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Academic literature on the topic 'Indiana secondary science teachers'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Indiana secondary science teachers"

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Nargund-Joshi, Vanashri, Meredith A. Park Rogers, and Valarie L. Akerson. "Exploring Indian secondary teachers' orientations and practice for teaching science in an era of reform." Journal of Research in Science Teaching 48, no. 6 (June 21, 2011): 624–47. http://dx.doi.org/10.1002/tea.20429.

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Johar, Shalini, and Vinod Kr Shanwal. "A STUDY OF SECONDARY SCHOOL TEACHERS’ READINESS TOWARDS PEERAGOGY AND OPEN PEDAGOGY." SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 9, no. 46 (August 1, 2021): 11264–71. http://dx.doi.org/10.21922/srjhsel.v9i46.1532.

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Traditionally, teachers used to determine the learning of the students, they only decide about the knowledge and skills that need to be taught to the students but there has been a paradigm shift with the advent of new digital mediums. Now learning has evolved into a learning-centered, self-directed, social, peer-to-peer, inquiry-based and cooperative approach to education. ICT revolutionized learning for students and teachers. It has provided immense opportunities from connecting with people, accessing information, to availability of volumes of open educational resources. Education has transformed from pedagogy to new approaches like open pedagogy, self-education i.e., Peeragogy. No doubt these approaches will prove to be sustainable with the global health crises going on. Thus, this paper aims to recognize secondary school teachers’ technological acceptability and to investigate their preparation for Peeragogy and Open pedagogy. Data was collected through a Google form from 96 secondary school teachers from 22 Indian schools, and descriptive statistics were used to examine the results. The findings revealed that the secondary school teachers are quite enthusiastic about integrating technology in education and employing peeragogy and open pedagogy in their classrooms. This study on secondary school teachers’ attitudes towards technology, their readiness for Peeragogy and Open pedagogy, and the problems they experience is expected to offer educators with relevant information for future research.
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Kaur, Navdeep. "AWARENESS OF RIGHT TO EDUCATION AMONG SECONDAY SCHOOL TEACHERS." JOURNAL OF SOCIAL SCIENCE RESEARCH 6, no. 2 (December 27, 2014): 1004–8. http://dx.doi.org/10.24297/jssr.v6i2.3484.

