Relevant bibliographies by topics / Catholic girls' high school

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Catholic girls' high school'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Catholic girls' high school"

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Kudła, Lucyna. "Schools of the Basilian Sisters in Jaworów during the Galician autonomy 1867-1918." Biuletyn Historii Wychowania, no. 38 (October 11, 2019): 115–27. http://dx.doi.org/10.14746/bhw.2018.38.8.

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In the second half of the nineteenth century, Galicia became an autonomous province in Austria-Hungary. In addition to political reforms, changes in education were proposed. The Polish language and teaching Poland’s history were introduced to schools. Private schools for girls were also founded with the objective of raising their level of education and preparing them for academic studies. Schools run by religious congregations played a significant role here. The schools were run mainly by Catholic orders including the Basilian Sisters of the Ukrainian Greek Catholic Church (Ordo Sancti Basilii Magni). They had their convent in Jaworów in Galicia where they established an elementary school, a teachers’ school and a boarding school for girls. Ukrainian was the language of instruction. These religious schools operated according to the same principles as state schools, taught the same subjects and used the same textbooks. School authorities carried out inspections of religious schools on an annual basis. The schools enjoyed a good reputation and offered a high level of education.
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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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Blundell, Patricia. "An Aboriginal Studies Program For Year 11." Aboriginal Child at School 16, no. 2 (May 1988): 17–42. http://dx.doi.org/10.1017/s0310582200015327.

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To situate the Aboriginal Studies program I am designing, I would need to say that in a Year 11 course in Religious Education at a Catholic Girls’ Independent (non-systemic) High School in Brisbane, the Semester 2 area is Morality and Justice and involves a consideration of personal decision making, understanding stages of moral development, individual/personal moral issues and social, moral and justice issues. (I should add that the school is almost totally non-Aboriginal although it is multi-ethnic to the extent that it runs ESL classes at each year level).
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Bakal, Jacqueline. "Sharing Teaching Ideas: The Oral Quiz." Mathematics Teacher 96, no. 4 (April 2003): 277. http://dx.doi.org/10.5951/mt.96.4.0277.

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This article shares an idea that I used on Fridays when I was teaching high school mathematics at an all-girls Catholic high school. I liked to give some form of assessment on Fridays because the students were always very “antsy” and talkative, and assessment was a good way to wrap up the work of the week. However, the lesson did not always lend itself to a written assessment on that day. For Fridays when I was not giving a written assessment, I devised my oral quiz. I usually used this activity once or twice during each marking period. I also plan to use this idea in the college-level developmental mathematics classes that I currently teach.
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Lee, Ho Jung, and Woo Hyun Cho. "Empirical Analysis for Catholic Liturgical Vestments after 1960's - Focused on the Collections of Daejeon Saint Mary's Girls' High School -." Journal of the Korean Society of Costume 65, no. 1 (January 31, 2015): 30–45. http://dx.doi.org/10.7233/jksc.2015.65.1.030.

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Alain, Michel. "Do What I Say, Not What I Do: Children's Reactions to Parents' Behavioral Inconsistencies." Perceptual and Motor Skills 68, no. 1 (February 1989): 99–102. http://dx.doi.org/10.2466/pms.1989.68.1.99.

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The present study looked at others' reactions to dissonant behaviors in a domain particularly sensitive to such discrepancies, i.e., religious observances. We might often say we are Catholic/Protestant, etc. and educate our children as such but personally not practice religion. How do children react to such inconsistencies? In a study of 210 high school students we determined congruent/incongruent parents and extent of their children's worry or upset based on their answers to a questionnaire designed for this purpose. Apparently children are well aware of such inconsistencies and multivariate analyses of variance show that children of incongruent parents are significantly more troubled, more upset with their parents' behavioral incongruities than are children of congruent parents. Also of interest is that boys and girls reacted in the same manner and no interactions were found. It appears to be important for parents to be aware of the negative consequences their inconsistent behaviors have on their children.
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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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Diawara, Manthia. "The Chronicle of Independence: A Short Story." Issue 15 (1987): 70–76. http://dx.doi.org/10.1017/s0047160700506052.

