Auswahl der wissenschaftlichen Literatur zum Thema „High Schools That Work (Program)“
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Zeitschriftenartikel zum Thema "High Schools That Work (Program)"
Ben-Avie, Michael. „Secondary Education: The School Development Program at Work in Three High Schools“. Journal of Education for Students Placed at Risk (JESPAR) 3, Nr. 1 (Januar 1998): 53–70. http://dx.doi.org/10.1207/s15327671espr0301_5.
Der volle Inhalt der QuelleRachmawati, Andini Dwi, und Yaya Sukjaya Kusumah. „Evaluation of industrial work practice program in Vocational High School 1 Rejotangan“. Jurnal Pendidikan Vokasi 13, Nr. 1 (16.05.2023): 60–68. http://dx.doi.org/10.21831/jpv.v13i1.46917.
Der volle Inhalt der QuelleVecino, Corazon T., und Araceli C. Doromal. „The Implementation of Senior High School Work Immersion Program in Selected Public Schools in Negros Occidental“. Philippine Social Science Journal 3, Nr. 2 (12.11.2020): 37–38. http://dx.doi.org/10.52006/main.v3i2.154.
Der volle Inhalt der QuelleYoung, John W., Frederick Cline, Teresa C. King, Avis D. Jackson und Allison Timberlake. „HIGH SCHOOLS THAT WORK: PROGRAM DESCRIPTION, LITERATURE REVIEW, AND RESEARCH FINDINGS“. ETS Research Report Series 2011, Nr. 2 (Dezember 2011): i—52. http://dx.doi.org/10.1002/j.2333-8504.2011.tb02269.x.
Der volle Inhalt der QuelleDomina, Thurston. „What Works in College Outreach: Assessing Targeted and Schoolwide Interventions for Disadvantaged Students“. Educational Evaluation and Policy Analysis 31, Nr. 2 (Juni 2009): 127–52. http://dx.doi.org/10.3102/0162373709333887.
Der volle Inhalt der QuelleLochmiller, Chad R., und Colleen E. Chesnut. „Preparing turnaround leaders for high needs urban schools“. Journal of Educational Administration 55, Nr. 1 (06.02.2017): 85–102. http://dx.doi.org/10.1108/jea-11-2015-0099.
Der volle Inhalt der QuelleKristianto, Adi, Ade Iriani und Wasitohadi Wasitohadi. „THE FIELD PRACTICE EVALUATION OF MAGELANG CHRISTIAN 2 VOCATIONAL SCHOOL“. Jurnal Ilmu Sosial dan Humaniora 8, Nr. 1 (15.10.2019): 1. http://dx.doi.org/10.23887/jish-undiksha.v8i1.21347.
Der volle Inhalt der QuelleGamboa, Jerame N., Catherine G. Danganan, Alberto G. Gamboa, Aileen L. Koh und Louie Fe S. Villanueva. „Implementation of the senior high school program in public schools in Pampanga, Philippines“. Religación. Revista de Ciencias Sociales y Humanidades 5, Nr. 25 (30.09.2020): 274–83. http://dx.doi.org/10.46652/rgn.v5i25.644.
Der volle Inhalt der QuelleKraemer, Bonnie R., Samuel L. Odom, Brianne Tomaszewski, Laura J. Hall, Leann Dawalt, Kara A. Hume, Jessica R. Steinbrenner, Katherine Szidon und Christopher Brum. „Quality of high school programs for students with autism spectrum disorder“. Autism 24, Nr. 3 (21.11.2019): 707–17. http://dx.doi.org/10.1177/1362361319887280.
Der volle Inhalt der QuelleUdoewa, Victor. „YES International Summer Service Program Design for High School Students“. International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 12, Nr. 2 (27.11.2017): 34–59. http://dx.doi.org/10.24908/ijsle.v12i2.6658.
Der volle Inhalt der QuelleDissertationen zum Thema "High Schools That Work (Program)"
Paine, Steven L. „The relationship of superintendent instructional leadership behavior and student achievement in high performing High Schools That Work network public high schools in West Virginia“. Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2343.
