability of student co-teaching in secondary school music education.

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Richards, Samuel. "Archival Research with High School Students and School History." Teaching History: A Journal of Methods 48, no. 1 (December 1, 2023): 36–54. http://dx.doi.org/10.33043/th.48.1.36-54.

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Archives-based teaching and research remains rare in high schools. Research in this area also remains scarce. This article provides an overview of ways one interdisciplinary project-based learning (PBL) program used school history to introduce historians’ signature pedagogy of archival research to 13- and 14-year-old high school students. It provides an overview of the 9-week interdisciplinary unit from the perspective of the history teacher with the hopes of providing inspiration for others. The article includes consideration of school context, interdisciplinary collaboration, creating an accessible archive for students, and ways history labs were crucial to teaching historical thinking in an authentic way.

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Chen, Yu. "Review of Interactive Teaching Methods of Music in Junior Middle Schools." Asian Journal of Education and Social Studies 50, no. 2 (January 23, 2024): 49–59. http://dx.doi.org/10.9734/ajess/2024/v50i21258.

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At present, music teaching in junior high schools is gradually highlighting the importance and development trend of interactive teaching. This study provides an in-depth analysis of all aspects of interactive teaching of music in junior middle schools through a multi-faceted research perspective, providing richer insights and methods for improving the quality of teaching. The art of teacher-student interaction in junior high school music classroom teaching under the new curriculum reform was discussed, and the core role of interaction in teaching was explained in detail. Researchers have conducted in-depth studies on teacher-student interactive teaching strategies in junior high school music classes, providing more practical guidance for actual teaching. In terms of revealing the problems and countermeasures of music teaching in junior high schools, researchers have put forward more specific suggestions. In the process of in-depth exploration of interactive teaching of music in junior high schools, researchers realized the actual current situation of interactive teaching in online music classes and revealed various challenges and opportunities in online teaching. This article advocates improving the effectiveness of music teaching in junior middle schools through interactive teaching and injecting richer vitality into education. At the same time, researchers have focused on in-depth discussions on interactive teaching strategies in junior middle school music appreciation classes, providing systematic theoretical support for cultivating students' music appreciation abilities. They also paid attention to the application of interactive teaching models in junior high school music teaching, which provided profound inspiration for the construction of active interactive teaching models. Starting from the core literacy background, researchers conducted in-depth research on the interaction methods between teachers and students in junior high school music classes, and provided specific operational plans for the implementation of literacy education. Paying attention to the new form of teacher-student interaction in improving the musical literacy of junior high school students provides strong empirical research support for cultivating students' comprehensive literacy. Through in-depth research on the interactive teaching model of junior high school music classes, it provides experienced practical guidance for building a more interactive teaching framework. To sum up, the current research on interactive teaching of music in junior high schools involves many aspects such as teaching strategies, problems and countermeasures, online teaching, multimedia applications, and core competencies. These studies not only provide profound theoretical support for junior high school music teaching, but also provide rich experience and inspiration for practical teaching. In the future of music education, interactive teaching will continue to play a positive role in promoting, opening up broader possibilities for cultivating students' comprehensive literacy. Based on the latest references, this article conducts an in-depth study of interactive teaching methods of music in junior high schools, providing a solid theoretical foundation for subsequent research.

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Kang, Xiaojin, and Jing Han. "Improving Teaching Style with Dialogic Classroom Teaching Reform in a Chinese High School." World Journal of Education 9, no. 2 (March 27, 2019): 38. http://dx.doi.org/10.5430/wje.v9n2p38.

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Lively and effective classroom instruction is an important feature of quality schools. Recently, the lead author's schoolhas launched a reform of classroom teaching methods to implement a dialogic model. The dialogic model, taking cuesfrom constructivist learning theories and Manabu Sato, expects educators to promote multiple kinds of classroomdialogue, including teacher-student dialogue, student-text dialogue, student-student dialogue, and self-reflectivedialogue. The reform efforts of the school are all-encompassing and include changes to teacher training, classroomobservation and teaching evaluation, lesson planning, classroom activities, homework, and testing. This reform ismeant to improve teaching quality, enhance the classroom environment, and bring about better critical thinkingoutcomes in the students. The following text chronicles the details of this reform in a large senior high school in aChinese metropolis, and the first attempts by teachers at the school to implement new dialogic teaching techniques.The preliminary analysis finds evidence of positive effects on student engagement, confidence, and motivation usingdialogic teaching techniques.

