Notes from the Washington Office: National Science Foundation announces thirty-two Academic-Year Institutes for high school teachers of science and mathematics

1958 ◽  
Vol 51 (8) ◽  
pp. 624-625
Author(s):  
M. H. Ahrendt
Keyword(s):  
High School ◽  
High School Teachers ◽  
National Science Foundation ◽  
School Science ◽  
High School Science ◽  
School Teachers ◽  
National Science ◽  
And Mathematics ◽  
Science And Mathematics Teachers ◽  
Academic Year

The National Science Foundation announced today the award of grants totaling over $8,600,000 to 32 colleges and universities in support of Academic-Year Institutes designed to help high school science and mathematics teachers improve their subject-matter knowledge.

Projects: Historical Modules Project

2000 ◽  
Vol 93 (8) ◽  
pp. 728
Keyword(s):  
High School ◽  
High School Teachers ◽  
National Science Foundation ◽  
Mathematics Curriculum ◽  
History Of Mathematics ◽  
Secondary Mathematics ◽  
Teaching Mathematics ◽  
School Teachers ◽  
National Science ◽  
History Of

The Historical Modules Project, a part of the Institute in the History of Mathematics and Its Use in Teaching (IHMT), is sponsored by the Mathematical Association of America (MAA) and supported by the National Science Foundation. In the project, eighteen high school teachers and six college teachers with experience in the history of mathematics have been working in six teams to develop modules for various topics in the secondary mathematics curriculum. These modules are intended to show teachers how to use the history of mathematics in teaching mathematics.

scholarly journals ANALISIS KESIAPAN GURU IPA DALAM IMPLEMENTASI KURIKULUM 2013 DI SMP NEGERI SE- KECAMATAN STABAT

2018 ◽  
Vol 1 (2) ◽  
pp. 114
Author(s):  
Layil Safitri
Keyword(s):  
High School ◽  
High School Teachers ◽  
Science Teachers ◽  
Junior High School ◽  
Junior High ◽  
School Science ◽  
High School Science ◽  
School Teachers ◽  
Junior High School Teachers ◽  
Average Percentage

The study of Science Teacher Readiness Analysis in 2013 Curriculum Implementation in this Public Middle School aims to find out: the readiness of Junior High School science teachers in preparing learning by implementing the 2013 curriculum and the readiness of junior high school science teachers in preparing learning tools by implementing the 2013 curriculum. The subjects in this study were 2 teachers Stabat 1 state junior high school, 4 Stabat state 2 junior high school teachers, and 5 Stabat state 5 junior high school teachers. This type of research is quantitative descriptive analysis research. The results showed that: State Junior High School Teachers in Stabat Subdistrict were declared ready in preparing the 2013 curriculum learning, this can be seen from the average percentage of 79% with the ready category; State Junior High School Teachers in Stabat Subdistrict are in the ready category in preparing the 2013 curriculum learning tools, this can be seen from the following data: Average percentage of readiness of Stabat 1 Public Middle School teachers is 79% with ready category. The average percentage of readiness of Stabat 2 state junior high school teachers is 70% in the ready category.

Interactive Boards in Schools

2014 ◽  
pp. 306-319
Author(s):  
Wajeeh Daher ◽  
Essa Alfahel
Keyword(s):  
High School ◽  
Middle School ◽  
Mathematics Teachers ◽  
School Science ◽  
Comparison Method ◽  
High School Science ◽  
Building Activities ◽  
And Mathematics ◽  
Two Stages ◽  
Science And Mathematics Teachers

This chapter examines middle school and high school teachers' use of interactive boards in the classroom, as well as the goals behind this use and the difficulties encountered throughout it. Ten middle school and high school science and mathematics teachers who use the interactive board for teaching science and mathematics were interviewed to elicit their practices, goals, and difficulties when using interactive boards in the classroom. The first two stages of the constant comparison method were utilized to analyze the collected data. The research findings show that science and mathematics teachers made different uses of the interactive board, which could be related to treating scientific relations, phenomena, and experiments, as well as practicing learned materials and engaging students in building activities in games and in discussions. Utilizing the different options of the interactive board, the participating teachers had various goals: giving students the ability to investigate, motivating them to learn, attracting them to the lesson, making them enjoy their learning, encouraging their collaboration, shortening the teaching time, and loading previously taught lessons. Using the interactive board in the classrooms, the teachers encountered some difficulties, such a: technical difficulties, owning the appropriate skills for using effectively the interactive board’s different options, preparing appropriate activities, fulfilling students' expectations, and keeping class order.

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