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Zeitschriftenartikel zum Thema „High school system“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 17. Februar 2022

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1

Ranario, Marvin O., und Lyoid C. Hunahunan. „Mechanisms for Effectiveness: A Look Into the Child Friendly School System in Junior High School“. International Journal of Trend in Scientific Research and Development Volume-3, Issue-1 (31.12.2018): 1298–308. http://dx.doi.org/10.31142/ijtsrd20227.

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2

Castiglione, Claudia, Alberto Rampullo und Orazio Licciardello. „High School Students’ Value System“. Procedia - Social and Behavioral Sciences 141 (August 2014): 1330–34. http://dx.doi.org/10.1016/j.sbspro.2014.05.229.

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3

Ji-Hun, Yoon. „High School Chinese Character Curriculum Revision Direction in High School Credit System“. Han-Character and Classical written language Education 2019, Nr. 47 (30.11.2019): 25–40. http://dx.doi.org/10.15670/hace.2019.47.2.25.

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4

Thompson, Scott. „Creating a High-Performance School System“. Phi Delta Kappan 84, Nr. 7 (März 2003): 488–95. http://dx.doi.org/10.1177/003172170308400704.

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5

Lombard, W. „Building a robust athlete in the South African high school system“. South African Journal of Sports Medicine 30, Nr. 1 (06.07.2018): 1–3. http://dx.doi.org/10.17159/2078-516x/2018/v30i1a2933.

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In the modern era of school sport, schools are faced with important decisions on how best to structure their programs to fit in the growing number of tournaments into the schools sports calendars. Furthermore, school sport has taken on a more professional and competitive feel, with the possibility of winning cash prizes as well as the live TV coverage of various tournaments it is plausible to believe that the pressure on coaches to win at this level has increased when compared to 10 years back.The intention of this article is not to disparage the South African school sport system but rather to create an understanding of best practice when considering high school athletes. As it has been the authors experience through working with numerous highs school athletes and presenting to various schools and educators on this topic that the current system or lack thereof is possibly not athlete-centered which may be detrimental to their development down the line.

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Lombard, W. „Building a robust athlete in the South African high school system“. South African Journal of Sports Medicine 30, Nr. 1 (06.07.2018): 1–3. http://dx.doi.org/10.17159/2933.

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In the modern era of school sport, schools are faced with important decisions on how best to structure their programs to fit in the growing number of tournaments into the schools sports calendars. Furthermore, school sport has taken on a more professional and competitive feel, with the possibility of winning cash prizes as well as the live TV coverage of various tournaments it is plausible to believe that the pressure on coaches to win at this level has increased when compared to 10 years back.The intention of this article is not to disparage the South African school sport system but rather to create an understanding of best practice when considering high school athletes. As it has been the authors experience through working with numerous highs school athletes and presenting to various schools and educators on this topic that the current system or lack thereof is possibly not athlete-centered which may be detrimental to their development down the line.

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Shiwaku, Koichi. „School based Disaster Education System in Maiko High School, Japan“. Asian Journal of Environment and Disaster Management (AJEDM) - Focusing on Pro-Active Risk Reduction in Asia 03, Nr. 02 (2011): 243. http://dx.doi.org/10.3850/s1793924011000782.

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8

Friedkin, Noah E., und Juan Necochea. „School System Size and Performance: A Contingency Perspective“. Educational Evaluation and Policy Analysis 10, Nr. 3 (September 1988): 237–49. http://dx.doi.org/10.3102/01623737010003237.

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This paper contains empirical support for a new theory on the relationship between the size and performance of school systems. The theory predicts that the strength and direction of the relationship depend on the socioeconomic status (SES) of school systems. This prediction is supported with data from the California Assessment Program on both schools and districts. We find that as the SES of a school system goes up, the association between the size and performance of school systems goes from negative to positive. We also find that the negative association among low SES school systems is much stronger in magnitude than the positive association among high SES school systems. Thus, it appears that school system size has strong negative effects on performance that are eliminated, but not strongly reversed, in high SES settings.

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VanLone, Janet, Jennifer Freeman, Tamika LaSalle, Lola Gordon, Tiffany Polk und Jesslynn Rocha Neves. „A Practical Guide to Improving School Climate in High Schools“. Intervention in School and Clinic 55, Nr. 1 (18.03.2019): 39–45. http://dx.doi.org/10.1177/1053451219832988.

