Journal articles: 'Catholic Boys’ Secondary Schools'

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Fenzel, L. Mickey, and Kathy Richardson. "Supporting Continued Academic Success, Resilience, and Agency of Boys in Urban Catholic Alternative Middle Schools." Journal of Catholic Education 22, no. 1 (May 28, 2019): 1–23. http://dx.doi.org/10.15365/joce.2201012019.

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The persistent inequalities in urban public education in the U. S. that have left far too many Black and Hispanic male students behind with respect to academic skill development, high school graduation, and college success have led Catholic groups to provide alternative secondary school models to advance the academic and career success of urban students. One of these initiatives is the NativityMiguel model school, the first of which opened in New York City in 1971. The present study examines the lived experience, with respect to benefits of this education on the subsequent academic and career successes, of male graduates of two of these schools, one for African American, or Black, students and one for Mexican American students in different parts of the country. Analyses of interviews with 37 graduates showed that they benefitted from the schools’ approach to academic skill development and the building of resilience, leadership, and a commitment to service in the context of a community that continued to support the development of resilience after middle school graduation. Differences in aspects of the two programs are examined along with the implications for making use of the schools’ initiatives on a larger scale.

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Puszka, Alicja. "Sodalities of our Lady Existing in Kraków Secondary Schools in the 19th Century and in the Second Polish Republic." Roczniki Humanistyczne 66, no. 2 SELECTED PAPERS IN ENGLISH (October 23, 2019): 119–56. http://dx.doi.org/10.18290/rh.2018.66.2-7se.

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The Polish version of the article was published in “Roczniki Humanistyczne,” vol. 57 (2009), issue 2. The Sodality of Our Lady is a Catholic religious association for young people founded in the Jesuit College in Rome in 1563 by Fr Jan Leunis. The most gifted and devout boys joined the Sodality in order to spread the cult of the Mother of God. Popes provided care for the vibrantly developing movement because of the great influence Sodalities of Our Lady had on the religious formation of young people. Jesuits established Marian congregations of students attending colleges in all Catholic countries, forming an international elite organization of lay Catholics. Sodalities thrived and they spread to all social estates in the 17th and the first half of the 18th century. Not only did school students belong to it, but also popes, kings, the gentry, clergy, townsfolk, craftsmen, military men and servants. The chief objective of the Sodality was to live by the motto “Per Mariam ad Jesum.” The development of the Sodality was halted by the dissolution of the Jesuit Order. In the middle of the 19th century the pronouncement of the dogma of the Immaculate Conception of the Holy Virgin, made by Pope Pious IX, opened a new era of the cult and a new period in the history of the Sodality. In Poland, the first Marian congregation of school students was established in Braniewo in 1571. At the end of the 18th century, before the dissolution of the Jesuit Order, in Poland there were 66 colleges, seminaries and monastery schools, and there was always at least one congregation affiliated to each of the schools. At the end of the 19th century, school sodalities were revived in Galicia, i.e. in Tarnopol, Chyrów, Tarnów, and in a girls’ secondary school run by the Ursulines in Kraków. A dynamic development of Marian congregations of school students started after Poland regained independence in 1918. The centre of the sodalitarian movement for all the estates was Kraków. The movement gained solid foundations in the two powerful sodality unions of both secondary school boys and girls. Father Józef Winkowski established a sodality for boys, and Fr Józef Chrząszcz one for girls. Sodalities published their own magazines, organized conventions, pilgrimages to Jasna Góra (Częstochowa, Poland), and ran charity organizations. In the late 1930s, nearly seventeen thousand students of secondary schools throughout the country were members of school sodalities. At the dawn of the Second Polish Republic, the greatest number of school sodalities operated in Kraków. There were 11 boys’ sodalities in secondary state schools and one in a private school run by the Piarist Order, and 11 girls’ sodalities in state and private schools. The Sodality of Our Lady contributed to the religious revival in Poland. The development of this organization was halted by World War II. After the war, in the years 1945–1949, the operation of the Sodality of Our Lady was resumed in many centres. The liquidation of church organizations in 1949 stopped its work for good, and its members came to be persecuted by the Communist regime.

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Francis, Leslie J., and John E. Greer. "Attitudes towards creationism and evolutionary theory: the debate among secondary pupils attending Catholic and Protestant schools in Northern Ireland." Public Understanding of Science 8, no. 2 (April 1999): 93–103. http://dx.doi.org/10.1088/0963-6625/8/2/302.

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A sample of 2129 pupils in the third through sixth years of Protestant and Catholic grammar schools in Northern Ireland completed an index concerned with attitudes towards creationism and evolutionary theory. The data demonstrate that among this age group in Northern Ireland, 48 percent accept the view that “God created the world as described in the Bible,” while 33 percent accept the view that “Science disproves the biblical account of creation.” Support for creationism is stronger among girls than boys, among Protestants than Catholics, and among third and fourth year students than fifth and sixth year students. The results have implications for understanding the conflict between science and religion and for both science educators and religious educators.

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Romaniuk, Miłosz Wawrzyniec. "Samoocena młodych uczestników pełnomorskich rejsów a różne realizacje Szkoły pod Żaglami." Kwartalnik Pedagogiczny, no. 65/2 (October 9, 2020): 177–89. http://dx.doi.org/10.31338/2657-6007.kp.2020-2.10.