Der volle Inhalt der QuelleTitle from document title page. Document formatted into pages; contains x, 163 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 119-127).
Montes, Larry Ramon Jr. „Alcohol harm reduction program for high school students| A grant proposal“. Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1522588.
Der volle Inhalt der QuelleThe purpose of this project was to design a school-based program, identify potential funding sources, and write a grant that would fund an alcohol harm reduction program for high school students. An extensive literature review indicated the need for a new innovative school based alcohol program, and provided information about evidence-based alcohol harm reduction programs that the grant writer then used to design a best-practices program. A search for potential funding sources via the Internet and a grant database resulted in the selection of the Robert Wood Johnson Foundation as the best funding source for this project. A grant was then written to support a school-based alcohol harm reduction program at Long Beach Polytechnic High School. The actual submission and/or funding of this grant was not a requirement for the successful completion of this project.
Hester, Sr Reginald J. „Experiences of High School Dropouts in a Work Force Development Program“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7545.
Der volle Inhalt der QuelleDoucette, Dean. „Effects of School-to-Work Programs on Cognitive Engagement: Examining the Students’ Perspective“. Thesis, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20376.
Der volle Inhalt der QuelleHlavnicka, Kara. „Domestic Minor Sex Trafficking Awareness Prevention Program for Middle and High School Students| A Grant Proposal“. Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10262641.
Der volle Inhalt der QuelleThe purpose of this project was to write a grant proposal to raise awareness for one of the most lucrative and fastest growing social problems in the United States, Domestic Minor Sex Trafficking (DMST). The goal of this grant proposal is to promote awareness of DMST through a school-based prevention program where junior and high school students can be informed about the signs and risks of trafficking and ways in which help can be provided. The host organization is Western Youth Services (WYS) in Orange County, CA which is committed to advancing awareness, cultivating success and strengthening communities through integrated mental health services for children, youth and families. A potential funding source is provided along with staffing, implementation guidelines, and a budget. Implications for policy, practice, and advocacy are offered. Actual submission and/or funding was not a requirement for the completion of this project.
Olea, David Michael. „Life after high school| Experiences of adults with learning disabilities who participated in a work skills program in high school“. Thesis, Azusa Pacific University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133483.
Der volle Inhalt der QuelleThis case study explores the life experiences of adults with learning disabilities who participated in a work skills program during high school and later transitioned into adult life post-secondary education. This empirical research analyzes the issues related to the transitional outcomes of eight adults who are learning disabled (LD) post-public education. This study was guided by the following question: How do young adults with learning disabilities experience post-secondary life after their participation in a work skills program in high school? Three themes emerged from the data: (a) Establishing Self-Concept, (b) Developing Vocational/Life Directions, and (c) Building Hope for the Future. The findings of this case study are interpreted in light of Super’s Stages in Career Development theory. This particular cohort of learning disabled adults are faring well in regard to obtaining employment and developing career/life directions regardless of disabilities. All of the participants are thriving at their own pace towards a more independent life. The work skills program they participated in during high school had a direct positive influence on their transition into adult life post-secondary education. Findings reveal that, contrary to some research, these young adults are actively engaged in adult life with the determination to work, learn, and gain independence as they navigate the transition toward adulthood.
Garcia, Mayra. „College preparedness program for high school students in South Los Angeles, California| A grant proposal“. Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1584933.
Der volle Inhalt der QuelleThe purpose of this project was to write a grant proposal to develop and fund a College Preparedness Program to educate students in South Los Angeles about college requirements, process and resources. An extensive literature review was conducted in order to examine the risk factors implementing college attendance for students in South Los Angeles and strategies utilized in the past to increase college enrollment. The Annenberg Foundation was selected as the funder for this program.