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Suhartini, Ratna. "Teaching Factory Management in Vocational High Schools." Ilomata International Journal of Management 3, no. 2 (April 30, 2022): 194–202. http://dx.doi.org/10.52728/ijjm.v3i2.448.

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Management is applied in business, government, universities, schools, industry, and learning. Teaching factory learning is production-based learning or services according to industry standards and procedures. The resulting product is sold, so marketing is needed. Teaching factory learning is a replica industry in schools. Thus, teaching factory is related to management, teachers, students, industry, consumers, and marketing, so that management is needed in its management. Management of teaching factory in vocational high school, regulated according to the implementation of teaching factory. The purpose of this research is to describe the management of the teaching factory, covering the organizational structure and management of the teaching factory. This type of research is qualitative descriptive. The research sample was 14 SMK in East Java. Data collection methods use interviews and observations. The results showed that the management of teaching factories in vocational high schools was different. The organizational structure involves the principal, vice principal, head of expertise program, productive teacher and education personnel. In addition, there are outside parties, namely partner companies and school supervisors. Teaching factory management includes planning that consists of planning learning equipment, planning products, and planning marketing. Implementation includes production, marketing. Supervision includes evaluation of the implementation of teaching factory and follow-up.

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Hameed, Gulnaz, and Intzar Hussain Butt. "Teaching Mathematics at High School: A Comparison of Public and Private School Teachers’ Practices." Global Social Sciences Review III, no. IV (December 30, 2018): 127–41. http://dx.doi.org/10.31703/gssr.2018(iii-iv).09.

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This paper compares the mathematics teaching practices of private and public high school teachers in Punjab. Two hundred public and 180 private school teachers were selected by using random sampling technique from district Sahiwal. The quantitative data was collected by using a Likert type 58 questionnaire items. The questionnaire consisted of six parts: mathematic teaching practices, mathematic effective students’ instruction, mathematic resources availability, use of mathematic resources, use of instructional techniques and evaluation techniques used by the teachers. The study indicated that private school teacher teach in cooperative environment, individual concentration, small group discussion and encourage students in mathematic classrooms as compared to public school teachers. They write equations to represent concept and then engage students in problem solving and practice computational skill as compared to public school teachers. Public school teachers highly believe that text book is primary instructional tool for teaching. They practice difficult problem by drill in their classes. Although Public school teachers are well trained, qualified and experienced yet they emphasize rote learning which is a big hurdle in conceptual understanding. Provision of material resources in public schools is high. Mathematic curriculum document, manipulative, measuring devices, and spreadsheets, worksheet calculators, teacher guide and computers as teaching resources are available in public schools. Whereas, helping books and calculators’ availability is better in private schools.

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Tsubota, Yukimasa. "Teaching Astronomy at Keio Senior High School, Japan." International Astronomical Union Colloquium 105 (1990): 280–83. http://dx.doi.org/10.1017/s0252921100086929.

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The major problem in teaching astronomy in our senior high schools has to do with the nature of the Japanese educational system. The typical science curriculum consists of physics, chemistry, biology, earth science, and general science I & II. The Japanese Ministry of Education allows General Science I to fulfill the minimum high-school graduation requirement in science. General Science I covers the basics of earth science. Astronomy has been taught as a part of General Science I and Earth Science.Many Japanese high schools do not offer earth science because it is not covered in the college entrance exams (Table l). Moreover, teachers usually spend many hours with the students memorizing the basics of earth science rather than allowing some time in the laboratory.