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The paper presents the results of research on the level of self-esteem of participants of high seas cruises that implement the idea of sail training and are a non-standard form of informal education. The study involved 124 people, including 65 girls and 59 boys aged 13 to 18 years old, who can be considered as youth with special educational needs. They were participants of the Krzysztof Baranowski School Under Sails in 2015 and 2016, the cruise of the 42nd General Secondary School in Warsaw in 2016 and the Catholic School Under Sails in 2017. The results show a statistically significant increase in the level of self-esteem measured with the SES scale. The level of self-esteem of participants after the cruise is significantly higher than that of their peers from standardisation groups. It can be assumed that various types of Schools Under Sails are an attractive way to educate young people.

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Paterson, Lindsay. "The Reinvention of Scottish Liberal Education: Secondary Schooling, 1900–39." Scottish Historical Review 90, no. 1 (April 2011): 96–130. http://dx.doi.org/10.3366/shr.2011.0005.

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Scottish secondary education was radically extended in size and social reach in the first four decades of the twentieth century, bringing significant new opportunities in secondary schooling to girls, to children of the lower-middle and upper-working classes, and to Catholics. Most of the new secondary schools were based on those parish schools that had in the nineteenth century sent a few boys directly to university, and so this new secondary sector was a modernising of the mythological tradition of the lad o' pairts. The main reason it succeeded was that it sought to extend to new social groups the benefits of the version of liberal education that had come to be regarded as the foundation of professional careers. Thus the reforms also had the effect of transferring to the senior years of the secondary schools the old undergraduate curriculum that had been replaced by more specialist university courses in the late-nineteenth century. The paper offers an evidence-based critique not only of that strand of pessimism which has claimed that Scottish education was stagnant between the wars, but also of George Davie's influential view that the tradition of a broad general education was lost.

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Tavares, Carlos Mendes, Néia Schor, Ivan França Junior, and Simone Grilo Diniz. "Factors associated with sexual initiation and condom use among adolescents on Santiago Island, Cape Verde, West Africa." Cadernos de Saúde Pública 25, no. 9 (September 2009): 1969–80. http://dx.doi.org/10.1590/s0102-311x2009000900011.

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The current study focuses on factors associated with sexual initiation and condom use among teenagers on Santiago Island, Cape Verde, according to gender. This was a representative, probabilistic sample of 13-to-17-year-olds (n = 768) attending public secondary schools on Santiago Island in 2007. Associations were tested by test of proportion, Pearson's chi-square, or Fisher's exact test and logistic regression. Factors related to sexual initiation among boys were: age over 14 years, Catholic religion, and alcohol consumption. For girls, the factors included: > 9 years of schooling and involvement in an affective-sexual relationship. Unlike other Sub-Saharan countries, this study showed a high prevalence of condom use during initial sexual activity. Adolescents are able to safely begin sexually active life if they have access to information, sex education, and other STD prevention and contraceptive methods. This study provides insights on the development of policies to reduce the vulnerability of the young population to STD/AIDS and the limits and challenges related to the promotion of condom use and sex education, focusing on unequal gender relations.

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Šniras, Šarūnas. "Social Competence of Secondary Schools Adolescents." Pedagogika 112, no. 4 (December 23, 2013): 65–70. http://dx.doi.org/10.15823/p.2013.1776.

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Indicator of social competence of secondary schools adolescent boys and girls aged 15–16 is analyzed in the article. The aim of the investigation is to reveal the level of the indicators of social competence of adolescents aged 15–16 according to their sex. Social competence of secondary schools adolescents aged 15–16 is the object study. 371 adolescents (192 girls and 179 boys) aged 15–16 from secondary schools participated in the study. The results of the research that evaluation of boys and girls from secondary schools according to some level of indicators is different. While comparing distribution of different groups of boys and girls according to the level of indicator of social competence statistically reliable difference was revealed: according to general trust (χ²(2) = 8.76; p < 0.05), resistance to failure and criticism (χ²(2) = 7.57; p < 0.05), ability to express feelings (χ²(2) = 6.84; p < 0.05), ability to ash for help (χ²(2) = 9.08; p < 0.05). The results showed that adolescents boys of secondary schools have a higher level of indicators of general self-confidence (p <0.05), resistance to failure and criticism (p < 0.05) than girls. It was revealed that girls and disposed to express then feelings (p < 0.05) and are able to ask for help more often (p < 0.05) than boys. However evaluation of secondary schools boys and girls statistically reliably was not different according to such indicators of social competence as uncompromise (p > 0.05), ability to demand (p >0.05), not to feel guilty (p > 0.05).

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Kim, Mikyong Minsun, and Margaret Placier. "Comparison of Academic Development in Catholic versus Non-Catholic Private Secondary Schools." education policy analysis archives 12 (February 4, 2004): 5. http://dx.doi.org/10.14507/epaa.v12n5.2004.

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Utilizing hierarchical linear models, this study of 144 private schools (72 Catholic and 72 non-Catholic schools) drawn from the National Education Longitudinal Study of 1988 discovered that Catholic school students scored lower in reading than students at non-Catholic private schools. Analysis of internal school characteristics suggested that lower growth in reading achievement might be related in part to lower student morale in Catholic schools. However, we found no significant differences between Catholic and non-Catholic private secondary schools in the development of students' math, history/social studies, and science abilities from eighth to tenth grades. This study also identified important student- and school-level variables such as Catholicism, gender, risk factor, parental involvement, and enrollment size that help to explain the outcomes.

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Hickling‐Hudson, Anne. "Rich schools, poor schools, boys and girls: computer education in Australian secondary schools." Journal of Education Policy 7, no. 1 (January 1992): 1–21. http://dx.doi.org/10.1080/0268093920070101.