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We used to play soccer with white boys in Kankan at Saint John, a Catholic elementary and junior high school. Then one day a girl by the name of Dusu told my mother that I had been in the worshipping house of the white people. When I came home my mother was crying, saying that the Devil had entered me. The other women in the compound gathered around her to express their surprise and distress as well. I could hear them talking about how the world had become a dangerous place since the era of the white man. Some said that nowadays the white men had driven Satan deep into the souls of some black men so much so that, like mad dogs, they had turned against their trainers themselves. Some said that the world was coming to an end, and others enjoined that it was all Sekou Toure’s fault. That day my mother locked me up and began whipping me.
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Graham, Andrew. "Physics at Catholic Memorial High School." Physics Teacher 39, no. 7 (October 2001): 443. http://dx.doi.org/10.1119/1.1543693.

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Gau, Justin, Ruth Arlow, and Will Adam. "Singh v Aberdare Girls' High School." Ecclesiastical Law Journal 11, no. 1 (December 10, 2008): 126–27. http://dx.doi.org/10.1017/s0956618x09001872.

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Dissertations / Theses on the topic "Catholic girls' high school"

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O'Loughlin, Anne, and n/a. "A Freirean perspective on a Catholic girls' school." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060822.144217.

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This study examines values in the curriculum of one specific Catholic girls' high school. It reports on a school-based curriculum evaluation which took place at the school and explores how the methodology used imposed limitations on the explication of values. The implications of these limitations on the development of an appropriate curriculum for such a specific schoolbody are examined in the light of the writings of Paulo Freire and the outlines of an alternative method for curriculum evaluation is developed and applied. Major elements of this alternative model include an historical analysis of the school community, the critical appraisal of its place in society, and the development of a praxis. This three-step approach is repeated three times; firstly in relation to the Catholic identity of the school, secondly in consideration of gender issues for a school for girls, and thirdly in respect to the school itself, operating in Canberra in the 1980s.
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Winslow, Mary Ann. "Where the boys are: The educational aspirations and future expectations of working class girls in an all-female high school." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187399.

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The purpose of this study was to ascertain the educational aspirations and future expectations of working class youth in an all-female Catholic high school. The ethnographic methods of primarily interviews and participant observation were used to discover the plans and the decision processes of approximately 21% of the senior class. Sixty girls were interviewed four weeks before graduation, as well as 20 teachers and administrators. Almost 100% of the sample (59) planned to attend college the following fall. While most institutions were competitive, only one planned to attend a most competitive, most selective institution, although several met the admissions requirements to do so. One-fourth of the sample planned to attend community colleges. The institution helped to facilitate the process of college entrance. However, many of the girls' decisions were determined before high school, and most were influenced by family members, most of whom had never attended a finished college. It was observed and reported by the girls that the all-female environment enhanced their educational experiences.
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Archer-Banks, Diane Alice Marie. "Voices of high-performing African American high school girls." [Gainesville, Fla.] : University of Florida, 2007. http://purl.fcla.edu/fcla/etd/UFE0020760.

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Ugochukwu, L. C., and n/a. "Catholic education in practice : a case study of a Catholic high school." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.161949.

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An aspect of Australian education is the continued presence of the Catholic schools including those in the Archdiocese of Canberra and Goulburn. They have continued to be a significant part of Australian education after decades of ups and downs. The question today is not whether Catholic schools will survive but rather how effective they will be despite the changes which have taken place over the last few decades. Catholic schools still aim to provide all the elements of a State education, and in addition, to offer them within a Catholic setting. They have tried to create an environment that will continue to reflect the cultural values of its members. The Theses is on Catholic Education in Practice: A Case Study of a Catholic High School in the A.C.T. The Theses is based on historical and analytical approach. The results of a case study involving random sampled students, their parents/guardians and teachers in a Catholic High School in the A.C.T. sets out to investigate what factors still attract them to the Catholic school despite the significant changes that have taken place since Catholic education was introduced into Australia. By examining these three groups of people who are directly involved in Catholic schools, it is hoped that a more balanced assessment of the extent to which ideals and practices of Catholic education have been retained. The results show that students attend Catholic schools for a variety of reasons including academic and religious and because of the traditional approach to areas such as discipline. The religious values continue to be an important part of the school which makes it distinctively Catholic, but the integration is not as pervasive as previous due to the change in the nature of staff and students at the school.
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Long, Christina G. "Riverfront Girls Making the Transition to High School." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/69686.

