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High School Teachers (high + school_teacher)
Selected AbstractsThe Relationship between Attitudes, Knowledge, and Demographic Variables of High School Teachers Regarding Food IrradiationJOURNAL OF FOOD SCIENCE EDUCATION, Issue 2 2007B.M. Thompson ABSTRACT:,The purpose of this study was to use a validated instrument to determine the attitudes and knowledge of high school teachers regarding food irradiation, and to determine the correlations among their knowledge and attitudes and certain demographic variables. Knowledge and attitudes about food irradiation were measured in selected high school family and consumer sciences teachers (n= 121) who taught Food and Nutrition, Food Science and Technology, and/or Food Production Management and Services, via a 24-item instrument with 6 factors. Results revealed these teachers held neutral to positive attitudes about the safety of irradiated foods, their perception of the risk of foodborne illness, and learning about food irradiation, and neutral to negative perceptions of their understanding of food irradiation and their competence to teach about it. These teachers had a moderate knowledge base regarding food irradiation. Teachers' attitudes regarding the safety of food irradiation were positively correlated with their perceived understanding of food irradiation, actual knowledge of it, and competence to teach about it. Their perceived understanding of food irradiation was positively correlated with competence to teach about it, knowledge, and attitudes toward the safety of food irradiation. The only demographic variable correlated with knowledge or attitudes was teachers' previous food irradiation educational experiences. These data suggest the importance of education for family and consumer sciences teachers concerning food irradiation. [source] Gender, Delinquent Status, and Social Acceptance as Predictors of the Global Self-Esteem of TeensFAMILY & CONSUMER SCIENCES RESEARCH JOURNAL, Issue 3 2005William Scott Forney The combinations of gender, delinquent status, and social acceptance were examined as predictors of the global self-esteem of teens. Participants (N = 225) were aged 13 to 17 and included juvenile delinquents (n = 60) and high school students (n = 165) in one county in a southwest state. Factor analyses identified two dimensions of social acceptance (social verification, social interaction) and global self-esteem (self-respect, self-acceptance). Multiple regression analyses revealed the combination of gender (males) as a weak predictor and social verification as a strong predictor for self-acceptance and social interaction as a strong predictor for self-respect. Delinquent status did not predict global self-esteem. For these teens, the findings support the role of self-confirming feedback in the development of self-acceptance and the importance of socialization in forming self-respect. Implications for building self-esteem among teens are drawn for parents, high school teachers, and secondary schools. [source] The Relationship between Attitudes, Knowledge, and Demographic Variables of High School Teachers Regarding Food IrradiationJOURNAL OF FOOD SCIENCE EDUCATION, Issue 2 2007B.M. Thompson ABSTRACT:,The purpose of this study was to use a validated instrument to determine the attitudes and knowledge of high school teachers regarding food irradiation, and to determine the correlations among their knowledge and attitudes and certain demographic variables. Knowledge and attitudes about food irradiation were measured in selected high school family and consumer sciences teachers (n= 121) who taught Food and Nutrition, Food Science and Technology, and/or Food Production Management and Services, via a 24-item instrument with 6 factors. Results revealed these teachers held neutral to positive attitudes about the safety of irradiated foods, their perception of the risk of foodborne illness, and learning about food irradiation, and neutral to negative perceptions of their understanding of food irradiation and their competence to teach about it. These teachers had a moderate knowledge base regarding food irradiation. Teachers' attitudes regarding the safety of food irradiation were positively correlated with their perceived understanding of food irradiation, actual knowledge of it, and competence to teach about it. Their perceived understanding of food irradiation was positively correlated with competence to teach about it, knowledge, and attitudes toward the safety of food irradiation. The only demographic variable correlated with knowledge or attitudes was teachers' previous food irradiation educational experiences. These data suggest the importance of education for family and consumer sciences teachers concerning food irradiation. [source] Effects of active-learning experiences on achievement, attitudes, and behaviors in high school biologyJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 7 2007Roman Taraban Abstract Active-learning labs for two topics in high school biology were developed through the collaboration of high school