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Education is a human right and essential for realization of all other human rights. It is a basic right which helps the individual to live with human dignity the right to education is a fundamental human rights. Every individual, irrespective of race, gender, nationality, ethnic or social origin, religion or political preference, age or disability, is entitled to a free elementary education. Hence the present study has attempted to find out awareness of right to education among secondary school teachers. The sample of 200 secondary school teachers was taken. A self made questionnaire comprising 34 multiple choice items was used by the investigator. It was found that both Government and Private secondary teachers have equal information regarding RTE, whereas Male school teachers are more aware of RTE than Female secondary school teachers Education is the foundation stone of national development. No nation can develops without education. The function of education is to accelerate the progress and development of nation. Education is the only means which brings about national integration. Educational achievement of a nation is also an indicator of national pride. During the pre-british Indian the indigenous secondary education was imparted in Pathshalas, Gurukuls, Gurudwaras and other religious organization. Education was banned for women and for scheduled classes and poor people. After sometimes Christian missionaries and East Indian Company established a few schools with the purpose of spreading Christianity in India. The first organized step to established planned primary schools of four years duration in India was established when Macaulay presented his famous minutes in 1835 with a view to popularize English education. In 1854 Woods Dispatch laid stress on imparting education atleast upto the primary level to the Indians. Later many commissions and committees were set up like India Education Commission 1882, Government resolution on education policy 1904, Gopal Krishan Gokhales Resolution 1911,Hartog committee 1929, Wardha Scheme 1938 and Sargent report 1944. All of them laid stress on free & compulsory primary education. After independence India adopted Article-45 directive principle of state policy laid down in Indian Constitution. The Article says, The state shall endeavour to provide within a period of ten years from the commencement of the constitution free & compulsory education for all children untill they complete the age 6 to 14 years. Kothari Commission (1964-66) recommended qualitative improvement for the purpose of science education, work experience, vocalization of education and development of social, moral and spiritual values, improvement in methods of teaching curriculum, teacher training etc. were recommended. National Policy on Education (1986) emphasized on two aspects. One on the universal enrollment and universal retention of children upto 14 years of age and another on the substantial improvement in teaching quality of education. In order to improve the education of school, Operation, Blackboard was introduced by National Policy on Education. The programme of action (1986) was laid down, the purpose of Operation Blackboard is to ensure provision of minimum essential facilities in secondary schools, material facilities as learning equipment, use of blackboard implies that there is an urgency in this programme. In India, the desire for compulsory education figured in the writing and speeches of our leader before independence. But for national development and national integration, creation of good citizens, preparation for life, development of character, development of individuality, adaptation to environment and making man civilized. India just implemented the Right to Education on 27rd August (Thursday), 2009 by 86th Constitutional amendent. It says, the state shall provide free and compulsory education to all children the age of 6 to 14 years in such manner as the state may, by law, determine. Today education is considered an important public function and the state is seen as the chief provider of education through the allocation of substantial Budgetry resources and regulating the provision of education. The pre-eminent role of the state in fulfilling the Right To Education is enshrined in 1966 International Covenant on Economic, Social and Cultural rights. With regards to realizing the Right to Education the World Declaration on Education for All states that partnerships between government and non-government organizational, the private sector, local communities, religious groups, and families are necessary. The realization of Right to Education on a national level may be achieved through compulsory education or more specifically free and compulsory primary education as stated in both the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights. So as India is first to made education compulsory and free for all. Formal Education is given to everybody without any discrimination of sex, caste, creed and colour. Education is the powerful tool. which accelerates the process of national growth and development. Moreover, economically and socially marginalized adults and children can left themselves out of miseries of darkness and participate fully as variable assets for their nation only with the help of education. Thus, education is a key towards a successful life. Keeping in view the importance of education, the secondary education in India has been made compulsory through 86th constitutional amendment. Moreover Right to Education has declared as fundamental right by this amendment under Article-emerge as a global leader in achieving the millennium development goal of ensuring that all children complete their secondary education by 2015 as set by UNESCO. The secondary stake holders for providing education are the parents and social authorities and both these entities have to be active: parents, by sending education is supported, thus, it is important that teacher should be aware of Right to Education. If teacher are well aware of Right to Education then only he/she can make the students to enjoy its benefits and motivate them to enroll in education. Moreover, if the teacher is fully awakened about the Right Education only then he/she will not dare to exploit the child.
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Qasim, Syed Hasan, and Sudhansu Shekhar Pandey. "CONTENT ANALYSIS OF DIAGRAMMATIC REPRESENTATIONS IN UPPER PRIMARY SCIENCE TEXTBOOKS." International Journal of Research -GRANTHAALAYAH 5, no. 7 (July 31, 2017): 474–79. http://dx.doi.org/10.29121/granthaalayah.v5.i7.2017.2155.

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The present study is an attempt to investigate content analysis of diagrammatic representations in upper primary science textbooks based on diagrammatic typology. The study analyzed the distribution of diagrams in different upper primary science book categories. The sample selected consists of a total number of nine 7th grade physics, chemistry and biology textbooks adopted in three Indian Certificate of Secondary Education (I.C.S.E) schools in the Allahabad, India. Content analysis in this research entails a systematic coding and categorizing of the diagrams, drawings, photos, charts and graphs appeared in upper primary school science textbooks. A great amount of diagrams have been used in the upper primary level of science teaching. On average, there are about 1.20 diagrams in physics, 0.80 diagrams in chemistry & 1.06 diagrams in biology textbooks used per page for the purposes of explaining, presenting or evaluating the scientific domain. The results confirmed that upper primary level of science education demands large quantity of diagrams to facilitate students learning. So content analysis of diagrammatic representations of science textbooks is recommended and teachers should adopt such diagrammatic strategies which increase the level of knowledge of learners. Teachers should teach students through different diagrammatic representations skills and to enhance their academic performance.
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Kundu, Arnab, Tripti Bej, and Kedar Nath Dey. "Investigating Effects of Self-Efficacy and Infrastructure on Teachers' ICT Use, an Extension of UTAUT." International Journal of Web-Based Learning and Teaching Technologies 16, no. 6 (November 2021): 1–21. http://dx.doi.org/10.4018/ijwltt.20211101.oa10.