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Educational Administration
Ed.D.
The purpose of this one-year ethnographic study was to explore and make meaning of the "lived reality" of white working-class girls from Riverfront who are at risk for dropping out as they make the transition from eighth grade to ninth. The focus on white working-class girls from Riverfront, a deindustrialized neighborhood in the Northeast, reflects the fact that they are one of the many subgroups vulnerable to dropping out. While large quantitative studies are providing us with information abut who drops out, when they drop out, and the "official" reason based on school codes, the voices and views of students are glaringly absent. This study provides an in-depth account of seven girls as they make the transition to high school, employing the methodology and analytic techniques of ethnography. Situated in the context of class, the study explored how these girls and their families made decisions, and investigated their beliefs, feelings and behaviors during this critical year. The study found that the girls' lives and educational experiences sharply diverged after they left their neighborhood elementary school and spread out to various high schools. The girls who attended magnet and other selective schools increased their chances to realize their potential as these schools were far superior in terms of offering students curricular, pedagogical and environmental advantages that would prepare them for higher education and well-paying jobs. In contrast, the girls who went to neighborhood schools further increased the likelihood that their economic position would remain stagnant, as the schools they attended were poorer in every respect from teacher quality to curriculum and classroom environment. While the neighborhood negatively impacted the education of these working-class girls, the influence of their families varied. Families that had social and cultural capital transmitted many advantages to their daughters, while the poorest and most socially excluded families unwittingly perpetuated poorer life outcomes for their daughters.
Temple University--Theses
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Gaspar, Antony J. "The Impact of Catholic High School Education| Catholic High School Young Adult Alumnae Perception and Engagement in Social Justice Related Activities." Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592167.

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This mixed methods research investigated how young adult alumnae from a Catholic female high school perceive the impact of their high school service experience concerning their "beliefs" about the importance of service, current "engagement" in service, and their beliefs about and engagement with four Catholic Social Teaching principles (life and dignity, care for the poor, solidarity and common good, and rights and responsibilities) related to social justice.

This research draws data from young adult alumnae from a Catholic female single-sex high school in a metropolitan city of the United States. The data collection included a web-based survey (N=131), individual interview (n=9), and school documents review. Catholic theology of the human person, and Catholic social teaching principles served as the conceptual framework for data analysis.

The quantitative data revealed that Catholic high school service program experience positively impacts participants' "beliefs" about the importance of service (65%), and the importance of four Catholic social teaching principles (73%). The qualitative data corroborates with the quantitative findings. However, participants lacked translating their beliefs in to action with only 42% reporting as "engaged" in service. Although a majority of participants (60%) reported as engaged in activities related to four CST principles, in reality only 25% are significantly engaged in service in the past 12 months. Catholic educators are invited to examine their service pedagogy and address factors that contribute to low level of service engagement. Further research is suggested to identify factors that would raise the level of service engagement in alumnae's young adult life.

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Gaspar, Antony John Joseph. "The Impact of Catholic High School Education: Catholic High School Young Adult Alumnae Perception and Engagement in Social Justice Related Activities." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/223.