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Lin, Chang-Fu, Tsai-Ku Liao, Chin-Wen Liao, and Chia-Ling Shih. "Study on Teaching Efficiency and Teaching Faith of Career Development Education for Junior High School Teachers." International Journal of Information and Education Technology 6, no. 10 (2016): 782–86. http://dx.doi.org/10.7763/ijiet.2016.v6.792.

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Siahaan, Risma, Marham Sitorus, and Saronom Silaban. "The development of teaching materials oriented to critical thinking skills for chemistry class XI high school." Jurnal Pendidikan Kimia 13, no. 1 (April 1, 2021): 60–68. http://dx.doi.org/10.24114/jpkim.v13i1.24145.

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This study aims to determine the feasibility of teaching materials oriented critical thinking ability grade XI SMA developed. This research includes research and development with 3D development model (define, design and develop). The teaching materials developed were validated based on aspects of material feasibility, language and media by experts using validation sheets in accordance with BSNP standards and then the validated teachng materials were distributed to two teachers and grade XI students at Sultan Agung Private High School and SMAN 1 Pematangsiantar to find out the response of teachers and students using questionnaires. The results of the study found that expert validation of teaching materials developed has an average score of 4.17 in terms of content feasibility, 4.20 for the aspect of presentation feasibility, 4.33 for the linguistic aspect and 4.19 from the aspect of graphation. While students' response to critical thinking ability-oriented module teaching materials had average scores of 3.80 and 3.82 and teacher responses averaged a score of 4.27, judging by interest indicators, material indicators and language indicators. These results show that the critical thinking ability-oriented teaching materials developed have met valid and good criteria for use. Keywords: Teaching materials, Critical yhinking skills, Chemical equilibrium, 3D models

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Andriani, Agis, Vani Dwi Yuniar, and Fuad Abdullah. "Teaching English Grammar in an Indonesian Junior High School." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (August 17, 2021): 1046–56. http://dx.doi.org/10.35445/alishlah.v13i2.956.

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English grammar has a pivotal position in language learning. It is also considered the basis of a series of language skills (listening, speaking, reading, and writing). However, although previous studies focused on teaching English grammar either from a traditional or functional view, where English as L1 and L2 across various educational levels, scarce studies have emphasized teaching English Grammar in the Indonesian EFL context, particularly in Junior High School. Hence, this study aimed at filling such a void, namely teaching English grammar in an Indonesian junior high school. In an attempt for collecting the data, this study interviewed a participant in one of the junior high schools in Tasikmalaya, West Java, Indonesia. The data were analyzed using thematic analysis (Braun Clarke, 2006). The findings of this study revealed that the teacher use focus on forms and focus on form in teaching English grammar. Those focus on forms involve (1) Deductive English Teaching Grammar, (2) Score-Oriented English Language Learning Activities, and (3) Accuracy-Oriented English Language Learning Activities. Another approach is focus on form include (1) Task-Based Sentence Making and (2) Contextual Teaching of English Grammar. By knowing these teaching techniques, the teachers are expected to be able to implement those teaching techniques of teaching English grammar to junior high school students more effectively.

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Boholano, Helen, Roberto Cajes, and Boholano Stewart. "Technology based teaching and learning in junior high school." Research in Pedagogy 11, no. 1 (2021): 98–107. http://dx.doi.org/10.5937/istrped2101098b.

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Integrating technology in teaching junior high school motivates, capacitates and prepares the 21st century learners in the Fourth Industrial Revolution. The use of technology to enhance instruction enables the learners to be productive. This study ascertained the effectiveness of using technology in teaching Junior high school in the public schools. The study employed QUAN-QUAL methods for data gathering. The participants of the study were informed on the objectives of this study and their rights in the conduct of the study. To validate the data gathered, focus group discussion was conducted. Results revealed that the use of technology improves performance. Teachers' productivity skills and the ability to use technology were enhanced as they utilized ICT in instruction. Thus, the junior high school learners were technology literate and acquire the 21st century skills.