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Dorman, Jeffrey P., Barry J. Fraser, and Campbell J. Mcrobbie. "Classroom Environment in Australian Catholic and Government Secondary Schools." Curriculum and Teaching 12, no. 1 (January 1, 1997): 3–14. http://dx.doi.org/10.7459/ct/12.1.02.

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11

Francis, L. J. "Roman Catholic Secondary Schools: falling rolls and pupil attitudes." Educational Studies 12, no. 2 (January 1986): 119–27. http://dx.doi.org/10.1080/0305569860120201.

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12

Huysamer, C., and E. M. Lemmer. "Hazing in orientation programmes in boys-only secondary schools." South African Journal of Education 33, no. 3 (August 2, 2013): 1–22. http://dx.doi.org/10.15700/201503070756.

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13

JACKSON, DAVID. "Why Should Secondary Schools Take Working with Boys Seriously?" Gender and Education 8, no. 1 (March 1996): 103–16. http://dx.doi.org/10.1080/713668477.

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14

Abramo, Joseph Michael. "Gender Differences of Popular Music Production in Secondary Schools." Journal of Research in Music Education 59, no. 1 (February 7, 2011): 21–43. http://dx.doi.org/10.1177/0022429410396095.

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In this case study, the author inv estigated how students’ gender affected their participation in a secondary popular music class in which participants wrote and performed original music. Three same-gendered rock groups and two mixed-gendered rock groups were observ ed. Would students of different genders rehearse and compose differently? How would same-gendered processes compare to mixed-gendered processes? Research suggests that girls learn differently from boys and that gender—as distinct from sex—is formed in social env ironments. In research on popular music education, howev er, the participation of girls has been under-documented and under-theorized. This study found that boys and girls rehearsed and composed differently: Whereas the boys combined musical gestures and nonv erbal communication into a seamless sonic process, the girls separated talk and musical production. In the mixed-gendered groups, tensions arose because participants used different learning styles that members of the opposite gender misunderstood. Broadening popular music pedagogies to incorporate different practices is suggested.

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15

Paterson, Lindsay. "Catholic schools and the Education (Scotland) Act, 1918." Innes Review 71, no. 1 (May 2020): 85–97. http://dx.doi.org/10.3366/inr.2020.0246.

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The Education (Scotland) Act, 1918, has been widely interpreted as reflecting the diverse and inclusive nature of Scotland, integrating Catholic children into the national system. Although not entirely wrong, this view is inaccurate. As the founding moment of Scotland's twentieth-century education, its over-riding purpose was secular: it was not really about Catholics or any other specific group in society, but about fostering individual liberal opportunity through expanding secondary education. The Act was also the first clear articulation in policy of the idea that educational opportunity ought not to be constrained by pupils’ economic circumstances. The Act established a principle which, by the late-1930s, had become secondary education for all. After the 1960s, it became comprehensive education for all, and from the 1980s it was deepened into a common course for all.

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16

ZAFFRANN, RONALD T. "Developmental Guidance in Catholic Secondary Schools: A Call for Change." Journal of Humanistic Education and Development 23, no. 3 (March 1985): 134–44. http://dx.doi.org/10.1002/j.2164-4683.1985.tb00266.x.

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17

Admirand, Peter. "Why liberation theology should be taught in Catholic secondary schools." International Studies in Catholic Education 10, no. 2 (July 3, 2018): 156–69. http://dx.doi.org/10.1080/19422539.2018.1492254.

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18

TERASAKI, Satomi, and Aya YOSHIDA. "The Social Function of Boys' Secondary Schools in Modern Japan." Journal of Educational Sociology 66 (2000): 195–212. http://dx.doi.org/10.11151/eds1951.66.195.

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19

Ryan, Ann Marie. "Negotiating Assimilation: Chicago Catholic High Schools' Pursuit of Accreditation in the Early Twentieth Century." History of Education Quarterly 46, no. 3 (2006): 348–81. http://dx.doi.org/10.1111/j.1748-5959.2006.00002.x.

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At the Catholic Educational Association's (CEA) annual meeting in 1911, Reverend John E Green, president of St. Rita College Prep, an academy for boys on the southwest side of Chicago administered by the Augustinian Fathers, argued against Catholic schools' seeking accreditation from non-Catholic institutions. He called the practice “a heterodoxical spectacle” and “a stultification of our claim of the necessity of Catholic education.” Reverend Green opposed accreditation by both state agencies and professional associations, but just five years later requested assistance from the speaker of the Illinois House of Representatives, David E. Shanahan, to pursue state recognition for St. Rita. Speaker Shanahan called on the Illinois Superintendent of Public Instruction and asked him to respond to Reverend Green's request to dispatch the Illinois High School Supervisor to St Rita. What motivated a staunch opponent of recognition and accreditation like Green to go to such lengths to procure it? While accreditation by non-Catholic institutions did not negate the need for Catholic education, as Reverend Green feared, how did it contribute to the assimilation of Catholic schools and hence Chicago Catholics in the early twentieth century?

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Van Houtte, Mieke, and Wendelien Vantieghem. "Do Girls Make Boys Study? Gender Composition, Gender Role Culture, and Sense of Futility in Flemish Secondary Schools." Youth & Society 52, no. 2 (November 8, 2017): 229–50. http://dx.doi.org/10.1177/0044118x17740597.