The proposed program would be offered to high school students enrolled at Youth Opportunities High School, located in the community of Watts in south Los Angeles. If funded, the program will aid students with college planning, preparedness and workshops. The overall goal of this program will be to increase high school students' knowledge about college, provide guidance and support to increase college enrollment. The actual submission and/or funding of this grant was not a requirement for the successful completion of the project.
Nadeau, Roger. „Study of the Influences of a High School Career Exploration Program on the Adult Professional Lives of Former Program Participants“. ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/270.
Der volle Inhalt der QuelleHartman, Patricia. „A counseling-based dropout prevention program /“. Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11396738.
Der volle Inhalt der QuelleIncludes tables. Typescript; issued also on microfilm. Sponsor: Frank Smith. Dissertation Committee: Ann Lieberman. Includes bibliographical references (leaves 213-221).
Licea, Oliva. „A college readiness program for low-income, racial and ethnic minority high school students| A grant proposal“. Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1584938.
Der volle Inhalt der QuelleLow-income racial and ethnic minority high school students encounter barriers which prevent them from attaining post-secondary education. The barriers include insufficient parental and school support, lack of motivation and self-confidence, socioeconomic status, lack of social capital in high schools and colleges, and inadequate or insufficient resources. Previous research identified college readiness programs as a way to promote academic success and college attainment for low-income racial and ethnic minority high school students. The purpose of this thesis project was to write a grant proposal to secure funding for a college readiness program for low-income racial and ethnic minority students enrolled in Hawthorne high schools in Hawthorne, California. The purpose of the proposed program is to strengthen students' academic and personal skills and provided resources that enabled students to complete high school and move onto post-secondary education. Research on existing college readiness programs was used for the development of this proposed program. The submission and funding of this grant project was not required for the successful completion of this project.
Bücher zum Thema "High Schools That Work (Program)"
Hedrick, Smith, und Films for the Humanities (Firm), Hrsg. Making schools work: Gene Bottoms on high schools that work . Princeton, NJ: Films for the Humanities and Sciences, 2005.
Den vollen Inhalt der Quelle findenMerenbloom, Elliot Y. Making creative schedules work! in middle and high schools. Thousand Oaks, CA: Corwin Press, 2007.
Den vollen Inhalt der Quelle findenBranch, Alberta Curriculum Support. Work experience program: Teacher resource manual, junior and senior high school. [Edmonton, Alta.]: Curriculum Support, 1990.
Den vollen Inhalt der Quelle findenG, Visher Mary, und MPR Associates, Hrsg. School-to-work in the 1990s: A look at programs and practices in American high schools. Berkeley, CA (2150 Shattuck Ave., Ste. 800, Berkeley 94704): MPR Associates, 1998.
Den vollen Inhalt der Quelle findenG, Visher Mary, MPR Associates und United States. Office of Educational Research and Improvement., Hrsg. School-to-work in the 1990s: A look at programs and practices in American high schools. Berkeley, CA: MPR Associates, INC, 1998.
Den vollen Inhalt der Quelle findenG, Visher Mary, MPR Associates und United States. Office of Educational Research and Improvement., Hrsg. School-to-work in the 1990s: A look at programs and practices in American high schools. Berkeley, CA: MPR Associates, INC, 1998.
Den vollen Inhalt der Quelle findenG, Visher Mary, MPR Associates und United States. Office of Educational Research and Improvement, Hrsg. School-to-work in the 1990s: A look at programs and practices in American high schools. Berkeley, CA: MPR Associates, INC, 1998.
Den vollen Inhalt der Quelle findenG, Visher Mary, MPR Associates und United States. Office of Educational Research and Improvement, Hrsg. School-to-work in the 1990s: A look at programs and practices in American high schools. Berkeley, CA: MPR Associates, INC, 1998.
Den vollen Inhalt der Quelle findenG, Visher Mary, MPR Associates und United States. Office of Educational Research and Improvement., Hrsg. School-to-work in the 1990s: A look at programs and practices in American high schools. Berkeley, CA: MPR Associates, INC, 1998.