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Research focusing on school climate has shown that healthy, safe, and positive school environments are associated with improved psychological, social, behavioral, and academic outcomes for secondary students. For this reason, it is important for schools to understand how to improve perceptions of school climate through effective, evidence-based interventions. Despite the importance of school climate, secondary schools continue to struggle to implement evidence-based interventions that may improve school climate in these settings. The purpose of this guide is to provide a practical step-by-step guide for improving school climates in high schools within a multitiered system of support (MTSS) framework, specifically focusing on how to use the critical features of MTSS (i.e., outcomes, data, practices, systems) to support effective implementation.

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Krisna, I. Wayan Adi, I. Nyoman Piarsa und Putu Wira Buana. „Android-Based High School Management Information System“. International Journal of Computer Applications Technology and Research 8, Nr. 11 (28.10.2019): 415–19. http://dx.doi.org/10.7753/ijcatr0811.1002.

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11

Dewantara, Komang Wahyu, I. Nyoman Piarsa und Putu Wira Buana. „Website-based High School Management Information System“. International Journal of Computer Applications Technology and Research 8, Nr. 11 (28.10.2019): 420–24. http://dx.doi.org/10.7753/ijcatr0811.1003.

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12

Yoshikawa, M., K. Kaneko, T. Yamanouchi und M. Watanabe. „A constraint-based high school scheduling system“. IEEE Expert 11, Nr. 1 (Februar 1996): 63–72. http://dx.doi.org/10.1109/64.482960.

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13

Kim, Lan-ju, und Kyoung-hye Seo. „Curriculum Reform through High School Credit System“. Journal of Curriculum Studies 36, Nr. 1 (31.03.2018): 113–38. http://dx.doi.org/10.15708/kscs.36.1.6.

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14

SALLEH, Amla. „Measuring Values in Modern School System“. International Journal of Modern Education Studies 1, Nr. 1 (31.12.2017): 28. http://dx.doi.org/10.51383/ijonmes.2017.11.

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Teaching values in modern schools is a new phenomenon. Malaysian national curriculum at both primary and secondary school levels ensures that students develop desirable attitudes and behaviors based on human, religious, and spiritual values. The inculcation of the values is made possible through various subjects and non-academic subjects and students’ activities. However, knowledge about values education remains limited because there is no measurement device to assess the extent of values teaching in school. To fill this gap, the present study was designed to develop and examine the psychometric properties of an instrument measuring values teaching schools. Using data from 400 high school students, the study developed and validated a measure called Malaysia School Values Scale (MSVS) tailored to high school students in Malaysia. A robust analysis of Confirmatory Factor Analysis (CFA) in Structural Equation Modeling (SEM) provides a rigorous analysis of the model power in relation to construct and content validity, confirming the dimension and analyzing the fitness of the data collected in the hypothesized model. This paper provides insight construct and content analysis using the CFA approach to consider the 15 school values constructs. To achieve the intended research objective, the 15 school values were explored. The results provide evidence that the MSVS achieved sound psychometric properties. The overall reliability value of Cronbach’s Alpha was acceptable. The CFA results showed that the goodness-of-fit indices for the hypothesized model were as follows: x2 (182) = 627.269, p = 0.00, x2/DF = 3.409, GFI = 0.852; AGFI = 0.814, CFI = 0.92; IFI = 0.921, RMSEA = 0.077. Each of the indices was above the threshold value. Results imply that MSVS is a valid measure to describe the school values among high school students. However, more studies are recommended to further validate the scale.

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Huang, Denise. „An After-School Evaluation System for Middle and High School Programs“. NASSP Bulletin 85, Nr. 626 (September 2001): 45–61. http://dx.doi.org/10.1177/019263650108562605.

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16

Lurie, L. I., und M. L. Lurie. „System of continuous pedagogical education “school-high school” as culturological problem“. Alma mater. Vestnik Vysshey Shkoly, Nr. 2 (Februar 2018): 34–40. http://dx.doi.org/10.20339/am.2-18.034.

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Greany, Toby, und Joanne Waterhouse. „Rebels against the system“. International Journal of Educational Management 30, Nr. 7 (12.09.2016): 1188–206. http://dx.doi.org/10.1108/ijem-11-2015-0148.