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This study examines whether the gender difference in sense of academic futility is related to the proportion of girls attending a school. We argue that the more progressive gender role culture in schools with a higher proportion of girls might influence especially boys’ sense of futility. Multilevel analyses of data gathered in 2014 from 5,162 second-grade students in 57 secondary schools in Flanders confirm a small but significant gender difference in sense of futility. The more girls at school, the less feelings of futility boys manifest. This impact can be explained by boys’ traditional gender role attitudes. For girls, the impact of gender composition, higher feelings of futility in schools with more girls, is buffered by girls’ progressive gender role attitudes. In schools with more girls, boys display lower levels of futility than girls. Finally, this impact of gender composition can be ascribed to the students’ educational track.

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Mumtaz, Naeema, Muhammad Saeed Khan, and Saddaf Ayub. "Working Memory and Mathematical Performance: A Correlational Study." Global Social Sciences Review III, no. IV (December 30, 2018): 156–72. http://dx.doi.org/10.31703/gssr.2018(iii-iv).11.

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This study is intended to examine the correlation between working memory of students and their academic performance in Mathematics. Specifically, it was aimed to determine the degree of relationship between working memory capacity and academic achievement of students in mathematics studying at secondary school. A sample of 800 students studying in grade 10 was randomly selected from forty government and private secondary schools (girls and boys) situated in Hazara division, Khyber Pakhtunkhwa, Pakistan. Both Urdu and English mediums of instruction schools were included in the sample. The researcher used digits span backwards test (DSBT) to find out the working memory capacity of the students associated with their academic performance in mathematics. This study revealed that girls have outperformed boys very markedly in examination scores of mathematics at secondary level. Contrarily, boys have performed well in working memory capacity than girls at the secondary level. However a very small gender difference is observed in this study. It is also noticed that private secondary schools showed higher performance in examination scores of mathematics and in working memory capacity than government secondary schoolsl.

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Ali Shah, Syed Shafqat, Waqar Un Nisa Faizi, and Abdul Majeed Khan. "Explore the Role of Educational Heads Regarding Secondary Schools: Perspective of Problems, Difficulties and Issues." Global Social Sciences Review III, no. II (June 30, 2018): 472–81. http://dx.doi.org/10.31703/gssr.2018(iii-ii).27.

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Explore the Role of Educational Heads Regarding Secondary Schools: Perspective of Problems, Difficulties and Issues Syed Shafqat Ali Shah* Waqar Un Nisa Faizi† Abdul Majeed Khan‡ Education is a positive endeavor and a financial expenditure; generally considered to be a kind of training for life. The key objectives were (a) to examine the administrative problems of secondary school heads (b) to compare the problems of the secondary schools in the rural and the urban areas. The study population was all of the Gujrat District Secondary Schools. The research sample was 64 secondary schools, 32 of which were rural and 32 were urban. Out of 32 schools in the rural 16 boys and 16 girls were further educated. Similarly, boys were sixteen and girls were sixteen out of 32 urban schools. For the educational heads of secondary schools, a questionnaire was created for data collection. For the purpose of the analysis, the percentages are used. The key purpose of the study was to identify the administrative problems, faced by high school heads that were not in fact adequately responding to the needs of the students.

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Dorman, Jeffrey P. "School Environment Questionnaire: An Instrument Developed for Australian Catholic Secondary Schools." Journal of Christian Education os-39, no. 1 (April 1996): 31–44. http://dx.doi.org/10.1177/002196579603900105.

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Carter, D. S. G. "Evaluating the Reflective Practice of Preservice Teachers in Catholic Secondary Schools." Asia-Pacific Journal of Teacher Education 25, no. 2 (July 1997): 159–71. http://dx.doi.org/10.1080/1359866970250205.

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Dorman, Jeffrey. "Psychosocial Environment in Religious Education Classes in Australian Catholic Secondary Schools." British Journal of Religious Education 19, no. 2 (March 1997): 104–13. http://dx.doi.org/10.1080/0141620970190207.

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Dorman, Jeffrey P., Campbell J. McRobbie, and Barry J. Fraser. "Assessing the psychosocial environment of science classes in Catholic secondary schools." Research in Science Education 23, no. 1 (December 1993): 61–67. http://dx.doi.org/10.1007/bf02357045.

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Beťák, Boris. "Zimné športy vo vyučovaní telesnej a športovej výchovy na stredných školách." Studia sportiva 8, no. 1 (July 14, 2014): 141–49. http://dx.doi.org/10.5817/sts2014-1-15.

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In this contribution, the author has presented the research results targeted to the finding, what kind of winter sports have been practised in the framework of Physical education teaching at the secondary schools in Martin and Stara Lubovna district. Moreover, he has also presented what is the condition of their teaching. The research method, which was used, was a self-made questionnaire that consisted from 21 questions. A research sample involved 435 students altogether (247 boys and 188 girls) from ten secondary schools in Martin district and five secondary schools in Stara Lubovna district. In addition, 228 students (132 boys and 96 girls) took part in the instruction of movement activities in the natural countryside targeted to the winter sports. On the basis of the results, the author has claimed that the movement activities in the natural countryside targeted to winter sports have been carried out at all secondary schools in Stara Lubovna district, and 8 from 10 secondary schools in Martin district. Moreover, the above mentioned secondary schools have either carried out the ski instruction on its own or the ski instruction with a snowboarding one altogether.

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Alex-Hart, Balafama Abinye, Joyce Okagua, and Peace Ibo Opara. "Prevalence of bullying in secondary schools in Port Harcourt." International Journal of Adolescent Medicine and Health 27, no. 4 (November 1, 2015): 391–96. http://dx.doi.org/10.1515/ijamh-2014-0038.