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The purpose of this empirical study was to investigate the effect of two important factors, self-efficacy and ICT infrastructure, on the teachers’ ability of ICT use in school pedagogy. The study employed a descriptive survey method within an ex-post-facto research design taking 400 teachers as samples from hundred purposively selected Indian secondary schools. Data were analyzed descriptively and inferentially. Results revealed that perception of self-efficacy and infrastructure were significant predictors of the teachers’ ability of ICT use. The two independent variables were found to have a high collective prediction on the teachers’ ability. Though, separate analyses revealed that self-efficacy having a deeper prediction on the teachers’ ICT ability than the infrastructure. The findings support the Unified Theory of Acceptance and Use of Technology (UTAUT) model (an extension of TAM) and made a further extension with two selected factors, one included in the facilitating conditions and the other in the users’ behavioral intention in the original UTAUT model.
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Kundu, Arnab, Tripti Bej, and Kedar Nath Dey. "An empirical study on the correlation between teacher efficacy and ICT infrastructure." International Journal of Information and Learning Technology 37, no. 4 (July 23, 2020): 213–38. http://dx.doi.org/10.1108/ijilt-04-2020-0050.

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PurposeSelf-efficacy is one's belief in one's ability. In this context, information and communication technology (ICT) self-efficacy is the judgment of one's capability to use ICT – the familiar and effective teaching tools for the 21st century classrooms. The purpose of this empirical study was to investigate the correlation between teachers' ICT self-efficacy and perceived ICT infrastructure in school.Design/methodology/approachThe study employed a descriptive survey method within ex post facto research design by taking 100 purposively selected Indian government run secondary schools and 400 teachers as participants. The data were analyzed descriptively and inferentially. A correlation analysis was conducted between teachers' ICT self-efficacy and their perception of ICT infrastructure to determine the relationship between the two.FindingsFindings revealed that the participant teachers' overall ICT self-efficacy along with its three domains – technological efficacy, pedagogical efficacy, integration efficacy – was moderately low and their perception of ICT infrastructure in their respective schools was also far below the expected level. The investigation finally found a moderately high and positive correlation between teachers' ICT self-efficacy and their overall perception of ICT infrastructure. All three domains of efficacy also found positively correlated with the three selected domains of ICT infrastructure.Originality/valueThis paper reports an original empirical survey conducted in India and the write-up is based strictly on the survey findings only. The authors believe this is a new approach to view ICT integration in school pedagogy and recommendations that enhanced teacher efficacy accelerates strengthening ICT infrastructure, improving apposite culture and understanding of the pedagogical value of ICT integrated teaching.
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Valacherry, Arunima Kambikanon, and P. Pakkeerappa. "Knowledge Management and Academic Performance in Indian Public Schools." Electronic Journal of Knowledge Management 19, no. 1 (July 23, 2021): pp76–88. http://dx.doi.org/10.34190/ejkm.19.1.2343.

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Knowledge Management (KM) systems were implemented widely in corporate organizations for past three decades, but there is little research on KM in schools. The key objectives of this study are to identify the major components of School Knowledge Management and analyze the impact of KM in secondary education on academic performance, based on the perception of school teachers. The survey-based study is conducted in government schools of an Indian State. Exploratory Factor Analysis and Binary Logistic Regression methods are used to identify the KM factors and their impact on academic performance. This study identified the processes and enablers of school KM and its impact on academic performance. Academic performance, being mentioned as the primary outcome of School KM has not been empirically tested from a School KM perspective earlier. Knowledge creation, technology infrastructure and teacher’s competency are identified as KM variables that can significantly influence the Academic Performance and therefore the schools can initiate policies and methods to improve these vital factors.
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Good, Annalee. "Framing American Indians as the “First Americans”: Using Critical Multiculturalism to Trouble the Normative American Story." Social Studies Research and Practice 4, no. 2 (July 1, 2009): 49–66. http://dx.doi.org/10.1108/ssrp-02-2009-b0004.

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The author addresses ways in which secondary American history textbooks reflect and perpetuate the normative American story and identity by framing American Indians as the “first Americans,” while at the same time silencing indigenous voices in the telling of their own stories. This paper contributes to existing literature by providing an updated and critical analysis of a particular dimension of social studies texts and provides concrete examples and critical discussion of the master narrative at work in curricula. Suggestions are made for applying critical multiculturalism to the portrayal of the origins of humans in North America, using examples of indigenous texts currently used in classrooms that offer a truly multicultural resource for teachers.
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Raj, Ravi, Rajesh Kumar, and Vipin Kumar. "Impact of Mobile Phone in Life Style of Gaddi Tribes." International Journal of Research in Engineering, Science and Management 3, no. 12 (December 15, 2020): 48–51. http://dx.doi.org/10.47607/ijresm.2020.404.