Den vollen Inhalt der Quelle findenG, Visher Mary, MPR Associates und United States. Office of Educational Research and Improvement., Hrsg. School-to-work in the 1990s: A look at programs and practices in American high schools. Berkeley, CA: MPR Associates, INC, 1998.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "High Schools That Work (Program)"
Bettelani, Gemma C., Chiara Gabellieri, Riccardo Mengacci, Federico Massa, Anna Mannucci und Lucia Pallottino. „Robotics Laboratory Within the Italian School-Work Transition Program in High Schools: A Case Study“. In Robotics in Education, 43–51. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82544-7_5.
Der volle Inhalt der QuellePomerantz, Kaitlin. „MATTERS: Laying Groundwork for Creative Practice Rooted in Ecological and Social Awareness, Repair, and Care“. In Designing Democratic Schools and Learning Environments, 379–88. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-46297-9_33.
Der volle Inhalt der QuelleSergey, Kosaretsky, und Likhatskikh Elena. „Supporting Elementary and Secondary Education During the Pandemic: A Case Study from the National Research University Higher School of Economics“. In Knowledge Studies in Higher Education, 243–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_16.
Der volle Inhalt der QuelleSergey, Kosaretsky, und Likhatskikh Elena. „Supporting Elementary and Secondary Education During the Pandemic: A Case Study from the National Research University Higher School of Economics“. In Knowledge Studies in Higher Education, 243–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_16.
Der volle Inhalt der QuelleSchena II, David, Ashleigh Hillier, Joseph Veneziano und Brittney Geary. „High-School and Vocational Programs and Autism“. In Neurodiversity and Work, 311–33. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-55072-0_14.
Der volle Inhalt der QuelleHenrekson, Magnus, und Johan Wennström. „The Malaise in the School System“. In Dumbing Down, 63–80. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93429-3_4.
Der volle Inhalt der QuelleRosenbaum, James E., und Stephanie Alter Jones. „Creating Linkages in the High School-to-Work Transition“. In Restructuring Schools, 235–58. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-1094-3_12.
Der volle Inhalt der QuelleAn, Heejung, Triada Samaras, Maria Lanni und Nisreen Rajab. „Designing a Culturally Responsive Multilingual Arts-Integration Program“. In Digital Learning in High-Needs Schools, 130–56. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003274537-13.
Der volle Inhalt der QuelleFenwick, Alan, Wendie Norris und Becky McCall. „Building partnerships - high stakes for high rewards.“ In A tale of a man, a worm and a snail: the schistosomiasis control initiative, 182–98. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781786392558.0015.
Der volle Inhalt der QuelleMisra, Tania Nayar. „The Public Health Response to COVID-19 in the UK: A View from the Frontline“. In Global Perspectives of COVID-19 Pandemic on Health, Education, and Role of Media, 409–36. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1106-6_20.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "High Schools That Work (Program)"
Rembang, Maria Iriani Fransye, und dan Lusila Andriani Purwastuti. „Management of Industrial Work Practice Program in Vocational High School“. In Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.024.
Der volle Inhalt der QuelleLi, Wen, Joshua Kim, Drew Kim, Adam Alster, Marianne Livezey und Tuyen Duddles. „Development of a Multidisciplinary Engineering Research Program for Middle/High School Teachers“. In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86411.
Der volle Inhalt der QuelleCoelho, Stephany, Maria Julia Portal Weissheimer, Taiane De Oliveria Puccio, Nicole Marques da Silva, Leandro Von Borstel Assmann, Vanessa Petró und Vinicius Hartmann Ferreira. „Meninas High-Tech“. In Computer on the Beach. São José: Universidade do Vale do Itajaí, 2021. http://dx.doi.org/10.14210/cotb.v12.p582-584.
Der volle Inhalt der QuelleSmith, Warren F., Michael Myers und Brenton Dansie. „F1 in Schools: An Australian Perspective“. In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86240.