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Purpose The purpose of this paper is to describe and analyse the development of school autonomy, school leadership and curriculum innovation in England over the past 40 years. It provides a baseline picture for the wider international study on school autonomy and curriculum innovation. Design/methodology/approach An initial literature review was undertaken, including policy document analysis. Interviews and observations were undertaken with participants on a pilot professional programme for school leaders seeking to develop their school curriculum. Findings While all schools in England have needed to adapt their curricula to reflect the new National Curriculum introduced from 2014, relatively few schools appear to have used this opportunity to design genuinely innovative curricula that respond to the changing needs of learners in the twenty-first century. This includes the academies and free schools – currently around one in four schools – which are not legally required to follow the National Curriculum. The authors posit that leadership agency by principals and their professional teams is more important than policy/legal freedoms for securing curriculum innovation. Such agency appears to depend on the capacity and confidence of leaders to shape an alternative and innovative curriculum in the face of structural constraints, in particular England’s sharp accountability system, effectively making these leaders “rebels against the system”. Research limitations/implications The empirical findings are preliminary and based on a small convenience sample. Originality/value Given England’s position as a relatively extreme example of high-autonomy-high-accountability quasi-market school reforms this paper provides valuable insights on school autonomy and curriculum innovation that can inform policy and practice more widely.

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Nam, Tran Duy, und Ha Thanh Viet. „Empirical Study on Public High School System in Vietnam: Post Doi Moi“. European Scientific Journal, ESJ 13, Nr. 31 (30.11.2017): 92. http://dx.doi.org/10.19044/esj.2017.v13n31p92.

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The system of education in Vietnam is administered by the Ministry of Education and Training (MOET), and it is a broad system of state-run schools for students from about four years of age to high school age. The educational system comprises of five classes: kindergarten, primary, secondary, upper-optional (additionally alluded to as secondary school), and college level, with broadly managed exit and selection tests between each. The principal motivation behind this study is to analyze the connection between pre-secondary school factors, school condition, school structure, collective duty, scholarly optimism with the scholastic performance of the public high school students in Vietnam. SPSS analysis shows that only two variables can be a significant indicator of academic performance, that are school environment (B= -1.369, t=51.356, p<0.01) and pre-high school factor (B=-.384, t= -13.947, p<0.01) while school structure, collective responsibility, and academic optimism have found to be insignificant indicator of academic performance as compared to the other two variables in a multivariate context although, during the bivariate analysis, academic optimism had been found to be significantly related to academic performance. School environment was also found to have higher ‘B’ value compared to pre-high school factor. Hence, this study suggests that among all the independent variables studied, school environment gave the most effective towards the academic performance of students in the public high school of Vietnam.

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Widiastuty, Hendrina, Sutarto Sutarto und Haryo Aji Pambudi. „Evaluation Of Quality Management System Of ISO 9001:2008 In Vocational High Schools“. Jurnal Penjaminan Mutu 5, Nr. 2 (11.09.2019): 155. http://dx.doi.org/10.25078/jpm.v5i2.789.

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<p>This research aims at evaluating the implementation of Quality Management System (QMS) of ISO 9001: 2008 in State Vocational High School 1 Surakarta and State Vocational High School 6 Surakarta through the Kirkpatrick model. The sample selection used the purposive sampling method with 77 teachers/staffs from the two schools. The data were collected with questionnaires and documentation. The implementation of QMS of ISO 9001: 2008 in both schools based on the input variables can be categorized as “very good with the score of 95 points out of 100 points. The results of the 3-behavior level evaluation on the QMS of ISO 9001: 2008 Implementation showed that the area of a) HR; b) the infrastructure; and c) the education process control and services in the State Vocational High School 1 and 6 Surakarta fell in the category of "mostly achieved". The results of a level 4 evaluation indicated the result of the graduates’ quality in both schools can be categorized as good with the mean of 58.33. The QMS of ISO 9001: 2008 implementation proved to have a good effect on the school administration system in both schools where the granting of QMS of ISO 9001: 2008 certificates in line with the achievement of “A” school accreditation over the past 10 years.</p>

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방인자 und Seyeoung Chun. „An Analysis of High School English Curriculum Implementation by the High School Record Rating System“. CNU Journal of Educational Studies 32, Nr. 1 (Februar 2011): 59–84. http://dx.doi.org/10.18612/cnujes.2011.32.1.59.

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21

SHIN, Yun-Beom, und Hyo-Heon WON. „A Phenomenological Analysis of the High School Teacher's Perception on the High School Credit System“. JOURNAL OF FISHRIES AND MARINE SCIENCES EDUCATION 32, Nr. 1 (29.02.2020): 109–17. http://dx.doi.org/10.13000/jfmse.2020.2.32.1.109.