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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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Teng, Qianqian. "A Brief Discussion on the Approaches to Improve High School English Listening Instruction." Frontiers in Humanities and Social Sciences 3, no. 3 (March 20, 2023): 215–18. http://dx.doi.org/10.54691/fhss.v3i3.4591.

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English listening is an essential skill for high school students to master. However, the current status of English listening teaching in high schools is not optimistic. This paper aims to analyze the current situation and problems of English listening teaching in high schools from the perspectives of teachers, students, and teaching materials. Moreover, some suggestions are also proposed to improve the English listening teaching in high schools.

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Tian, Mi. "An Analysis of Chinese High School English-Based Curriculum and Core Competency Development." IRA International Journal of Education and Multidisciplinary Studies 19, no. 1 (March 15, 2023): 49. http://dx.doi.org/10.21013/jems.v19.n1.p5.

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<p>With the deepening of the concept of "core competency", the teaching of English in Chinese high schools has gradually shifted from focusing on students' achievement to focusing on students' competency. The school-based curriculum, as an important supplement to high school teaching, plays a key role in improving the English core competency of high school students. Based on this, this paper firstly analyzes the background of Chinese high school English teaching under core competency and the significance of developing a school-based curriculum for high school English; secondly, effective development strategies will be proposed based on the basic ideas of high school English school-based curriculum design. It is hoped that the analysis in this paper will provide a reference for promoting the development and practice of a school-based curriculum for high school English in China.</p>

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Nguyen, Ha Le, Thang Van Le, Hang Thi Thuy Vu, and Hung Cong Nguyen. "The Effectiveness of Online Application in Organization of Teaching and Learning of High School Vietnamese Teachers." Journal of Law and Sustainable Development 11, no. 8 (October 4, 2023): e846. http://dx.doi.org/10.55908/sdgs.v11i8.846.

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Background: With the increasing use of online education, the role and competencies of online teachers have become a crucial aspect in the success of online learning initiatives. The role of online teachers is multifaceted and requires a range of skills and knowledge. Online teachers not only need to be experts in their subject matter, but they also need to be proficient in using technology and possess strong communication skills to effectively engage with students in a virtual environment. Methods: The research area was chosen to be the public elementary schools, junior high schools, and high schools in Hue City, specifically Truong An High School, Hung Vuong Secondary School, Nguyen Truong To High School, and Huong So High School, Tran Cao Van Secondary School, and Dang Tran Con High School with 187 teachers in the. Results: The results of this research were: (i) Google Meet was the most effective online application in teaching and learning activities used by teachers; (ii) the ability of teachers to apply technology in teaching was the crucial factor that affected the application of online application in the organization of teaching activities. Conclusion: Based on the research results, in order to improve the effectiveness of applying online applications in teaching organizations, high schools in Hue city need to implement a system of synchronous measures from raising awareness to fostering application capacity in harmony with the environment, and organizational conditions for applying technology in teaching with close cooperation between family - school.

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Rachmawati, Umi. "READING INTEREST OF SENIOR HIGH SCHOOL STUDENTS: A CASE STUDY." Journal of Languages and Language Teaching 6, no. 1 (May 23, 2018): 17. http://dx.doi.org/10.33394/jollt.v6i1.809.

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Nowadays, the development of the teaching and learning of English as a foreign language has been transformed. Learners do not only focus on the learning of speaking and writing but also reading since they are required to be able to smartly respond to the texts they are reading. The development of the information and technology forces the focus of teaching and learning on the critical reading that might be less interesting for the students. The students may not know their interest in reading before they start reading. A unique condition in Magelang regency, a small town close to Yogyakarta, the students of senior high schools have achieved their best achievement for their learning that can be seen from the rank of the school that becomes the best school in terms of the final examination in Central Java. To know the teaching and learning of English in that school can be an alternative for other schools. Based on the case study conducted in some schools in Magelang regency, it can be found that the teaching and learning are still varied. The findings were discussed under the following terms; students’ reading activities, mastery of reading skills, reading materials, and reading modality. It is a problem for the success of language teaching as the students can have low motivation in reading if the reading materials were not interesting for them.