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The strong correlation between education and democracy has been widely accepted and explored in many ways. This study is inspired by the quest for the democratization of school education through the lenses of social science learning at the secondary education level in the Indian context. The study tried to visualize to what extent schooling contributes to the making of democratic beings. Education for democratic citizenship is directed by various factors such as school education policies, curriculum frameworks, curricular and co-curricular activities or indirectly by attitudes and practices through which democratic knowledge, skills, values and attitudes is constructed to create a future democratic citizen. Thus, to give light to this area, a qualitative study has been designed to look at the selected components of education for democratic citizenship in school settings. The Research investigated social science teachers and student’s views on democracy and its practices to examine how close these schools were to become ‘democratic schools’. Results showed that teaching of teaching for democracy is not as it is presented in literature and educational document. This study is meant to grab a severe concern towards current conceptualization and school practices related to democracy, to create active and democratic citizens in thoughts and practices both, by taking simple steps at the school level to bring significant differences to create a democratic society.
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Roseth, Nicholas E. "A Survey of Secondary Instrumental Teachers’ Immediacy, Ensemble Setup, and Use of Classroom Space in Colorado and Indiana." Journal of Research in Music Education 68, no. 3 (September 1, 2020): 305–27. http://dx.doi.org/10.1177/0022429420944227.

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The purpose of this study was to survey secondary band and orchestra teachers ( N = 436) in Colorado and Indiana regarding their self-reported immediacy behaviors, ensemble setups, and use of classroom space when teaching. Immediacy “refers to nonverbal teacher behaviors which increase nonverbal interaction with students and which communicate closeness.” Female teachers and teachers of young ensembles reported higher levels of overall immediacy. Among component immediacy behaviors, teachers reported using proximity-related behaviors the least; females reported using proximity behaviors at higher rates than males. The majority of teachers reported using “closed” ensemble setups (i.e., setups that limit teacher movement among students) and remained in these setups for the majority of the school year. Teachers of young ensembles reported greater use of “opened” setups (i.e., setups that help facilitate teacher movement among students). Although teachers reported spending the majority of rehearsal time on the podium, female teachers, teachers of young ensembles, and teachers who used opened setups reported less time on the podium and more time moving among students. Implications for immediacy, ensemble setup, and teacher use of space in music education are discussed.
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Dissertations / Theses on the topic "Indiana secondary science teachers"

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Voldemaras, Georgette. "A study of soil survey report use by Indiana secondary school vocational agriculture/agribusiness and social science educators." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/483130.

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Awareness, use and attitude by Indiana secondary school vocational agriculture/agribusiness and social science educators toward soil survey reports were determined using a mailed questionnaire. Results were analyzed based on teaching discipline and geographic location (urban and rural). In general, social science respondents were not aware of and did not use soil survey reports as a teaching aid whereas vocational agriculture/ agribusiness respondents did. The majority of educators responded positively to statements regarding usefulness of soil surveys. No significant differences were found between urban and rural areas. Results indicated that teaching discipline was the critical factor in educator use of soil surveys.Ball State UniversityMuncie, IN 47306
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Werling, Mark. "Knowledge of Indiana school law possessed by Indiana public secondary school teachers." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/458831.

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The purpose of the study was to assess the general knowledge of Indiana school law possessed by Indiana public secondary school teachers. The population consisted of three hundred and thirty randomly selected Indiana public secondary school teachers.A researcher developed assessment instrument comprised of thirty items from Indiana school law in the areas of teacher tenure, pupil control, and tort liability was utilized. One statistical hypothesis and six statistical subhypotheses were analyzed with a Z test. The five percent level of significance was established as the probability level for non-acceptance of the hypothesis and subhypotheses.Conclusions1. The percentage of Indiana public secondary school teachers who possess a fair or better level of knowledge of pupil control, and tort liability is likely between seven and fifteen.2. There is no significant difference in the level of knowledge of Indiana school law possessed by Indiana public Indiana school law in the combined areas of teacher tenure, secondary school teachers when grouped according to years of teaching experience, location of their teacher education training, and inclusion of instructional units on school law in their teacher education training.3. The percentage of Indiana public secondary teachers who possess a fair or better level of knowledge of Indiana school law in the area of teacher tenure is likely between four and twelve.4. The percentage of Indiana public secondary school teachers who possess a fair or better level of knowledge of Indiana school law in the area of pupil control is likely between twenty-two and thirty-four.5. The percentage of Indiana public secondary school teachers who possess a fair or better level of knowledge of Indiana school law in the area of tort liability is likely between seventeen and twenty-seven.
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Rutledge, Michael L. "Indiana high school biology teachers and evolutionary theory : acceptance and understanding." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027093.