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22

Gao, Shu Lan. „Book Subscription System Design in High School Based on Web Technology“. Applied Mechanics and Materials 220-223 (November 2012): 2641–44. http://dx.doi.org/10.4028/www.scientific.net/amm.220-223.2641.

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Library is the information center of high school. With the development of high education in China, the construction of library is of great importance in high school. Since the knowledge of all kinds of subjects increase dramatically in nowadays, the book subscription has become a heavy task in the library. The recent manual works for book subscription in many schools have not met the requirements from different departments of them. Hence, a book subscription system is designed based on Web. In this system, the active sever page technology is used, together with the structure query language sever database system.

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Karshiyev, Abror Amrullayevich. „The Structure Of Information Competence Of High School Students“. American Journal of Social Science and Education Innovations 02, Nr. 11 (23.11.2020): 98–106. http://dx.doi.org/10.37547/tajssei/volume02issue11-17.

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The article is devoted to determining the structure of information competence of high school students. The development and application of modern information and communication technologies in all spheres of science, technology, education and industry at the present stage of integration development has influenced changes in the education system. The process of informatization of education is largely determined by the level of competence of students in the field of information and communication technologies. In this regard, teaching students who are able to use their knowledge in production with the use of new information technologies is a top priority for secondary schools. Comparing different approaches to this phenomenon, the authors try to find common elements in different classifications in order to propose a structure of information competence of high school students.

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Panaligan, Jan April, und Jimmy Bernabe Maming. „Challenges Encountered by Junior High School Graduates of the School of Tomorrow Program to Senior High School Program in Capiz: A Case Study“. International Journal of Multidisciplinary: Applied Business and Education Research 2, Nr. 4 (12.04.2021): 321–26. http://dx.doi.org/10.11594/ijmaber.02.04.05.

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The School of Tomorrow (S.O.T.) having the Accelerated Christian Education (A.C.E.) here in the Philippines promises that they can give the most advanced twenty-first-century educational system available, but the experiences and grievances of S.O.T. graduates stated otherwise. This case study intends to determine the key informant's experiences in transitioning from Accelerated Christian Education (A.C.E.) institution to conventional schools in Capiz. This study utilized interviews, observation, and data reviews in gathering the data while the Mayring (2002) approach was utilized in analyzing the data. Themes came out from the constructs of the interviewees in Capiz, like S.O.T. curriculum is offered in Pre-School to Junior High School only, difficulty in transitioning from S.O.T. school to conventional schools offering Senior High School Program and conventional schools must be adopted and integrated to the S.O.T. Junior High School. The output of the research is the proposed new S.O.T. curriculum model to help address the existing problems.

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Lee, Kyoung-jin, und Chang-un Park. „The Evaluation and Prospect of Pilot Schools for High School Credit System“. Korean Association For Learner-Centered Curriculum And Instruction 20, Nr. 17 (01.09.2020): 1233–53. http://dx.doi.org/10.22251/jlcci.2020.20.17.1233.

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26

Badriyah, Opilona. „Determination of Junior High School Location Through Geographic Information System Utilization“. Sumatra Journal of Disaster, Geography and Geography Education 1, Nr. 2 (19.12.2017): 355. http://dx.doi.org/10.24036/sjdgge.v1i2.104.

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Geographic Information Systems (GIS) is a management tool in the form of computer-assisted information related to the system's mapping and analysis of all occurences on earth. In education, GIS can be used to determine the location of the new school. The purpose of writing this article is to explain the importance of GIS in determining the location of education. The object of study is the equity and expansion of education access, in the form of determining the location of new schools. The method of writing this article was using the relevant literature analysis. Conclusion of this article is for equity and justice of public access in obtaining education service, determination of new school location needs to use Geographic Information System.

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Daru Kusuma, Purba, und Hamzah Ulinuha Mustakim. „Multi Parameter Based High School Student Admission System“. Journal of Engineering and Applied Sciences 14, Nr. 15 (20.12.2019): 5258–66. http://dx.doi.org/10.36478/jeasci.2019.5258.5266.

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28

Selover, Peggy J. „American Sign Language in the High School System“. Sign Language Studies 1059, Nr. 1 (1988): 205–12. http://dx.doi.org/10.1353/sls.1988.0026.