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This mixed methods research investigated how young adult alumnae from a Catholic female high school perceive the impact of their high school service experience concerning their "beliefs" about the importance of service, current "engagement" in service, and their beliefs about and engagement with four Catholic Social Teaching principles (life and dignity, care for the poor, solidarity and common good, and rights and responsibilities) related to social justice. This research draws data from young adult alumnae from a Catholic female single-sex high school in a metropolitan city of the United States. The data collection included a web-based survey (N=131), individual interview (n=9), and school documents review. Catholic theology of the human person, and Catholic social teaching principles served as the conceptual framework for data analysis. This research draws data from young adult alumnae from a Catholic female single-sex high school in a metropolitan city of the United States. The data collection included a web-based survey (N=131), individual interview (n=9), and school documents review. Catholic theology of the human person, and Catholic social teaching principles served as the conceptual framework for data analysis. The quantitative data revealed that Catholic high school service program experience positively impacts participants' "beliefs" about the importance of service (65%), and the importance of four Catholic social teaching principles (73%). The qualitative data corroborates with the quantitative findings. However, participants lacked translating their beliefs in to action with only 42% reporting as "engaged" in service. Although a majority of participants (60%) reported as engaged in activities related to four CST principles, in reality only 25% are significantly engaged in service in the past 12 months. Catholic educators are invited to examine their service pedagogy and address factors that contribute to low level of service engagement. Further research is suggested to identify factors that would raise the level of service engagement in alumnae’s young adult life.
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Itaman, Theophilus Idebaneria. "School Leadership in a High Performing Rural Catholic School in Nigeria." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4294.

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Researchers have observed that effective leaders are essential to achieving and sustaining high student achievement in disadvantaged poor rural areas. Poor leadership may negatively influence the academic performance of students. The poor performance of students in disadvantaged rural areas has been a continuous concern for Catholic educators in Nigeria. The purpose of this study was to gain an understanding of the leadership practices that a rural Catholic school principal implemented to improve the academic standards in a disadvantaged environment in Nigeria. This qualitative case study sought to explore the practices of a principal in a Catholic school in the Diocese of Auchi that have improved student performance significantly in a disadvantaged rural area. Leithwood and Riehl's core leadership practices framework served as a conceptual basis for understanding the leadership practices of an effective school principal. The collection of data was through semistructured interviews with 12 participants (principal, 6 teachers, and 5 parents), a focus group with 5 teachers, field notes from direct observations, and documents from the school. Data analysis was thematic and flexible as guided by an interpretative framework. The findings suggest that Catholic school principals in disadvantaged areas need to set direction, have professional development for teachers, focus on the teaching and learning, and create an enabling climate with a positive culture, building Catholic character, good relationships, and stakeholders' collaboration. This study may contribute to positive social change in building best leadership practices in helping students learn in the midst of poverty, sustaining and improving student academic achievement.
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Hui, Nga-man Jasmine. "Sex education programme in a catholic boys' school." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37261071.

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Parker, Pauline Frances, and paulinefparker@gmail com. "Girls, Empowerment and Education: a History of the Mac. Robertson Girls' High School 1905-2005." RMIT University. Global Studies, Social Science and Planning, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080516.164340.

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Despite the considerable significance of publicly funded education in the making of Australian society, state school histories are few in number. In comparison, most corporate and private schools have cemented their sense of community and tradition through full-length publications. This history attempts to redress this imbalance. It is an important social history because this school, Mac.Robertson Girls' High School can trace its origins back to 1905, to the very beginnings of state secondary education when the Melbourne Continuation School (MCS), later Melbourne High School (MHS) and Melbourne Girls' high School (MGHS) was established. Since it is now recognised that there are substantial state, regional and other differences between schools and their local communities, studies of individual schools are needed to underpin more general overviews of particular issues. This history, then, has wider significance: it traces strands of the development of girls' education in Victoria, thus examining the significance and dynamics of single-sex schooling, the education of girls more generally, and, importantly, girls' own experiences (and memories of experiences) of secondary schooling, as well as the meaning they made of those experiences. 'Girls, Education and Empowerment: A History of The Mac.Robertson Girls' High School 1905-2005', departs from traditional models of school history writing that tend to focus on the decision-makers and bureaucrats in education as well as documenting the most 'successful' former students who have made their mark in the world. Drawing on numerous narrative sources and documentary evidence, this history is organised thematically to contextualise and examine what is was like, and meant, to be a girl at this school (Melbourne Continuation School 1905-12; Melbourne High School 1912-27; Melbourne Girls' High School 1927-34, and Mac.Robertson Girls' High School from 1934) during a century of immense social, economic, political and educational change.
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Books on the topic "Catholic girls' high school"

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Tolerton, Jane. Convent girls. Auckland, N.Z: Penguin, 1994.