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Abstract Background: School bullying is a global problem involving a high proportion of students worldwide. However, its prevalence and types in secondary schools in Port Harcourt is not yet known. Objective: This study aimed to determine the prevalence and types of bullying in secondary schools in Port Harcourt. Subjects: A total of 1160 students from six secondary schools in Port Harcourt comprised the sample. Materials and methods: This was a cross-sectional school-based study conducted in Port Harcourt in March 2014. Two mixed schools, two all-boys schools, and two all-girls schools were selected using purposive sampling technique. Stratified random sampling technique, by class strata (senior secondary 1, 2 and 3) was used to select 1160 students from the six schools. A 22-item self-administered questionnaire adapted from a previous study was modified and used in this study. The questions covered the prevalence, type of bullying, and socio-demographic data. Data were analyzed using SPSS version 20 (IBM SPSS Incorporated, Chicago, IL, USA). Results: About 82.2% reported being victims of bullying, whereas 64.9% reported being bullies. About 9.7% and 11.8% were neither bullies nor bullied, respectively. Bullying was significantly higher in the all-boys (90.8%) and all-girls (82.9%) schools than in the mixed schools (73.5%), p=0.000. More males were victims (53.4%) and bullies (53.3%) but more females (55.4%) were bully-victims. The most common (57.5%) type of bullying was physical bullying. Conclusion: The rate of bullying was found to be very high in secondary schools in Port Harcourt.

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Musaiger, Abdulrahman O., Ahmed M. Matter, Sadiq A. Alekri, and Abdul-Rassol E. Mahdi. "Obesity Among Secondary School Students in Bahrain." Nutrition and Health 9, no. 1 (January 1993): 25–32. http://dx.doi.org/10.1177/026010609300900103.

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The aim of this study is to estimate the prevalence of obesity and factors associated with it in Bahraini secondary school students. A cross-sectional study involving a sample of 825 students (417 boys and 408 girls) aged 15 to 21 years was obtained from secondary schools. Obesity was determined using body mass index (BMI = Wt/Ht2). The findings revealed that 15.6% of boys and 17.4% of girls were either overweight or obese (BMI ≥25). Family size, parents education, and family history of obesity were significantly associated with obesity among boys, while family history was the only socio-economic factors statistically associated with obesity among girls. Meal patterns such as eating between meals, number of meals per day, and method of eating were not associated with obesity in students. Boys who ate alone were 3 times more likely to be obese than those who ate with family members (odd ratio = 3.4). Measures to prevent and control obesity among children are suggested.

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Allen, Kelly-Ann, Margaret L. Kern, Dianne Vella-Brodrick, and Lea Waters. "Understanding the Priorities of Australian Secondary Schools Through an Analysis of Their Mission and Vision Statements." Educational Administration Quarterly 54, no. 2 (February 20, 2018): 249–74. http://dx.doi.org/10.1177/0013161x18758655.

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Purpose: The vision or mission statement of a school outlines the school’s purpose and defines the context, goals, and aspirations that govern the institution. Using vision and mission statements, the present descriptive research study investigated trends in Australian secondary schools’ priorities. Research Methods: A stratified sample of secondary school vision and mission statements across 308 schools from government, independent, and Catholic sectors in Victoria, Australia, was analyzed using qualitative and quantitative approaches. Findings: Academic achievement was the most common theme, with school belonging and mental health promotion themes cited by over half of the schools. School belonging was emphasized more often by Catholic schools compared with independent and government schools, and by rural schools compared with urban schools. Implications: Australian schools are seemingly adopting a dual purpose: to be academic institutions and well-being enhancing institutions. Understanding the priorities of schools using vision and mission statements may guide researchers, administrators, and teachers about how to better meet the academic and psychological needs of the students. The priorities of schools also have implications for how research in this area is communicated to schools, and this study provides a method for capturing these priorities.

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Astley, Jeff, Leslie J. Francis, Carolyn Wilcox, and Linda Burton. "How Different is Religious Education in Catholic Schools?: A study of teacher aims in England." International Journal of Education and Religion 1, no. 1 (July 24, 2000): 267–81. http://dx.doi.org/10.1163/1570-0623-90000004.

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A sample of 285 teachers concerned with teaching religious education in state maintained secondary schools completed a questionnaire concerned with five different aims in religious education. The data demonstrate that teachers in Roman Catholic schools give the same emphasis as teachers in non-denominational schools to four of these aims: to understand the influence of religion, to think critically about religion, to reflect on ultimate questions, and to develop a positive attitude toward religion. At the same time teachers in Roman Catholic schools give greater emphasis than teachers in non-denominational schools to the confessional aim of promoting a religious way of life.

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Bamise, O. F. "Gender differences in the reading habits of secondary school students of Osun State public schools." African Educational Research Journal 9, no. 3 (August 10, 2021): 720–27. http://dx.doi.org/10.30918/aerj.93.21.072.

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The research evaluated among secondary school students the time spent in reading and the reading materials preferred. The purpose for which they read was also identified. A cross-sectional survey design was adopted which focused on public secondary schools of Osun State, Southwest, Nigeria. A multistage random sampling technique was used to select 1101 senior secondary school students from 12 public schools covering the 6 educational zones of Osun State. A 20 item Reading Habit Scale was used. The questionnaire was administered with the aid of a research assistant and retrieved immediately from the volunteers after completion. One thousand and seventy-nine copies of the questionnaire were analyzed, 43% of the respondents were boys while 57% were girls. Only 18.6% of the respondents were daily long-time readers (>1 to 6 hours per day) which comprised 17% of the boys and 20% of the girls. Boys more than girls read past questions and solutions while girls more than boys read textbooks and subject teachers note. Boys (98%) more than girls (97%) indicated they read in order to get better grades in tests and examinations. Conversely, girls more than the boys read for a better understanding of topics taught by the teacher and for pleasure (84:76%). A statistically significant gender difference exists with respect to “reading for pleasure” (x=8.92, p=0.003). Most of the students have poor reading habits with respect to daily reading time. Girls were more daily long-time readers and also read for pleasure.