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Abdalla Pinheiro, Emanuel. "An Alternative to Provide Meaningful Learning in Teaching Physics in High School." International Journal of Science and Research (IJSR) 12, no. 10 (October 5, 2023): 2070–73. http://dx.doi.org/10.21275/sr231016072857.

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Bouhnik, Dan, and Yahel Giat. "Teaching High School Students Applied Logical Reasoning." Journal of Information Technology Education: Innovations in Practice 8 (2009): 001–16. http://dx.doi.org/10.28945/169.

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Pauline, Ronald Frank. "Teaching Geologic Mapping to High-School Seniors." Journal of Geological Education 41, no. 4 (September 1993): 328–31. http://dx.doi.org/10.5408/0022-1368-41.4.328.

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Thị Thân, Nguyễn, and Phạm Hồng Bắc. "Using mindmaps when teaching high school chemistry." Journal of Science, Educational Science 61, no. 1 (2016): 39–49. http://dx.doi.org/10.18173/2354-1075.2016-0005.

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Rohmawati, Rohmawati, John Pahamzah, and Syafrizal Syafrizal. "Teaching Reading Strategies for Vocational High School." Journal of English Language Teaching and Cultural Studies 5, no. 1 (March 28, 2022): 42–59. http://dx.doi.org/10.48181/jelts.v5i1.14786.

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The aims of this research were to find out the English learning strategies for students at the second years students of SMKN 1 Kramatwatu and the students reading progress after having their own strategy in enhancing their reading comprehension. In this research, the researcher used qualitative research by implementing a case study research, which is more emphasize social reality as something intact complex, dynamic, and interactive, to examine the condition of natural objects. Based on the finding of the research indicated that there are some difficulties faced by the students, namely limited vocabulary mastery so that it affected students in understanding reading. Based on the problems, the teacher used two pre-reading strategies: contextual redefinition and word list to help students understood the contents of a reading text. Based on the results of the analysis data, it was found that two-pre reading strategies: contextual redefinition and word list could help students in understanding a reading text, increased vocabulary mastery, and increased students motivation in reading. On the other hand, there were changes in student second year, the students who achieve more than minimum scores. It can be concluded that: firstly, the students’ difficulty in understanding reading is influenced by the lack of mastery of vocabulary and low motivation to learn. Secondly, the use of contextual redefinition and word lists makes it easy for students to find out the meaning of a reading with vocabulary and context.

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Rohmawati, Rohmawati, John Pahamzah, and Syafrizal Syafrizal. "Teaching Reading Strategies for Vocational High School." Journal of English Language Teaching and Cultural Studies 5, no. 1 (March 28, 2022): 42–59. http://dx.doi.org/10.48181/jelts.v5i1.14786.

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The aims of this research were to find out the English learning strategies for students at the second years students of SMKN 1 Kramatwatu and the students reading progress after having their own strategy in enhancing their reading comprehension. In this research, the researcher used qualitative research by implementing a case study research, which is more emphasize social reality as something intact complex, dynamic, and interactive, to examine the condition of natural objects. Based on the finding of the research indicated that there are some difficulties faced by the students, namely limited vocabulary mastery so that it affected students in understanding reading. Based on the problems, the teacher used two pre-reading strategies: contextual redefinition and word list to help students understood the contents of a reading text. Based on the results of the analysis data, it was found that two-pre reading strategies: contextual redefinition and word list could help students in understanding a reading text, increased vocabulary mastery, and increased students motivation in reading. On the other hand, there were changes in student second year, the students who achieve more than minimum scores. It can be concluded that: firstly, the students’ difficulty in understanding reading is influenced by the lack of mastery of vocabulary and low motivation to learn. Secondly, the use of contextual redefinition and word lists makes it easy for students to find out the meaning of a reading with vocabulary and context.

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Bacus, Remedios Cabaral, and Rivika Coronado Alda. "SENIOR HIGH SCHOOL TEACHING: A PHENOMENOLOGICAL INQUIRY." Malaysian Journal of Learning and Instruction 19, no. 1 (January 31, 2022): 243–76. http://dx.doi.org/10.32890/mjli2022.19.1.9.

