Relevant bibliographies by topics / Fitzroy High School History

Academic literature on the topic 'Fitzroy High School History'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Fitzroy High School History"

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Wagner, Bree, Heather Carmichael Olson, Martyn Symons, Trevor G. Mazzucchelli, Tracy Jirikowic, Jane Latimer, Rochelle Watkins, et al. "Improving self-regulation and executive functioning skills in primary school children in a remote Australian Aboriginal community: A pilot study of the Alert Program®." Australian Journal of Education 63, no. 1 (February 1, 2019): 98–115. http://dx.doi.org/10.1177/0004944119826206.

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Self-regulation and executive functioning impairments are common in children with fetal alcohol spectrum disorder. Given the high rates of fetal alcohol spectrum disorder identified amongst children living in the remote Fitzroy Valley region of Western Australia, the Alert Program® was identified as a culturally safe intervention for use in local primary schools. Researchers collaborated with Aboriginal Elders, community members, and staff from a Fitzroy Valley primary school to trial the Alert Program®. Teachers were trained to deliver eight Alert Program® lessons to children in class. Self-regulation and executive functioning were measured using teacher and parent/caregiver questionnaires three times. Data were analyzed using repeated-measures ANOVA. Teacher-led delivery of the Alert Program® was feasible in a region with high fetal alcohol spectrum disorder rates. As measured by teacher and parent/caregiver ratings, this curriculum may improve the self-regulation and executive functioning of children for some outcomes and provide sustained effects for some children. This community partnered pilot research, evaluated a school-based program to reduce the behavioral impact of fetal alcohol spectrum disorder, and informed design of a larger trial across eight Aboriginal community schools.
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KUBO, Toru. "Education on History in High School." TRENDS IN THE SCIENCES 21, no. 5 (2016): 5_22–5_26. http://dx.doi.org/10.5363/tits.21.5_22.

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Grever, Maria, Ben Pelzer, and Terry Haydn. "High school students’ views on history." Journal of Curriculum Studies 43, no. 2 (April 2011): 207–29. http://dx.doi.org/10.1080/00220272.2010.542832.

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Lerner, Robert, Althea K. Nagai, and Stanley Rothman. "Filler feminism in high school history." Academic Questions 5, no. 1 (March 1992): 28–40. http://dx.doi.org/10.1007/bf02734892.

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Stoel, Carol F. "History of the high school connection." New Directions for Community Colleges 1988, no. 63 (1988): 13–23. http://dx.doi.org/10.1002/cc.36819886304.

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Lin, Cheng-Yu. "Analysis of Taiwan High School History Education -An Analysis of High School History Curriculum in Taiwan." SARIM 78 (October 31, 2021): 39–79. http://dx.doi.org/10.20457/sha.78.2.

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Lowe, Robert, and William G. Wraga. "Democracy's High School: The Comprehensive High School and Educational Reform in the United States." History of Education Quarterly 35, no. 2 (1995): 216. http://dx.doi.org/10.2307/369651.

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Windarsari, Ranulin, Sunardi Sunardi, and Djono `Djono. "Learning History on High School Equivalency Program." Yupa: Historical Studies Journal 1, no. 2 (July 31, 2017): 145–59. http://dx.doi.org/10.30872/yupa.v1i2.99.

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This study is aimed to describe the implementation of learning history in high school equivalency programs. This study uses the descriptive qualitative method. Data were collected by interviews, documentation, and observation. Data analysis technique use qualitative analysis inductive models with purposive sampling technique. The results of this study are: first, planning learning history in high school equivalency program started from In-House Training for educators in high school equivalency program which practiced in the preparation of the learning device are appropriate to the curriculum; second, the implementation of learning history in high school equivalency program involves three patterns of learning consisting of 20% face-to-face interaction, 30% tutorials, and 50% independent activity; third, constraints in the implementation is the readiness of learners in receiving learning materials, learning infrastructure, and the competence of educators in conveying the teaching of history; fourth, evaluation of learning history in high school equivalency program is equal to the formal school.
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Windarsari, Ranulin, Sunardi Sunardi, and Djono Djono. "Learning History on High School Equivalency Program." Yupa: Historical Studies Journal 1, no. 2 (November 6, 2017): 145. http://dx.doi.org/10.26523/yupa.v1i2.56.