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Torevell, David. "Teaching theological anthropology through English literature set texts in Catholic secondary schools and colleges." International Journal of Christianity & Education 24, no. 3 (July 23, 2020): 296–314. http://dx.doi.org/10.1177/2056997120944942.

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Catholic schools and colleges are finding it increasingly difficult to maintain and sharpen their distinctiveness in a climate of secularism, indifference to religion and the shortage of practising Catholics. This article argues that one method of bolstering Catholic schools’ mission integrity is to highlight one important feature of its identity – theological anthropology – and shows how curriculum delivery outside Religious Education syllabuses might contribute to its teaching. I take examples from two popular set texts in A-level English Literature to highlight how they might be used creatively to stimulate discussion of a defining feature of personhood within the Christian tradition, imago Dei.

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Njoka, Johannes Njagi, Perminus Githui, and Lucy Wanjira Ndegwa. "Analysis of Challenges facing ICT integration in managing Public Secondary Schools: A Comparative Study of Day and Boarding Secondary Schools in the South Rift Region, Kenya." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 3, no. 1 (January 28, 2020): 58–66. http://dx.doi.org/10.33258/birci.v3i1.721.

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The uptake of information communication technology (ICT) by secondary schools is beset by a complex of challenges that are not clearly understood and documented. In order to facilitate effective and efficient implementation of digitalization in schools in Kenya, there is need to map out the diversity of challenges that bedevil its adoption. The purpose of this study was to analyze the challenges facing integration of information communication technology (ICT) in the operations of public day and boarding secondary schools from the south rift region of Kenya. The objectives of the study were to; assess the challenges facing ICT integration and compare the levels of ICT integration in boys, girls and co-educational secondary schools from the south rift region of Kenya. The study adopted the descriptive survey research design. The target population for the study comprised of all the 141 teachers from the public secondary schools in the south rift region of Kenya enrolled in the Strengthening of Mathematics and Science in Secondary Education (SMASSE) program. The study employed census sampling technique since the target population was small, easily accessible and manageable. Data was collected by means of a questionnaire. Data analysis was conducted using the descriptive and inferential statistics with the aid of Statistical Package for Social Sciences (SPSS) version 21.0. The study tested the hypothesis that there was no statistically significant difference in challenges facing integration of ICT in boys, girls and co-educational secondary schools from the south rift region of Kenya. To test this hypothesis the One way Analysis of Variance (ANOVA) statistics was computed which yielded p-value = .000 which was less than the alpha value α > 0.05 indicating that the differences in challenges facing ICT integration in boys, girls and co-educational schools were statistically significant. Therefore the null hypothesis was rejected. This led to the conclusion that challenges facing ICT integration from the three categories of schools were significantly different. From the findings of the study, it is recommended that there is need strengthen in service training of teachers in ICT and perform widespread upgrade of ICT software since these were the most serious challenges that faced integration of ICT in schools.

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Dixit, Pankaj. "Education Sector and Corporate Social Responsibility a Study on Private Sector Secondary School of District North & South Delhi (India)." Sociological Jurisprudence Journal 3, no. 1 (May 27, 2020): 14–18. http://dx.doi.org/10.22225/scj.3.1.1427.14-18.

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Educational organizations in private sector require strong corporate strategies. In order to get success in the globally competitive environment they must adopt the strategy of Corporate Social Responsibility. This study analyzed corporate social responsibility and its impact on private sector secondary schools in district North & South Delhi. For this purpose primary data were collected through five point Likert’s scale. The questionnaire was fielded to private sector secondary school teachers in order to get data about the impact of corporate social responsibility on performance of secondary schools. The population of the study was 184 registered private sector secondary schools (140 boys and 44 girls) which included 900 teachers (who taught to class 10th students during session 2017-18) in district North & South Delhi. A sample of 280 teachers (140 male and 140 female) in 70 private sector secondary schools (35 for boys and 35 for girls) were selected through equal allocation sampling formula. Mean, Standard Deviation and t-test were applied for analyzing the data. The Pearson’s correlation was used to evaluate the variable effects. The result from the data indicated that all the four aspects of CSR have positive significant impact on the performance of secondary schools.

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Dixit, Pankaj, and Rahim Jafar Mohammad Sharif. "Analysis of CSR Impact on Private Sector Secondary School: A study in North and South Delhi (India)." Journal of Scientific Papers "Social development and Security" 9, no. 6 (December 28, 2019): 11–21. http://dx.doi.org/10.33445/sds.2019.9.6.2.

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Educational organizations in private sector require strong corporate strategies. In order to get success in the globally competitive environment they must adopt the strategy of Corporate Social Responsibility. This study analyzed corporate social responsibility and its impact on private sector secondary schools in district North & South Delhi. For this purpose primary data were collected through five point Likert’s scale. The questionnaire was fielded to private sector secondary school teachers in order to get data about the impact of corporate social responsibility on performance of secondary schools. The population of the study was 184 registered private sector secondary schools (140 boys and 44 girls) which included 900 teachers (who taught to class 10th students during session 2017-18) in district North & South Delhi. A sample of 280 teachers (140 male and 140 female) in 70 private sector secondary schools (35 for boys and 35 for girls) were selected through equal allocation sampling formula. Mean, Standard Deviation and t-test were applied for analyzing the data. The Pearson’s correlation r was used to evaluate the variable effects. The result from the data indicated that all the four aspects of CSR have positive significant impact on the performance of secondary schools.