teachers and university faculty and staff and were administered to 408 high school students in six classrooms. The content of instruction and testing was guided by State of Texas science objectives. Detailed teacher records describing daily classroom activities were used to operationalize two types of instruction: active learning, which used the labs; and traditional, which used the teaching resources ordinarily available to the teacher. Teacher records indicated that they used less independent work and fewer worksheets, and more collaborative and lab-based activities, with active-learning labs compared to traditional instruction. In-class test data show that students gained significantly more content knowledge and knowledge of process skills using the labs compared to traditional instruction. Questionnaire data revealed that students perceived greater learning gains after completing the labs compared to covering the same content through traditional methods. An independent questionnaire administered to a larger sample of teachers who used the lab-based curriculum indicated that they perceived changing their behaviors as intended by the student-centered principles of the labs. The major implication of this study is that active-learning,based laboratory units designed and developed collaboratively by high school teachers and university faculty, and then used by high school teachers in their classrooms, can lead to increased use of student-centered instructional practices as well as enhanced content knowledge and process learning for students. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 960,979, 2007 [source] The Role of Academic Discipline and Gender in High School Teachers' AIDS-Related Knowledge and AttitudesJOURNAL OF SCHOOL HEALTH, Issue 1 2001Lori J. Dawson ABSTRACT Adolescents represent the fastest growing segment of HIV+ individuals in the United States. Therefore, high school teachers should be both knowledgeable of and comfortable with issues related to HIV/AIDS. This study examined high school teachers' AIDS-related knowledge and attitudes. One hundred forty-one high school teachers from nine central Massachusetts high schools participated. Participants completed the "HIV/AIDS Knowledge and Attitudes Scales for Teachers," as well as questions regarding their teaching experience and academic disciplines. Results indicated a direct relationship between teachers' knowledge of HIV/AIDS and positive or supportive attitudes toward HIV/AIDS. Significant differences were found based on academic discipline, with allied health teachers scoring significantly higher on the knowledge scale than teachers in any other discipline. Specific examples are discussed, as is the need for increased teacher training and comprehensive AIDS education. [source] A Collective Case Study of the Implementation Process of the Nebraska Foreign Language Frameworks by Six TeachersMODERN LANGUAGE JOURNAL, Issue 4 2001Georgia Janavara Sarroub This case study explores the process of implementing the Nebraska Foreign Language Frameworks in an urban, Midwestern school district. The participants were two elementary, two middle school, and two high school teachers; the languages taught were French and Spanish. Data were collected through interviews, classroom observations, and lesson plans. The findings show that the 6 teachers implemented the Frameworks and that the implementation process differed, depending mainly on teaching experience and involvement in the writing of the Frameworks document. Among the 5 Cs, communication was the easiest to implement, whereas communities was the most challenging. Connections was implemented in depth by the elementary teachers due to their interdisciplinary teaching. By implementing the standards, the teachers learned to set clear objectives focusing on the learner, to plan with the outcomes in mind, to create thematic units addressing the 5 Cs, and to use various assessments, including portfolio and rubrics. [source] Social Information Processing, Moral Reasoning, and Emotion Attributions: Relations With Adolescents' Reactive and Proactive AggressionCHILD DEVELOPMENT, Issue 6 2009William F. Arsenio Connections between adolescents' social information processing (SIP), moral reasoning, and emotion attributions and their reactive and proactive aggressive tendencies were assessed. One hundred mostly African American and Latino 13- to 18-year-olds from a low-socioeconomic-status (SES) urban community and their high school teachers participated. Reactive aggression was uniquely related to expected ease in enacting aggression, lower verbal abilities, and hostile attributional biases, and most of these connections were mediated by adolescents' attention problems. In contrast, proactive aggression was uniquely related to higher verbal abilities and expectations of more positive emotional and material outcomes resulting from aggression. Discussion focused on the utility of assessing both moral and SIP-related cognitions, and on the potential influence of low-SES, high-risk environments on these findings. [source] | ||||||||||