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This study is aimed to describe the implementation of learning history in high school equivalency programs. This study uses the descriptive qualitative method. Data were collected by interviews, documentation, and observation. Data analysis technique use qualitative analysis inductive models with purposive sampling technique. The results of this study are: first, planning learning history in high school equivalency program started from In-House Training for educators in high school equivalency program which practiced in the preparation of the learning device are appropriate to the curriculum; second, the implementation of learning history in high school equivalency program involves three patterns of learning consisting of 20% face-to-face interaction, 30% tutorials, and 50% independent activity; third, constraints in the implementation is the readiness of learners in receiving learning materials, learning infrastructure, and the competence of educators in conveying the teaching of history; fourth, evaluation of learning history in high school equivalency program is equal to the formal school.
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Cruse, Joyce M. "Practicing History: A High School Teacher's Reflections." Journal of American History 81, no. 3 (December 1994): 1064. http://dx.doi.org/10.2307/2081447.

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Dissertations / Theses on the topic "Fitzroy High School History"

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Leonard, John Ellyson. "History of a high school community: 1950-2000." Thesis, Boston University, 2002. https://hdl.handle.net/2144/33505.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
A high school administrator writes a history of a Boston urban high school of 1000 students. The educational history looks back through 50 years of neighborhood changes, civil rights, school desegregation, busing, bilingual and special education legislation, standards-based reform, and school restructuring. In 1950, Dilmotte High School was an acceptable secondary school; in 2000, the school was on the critical list with the Department ofEducation with low MCAS scores (the state-wide exit test) and the highest dropout rate of any large comprehensive high school in the Commonwealth. The history is reconstructed from document and record searches, alumni surveys, and interviews; the author was a participant-observer in the school for the last 5 years. The history traces six major themes: 1. School demography - changes in enrollments of various racial and ethnic groups, bilingual and special education students, and the struggle for equal education. 2. Buildings and budgets- facilities conditions, improvements, 3. Teaching and learning - including teaching, curriculum, tracking, ability grouping, mainstreaming and inclusion, vocational education, standards, dropout rates, and graduation rates 4. Leadership- changes in educational administration, leadership style, responsibilities and size of the administrative team; professional development, impact of central administration, superintendent, school committee, and state department of education. 5. Partnerships - the evolving nature of partnerships; how partnerships shaped the agenda of the school; government school relationships; parent school relationships. 6. School Culture- changes in school climate, character, ethos, and culture. Analysis is based in part on the conceptual frameworks of Michael Fullan, Karen Seashore Louis and Matthew Miles, and Frederick Hess. Conclusions address the paucity of educational history, the failure to learn from history, changes in educational administration at the secondary school level, the growing engagement of school partners, the value of teamwork and teacher leadership, policy chum, conflicting educational objectives, and the failure of professional development. Effects on school climate and culture are addressed; Dilmotte never reached a culture of achievement. The failure to define core values in education is targeted as a fundamental problem.
2031-01-01
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Fernandez, Mario. "Ideology challenged : aspects of the history of St Columba's high school (1941-1990) and their application to an oral history project in the high-school classroom." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/13504.

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Bibliography: p. 164-188.
In a number of senses, this dissertation represents something of a challenge to orthodoxy. In the first instance, it breaks with the traditional triumphalist approach to South African school-history writing by attempting to place the history of St Columba's High School within its socio-political context. It examines the nature of its unique ethos, and attempts to trace the complex interaction between this ethos and the external societal pressures it was subject to, especially those generated by the protracted South African political crisis beginning in 1976. In doing so, its historical research component relies, unlike some earlier, pioneering South African works in this field (which might be termed the social history of education) largely upon primary sources, especially oral evidence. In the second place, it investigates the challenge from below, especially on the part of students, to the "official ideology" (or ethos) of St Columba's that developed :from the watershed year of 1976, specifically in the areas of governance, discipline, student representation, politics, and the teaching of history. It finds that, though the traditional authoritarian, hierarchical ethos remained largely intact by the end of the 1980s, it had been modified by pressures on the ground, and that the challenge to achieve a more liberal, participatory dispensation at St Columba's was set to continue into the 1990s, spearheaded now by a committed cohort of teachers. Thirdly, it employs the popular-history technique of oral history both as an appropriate technique for exploring the challenge from below to the official ideology of St Columba's, and as an unorthodox pedagogical strategy in the senior-secondary classroom for deepening students' understanding of the nature of history, improving their attitude towards its study, and developing in them, at least at a rudimentary level, some of the skills of the historian. It describes the implementation of an oral history project in the senior high-school classroom, and concludes that this is a most efficacious way of achieving the desired ends and, indeed, other positive results not anticipated.
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Pratama, Stephen. "Teaching Controversial History : Indonesian High School History Teachers' Narratives about Teaching Post-Independence Indonesian Communism." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415484.