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Purpose - This study aims to explore the teachers’ lived experiences in Senior High School teaching.The K to 12 program is one curricular reform in the Philippines to ascertain that basic education graduates possess the required competencies at par with the international standards. Methodology - In this qualitative study, 15 Senior High School (SHS) teachers’ lived experiences were explored to arrive at the essence of SHS teaching at the onset of curriculum implementation. Using Husserlian phenomenological design and Colaizzi’s method of data analysis, three themes emerged from the in-depth interviews: expectations and apprehensions, experiences and strategies, and attitude and aspirations. The teachers have acknowledged their important roles and have remained optimistic despite the program’s limitations. Their unique experiences as they grapple with their new teaching assignment enthused them to explore ways to assist them in the teaching process. Findings - The findings provide academic institutions with input to revisit policies of SHS implementation by charting relevant trainings geared toward teachers’ professional development, conducting regular onsite monitoring, and providing need-based support and resources for teachers’ up-skilling and re-skilling. Significance - With the requirements towards SHS implementation and the teachers’ collective aspirations, the Department of Education can continue to provide inclusive and equitable education for all.

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Hughes, Ciaran, Joshua Isaacson, Jessica Turner, Anastasia Perry, and Ranbel Sun. "Teaching Quantum Computing to High School Students." Physics Teacher 60, no. 3 (March 2022): 187–89. http://dx.doi.org/10.1119/10.0009686.

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Quantum computing is a growing field at the intersection of physics and computer science. The goal of this article is to highlight a successfully trialled quantum computing course for high school students between the ages of 15 and 18 years old. This course was designed to bridge the gap between popular science articles and advanced undergraduate textbooks. Conceptual ideas in the text are reinforced with active learning techniques, such as interactive problem sets and simulation-based labs at various levels. The course is freely available for use and download under the Creative Commons “Attribution-NonCommercial-ShareAlike 4.0 International” license.

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Stephens, Gregory P. "Teaching the Logistic Function in High School." Mathematics Teacher 95, no. 4 (April 2002): 286–94. http://dx.doi.org/10.5951/mt.95.4.0286.

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Make no bones about it: this article is highly biased in favor of teaching the logistic curve in high school. Both the exponential and logarithmic curves are staples of the precalculus curriculum. These functions are usually introduced in a third-year mathematics course. They reappear in the calculus curriculum for both Advanced Placement calculus and first-semester college calculus. The logistic function, a natural capstone to teaching exponential curves, is a logical extension of mathematics instruction to a variety of applications.

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Smith, Lou, and Owen Van Den Berg. "Teaching Public Issues in the High School." Educational Action Research 8, no. 2 (June 1, 2000): 383–92. http://dx.doi.org/10.1080/09650790000200294.

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Taylor, Julie A. "Teaching History at America's #1 High School." History Teacher 37, no. 4 (August 2004): 517. http://dx.doi.org/10.2307/1555557.

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DeCesare, Michael. "95 Years of Teaching High School Sociology." Teaching Sociology 33, no. 3 (July 2005): 236–51. http://dx.doi.org/10.1177/0092055x0503300301.

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A neglected part of the history of teaching sociology is the history of teaching high school sociology. The American Sociological Association's centennial in 2005 affords sociologists an opportunity to reflect on the teaching of sociology–anywhere and everywhere that it happens. In the spirit of contributing to the history of teaching sociology in the United States, this paper outlines the roughly 95-year history of the teaching of high school sociology. I rely upon published course descriptions written by high school sociology teachers and empirical studies conducted by academic sociologists. They demonstrate that past high school sociology courses have focused primarily on examining social problems and current events, and on promoting citizenship education. This remains the case today. I offer several reasons why the courses have looked as they have over the past 95 years, and conclude with four predictions about the future of teaching high school sociology.

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Journal articles on the topic 'High school teaching'

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