scholarly journals A study of one high school teacher’s practical knowledge of book discussion lessons

2019 ◽  
Vol null (71) ◽  
pp. 279-302
Author(s):  
Kim, Young-ran
Keyword(s):  
High School ◽  
Practical Knowledge ◽  
Book Discussion

scholarly journals Alexander McKenzie 1869-1951

1952 ◽  
Vol 8 (21) ◽  
pp. 206-228
Keyword(s):  
High School ◽  
Practical Knowledge ◽  
Peter Mitchell ◽  
Return Home ◽  
And Mathematics ◽  
Course Of Study

Alexander McKenzie was born at Dundee on 6 December 1869. He was the eldest of nine children, three of whom died in infancy. His father, Peter Mitchell McKenzie, was a Scottish ‘dominie’ of the old type, who taught first at Lochgoilhead, then in Dundee, and finally at Tealing, a little village some six miles north of Dundee. His mother, Isobel Buchanan, was the daughter of a farmer at Lochgoil. For several generations the McKenzies lived in the Glenshee and Blairgowrie district of Perthshire. Peter Mitchell McKenzie’s father and grandfather were weavers. One generation farther back, Kenneth McKenzie was ‘out in the ’45’, fought at Culloden Moor, and thereafter took to the hills for six months before venturing to return home. These earlier McKenzies were skilled craftsmen who had no opportunity of showing any particular intellectual or scientific ability, although Alexander McKenzie used to hint, with a twinkle in his eye, that some of them had a practical knowledge of the distillation of crude alcohol in the field! Alexander’s brother, Dr A. J. McKenzie, served through the war of 1914-1918 and gained the M.C. Before going to the High School of Dundee1 in 1882, the young McKenzie had already begun the study of Latin, Greek, French and mathematics in his father’s schools in Dundee and at Tealing. Although he entered the High School on the classical side he was able to attend some voluntary classes in practical chemistry ‘as a recreation, free from the examination bogey’, under the direction of Frank W. Young, whom he found to be a most inspiring teacher. In 1885 McKenzie was awarded the Edinburgh Angus Club Medal for Latin, and in the same year, at the age of fifteen, he left the High School and entered, as fifth Bursar, upon a four-year course of study for the M.A. degree at St Andrews.

Large-Scale High School Reform through School Improvement Networks: Exploring Possibilities for “Developmental Evaluation”

2016 ◽  
Vol 118 (13) ◽  
pp. 1-28
Author(s):  
Donald J. Peurach ◽  
Sarah Winchell Lenhoff ◽  
Joshua L. Glazer
Keyword(s):  
High School ◽  
School Improvement ◽  
School Reform ◽  
Large Scale ◽  
Practical Knowledge ◽  
High School Reform ◽  
Learning Systems ◽  
Developmental Evaluation ◽  
Large Numbers

Recognizing school improvement networks as a leading strategy for large-scale high school reform, this analysis explores developmental evaluation as an approach to examining school improvement networks as “learning systems” able to produce, use, and refine practical knowledge in large numbers of schools. Through a case study of one leading school improvement network (the New Tech Network), the analysis provides evidence of the potential power of developmental evaluation for generating formative feedback for network stakeholders regarding the strengths and weaknesses of their networks as distributed, collaborative learning systems. At the same time, it raises issues and questions to be addressed in advancing the practice of developmental evaluation, chief among them being constraints on stakeholders in leveraging feedback in productive ways.

Examining the sources of high school chemistry teachers’ practical knowledge of teaching with practical work: from the teachers’ perspective

2021 ◽  
Author(s):  
Bo Chen ◽  
Lijun Chen
Keyword(s):  
High School ◽  
Peer Coaching ◽  
Practical Knowledge ◽  
Learning Experience ◽  
Teaching Experience ◽  
Practical Work ◽  
Classroom Observations ◽  
High School Chemistry ◽  
Training Experience ◽  
Chemistry Teachers

This research aimed to examine the contributions of different sources in developing high school chemistry teachers’ practical knowledge of teaching with practical work in China. The examination was conducted on a theoretical framework in which the conceptualization of PCK and nine sources of teachers’ PCK were involved. Through a questionnaire survey of 323 chemistry teachers, the findings included the following aspects. Firstly, among the nine sources, overall, ‘teaching practices’, ‘curriculum materials’, ‘classroom observations’, and ‘peer coaching’ were recognized as the core sources, whereas ‘learning experience’ was regarded as the peripheral source. Secondly, for the five components of PCK of teaching with practical work, the contributions of the nine sources are different. Thirdly, three sources were found to be significantly different among teachers who have different years of teaching experience: ‘pre-service training experience’, ‘classroom observations’, and ‘peer coaching’. In the last part of this paper, the implications of the findings and the suggestions for the further studies were discussed.

