scholarly journals Black men wanted: an instrumental case study exploring the situational factors related to the retention of African American male high school teachers.

2021 ◽  
Author(s):  
Christopher Flores
Keyword(s):  
High School ◽  
African American ◽  
Black Men ◽  
High School Teachers ◽  
African American Male ◽  
Situational Factors ◽  
School Teachers ◽  
Instrumental Case Study ◽  
Male High School

scholarly journals What Teachers learned from STEM Education Project: Case Study of High School Teachers

2019 ◽  
Vol 1340 ◽  
pp. 012072
Author(s):  
Wisanugorn Nammungkhun ◽  
Napaporn Yutthaisong ◽  
Wanphakorn Jumphonnoi
Keyword(s):  
High School ◽  
High School Teachers ◽  
Stem Education ◽  
School Teachers ◽  
Education Project

Implementing Experiential Learning in High School Agriculture and Forestry Curriculum: A Case Study in Guatemala

2020 ◽  
Vol 43 (4) ◽  
pp. 381-397
Author(s):  
Henry Quesada ◽  
Julieta Mazzola ◽  
Daniel Sherrard
Keyword(s):  
High School ◽  
Experiential Learning ◽  
High School Teachers ◽  
School Curriculum ◽  
Current Status ◽  
Training Methods ◽  
School Teachers ◽  
Case Study Methodology ◽  
Professional Development Training

Background: Design and training methods for instructors on integrating experiential learning continues to be a challenge in high school education. Purpose: This work reports on research concerning the current status, available resources, limitations, and capabilities of high school teachers implementing experiential learning in a technical and vocational high school curriculum in Guatemala. Methodology/Approach: Case study methodology was used to examine professional development training involving the implementation of experiential learning into an agriculture and forestry curriculum. The design of the training included a series of hands-on activities to enable teachers to identify barriers and drivers influencing experiential learning and the redesign of a course program. Findings/Conclusions: Teachers were able to identify resources and limitations affecting the implementation of experiential learning in their teaching program. The guidance and examples provided by the instructors were fundamental for the teachers to modify a standard course program that included significant experiential learning methodologies. Implications: Many high school teachers lack the training and knowledge necessary for integrating experiential learning. Furthermore, in many cases, they are required to follow a structured curriculum that at allows for minimal modifications. Teachers also recognize that courses that only include classroom activities are the most challenging for including experiential learning activities.

scholarly journals DETERMINAN KINERJA GURU SMK BIDANG KEAHLIAN TEKNIK MESIN

2013 ◽  
Vol 17 (1) ◽  
pp. 148-171
Author(s):  
Wagiran Wagiran ◽  
Soenarto Soenarto ◽  
FX Soedarsono
Keyword(s):  
High School ◽  
School Culture ◽  
High School Teachers ◽  
Psychological Factors ◽  
Work Motivation ◽  
Situational Factors ◽  
Vocational High School ◽  
School Teachers ◽  
Ex Post ◽  
Ex Post Facto

Penelitian ini bertujuan untuk (1) mengetahui gambaran faktor situasional, faktor psikologis, dan kinerja guru SMK di Daerah Istimewa Yogyakarta; (2) menemukan pengaruh faktor situasional dan faktor psikologis terhadap kinerja guru SMK di Daerah Istimewa Yogyakarta; (3) merumuskan hubungan kausal kepe-mimpinan kepala sekolah, budaya sekolah, imbalan, kemampuan guru, komitmen guru, motivasi kerja guru terhadap kinerja guru SMK di Daerah Istimewa Yogyakarta. Penelitian yang dilakukan merupakan penelitian korelasional dan bersifat ex-post facto. Sampel sejumlah 155 ditentukan dengan Formula Cohen dengan teknik proportionale random sampling. Data dikumpulkan dengan inventori, lembar pengamatan, dan self assessment. Validasi isi dilakukan dengan expert judgment. Validasi konstruk dilakukan dengan analisis faktor dan reliabilitas ditentukan dengan rumus Alpha Cronbach. Data dianalisis dengan analisis deskriptif, analisis regresi dan analisis jalur. Interpretasi hasil analisis data menggunakan taraf signifikansi 0,05. Hasil analisis deskriptif menunjukkan bahwa ke-pemimpinan kepala sekolah, budaya sekolah, imbalan, kemampuan guru, komitmen guru, motivasi kerja guru, dan kinerja guru ter-masuk dalam kategori tinggi. Kata kunci: kinerja guru, Sekolah Menengah Kejuruan, faktor psikologis, faktor situasional ______________________________________________________________DETERMINANT OF SMK TEACHERS’ PERFORMANCE IN THE FIELD OF MECHANICAL ENGINEERING EXPERTISEAbstract This study was aimed at: (1) describing the situational factors, psychological factors, and vocational high school teachers’ performance; and (2) revealing determination of situational factors (principal’s leadership, school culture, and compensation), and psychological factors (teachers’ ability, teachers’ commitment, teacher’s work motivation) to vocational high school teachers’ performance, (3) revealing causal effect of principal’s leadership, school culture, compensation, teachers’ ability, teachers’ commitment, and teacher’s work motivation to vocational high school teachers’ performance. This ex-post facto research was done at mechanical engineering program in technological and industrial vocational high schools at Yogyakarta Special District. The population was 187 teachers and samples of 155 teachers were determined using the Cohen formula and proportional random sampling technique. Data were collected through inventory, observations, and self assessment. Analysis of content validity was conducted by expert judgment and construct validity was conducted using factors analysis. Reliability analysis was conducted using Cronbach Alpha formula. The data were analyzed using descriptive methods, correlations, regression, and path analysis. The result of descriptive analysis showed that principal’s leadership, school culture, compensation, teachers’ ability, teachers’ commitment, teachers’ work motivation, and vocational high school teachers’ performance was in high category.Keywords: teachers’ performance, vocational high school, psychological factors, situational factors

scholarly journals Proposing a Model for Evaluating the Effective Factors on Collaboration of the Learning Groups in Smart Schools (Case Study: Teachers’ View of the Smart High Schools in Tehran)

2010 ◽  
pp. 117-124
Author(s):  
Shafiepour Motlagh ◽  
Farhad Ali ◽  
Hossein Nazari
Keyword(s):  
High School ◽  
Data Collection ◽  
High School Teachers ◽  
Group Learning ◽  
Learning Motivation ◽  
School Teachers ◽  
Learning Groups ◽  
Effective Factors ◽  
Academic Year

The aim of the present study wasto propose a model to evaluate the effective factors on cooperation of the learning groups in smart schools. The study is correlational descriptive. The population of the study includes the total number of smart high school teachers of Tehran in the academic year 2011-2012. Sampling has been multistage clustering. A number of 360 of the teachers were selected randomly for conducting the research. Three researcher-designed questionnaires were used as data collection instruments: 1) The questionnaire of the effective factors on cooperation of the learning groups (α =0.93); 2) The questionnaire of learning motivation (α = 0.87); and 3) The questionnaire of collaboration factors in the learning groups (α = 0.83). The overall results of the study indicated that among the four studied factors, the direct effect coefficient of the preparing ground factor (0.692) had the greatest effect on collaboration of the learning groups in smart schools. The indirect effect of the mentioned factor also was the greatest based on the indices of the importance of group learning (0.415) and guidelines and strategies (0.300). According to the findings of the research, GFI index has been 0.95 and AGFI index 0.91 suggesting that the model has a rather desirable fitness.

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