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Morris, Andrew B. "Post‐16 pupil performance in Catholic secondary schools in England 1996–2001." Educational Review 59, no. 1 (February 2007): 55–69. http://dx.doi.org/10.1080/00131910600796983.

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James, John T. "Public Relations in Catholic Secondary Schools: Nearly 40 Years of Continuous Improvement." Journal of School Public Relations 25, no. 1 (January 1, 2004): 33–46. http://dx.doi.org/10.3138/jspr.25.1.33.

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Brice, Ian D. "Ethnic Masculinities in Australian Boys’ Schools: Scots and Irish secondary schools in late nineteenth‐century Australia." Paedagogica Historica 37, no. 1 (January 2001): 139–52. http://dx.doi.org/10.1080/0030923010370109.

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Younger, Michael, Molly Warrington, and Ros Mclellan. "The ‘Problem’ of ‘Under-Achieving Boys’: Some Responses From English Secondary Schools." School Leadership & Management 22, no. 4 (December 2002): 389–405. http://dx.doi.org/10.1080/1363243022000053411.

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Brutsaert, Herman. "Changing Sources of Self-Esteem among Girls and Boys in Secondary Schools." Urban Education 24, no. 4 (January 1990): 432–39. http://dx.doi.org/10.1177/0042085990024004006.

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Bature, Anthony. "Catholic Schools as Means of Promoting Peace and Justice in Nigeria." Tattva - Journal of Philosophy 8, no. 2 (July 1, 2016): 1–17. http://dx.doi.org/10.12726/tjp.16.1.

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The paper examines the impact of the Nigerian education and the extent to which it contributes towards the promotion of peace and justice with specific reference to Catholic schools. The paper argues that the role of Catholic Church in providing education has immensely contributed to the growth and development of education in Nigeria. Due to the church‟s focused intervention, approximately 649 elementary schools, 384 secondary schools and 16 tertiary institutions have been established in Nigeria. Relying on documentary method of data collection and descriptive analytic approach, this study explains that Catholic schools have a significant role towards achieving a peaceful and equitable society in Nigeria. The article recommends more engaged efforts by other non-state institutions towards the building of developed educational institutions that will help in promoting peace and justice in Nigeria.

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Xiang, Ping, Bülent Ağbuğa, Jiling Liu, and Ron E. McBride. "Relatedness Need Satisfaction, Intrinsic Motivation, and Engagement in Secondary School Physical Education." Journal of Teaching in Physical Education 36, no. 3 (July 2017): 340–52. http://dx.doi.org/10.1123/jtpe.2017-0034.

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Purpose:Using self-determination theory, this study examined unique contributions of relatedness need satisfaction (to both teachers and peers) to intrinsic motivation and engagement (behavioral, cognitive, and emotional) over and above those of autonomy need satisfaction and competence need satisfaction among Turkish students in secondary school physical education.Method:Participants were 331 (162 boys, 169 girls) middle and high school students enrolled in physical education classes at four public schools in the southwest Turkey. Data were collected by previously validated questionnaires.Results:No gender differences occurred in the mean levels of relatedness to teachers need satisfaction and relatedness to peers need satisfaction. These two types of relatedness need satisfaction made significant unique contributions to student engagement for both boys and girls. The differential roles of relatedness to peers need satisfaction in predicting boys’ and girls’ engagement were observed.Discussion/Conclusion:Discussion/Conclusion: The study demonstrated that two types of relatedness need satisfaction uniquely predicted students’ engagement in a secondary school physical education setting. This finding supports self-determination theory that relatedness need satisfaction is an important motivator for students in schools.

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Bennett, Charlotte. "‘Help to win the war’ or ‘Ireland above all’?: Remobilisation, politics, and elite boys’ education in Ireland, 1917–18." Irish Historical Studies 44, no. 166 (November 2020): 326–48. http://dx.doi.org/10.1017/ihs.2020.39.

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AbstractWhile scholars have rightly recognised that the First World War transformed twentieth-century Ireland, this article queries assumptions regarding the scope and scale of public support for hostilities during 1917 and 1918. Eleven elite boys’ schools are used as case studies to assess civilian reactions to the ongoing war effort, food shortages, and the 1918 conscription crisis within specific institutional communities, illuminating the importance of socio-religious affiliations and political aspirations in determining late-war behaviour. Drawing on school magazines and newspaper coverage of college events, it is argued that alternative visions of statehood underpinned divergent reactions to the conflict; Protestant schools clung to fundraising and militaristic activities seen to support continued union with Britain but Catholic establishments rejected such endeavours in the wake of increased separatist sentiment. This research also casts new light on the interplay between conflict, educational socialisation and politicisation in revolutionary Ireland. Constitutional nationalist reputation aside, wartime mobilisation in elite Catholic schools proved extremely lacklustre, while the unionist expectations their Protestant counterparts had for the post-war world ultimately went unfulfilled. Prestigious colleges across the denominational spectrum demonstrably navigated late-war pressures on their own terms, shaping Ireland's political landscape both throughout and beyond the conflict's most contentious years.

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DAMAYANTI, IDA AYU MANIK, I. KETUT JUNITHA, and IDA BAGUS MADE SUASKARA. "POLA PERTUMBUHAN BERDASARKAN BERAT DAN TINGGI BADAN SISWA PADA SEKOLAH NEGERI DAN SWASTA DI KOTA DENPASAR, BALI." Jurnal Biologi Udayana 21, no. 2 (December 29, 2017): 78. http://dx.doi.org/10.24843/jbiounud.2017.vol21.i02.p06.