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Tacuban, Tracy N. „Career Decision Support System For Graduating High School Students“. Proceedings Journal of Interdisciplinary Research 2 (10.10.2015): 1–7. http://dx.doi.org/10.21016/irrc.2015.ma15wf13o.

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This study aimed to create and evaluate an online decision support system (DSS) which allows students to take a multiple intelligence test, determine their most dominant intelligence, suggest the most suitable courses to take for college and provide an interpretation for the result of the evaluation. The system captures the knowledge of an expert in guidance and counseling and embodied it to its knowledge base using fuzzy logic, graph search, and depth-first search. The system was tested at the University of Iloilo–Basic Education Department, Iloilo City, and Tabugon National High School, Tabugon, Dingle, Iloilo by a conveniently chosen graduating high school students. The result of the system was evaluated by 39 guidance counselors from the different secondary schools from the province and city of Iloilo. The evaluation of the system’s functionality was assessed by 15 respondents from the Information and Communications Technology (ICT) sector using the International Organization for Standardization (ISO) 9126. The reliability of the system was evaluated by comparing the system output with the two other assessment tools from Western Visayas College of Science and Technology (Weber standard) and the University of Iloilo (NDDCTE standard). Using Cramer’s V, the result of the evaluation of the NDDCTE standard as compared to the Decision Support System of the data taken from the University of Iloilo and the data taken from Tabugon National High School has a significant relationship. It implies that there is no significant difference in the results of the two evaluations. The result of the evaluation using Cramer’s V of the Weber standard as compared to the Decision Support System of the data taken from the University of Iloilo and the data taken from Tabugon National High School has a significant relationship. It implies that the two results are highly related to each other. Using arithmetic mean (M) and standard deviation (SD), the result of the evaluation of the system’s output based on the perception of 39 guidance counselors resulted in a “Very Satisfactory” result. This implies that the system generates the dominant intelligence of the student, provide accurate course and study tips based on his/ her dominant intelligence. The evaluation of the respondents to the system’s software quality characteristics based on ISO 9126 resulted in a value described as “Very Effective”. It confirmed that the overall software characteristics of the system passed the ISO 9126 standards.

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Mering, Aloysius, und Indri Astuti. „The Quality of Senior High School National School Examination Questions“. Jurnal Ilmu Pendidikan 25, Nr. 1 (08.05.2020): 16. http://dx.doi.org/10.17977/um048v25i1p16-26.

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The objective of this study was to obtain information about the quality of high school National Standard School Exam (USBN) questions in Pontianak in 2018/2019 academic year. To achieve this objective, the information excavated includes (a) the process of compiling questions (b) the test of the feasibility of the questions (c) the eligibility requirements of the questions (d) administering the exam (e) the examination system of the examination scripts (f) the reporting system, and (g) the correlation of values report cards and high school USBN grades in Pontianak with UN scores. This study employed a descriptive method. The selection of high school samples used as data sources was done by random sampling and purposive sampling. Data were gathered through documentation, interviews, and questionnaires. The data were then analyzed with descriptive statistics and correlational studies. The results showed that, in the high school USBN questions in Pontianak City, (1) there were still stages in the process of drafting "not done", (2) empirical tests before the compilation of the final questions "had not been done," (3) administering the "already" applied exams as UN procedures, (4) manuscript examination system is implemented manually, (5) reporting of exam results by respective subject teachers, and (6) correlation of report card grades and high school USBN scores in Pontianak with "mostly" low "UN scores "and even in certain" negative "schools. It means that report cards and USBN scores cannot be used to predict UN results.

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Mac Iver, Martha Abele, und Nettie Legters. „Partnerships for Career-Centered High School Reform in an Urban School System“. Journal of Vocational Education Research 26, Nr. 3 (01.01.2001): 412–46. http://dx.doi.org/10.5328/jver26.3.412.

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Oh, Se Seop. „The Direction of School Film Education in the High School Credit System“. Film Studies 85 (30.09.2020): 93–124. http://dx.doi.org/10.17947/fs.2020.9.85.93.

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33

Griffin, Linda L., Daryl Siedentop und Deborah Tannehill. „Instructional Ecology of a High School Volleyball Team“. Journal of Teaching in Physical Education 17, Nr. 4 (Juli 1998): 404–20. http://dx.doi.org/10.1123/jtpe.17.4.404.