Der volle Inhalt der QuelleCondruzbacescu, Monica. „E-TWINNING - THE COMMUNITY FOR SCHOOLS IN EUROPE“. In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-139.
Der volle Inhalt der QuelleSeo, Hae-Ae, Hye-Sook Lee und Soonok Kim. „INFLUENCE OF NANOTECHNOLOGY RELATED SSI PROGRAM ON COMPETENCIES OF HIGH SCHOOL STUDENTS IN KOREA“. In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.118.
Der volle Inhalt der QuelleKasarda, Mary, Brenda Brand, Eileen Weigand, Hank Yochum und Michael Collver. „Work in progress — Initial identification of program components leading to retention of women in a pre-engineering high school program, and an undergraduate engineering program“. In 2010 IEEE Frontiers in Education Conference (FIE). IEEE, 2010. http://dx.doi.org/10.1109/fie.2010.5673615.
Der volle Inhalt der QuelleMcAfee, LaRuth C. „Work in progress - a study on the effectiveness of an innovative research program for urban high school students“. In 2008 IEEE Frontiers in Education Conference (FIE). IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720537.
Der volle Inhalt der QuelleNurjanah, Nurjanah, Fahmi Rizal, Asmar Yulastri, Yaslinda Lizar und B. Hayadi. „Evaluation of Program Implementation in Industrial Work Practices of State Vocational High School 3 of Students in Batam“. In Proceedings of 1st Workshop on Environmental Science, Society, and Technology, WESTECH 2018, December 8th, 2018, Medan, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.8-12-2018.2284019.
Der volle Inhalt der QuelleMesa, Felipe, und Miguel Mesa. „Clouds of Wood: A Columbian Design-Build Experience“. In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335064.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "High Schools That Work (Program)"
Hall, George. An Evaluation of a Graduate Social Work Training Program at John Adams High School. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1700.
Der volle Inhalt der QuelleMahat, Marian, und Vivienne Awad. The 2022 Sophia Program. University of Melbourne, Februar 2023. http://dx.doi.org/10.46580/124373.
Der volle Inhalt der QuelleHashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, Januar 2021. http://dx.doi.org/10.31979/mti.2021.1919.
Der volle Inhalt der QuelleCameron, Amy, Ali Floyd, Erin Hardee, Ailsa Mackintosh, Nicola Stanley-Wall und Emma Quinn. Using An Evaluation Framework to Direct Public Engagement Work: 2017-2022 with Case Studies. University of Dundee, September 2023. http://dx.doi.org/10.20933/100001290.
Der volle Inhalt der QuelleJohnson, Mark, John Wachen und Steven McGee. Entrepreneurship, Federalism, and Chicago: Setting the Computer Science Agenda at the Local and National Levels. The Learning Partnership, April 2020. http://dx.doi.org/10.51420/conf.2020.1.
Der volle Inhalt der QuelleThanh-Tan, Tran. A proposed guidance program for Vietnamese high schools. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.931.
Der volle Inhalt der QuelleHinds, Drew. Evaluating Alternative High Schools: Program Evaluation in Action. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1076.
Der volle Inhalt der QuelleChopra, Deepta, Devanik Saha, Luize Guimarães, Lucia Bernadete und Kerry Selvestre. The case of MUVA Assistentes: Moving Beyond Income Generation to a New Approach Towards Achieving Women’s Empowerment. Institute of Development Studies, März 2023. http://dx.doi.org/10.19088/muva.2023.002.
Der volle Inhalt der QuelleRyu, Kirak, und Hanna Moon. Skills for Work: Knowledge Sharing Forum on Development Experiences: Comparative Experiences of Korea and Latin America and the Caribbean. Inter-American Development Bank, Juni 2015. http://dx.doi.org/10.18235/0007000.
Der volle Inhalt der QuelleDarling-Hammond, Linda, Matt Alexander und Laura E. Hernández. Redesigning High Schools: 10 Features for Success. Learning Policy Institute, März 2024. http://dx.doi.org/10.54300/533.285.
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