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This research aimedet al. to determine the pattern of growth in several primary schools and secondary public and private schools in Denpasar, Bali Province. Samples were determined using purposive sampling and data were collected by cross-sectional method. The pattern of growth of boys and girls at the age of 7-15 years at private schools in Denpasar shows that the average height and weight were greater than the boys and girls in public schools in Denpasar. The percentage of underweight category was higher at public school in Denpasar and the percentage of children with overweight and obese categories were higher in the private national plus school Denpasar.

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Narmadha, U., and S. Chamundeswari. "Attitude towards Learning of Science and Academic Achievement in Science among Students at the Secondary Level." Journal of Sociological Research 4, no. 2 (June 25, 2013): 114. http://dx.doi.org/10.5296/jsr.v4i2.3910.

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<p>The present study aimed to investigate attitude towards learning of Science and academic achievement in Science among students at the secondary level. Using random sampling technique 422 students, from the secondary level in different systems of education, namely, state, matriculation and central board schools were chosen. The Attitude toward Learning of Science Scale (Grewal, 1972) was used to assess the attitude towards learning Science and the marks scored in Science were taken from their half yearly performance. The data collected was subjected to statistical analysis, namely, mean, standard deviation, ‘t’- test, ‘F’- ratio, Karl Pearson’s Product Moment Correlation Co-efficient ‘r’. Results showed that the students belonging to the central board schools have a higher level of attitude towards learning of Science compared to students in state board but did not differ with students in matriculation board schools at the secondary level. Similarly, students belonging to central board schools performed better in Science subject compared to the students in state and matriculation board schools at the secondary level. The girls are significantly better in their attitude toward learning of Science when compared to the boys in all categories of schools. In matriculation and central board schools the girls are better than boys in their academic achievement in Science whereas in state board schools there is no significant difference in their gender. A positive correlation was found to exist between attitude towards learning Science and academic achievement in Science among the students.</p>

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Trần, Long Giang. "Nghiên cứu sự thay đổi hình thái tuổi dậy thì làm cơ sở xây dựng các hình thức giáo dục giới tính phù hợp cho học sinh trung học cơ sở Hà Nội 1." SCIENTIFIC JOURNAL OF TAN TRAO UNIVERSITY 3, no. 6 (April 7, 2021): 75–78. http://dx.doi.org/10.51453/2354-1431/2017/155.

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Research on 1926 pupils (942 schoolboys and 984 schoolgirls) at the average age of 12 -15, they are from 3 Secondary schools of 3 districs in Hanoi. The results had shown that, the order of appearance of secondary sexual characteristics of secondary pupils follow the rules of growth and normal development of age. However, the time appear the secondary sexual characteristics of secondary school students in Hanoi earlier the same age in some other localities. There are differences in age and percentage of pupils appearing for the secondary sexual signs in boys and girls, in which these signs of girls appear earlier than boys.

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Ashley, Martin R. "Broken voices or a broken curriculum? The impact of research on UK school choral practice with boys." British Journal of Music Education 30, no. 3 (May 9, 2013): 311–27. http://dx.doi.org/10.1017/s0265051713000090.

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Work such as that of John Cooksey on boys’ changing voices has influenced choral practice in the USA and in certain UK youth choirs, but has hitherto had little impact in UK schools where many teachers continue to believe that boys’ voices ‘break’. Different practices are found across the independent and maintained sectors of secondary education. The former draws on the choral tradition associated with cathedral music. The latter tends, with notable exceptions, to subscribe to the populist media view that ‘boys don't sing’ or that singing by boys is individualised and the exceptional result of ‘X Factor’ style talent shows. In neither case is there much evidence of a systematic attempt to apply research findings to develop a structured programme of vocal development for boys in early adolescence. The paper examines case studies of different choral practice in schools where boys do sing, but as the result of enthusiastic teachers working in isolation rather than a systematic, research-based approach to boys’ singing development.

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Thapa, Dhana Kumari, and Tara Paudel. "Secondary School Students’ Attitude towards Mathematics." Mathematics Education Forum Chitwan 5, no. 5 (December 31, 2020): 34–39. http://dx.doi.org/10.3126/mefc.v5i5.34761.

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The major objective of this article is to describe the perception of self-efficacy and attitude towards mathematics of students studying science and mathematics in grade 12 in Kathmandu valley. Cross-sectional descriptive design and quantitative method were used to collect and analyze data. Data were collected from 318 randomly selected students studying science in grade 12, from nine different schools of Kathmandu valley through self-administered questionnaire. The survey showed that majority of girls and boys were encouraged by their parents to get enrolled in the science stream. Most of them chose mathematics courses to enter into the fields of engineering and technical sciences. From the observation we found that perceived self-efficacy is good i.e. both girls and boys have positive and good attitude towards mathematics courses. There is no gender variation in attitude of students learning mathematics between girls and boys. Therefore, attitude towards mathematics are less likely to be influenced by gender of students, castes and educational status of parents. Many students can be attracted towards mathematics field of study by providing information and counseling about academic opportunity for mathematics in higher education.

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Burke, Meghan M., and Megan M. Griffin. "Students with Developmental Disabilities in Catholic Schools: Examples in Primary and Secondary Settings." Journal of Catholic Education 19, no. 3 (May 17, 2016): 197–220. http://dx.doi.org/10.15365/joce.1903102016.

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Journal articles on the topic 'Catholic Boys’ Secondary Schools'

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