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Hoeffner, Karol Ann. All you've got. New York: Simon Pulse, 2006.

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Hoeffner, Karol Ann. All you've got. New York: Simon Pulse, 2006.

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Hoeffner, Karol Ann. All you've got. New York: Simon Pulse, 2006.

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Copyright Paperback Collection (Library of Congress), ed. All you've got. New York: Simon Pulse, 2006.

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Dane, Mutter, ed. Our dear old Julienne: From Notre Dame Academy to Chaminade Julienne and beyond. Dayton, OH: Allan L. Horvath Publications, 2010.

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Allen, Dirk Q. Good tears: Badin High girls basketball : ten years to a title. Oxford, Ohio: Quinter Press, 2000.

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Hurley, Valerie. St. Ursula's Girls Against the Atomic Bomb. Isle of Man: M P Publishing Limited, 2009.

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St. Ursula's girls against the atomic bomb: A novel. San Francisco: MacAdam/Cage, 2003.

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Colleen, Curran. Whores on the hill. New York: Vintage Contemporaries, 2005.

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Book chapters on the topic "Catholic girls' high school"

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Pimenta, Ricardo. "High school girls’ basketball." In Positive Pedagogy for Sport Coaching, 107–11. New York : Routledge, 2019. | "[First edition published by Routledge 2017]"--T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9780429266300-13.

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Pomerantz, Shauna. "“Where It’s At”: Rhetorical Performances of East Side High." In Girls, Style, and School Identities, 65–90. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230612501_3.

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Mosatche, Harriet S., Elizabeth K. Lawner, and Susan Matloff-Nieves. "Preparing Girls for Engagement in STEM After High School." In Breaking Through!, 183–93. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233374-20.

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O’Donoghue, Tom, and Judith Harford. "Secondary School Education in Girls’ Catholic Secondary Schools Run by Other Orders of Nuns in Ireland, 1922–1962." In Secondary School Education in Ireland, 141–57. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-56080-3_7.

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Nsiah, Joseph, and Keith Walker. "Our Approach to Studying Servant Leadership with Catholic High School Principals." In The Servant, 29–34. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-058-3_3.

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Cosme, Pommelien Da Silva. "Preserving local cultural heritage through capacity building for girls in the Moroccan High Atlas." In Agrobiodiversity, School Gardens and Healthy Diets, 185–92. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429053788-14.

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O’Donoghue, Tom, and Judith Harford. "Secondary School Education in Girls’ Catholic Secondary Schools Run by the Sisters of Mercy and the Presentation Sisters in Ireland, 1922–1962." In Secondary School Education in Ireland, 120–40. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-56080-3_6.

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Nsiah, Joseph, and Keith Walker. "Sources and Substance of Catholic High School Principals’ Notions of Servant-leadership." In The Servant, 37–50. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-058-3_4.

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Elliot, Diane L., and Linn Goldberg. "Athletes Targeting Healthy Exercise and Nutrition Alternatives: Harm Reduction/Health Promotion Program for Female High School Athletes." In Handbook of Prevention and Intervention Programs for Adolescent Girls, 206–39. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269848.ch7.

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Seneviratne, Oshani. "Making Computer Science Attractive to High School Girls with Computational Thinking Approaches: A Case Study." In Emerging Research, Practice, and Policy on Computational Thinking, 21–32. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52691-1_2.

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Conference papers on the topic "Catholic girls' high school"

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Gutica, Mirela. "Motivating High School Girls to Study Computer Science." In ITiCSE '19: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3304221.3325589.