scholarly journals High School Chemistry and Enem: A curricular comparison

2021 ◽  
pp. 89-99
Author(s):  
Julia Santana Gortz ◽  
Salvador Rodrigues Taty ◽  
Amanda Alves Fecury ◽  
Carla Viana Dendasck ◽  
Euzébio de Oliveira ◽  
...  
Keyword(s):  
High School ◽  
Content Analysis ◽  
Practical Knowledge ◽  
Multiple Choice ◽  
Practical Experience ◽  
Technical Chemistry ◽  
Multiple Choice Questions ◽  
High School Chemistry ◽  
Curriculum Content ◽  
Federal Institute

The National High School Exam (ENEM) is an assessment consisting of an essay and multiple choice questions. This assessment aims to measure the knowledge acquired during high school. The purpose of this article is to compare the content of the questions of the Chemistry component of the National High School Examination (ENEM) between the years 2014 to 2018 with the curriculum content of the technical chemistry course at the Federal Institute of Amapá (IFAP). The research was carried out using chemistry questions from the National High School Exam (ENEM) taken from the Super Professor (software) program. The content taught in the three years of the technical course in chemistry at the Federal Institute of Amapá (IFAP) meets the requirements of the National High School Exam (ENEM). The workload is also sufficient for the development of basic and technical disciplines. The content analysis demonstrates that, as it is a technical course, it provides in-depth knowledge, which increases the subsidy for carrying out the ENEM. This content is formed by theory and also by a great practical experience (laboratory). Practical knowledge helps enormously the fixation of learning and provides knowledge to discuss the contents.

A Collective Pursuit of Learning the Possibility to Be: The CAMP Experience Assisting Situationally Marginalized Mexican American Students to a Successful Student Identity

2007 ◽  
Vol 18 (4) ◽  
pp. 618-659 ◽  
Author(s):  
Reynaldo Reyes
Keyword(s):  
High School ◽  
Case Studies ◽  
School Environment ◽  
Mexican American ◽  
English Language ◽  
Practical Knowledge ◽  
The United States ◽  
Mexican Descent ◽  
Language Learner ◽  
Successful Student

Many students of Mexican descent must learn how to be successful students. This study describes 5 students of Mexican descent from situationally marginalized lives who were a part of a support and retention scholarship program (College Assistance Migrant Program—CAMP). These case studies document how they perceived their learning and how they changed as students after their first college experience and involvement in CAMP. Through her involvement in CAMP, Laura, a high school dropout without a supportive home or school environment, came to see herself as a successful student. As an English Language Learner, Cristina felt ill-prepared to begin a college career; however, by experiencing successes in her first year of coursework and being involved in CAMP, she gained self-confidence. Maria, a teen mother with two children, saw college as the only way out of poverty. She exhibited resiliency and the desire to use the experience to gain insightful and practical knowledge about herself as a student and mother. During high school, the continual relocation between Mexico and the United States negatively affected Luz's ability to be successful. Through CAMP, she gained confidence in her ability to relate with others, particularly with teachers and professors. Ruben, a former gang member, struggled in his first semester as he acclimated to the structured environment of a classroom. Despite this struggle, the CAMP staff and his professors saw growth in Ruben's social behavior. These case studies show that students who would not normally be considered “college material,” when given the opportunity and appropriate support, can become successful. This success hinges on their new perspective of themselves and their participation in a community of practice.

Cosmetology treatments on human hair: An SEM study

1996 ◽  
Vol 54 ◽  
pp. 940-941
Author(s):  
D.F. Bowling
Keyword(s):  
High School ◽  
High Resolution ◽  
Human Hair ◽  
Optical Microscope ◽  
Convincing Evidence ◽  
Brightness Contrast ◽  
Sem Study

High school cosmetology students study the methods and effects of various human hair treatments, including permanents, straightening, conditioning, coloring and cutting. Although they are provided with textbook examples of overtreatment and numerous hair disorders and diseases, a view of an individual hair at the high resolution offered by an SEM provides convincing evidence of the hair‘s altered structure. Magnifications up to 2000X provide dramatic differences in perspective. A good quality classroom optical microscope can be very informative at lower resolutions.Students in a cosmetology class are initially split into two groups. One group is taught basic controls on the SEM (focus, magnification, brightness, contrast, specimen X, Y, and Z axis movements). A healthy, untreated piece of hair is initially examined on the SEM The second group cements a piece of their own hair on a stub. The samples are dryed quickly using heat or vacuum while the groups trade places and activities.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

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