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This study describes the instructional ecology of a high school sport setting involving 4 players from a 10-player team and their coach. Systematic observation strategies were used to detail 44 practices. Post-season focus group interviews were conducted with the team and, individually, with the coach. The managerial, instructional, and student social systems in this volleyball setting interacted intimately. The quiet practice expectations, the posting of fast-paced practice tasks, and the coach clearly “in charge” all speak to orderly management. This system supports the explicitness and specificity of tasks and the clear, differentiated expectations of players by role and responsibility within the instructional task system. Both systems were interwoven and operated jointly to increase player cooperation and practice involvement. Complex levels of the accountability system related to a player’s position and role on the team. Practice effort and quality of match play time produced a secondary accountability system related to competition.

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Стуловская und Natalya Stulovskaya. „Formation of competence of high school students at the stage "high school — college"“. Management of the Personnel and Intellectual Resources in Russia 1, Nr. 1 (25.04.2012): 43–45. http://dx.doi.org/10.12737/1725.

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In developing societies the educational system must prepare educated, moral, and enterprising people who are able not only to live in civil society, but also to create a society. The solution of these problems is possible through a radical change in educational content based on the competency approach.

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Almquist, Jon L., Shane V. Caswell, Reginald E. Dunn und Andrew E. Lincoln. „Fairfax County Public Schools Injury Treatment Tracking System: A Unique High School Sport-injury Surveillance System“. Medicine & Science in Sports & Exercise 42 (Mai 2010): 471–72. http://dx.doi.org/10.1249/01.mss.0000385048.25889.73.

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36

Heru, Maulidiyah Junnatul Azizah, Atika Jatimi, Fakhrun Nisa Fiddaroini und Achmad Syamsudin. „Relationship Between the Application of a Full Day School System and Stress Levels in Junior High School“. Jurnal Ners 14, Nr. 3 (01.01.2020): 374. http://dx.doi.org/10.20473/jn.v14i3.17217.

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Introduction: This research presents the relationship between the schools which implemented full day school and which did not apply the full day school to the level of stress students in junior high schools. This was influenced by the existence of regional autonomy as part of government policy and orientation toward quality education institutions.Methods: This research used a quantitative correlational approach to obtain the significance of the relationship between the variables examined. The sampling technique used purposive sampling, with samples of 37 students for a group of cases and 37 students to control groups. Data analysis was conducted using the Kolmogorov Smirnov test.Results: The results showed that in the case group there were 83.78 experiencing mild stress and 16.22 experiencing moderate stress, while in the control group there were 89.19 experiencing mild stress, and 10.81 experiencing moderate stress with P- value 0.000 (<0.05).Conclusion: The conclusion of this study is that more moderate stress levels are found in students who apply the Full Day School System in Junior High School.

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Abdullah, Robi Wariyanto, Sri Wulandari, Muqorobin Muqorobin, Fendy Prasetyo Nugroho und Wahyu Wijaya Widiyanto. „KEAMANAN BASIS DATA PADA PERANCANGAN SISTEM KEPAKARAN PRESTASI SMAN DIKOTA SURAKARTA“. CCIT Journal 12, Nr. 1 (06.02.2019): 13–21. http://dx.doi.org/10.33050/ccit.v12i1.596.

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State high schools in Surakarta City have different achievements. To see these achievements, it is necessary to have an expert system that provides information about the achievements of the school to the community, both student achievement and the achievements of teachers or educators. In designing the expertise system of school achievement, it is also necessary to design the database system. Often developers don't pay attention to data security in the database when designing a system. System design is made into the concept of data mapping, Context Diagrams, and Table Relations. This research will also discuss restrictions on database access rights in MySQL which is useful to restrict users from accessing the database. Based on the design, the writer presents a web-based school achievement expertise design system as a means of information on the achievements of public high schools in the city of Surakarta. The method in this study covers literature review, data collection, designing achievement expertise systems, and designing and security procedures for the expert system database at Surakarta Senior High School. The results of this study are the system of school achievement expertise in Surakarta Senior High School based on the categories of achievement, level of achievement, and year of achievement as well as the design database of the school achievement system with regard to database security

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Thompson, Nancy, Brian Halpern, Walton W. Curl, James R. Andrews, Stephen C. Hunter und William D. McLeod. „High School Football Injuries: Evaluation“. American Journal of Sports Medicine 16, Nr. 1_suppl (Januar 1988): S—97—S—104. http://dx.doi.org/10.1177/03635465880160s120.