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The purpose of this dissertation was to explore the status of and relationships among the variables of teacher acceptance of evolutionary theory, teacher understanding of evolutionary theory, and teacher understanding of the nature of science among Indiana public high school biology teachers. The relationships between these variables and the emphasis evolution receives in the classroom and teacher academic variables were investigated. Teacher knowledge structure of the concept of evolution was also explored.To answer the questions and hypotheses delineated in the study, a 68-item questionnaire and concept mapping activity was administered to the population of 989 teachers. The response rate was 53%.The teachers exhibited only a moderate level of acceptance and a marginal level of understanding of evolutionary theory. Teacher understanding of the nature of science was moderately high. Evolution played only a minor role in the curriculum. While the teachers had completed considerable course work in biology, the vast majority lacked specific course work in evolution and the nature of science.The data revealed a significant relationship between teacher acceptance and teacher understanding of evolutionary theory and between teacher acceptance of evolutionary theory and teacher understanding of the nature of science. The data also revealed significant associations between teacher allocation of instructional time to evolution and teacher level of acceptance of evolutionary theory, teacher level of understanding of evolutionary theory, teacher level of understanding of the nature of science, and teacher completion of a course in evolution. Additionally, the data revealed significant associations between teacher level of understanding of evolutionary theory and teacher completion of a course in evolution and teacher academic background in biology. Significant associations were revealed between teacher level of acceptance of evolutionary theory and both teacher completion of a course in evolution and teacher completion of a course in the nature of science.A significant amount of the variance in teacher acceptance of evolutionary theory was explained by the other variables delineated. The concept mapping activity revealed that teacher acceptance and understanding of evolutionary theory was reflected in teacher knowledge structure of evolution and that teachers' knowledge structures were characterized by an unsophisticated organizational framework.
Department of Biology
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Donnelly, Lisa A. "Indiana secondary students' evolution learning experiences and demarcations of science from non-science." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274916.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction in the School of Education, 2007.
Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2882. Adviser: Valarie L. Akerson. Title from dissertation home page (viewed Apr. 14, 2008).
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Lawson, Michael A. "Leadership styles in secondary school science teachers /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164522.

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Ukaha, Emmanual Chuks. "Hierarchy of causes of curriculum lag in industrial-technical education as perceived by industrial-technical teachers, principals and superintendents in the state of Indiana." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/465789.

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The primary purpose of the study was to identify major causes and subsequent effects of curriculum lag in industrial-technical education. The subsidiary purpose of the study was to compare hierarchical rankings of major causes of curriculum lag in industrial-technical education as perceived by superintendents, secondary school principals, and industrial-technical education teachers in Indiana public school systems.Usable data collected by questionnaire from 406 out of 540 sample subjects were computed to generate respective rank hierarchies of selected twenty causes of curriculum lag in industrial-technical programs. Decisions about two Null Hypotheses were made at 0.05 level by use of multivariate, univariate, and chi-square analyses.Findings1. Superintendents, principals, and industrial-technical teachers were in agreement that three most severe causes of curriculum lag in Indiana secondary industrial-technical programs were inadequate funding, outdated laboratory equipment, and lack of in-service training for industrial-technical teachers.2. Ninety percent agreement occurred between the three respondent groups on ten most severe or ten least severe causes of curriculum lag in Indiana secondary industrial-technical programs.3. As perceived by teachers, inadequate funding and lack of in-service training opportunities affected school corporations with smaller enrollments than school corporations with larger figures.4. There were no significant differences between sizes of school corporations and causes of curriculum lag in industrial-technical programs as perceived by school administrators.5. Items involving structuring of courses, students' interest to study, and evaluation process were ranked as three least severe problem's in industrial-technical education. Sixty-seven percent agreement occurred between the respondent groups in ranking the last three severe problems.Conclusions1. Indiana public high schools are not funded for industrial-technical programs.2. Indiana industrial-technical education teachers are not offered opportunities to improve already acquired skills through in-service training programs.3. Industrial-technical programs are taught with outdated equipment in Indiana secondary schools.4. Lack of funds and in-service training for industrial-technical teachers affected smaller school corporations more than larger school corporations.Additional observations made during the study were presented.
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Lemons, Theresa. "Factors That Influence Special Education Teachers' Career Decisions in a Rural School District in Southern Indiana." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1085.

