ESL Mentoring for Secondary Rural Educators: Math and Science Teachers Become Second Language Specialists Through Collaboration

TESOL Journal ◽  
2015 ◽  
Vol 6 (4) ◽  
pp. 766-776 ◽  
Author(s):  
Holly Hansen-Thomas ◽  
Liliana Grosso Richins
Keyword(s):  
Second Language ◽  
Science Teachers ◽  
Math And Science ◽  
Rural Educators ◽  
Math And Science Teachers

CBTE for Secondary Math and Science Teachers: A Model Program

1975 ◽  
Vol 11 (3) ◽  
pp. 71-88 ◽  
Author(s):  
Gerald D. Bailey ◽  
Jackson A. Byars ◽  
Robert K. James
Keyword(s):  
Science Teachers ◽  
Model Program ◽  
Math And Science ◽  
Math And Science Teachers

Not All Borders Are Global: Exploring Teacher-Librarian Collaboration in Math and Science

2016 ◽  
Author(s):  
Don Latham ◽  
Melissa Gross ◽  
Heidi Julien ◽  
Shelbie Witte
Keyword(s):  
High School ◽  
Focus Groups ◽  
Science Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
High School Math ◽  
Math And Science ◽  
Public Librarians ◽  
Groupes De Discussion ◽  
Math And Science Teachers

This poster reports the results of four focus groups held with high school math and science teachers and school and public librarians to explore how teachers and librarians can collaborate most effectively to help students develop 21st Century Skills in order to prepare them for STEM-related jobs.Cette affiche présente les résultats de quatre groupes de discussion entre des enseignants en mathématiques et en sciences au lycée et des bibliothécaires de lycée ou de bibliothèque publique, cherchant à explorer la façon dont les enseignants et les bibliothécaires peuvent collaborer plus efficacement pour aider les élèves à développer des compétences du 21e siècle afin de les préparer à des emplois en sciences, technologie, ingénierie et mathématiques (STIM).

scholarly journals Math and Science Post-basic Education School Teachers’ Use of As-sessment for Learning and Assessment of Learning Practices in Oman

2019 ◽  
Vol 13 (4) ◽  
pp. 615
Author(s):  
Mahmoud F. Alquraan ◽  
Ahmed A. Al-Shaqsi
Keyword(s):  
Science Teachers ◽  
Basic Education ◽  
School Teachers ◽  
Chemistry Teachers ◽  
Assessment Of Learning ◽  
Education School ◽  
Math And Science ◽  
Points Of View ◽  
Use Of Assessment ◽  
Math And Science Teachers

The present study aimed at investigating math and science post-basic education school teachers’ use of Assessment for Learning (AfL) and Assessment of Learning (AoL) Practices in Oman from teachers’ points of view and as perceived by their educational supervisors. To achieve the objectives of this study, a 31-item of Likert type questionnaire was used. The questionnaire was divided into two subscales. The first subscale contains 12 AoL practices while the second one contains 19 AfL practices. The questionnaire was distributed to 288 math, biology, physics, and chemistry teachers and to 78 math and science educational supervisors. The results show that math and science teachers use AoL practices more than their use of AfL practices from their points of view and based on their educational supervisors perceptions. The study recommends math and science teachers balance between the use of AoL and AfL practices.

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