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An epidemiologic survey of the literature on high school football injuries revealed methodologic problems. These numerator-denominator inconsistencies and other confounding factors are discussed. The authors suggest a more reliable system of reporting these parameters to further reduce the risk of high school football injuries.

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Mastropieri, Margo A., Tina Jenne und Thomas E. Scruggs. „A Level System for Managing Problem Behaviors in a High School Resource Program“. Behavioral Disorders 13, Nr. 3 (Mai 1988): 202–8. http://dx.doi.org/10.1177/019874298801300305.

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Although the use of level systems as a behavior management technique has been described for at least 20 years, few reports have described the use of a level system in a resource setting, and fewer yet have provided supporting efficacy data for the level system. This paper describes two variations of a level system for a high school resource program for behaviorally disordered adolescents, and provides results of an evaluation of this program. Participating in the first level system that was instituted during a resource English class were 15 behaviorally disordered and learning disabled students, while 4 behaviorally disordered and learning disabled students participated in the second variation. Evaluation data indicates a decrease in disruptive and off-task behaviors and an increase in task completion during implementation of the level system. Implications for wider use of level systems within resource rooms in public schools are discussed.

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Lamberg, Lynne. „Sleep Data Lead Large School System to Push Back High School Start Times“. Psychiatric News 50, Nr. 3 (06.02.2015): 1. http://dx.doi.org/10.1176/appi.pn.2015.2a19.

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Wikusna, Wawa. „Enterprise Architecture Model for Vocational High School“. IJAIT (International Journal of Applied Information Technology) 2, Nr. 01 (28.05.2018): 22. http://dx.doi.org/10.25124/ijait.v2i01.925.

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Vocational High School (SMK) is established to prepare productive and competitive labor. Each SMK has the vision to be the best school that provides the best service to the stakeholders in generating the smart and competitive Indonesian people. The achievement of the mission would be succeeded by building an integrated information system at school. Currently, many SMKs do not have an information system development plan that suits the core business aspect as the primary drivers, such as the organizational issues, human resources, environment, information technology, and application development aspects. Therefore, the design of enterprise architecture model is needed to generate data architecture, application architecture, technology architecture, and direction of the implementation plan for the school. In this study, the authors designed the enterprise architecture for SMK that can build the achievement of school goals. The method used is Enterprise Architecture Planning (EAP). With the design of enterprise architecture, the development of information systems in SMK would have an appropriate and effective direction for achieving the goals.

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Marsh, Herbert W., Ulrich Trautwein, Oliver Lüdtke, Jürgen Baumert und Olaf Köller. „The Big-Fish-Little-Pond Effect: Persistent Negative Effects of Selective High Schools on Self-Concept After Graduation“. American Educational Research Journal 44, Nr. 3 (September 2007): 631–69. http://dx.doi.org/10.3102/0002831207306728.

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According to the big-fish-little-pond effect (BFLPE), attending academically selective high schools negatively affects academic self-concept. Does the BFLPE persist after graduation from high school? In two large, representative samples of German high school students (Study 1: 2,306 students, 147 schools; Study 2: 1,758 students, 94 schools), the predictive effects of individual achievement test scores and school grades on math self-concept are very positive, whereas the predictive effects of school-average achievement are negative (the BFLPE). Both studies showed that the BFLPE was substantial at the end of high school and was still substantial 2 years (Study 1) or 4 years (Study 2) later. In addition, because of the highly salient system of school tracks within the German education system, the authors are able to show that negative effects associated with school type (highly academically selective schools, the Gymnasium) were similar—but smaller—than the BFLPE based on school-average achievement.

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Madani, Reguig, Mohammed Zerf und SBA Bouabdellah. „Algerian Sport High School as Comprehensive Approach for Improving Public Education System“. Acta Facultatis Educationis Physicae Universitatis Comenianae 59, Nr. 1 (01.05.2019): 69–78. http://dx.doi.org/10.2478/afepuc-2019-0006.