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Attrition of special education teachers is a national problem resulting in lost monetary resources, school climate discontinuity, and lower student achievement. Within a small, rural district in southern Indiana, special education teacher attrition has risen since 2008 and continues to rise. District administrators want to retain teachers to ensure a continuity of instructional services for students with special needs. To explore this problem, an intrinsic qualitative case study was employed, guided by a research question that investigated the factors that special education teachers and administrators perceived as influencing special educators' career decisions. Herzberg's motivation-hygiene theory and Billingsley's schematic representation of special education attrition and retention comprised the conceptual framework. Data collection included one-on-one semistructured interviews with 7 teachers and 5 administrators and teacher retention documents. Data analysis involved in vivo coding and an inductive process to collapse data into the 3 following themes: (a) daily challenges, (b) retention factors, (c) transfer or leaving factors. A project arose from the study. Using salient interview data, a professional development plan was designed to address teachers' needs of relevant professional development (PD) and collaboration. The PD plan will establish a professional learning community and utilizes free evidence-based online training modules to support reading comprehension of students with special needs. Positive social change may result from improvements in PD support provided by the district to retain its special education teachers, resulting in greater continuity of instruction for students with special needs who depend on high quality, experienced educators.
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Grauer, Bette L. "Secondary science teachers’ use of the affective domain in science education." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/17312.

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Doctor of Philosophy
Department of Curriculum and Instruction
Michael F. Perl and Kay Ann Taylor
The purpose of this qualitative case study was to explore (a) the types of student affective responses that secondary science teachers reported emerged in science classes, (b) how those teachers worked with student affective responses, and (c) what interactions were present in the classroom when they worked with student affective responses. The study was motivated by research indicating that student interest and motivation for learning science is low. Eight secondary science teachers participated in the case study. The participants were selected from a pool of teachers who graduated from the same teacher education program at a large Midwest university. The primary sources of data were individual semi-structured interviews with the participants. Krathwohl’s Taxonomy of the Affective Domain served as the research framework for the study. Student affective behavior reported by participants was classified within the five levels of Krathwohl’s Affective Taxonomy: receiving, responding, valuing, organization, and characterization. Participants in the study reported student behavior representing all levels of the Affective Taxonomy. The types of behavior most frequently reported by participants were identified with the receiving and responding levels of the Affective Taxonomy. Organization behavior emerged during the study of perceived controversial science topics such as evolution. Participants in the study used student affective behavior to provide feedback on their lesson activities and instructional practices. Classroom interactions identified as collaboration and conversation contributed to the development of responding behavior. The researcher identified a process of affective progression in which teachers encouraged and developed student affective behavior changes from receiving to responding levels of the Affective Taxonomy.
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Ellis, John A. "An analysis of perceptions of Indiana secondary teachers regarding components deemed important to effective staff development programs." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/530365.

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The purpose of the study was to determine the perceptions of Indiana secondary teachers regarding components deemed important to effective staff development programs. Perceptions were analyzed according to the years of teaching experience, gender, content area and demographic classification of the school. The population consisted of two hundred fifty secondary public school teachers from fifty public secondary schools distributed throughout the ten regions of the Indiana School Boards Association.The data collection Instrument used in the study consisted of a demographic section, a forty-item Likert style questionnaire and a short answer/narrative section. Four null hypotheses were tested for statistical significance using a multivariate analysis of variance. The .05 level of significance was established as the critical probability level for the non-acceptance of hypotheses. Insufficient responses in one cell necessitated the deletion of the hypothesis stating no significant difference exists in the perceptions of teachers from schools which are classified as urban, suburban or rural.FindingsStatistically significant differences were found to exist in the perceptions of Indiana public secondary teachers regarding components deemed Important to effective staff development programs from different subject content areas and gender. However, no statistically significant difference was found to exist from teachers with varying years of teaching experience.3. Forty-six percent of the responding teachers reported they participated in a staff development program.4. Teachers reported nearly two to one they would participate in a staff development program during the summer months.5. Thirteen percent of the teachers reporting had five or less years of teaching experience, whereas forty-one percent reported sixteen or more years of teaching experience.
Department of Educational Administration and Supervision
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Star, Rachel Padma. "Constructivist teaching practices middle and secondary school science teachers /." Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1123797028.

