High School Instrumental Students' Perceptions of Effective Music Student Teacher Traits

2008 ◽  
Vol 17 (2) ◽  
pp. 83-91 ◽  
Author(s):  
Steven N. Kelly
Keyword(s):  
High School ◽  
Student Teacher ◽  
Music Student ◽  
Teacher Traits

Helping the Music Student Teacher

1994 ◽  
Vol 80 (6) ◽  
pp. 21-23
Author(s):  
Mark W. Gallant
Keyword(s):  
Student Teacher ◽  
Music Student

Portrait of a Music Student Teacher

1997 ◽  
Vol 83 (4) ◽  
pp. 33-37 ◽  
Author(s):  
Patti J. Krueger
Keyword(s):  
Student Teacher ◽  
Music Student

scholarly journals Analisis Regresi Ordinal Model Logit untuk Mengidentifikasi Faktor yang Mempengaruhi Indeks Pembangunan Manusia

2019 ◽  
Vol 8 (2) ◽  
pp. 174
Author(s):  
Yonita Dyah Puji Dwiningtias ◽  
Mahmudah Mahmudah
Keyword(s):  
High School ◽  
Human Development ◽  
Unemployment Rate ◽  
Student Teacher ◽  
Logit Model ◽  
Local Governments ◽  
Human Life ◽  
Ordinal Regression ◽  
School Level ◽  
High School Level

The Human Development Index (HDI) is an index used to determine the level of quality of human life. HDI became a trend because all local governments are competing to increase the value of their regional HDI. This study aims to identify the factors that influence the HDI of districts/cities in East Java Province in 2017 using the logit model ordinal regression approach. This type of research is a non reactive study using secondary data from the Central Statistics Agency and the East Java Province Health Office in 2017. The study population is all districts/cities of East Java Province. The total research analysis unit was 38 districts/cities. The dependent variable of the study is low, medium, high and very high HDI. The independent variable of the study is the percentage of households behaving clean and healthy, student-teacher ratio (high school level) and open unemployment rate. The results of the analysis using the logit model ordinal regression test (α = 5%) prove there is an influence between the open unemployment rate variable (p = 0.006; β = 0.790) on the HDI. The variable percentage of households behaving clean and healthy and student-teacher ratio (high school level) has no effect on HDI. Both central and regional governments are expected to be able to improve human development in all sectors, especially health, education and the economy.

scholarly journals The Influence of Music and Learning Motivation to the Results of Learning the Productive Practice in Vocational High School Tourism Group

2018 ◽  
Vol 14 (1) ◽  
pp. 11
Author(s):  
Elida Elida
Keyword(s):  
High School ◽  
Student Learning ◽  
Student Motivation ◽  
Learning Strategy ◽  
Vocational High School ◽  
Experiment Research ◽  
Student Learn ◽  
Music Student ◽  
West Sumatra ◽  
High Motivation

The purpose of the research is to analyze difference of the results of students learning the practice of productive, that is: learning strategy between with music and without music, student who has high motivation even hard with learning process of with music and without music. Interactions between learning strategy with student learn motivation by music. This research is experiment research with factorial 2x2 designs. Population student X grade Tata Boga major tourism group of vocational high school in West Sumatra. The sample is taken by multistage random sampling. The Data is analyzed descriptively and ANAVA two way analyzed and continued by Tukey test. The findings research shows that (1) the result of student learning the practice of productive group with learning music is higher than without learning music. (2) there is interaction between processes using music with student motivation learning that giving difference influence to the productive practice student learning (3) the result of group of students learning the practice of productive who have high motivation by learning music is higher than without learning music, and (4) The result of a group of students learning the practice of productive who have low motivation with learning music is lower than without music.

scholarly journals STUDENT – TEACHER INTERACTION: A CASE OF THE SECOND YEAR OF STATE SENIOR HIGH SCHOOLS IN CEPU

2014 ◽  
Vol 3 (2) ◽  
pp. 25
Author(s):  
Andika Cahya Ari Wibowo
Keyword(s):  
High School ◽  
High Schools ◽  
Student Teacher ◽  
Classroom Interaction ◽  
Teacher Interaction ◽  
High School English ◽  
English Classes ◽  
Second Year ◽  
Dominant Characteristic ◽  
Observation Method