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Jee, Young-Ju, and Kyoung-Nam Kim. "Factors affecting the problem behaviors of high school girls." In 10th International Workshop Series Convergence Works. Global Vision School Publication, 2016. http://dx.doi.org/10.21742/asehl.2016.9.09.

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Jee, Young-Ju, and Kyungwon Jeon. "Factors Influencing the Eating Attitudes of High School Girls." In 10th International Workshop Series Convergence Works. Global Vision School Publication, 2016. http://dx.doi.org/10.21742/asehl.2016.9.10.

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Gannod, Gerald C., Janet E. Burge, Victoria McIe, Maureen Doyle, and Karen C. Davis. "Increasing awareness of computer science in high school girls." In 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044456.

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Rodger, Susan H., and Ellen L. Walker. "Activities to attract high school girls to computer science." In the twenty-seventh SIGCSE technical symposium. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/236452.236583.

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Zohar, Doron, Ela Zur, and Tamar Benaya. "ENCOURAGING GIRLS TO STUDY COMPUTER SCIENCE IN HIGH SCHOOL." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.2406.

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Park, Youngah. "Korean Physical Society’s Physics Camp for High School Girls." In WOMEN IN PHYSICS: 2nd IUPAP International Conference on Women in Physics. AIP, 2005. http://dx.doi.org/10.1063/1.2128385.

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Wang, Chaoyi, Srikanth Vemula, and Michael Frye. "Out-of-school Time STEM: Teach Programming Using Python for High School Girls." In 2020 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2020. http://dx.doi.org/10.1109/isec49744.2020.9397812.

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Holanda, Maristela, Aleteia P. F. Araujo, and Maria Emilia Walter. "Meninas.comp Project: Programming for Girls in High School in Brazil." In 2020 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2020. http://dx.doi.org/10.1109/respect49803.2020.9272419.

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Vartanova, Irina. "Motivation And Responsibility Of Boys And Girls High School Age." In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.22.

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Reports on the topic "Catholic girls' high school"

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Marchais, Gauthier, Sweta Gupta, and Cyril Owen Brandt. Improving Access to Education for Marginalised Girls in Conflict Areas. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/ids.2021.053.

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A high proportion of out-of-school children across the world live in conflict-affected contexts. To remove barriers to education for marginalised girls in those contexts, a key challenge is to understand the multiple and intersecting forms of marginalisation and their changing dynamics during violent conflict. Research from the REALISE education project in the Democratic Republic of the Congo (DRC) identifies key considerations for education programmes for marginalised girls in conflict areas, such as inclusive education for girls and boys, links between education and peace-building, and extra-curricular activities to support social relationships.
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Busso, Matías, and Verónica Frisancho. Research Insights: Can Good Peers Hurt?: The Effect of Top Students on Girls' Educational Outcomes. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003565.

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Exposure to good peers of either sex during middle school reduces the probability that top-performing girls are placed in one of their preferred high schools. High-achieving boys have a detrimental effect on the selectiveness of the schools in which top female students are placed. These placement effects are driven by both lower admission scores and weakened preferences for selective and academic schools. Exposure to high-achieving girls improves the admission exam scores of poor-performing girls. This protective effect on scores translates into an average increase in the selectivity of the high schools in which low-performing girls are placed.
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Busso, Matías, and Verónica Frisancho. Good Peers Have Asymmetric Gendered Effects on Female Educational Outcomes: Experimental Evidence from Mexico. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003247.

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This study examines the gendered effects of early and sustained exposure to high-performing peers on female educational trajectories. Exploiting random allocation to classrooms within middle schools, we measure the effect of male and female high performers on girls' high school placement outcomes. We disentangle two channels through which peers of either sex can play a role: academic performance and school preferences. We also focus on the effects of peers along the distribution of baseline academic performance. Exposure to good peers of either sex reduces the degree to which high-achieving girls seek placement in more-selective schools. High-achieving boys have particularly strong, negative effects on high-performing girls' admission scores and preferences for more-selective schools. By contrast, high-achieving girls improve low-performing girls' placement outcomes, but exclusively through a positive effect on exam scores.
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