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Thesis (Dr. of Education)--University of Cincinnati, 2005.
Title from electronic thesis title page (viewed Mar. 23, 2006). Includes abstract. Keywords: Constructivist Teaching Practices; Science Teachers. Includes bibliographical references.
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Books on the topic "Indiana secondary science teachers"

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Formative assessment for secondary science teachers. Thousand Oaks, Calif: Corwin Press, 2009.

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M, Haggerty Sharon, ed. Becoming a secondary school science teacher. Upper Saddle River, N.J: Merrill, 1999.

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Salehjee, Saima, ed. Mentoring Science Teachers in the Secondary School. Abingdon, Oxon ; New York : Routledge, 2021. | Series: Mentoring trainee and newly qualified teachers: Routledge, 2020. http://dx.doi.org/10.4324/9780429400308.

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Trowbridge, Leslie W. Becoming a secondary school science teacher. 5th ed. Columbus: Merrill Pub. Co., 1990.

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Attracting science and mathematics Ph.D.s to secondary school education. Washington, DC: National Academy Press, 2000.

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The science of problem solving: A practical guide for science teachers. London: Cassell, 1991.

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Trowbridge, Leslie W. Becoming a secondary school science teacher. 4th ed. Columbus: Merrill Pub. Co., 1986.

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Harrison, Paul R. Developments in the use of computers by secondary science teachers. Birmingham: University of Birmingham, 1996.

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Strutchens, Marilyn E. The Mathematics Education of Prospective Secondary Teachers Around the World. Cham: Springer Nature, 2017.

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W, Bybee Rodger, McCrae Barry, and Programme for International Student Assessment., eds. PISA science 2006: Implications for science teachers and teaching. Arlington, Va: NSTA Press, 2009.

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Book chapters on the topic "Indiana secondary science teachers"

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Postlethwaite, Keith, and Nigel Skinner. "Educating New Secondary School Physics Teachers." In Designing and Teaching the Secondary Science Methods Course, 171–87. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-881-5_10.

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Kang, Nam-Hwa. "Methods for Physics Teachers." In Designing and Teaching the Secondary Science Methods Course, 189–206. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-881-5_11.

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Bates, Gareth, Ralph Littler, Morag Findlay, and Saima Salehjee. "Supporting beginning teachers with lesson planning." In Mentoring Science Teachers in the Secondary School, 73–92. Abingdon, Oxon ; New York : Routledge, 2021. | Series: Mentoring trainee and newly qualified teachers: Routledge, 2020. http://dx.doi.org/10.4324/9780429400308-9.

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Wong, Sissy S., Jonah B. Firestone, Richard L. Lamb, and Julie A. Luft. "Perceived Support and Retention of First Year Secondary Science Teachers." In Newly Hired Teachers of Science, 31–42. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-283-7_2.

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Day, Stephen P. "Beginning science teachers’ expectations of their mentors." In Mentoring Science Teachers in the Secondary School, 32–46. Abingdon, Oxon ; New York : Routledge, 2021. | Series: Mentoring trainee and newly qualified teachers: Routledge, 2020. http://dx.doi.org/10.4324/9780429400308-5.

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Bezáková, Daniela, and Michal Winczer. "Teaching Theoretical Informatics to Secondary School Informatics Teachers." In Lecture Notes in Computer Science, 117–28. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24722-4_11.

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Watts, Mike. "Supporting beginning teachers to cope with contingencies." In Mentoring Science Teachers in the Secondary School, 171–82. Abingdon, Oxon ; New York : Routledge, 2021. | Series: Mentoring trainee and newly qualified teachers: Routledge, 2020. http://dx.doi.org/10.4324/9780429400308-15.