Abstract The purposes of the study are to Dnd out the amount of lan- guage produced by the teacher (Teacher Talking Time) and by the students (Student Talking Time) and to identify the characteristics of the classroom interaction in the Senior High School English classes. The study involved the second year students and the English teachers of SMA N I Cepu and SMA N II Cepu as the object of the study. Observation method is utilized in the study to collect the data. The study is supported by one thousand four hundreds and forty data which are categorized into the ten categories of Flanders (FIAC). In details, the Drst result of the analysis shows that 70.5 % of the classroom available time was taken by the teacher and the stu- dents only took 21.6 % of the available time during the interaction in SMA N I Cepu. Meanwhile, during the interaction in SMA N II Cepu the teacher took 69.6 % of the classroom available time while the students only took 22.2 % of the available time. The second result shows that the dominant characteristic of the classroom interaction in SMA N I Cepu was Teacher Talking Time while the dominant characteristic in SMA N II Cepu was Con- tent Cross. Keywords : Classroom Interaction, Flanders Interaction Analyze Categories (FIAC), Teacher Talking Time, Student Talking Time, The Characteristics of Classroom Interaction

Exposure to Same-Race or Same-Ethnicity Teachers and Advanced Math Course-Taking in High School: Evidence from a Diverse Urban District

2020 ◽  
Vol 122 (7) ◽  
pp. 1-42
Author(s):  
Jason A. Grissom ◽  
Sarah E. Kabourek ◽  
Jenna W. Kramer
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Research Design ◽  
Student Teacher ◽  
Fixed Effects ◽  
School Students ◽  
Course Grades ◽  
Racial Ethnic ◽  
Ethnic Congruence

Background/Context Research links advanced mathematics course-taking to important later outcomes, including college graduation and earnings, yet many students fail to progress into higher math courses as they move through high school. Black and Hispanic high school students are less likely than their white peers to take advanced math courses. A complex set of factors inform decisions about student course-taking, but teachers play key roles, including providing information about courses, giving students encouragement, helping students form aspirations (e.g., through role modeling), and serving as gatekeepers via grade assignment and formal recommendations. At the same time, growing empirical evidence suggests that students from different racial/ethnic groups benefit from being taught by teachers with similar demographic backgrounds, which motivates an analysis connecting math teacher–student racial or ethnic congruence with progression into higher math courses in high school. Purpose We investigate the degree to which having a math teacher of the same race or ethnicity predicts subsequent enrollment in more advanced high school math courses, as well as in honors and Advanced Placement (AP) math courses. We also investigate potential mechanisms, including impacts of student–teacher congruence on course grades and standardized test performance, which may in turn predict a higher likelihood of advanced math course enrollment. Setting We examine student-level administrative data from high schools in Miami-Dade County Public Schools, the fourth largest school district in the United States. Research Design We estimate the likelihood that a student will take a higher level math course as a function of student–teacher racial/ethnic congruence, plus student, teacher, and classroom characteristics, and school fixed effects. This research design compares later math course-taking between students with and without race/ethnicity-congruent teachers within the same school, holding a variety of other factors constant. We estimate similar models for honors and AP course-taking. We also estimate models for math course grades and end-of-course (EOC) exam scores using school-by-course and student fixed effects. Findings/Results We find that high school students with a same-race or same-ethnicity teacher are more likely to take a higher math course in the next year than other students taking the same course in the same school. Associations are largest for Black students, who are 2 percentage points more likely to advance to a higher math course when taught by a Black teacher. Having a demographically similar teacher is also associated with movement into honors and AP courses in the next term, on average, though results vary by student subgroup. Students receive higher EOC scores and higher grades when taught by a demographically similar teacher, with higher grades even than what would be predicted by their EOC score, particularly in algebra. Conclusions/Recommendations Our analysis contributes to growing evidence on the importance of teacher diversity for outcomes for students from minoritized groups and is among only a very small set of studies that demonstrate teachers’ impacts on student outcomes not just for one year, but also in subsequent years. Our results underscore the importance of efforts to recruit and retain teachers of color, particularly in high schools. We recommend future research to better understand the mechanisms linking diverse teachers to student course-taking outcomes.

School-related stressors in adolescents

1998 ◽  
Vol 8 ◽  
pp. 1-8 ◽  
Author(s):  
John P. Fanshawe ◽  
Paul C. Burnett
Keyword(s):  
High School ◽  
High School Students ◽  
School Psychologists ◽  
Student Teacher ◽  
Teaching Methods ◽  
School Environment ◽  
School Students ◽  
Teacher Relationships ◽  
Student Teacher Relationships ◽  
Perceptions Of School

The aim of this study was to investigate high school students' perceptions of school-related problems. Some 1583 high school students responded to the 35 item High School Stressors Scale (Burnett & Fanshawe, 1997) which measures nine areas of problems experienced by adolescents in schools. These are Teaching Methods, Student-Teacher Relationships, School Workload, School Environment, Feeling Vulnerable, Personal Organization, Achieving Independence, Anxiety about the Future, and Relationships with Parents. The results are discussed and implications for educators, guidance officers and school psychologists working in high schools are presented.

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