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Summary In 2001 Algerian Governmental created Sport High School (HSA). Its main mission is education, training and development of young talents by providing all the conditions to serve their healthy sports path. Firstly, by intensifying their daily sports as school-based health education program designed to improve their physical status relates to their healthy lifestyle. Disclosed by evaluation tool design to detect their physical abilities as well as their longitudinal followings. Used in present as evaluation scale to inspect imprudence related to the objectives of Algerian public schools (HPA). For proposing this comparative study test 1 000 High School student, 800 boys and 200 girls for academic years 2017 – 2018. The evaluation focused on measuring anthropometric parameters - age, weight, height and BMI as well as physical qualities - speed (30 m), the explosive force vertical (VJ), explosive force of the arms (medicine ball throw 3 kg (MB), flexibility trunk (FT)), endurance abdominal muscles (maximum of <4 sit-ups > in one minute (EAM) and aerobic endurance (20m shuttle test (VO2max)). Controlled by rating scales produced by Iaiche Rezoug. Based on the scale provided by this latter, our results proclaims the generalization of perspectives implemented in Algerian Sport High School as school-based physical health education program designed to reduce the consequences of overweight on health-related to physical performance. Estimated by rating scales produced by Iaiche Rezoug, which could serve as a model database refining the impact of the two Algerian educational systems, as an approach suggesting a clear direction for the development of adequate programs for the larger populations of Algerian scholars.

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Korkmaz, Ebru. „High school entrance exam system evaluation from the perspective of mathematics teachers“. African Educational Research Journal 9, Nr. 1 (14.01.2021): 32–43. http://dx.doi.org/10.30918/aerj.91.20.182.

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The aim of this study was to examine the opinions of secondary school math teachers regarding the examination system for the transition to high school which was implemented for the first time in 2017-2018 academic year in Turkey. The research was conducted in the second semester of 2018-2019 academic year, a semi-structured interview form was used as data collection tool. In addition, the sample of the study consisted of 30 math branch teachers working in central secondary schools across a province in Eastern Anatolia. The interview form consisted of 6 open-ended questions prepared by the researchers after receiving expert opinions. Content analysis method was used in analyzing the data. As a result of findings, it was understood that while some of the teachers had positive opinions about this new exam, some others had negative thoughts.

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Kim, Daeyoung, und Okhee Woo. „"An International Comparative Study of High School Credit System "“. Korea Educational Review 25, Nr. 3 (30.09.2019): 1–27. http://dx.doi.org/10.29318/ker.25.3.1.

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Rohman, Abdul. „JUNIOR-SENIOR HIGH SCHOOL BASED ON PESANTREN BOARDING SYSTEM“. Jurnal Pendidikan Islam 1, Nr. 1 (08.03.2016): 123. http://dx.doi.org/10.15575/jpi.v1i1.616.

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전은희. „Understanding Parents' Perception of the Current High School System“. Journal of Anthropology of Education 21, Nr. 1 (März 2018): 225–67. http://dx.doi.org/10.17318/jae.2018.21.1.007.

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Hong, Hoo-Jo. „Understanding and Practical Design of High School Credit System“. Korean Association For Learner-Centered Curriculum And Instruction 18, Nr. 1 (09.12.2017): 699–724. http://dx.doi.org/10.22251/jlcci.2018.18.1.699.

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Assaraf, Orit Ben-Zvi, Jeff Dodick und Jaklin Tripto. „High School Students’ Understanding of the Human Body System“. Research in Science Education 43, Nr. 1 (07.07.2011): 33–56. http://dx.doi.org/10.1007/s11165-011-9245-2.

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Prostova, Dina, Natalya Sosnina und Natalya Shirina. „The system of multimedia technologies implementation in high school“. E3S Web of Conferences 270 (2021): 01008. http://dx.doi.org/10.1051/e3sconf/202127001008.

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Recent research highlights the effective use of multimedia as an auxiliary strategy; it helps to easily deliver educational material to students and plays a positive role in strengthening the overall trend towards computer use in education. It is impossible to overestimate the importance of multimedia technologies in education. Multimedia technologies help simplify abstract content, allow you to differ from individual people, and allow you to coordinate diverse views from different points of view. Of course, multimedia technologies improve teaching and learning process, but this technology has a number of drawbacks that make it difficult to implement it into the higher school program. The authors of the study developed the system of MMT implementation is the educational process in high school. The system was developed according to the content of MM phenomenon based on advantages as well as eliminated disadvantages of new technologies in learning process. The definite level of financing and technical support, provided according to the State Program on Digital Economy of the Russian Federation, allows high school to organize the learning process via MMT providing a big volume of different opportunities for specific purposes. Follow the developed system allows educating digital personnel ready to work for digital economy of the region.

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