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Salehjee, Saima, and Mike Watts. "Supporting beginning teachers in embedding scientific literacy." In Mentoring Science Teachers in the Secondary School, 228–43. Abingdon, Oxon ; New York : Routledge, 2021. | Series: Mentoring trainee and newly qualified teachers: Routledge, 2020. http://dx.doi.org/10.4324/9780429400308-19.

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Allen, Michael, and Simon Parry. "Supporting beginning teachers to develop pedagogical content knowledge." In Mentoring Science Teachers in the Secondary School, 155–70. Abingdon, Oxon ; New York : Routledge, 2021. | Series: Mentoring trainee and newly qualified teachers: Routledge, 2020. http://dx.doi.org/10.4324/9780429400308-14.

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Salehjee, Saima. "Introduction." In Mentoring Science Teachers in the Secondary School, 1–7. Abingdon, Oxon ; New York : Routledge, 2021. | Series: Mentoring trainee and newly qualified teachers: Routledge, 2020. http://dx.doi.org/10.4324/9780429400308-1.

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Conference papers on the topic "Indiana secondary science teachers"

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Petcovic, Heather L., Steven B. Bertman, Todd D. Ellis, Stephen Kaczmarek, Kevin Koch, Valerie Long, Robert J. Ruhf, Laura Tinigin, and Paul Vellom. "PATHWAYS TO SCIENCE TEACHING: INTEGRATING RESEARCH AND TEACHING EXPERIENCE FOR FUTURE K-12 SCIENCE TEACHERS." In GSA Annual Meeting in Indianapolis, Indiana, USA - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018am-315414.

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East, J. Philip, Charmaine Bentley, Joe Kmoch, Stephen Rainwater, and Chris Stephenson. "NCATE standards for preparation of secondary computer science teachers." In the 42nd ACM technical symposium. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1953163.1953239.

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ABBITT, III, JOHN, and BRUCE CARROLL. "Applied aerodynamics experience for secondary science teachers and students." In 28th Joint Propulsion Conference and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1992. http://dx.doi.org/10.2514/6.1992-3053.

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Dengel, Andreas, and Rupert Gehrlein. "Comparing Teachers’ and Preservice Teachers’ Opinions on Teaching Methods in Computer Science Education." In WiPSCE '22: The 17th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3556787.3556866.

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Bex, Richard T., Kent J. Crippen, Lisa Lundgren, Sadie M. Mills, and Bruce J. MacFadden. "USING A MOBILE APP TO CONNECT TEACHERS TO THE SCIENCE OF PALEONTOLOGY." In GSA Annual Meeting in Indianapolis, Indiana, USA - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018am-321182.

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Brigham-Grette, Julie. "SHARED BENEFITS FOR INVOLVING TEACHERS IN FEDERALLY FUNDED SCIENCE : WE ALL WIN!" In GSA Annual Meeting in Indianapolis, Indiana, USA - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018am-321757.

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Hantz, Catherine. "HISTORICAL EARTH SCIENCE CURRICULAR REFORM IN SECONDARY EDUCATION: IMPLICATIONS FOR CURRENT REFORM INITIATIVES." In GSA Annual Meeting in Indianapolis, Indiana, USA - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018am-320752.

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"The Analysis on Influence Factors about Professional Happiness of Secondary Vocational Teachers." In 2020 Conference on Social Science and Modern Science. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000839.

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Whitehead, Christopher, Lydia Ray, Shamim Khan, Wayne Summers, and Rodrigo Obando. "Implementing a computer science endorsement program for secondary school teachers." In the 42nd ACM technical symposium. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1953163.1953318.

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Ericson, Barbara J., Mark Guzdial, and Tom McKlin. "Preparing secondary computer science teachers through an iterative development process." In the 9th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2670757.2670781.

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Reports on the topic "Indiana secondary science teachers"

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Collins, D. L., L. Segebrecht, and R. N. Schimke. Human genetics education for middle and secondary science teachers. Third annual report, April 1, 1994--March 30, 1995. Office of Scientific and Technical Information (OSTI), December 1994. http://dx.doi.org/10.2172/34255.

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Wells, Jennifer. Negotiating the Inclusion of Nanoscience Content and Technology in Science Curriculum: An Examination of Secondary Teachers' Thinking in a Professional Development Project. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1423.

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Congressional fellowship program for outstanding secondary school science and mathematics teachers. Final report, November 15, 1993--November 14, 1995. Office of Scientific and Technical Information (OSTI), September 1997. http://dx.doi.org/10.2172/531078.

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