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The sociological tools of Margaret Somers are employed to dissect Indonesian high school history teachers' narratives about teaching controversial history of post-independence Indonesian communism. Twelve semi-structured interviews form a qualitative foundation to generate analysis on history teachers' stories about what enables the entanglement of alternative narratives of Indonesian communism in their teachings. This current study explores how various stories influence the teachers' standpoints on it. Moreover, the study highlights the socio-historical context of how their standpoints were formed. Empirical findings in this study suggest that the teachers draw on different narratives that navigate them to teach alternative versions, in order to counterbalance the mainstream story of Indonesian communism in school textbooks and the history curriculum. However, for some teachers, it is more challenging to teach a subject on Indonesian communism in line with their standpoints. The ease and challenges in teaching controversial history vary since each teacher is embedded in different relationships. Therefore, the social context of their teachings is also discussed.
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Tlusty, Roger Harold. "Curricular transformation as social history Eau Claire High School, 1890-1915 /." Madison, WI : University of Wisconsin-Madison, 1986. http://catalog.hathitrust.org/api/volumes/oclc/15308873.html.

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Bergh, Amy. "TO THE AGES OF AGES: RECONCEPTUALIZING HIGH SCHOOL ART HISTORY CURRICULUM." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2434.

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Through this curriculum study, I explored the application of ideas found within contemporary art education to a course of traditional secondary art history. These contemporary art education ideas included: visual culture instruction, interdisciplinary instruction, contemporary art instruction, curriculum development, the use of enduring ideas, and the inclusion of a variety of perspectives based on gender and ethnicity. Through these art education ideas, a new curriculum was formed, that pushed both the students and the teacher toward a more inclusive art history course that made real connections for students and allowed students to be active members in their own learning. Instruction shifted away from lecture and became more dialogue and discussion oriented. Unit examples are included for Romanticism, Dadaism, and American Social Realism.
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Abreo, Rosa Maria. "A history of Rio Grande City, Texas high school 1960-1969." Access restricted to users with UT Austin EID, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035927.

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Dirickson, Perry. "School Spirit or School Hate: The Confederate Battle Flag, Texas High Schools, and Memory, 1953-2002." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5467/.

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The debate over the display of the Confederate battle flag in public places throughout the South focus on the flag's display by state governments such South Carolina and Mississippi. The state of Texas is rarely placed in this debate, and neither has the debate adequately explore the role of high schools' use of Confederate symbols. Schools represent the community and serve as a symbol of its values. A school represented by Confederate symbols can communicate a message of intolerance to a rival community or opposing school during sports contests. Within the community, conflict arose when an opposition group to the symbols formed and asked for the symbols' removal in favor of symbols that were seen more acceptable by outside observers. Many times, an outside party needed to step in to resolve the conflict. In Texas, the conflict between those in favor and those oppose centered on the Confederate battle flag, and the memory each side associated with the flag. Anglos saw the flag as their school spirit. African Americans saw hatred.
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Stalnaker, Ann. "Desegregating Hickory High School, 1955--1975| Capturing the untold stories." Thesis, The University of North Carolina at Greensboro, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3568921.

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The purpose of this research is to capture for history the events and consequences of the racial desegregation of high school students within the Hickory Public Schools in Hickory, NC. The study includes a retelling of the events surrounding the desegregation of Hickory Public Schools, beginning with the Brown v. Board of Education ruling in 1955 and going through an analysis of four case studies of student conflict that disrupted daily high school life between 1966 and 1973.

The study is based on primary source documents including school board minutes, school district memos, articles in the local newspaper, and the high school student newspaper. Primary source documents were supplemented by oral history interviews with eight students who attended Hickory High School during the early years of integration.

The central finding is that desegregating Hickory Public Schools was a lengthy, complex process. At every step of the way through the desegregation of Hickory High, the school was left to handle the social changes that the community attempted to avoid. Four themes emerged in the stories of student conflict at Hickory High including loss, resistance, leadership, sports as a catalyst and arena for social change, and the power of symbols to represent a school.

Rather than viewing the student conflicts as examples of what was wrong with Hickory, they are evidence that the students were wrestling to create an inclusive school community that symbolically represented them all.

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Rains, Brandon. "The Career Intern Program: An Alternative High School in 1970's Philadelphia." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/697.

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In 1971, Leon Sullivan, founder and chairman of the Board for the Opportunities Industrialization Centers of America, created the Career Intern Program. The purpose of the Program was to identify and help dropouts and potential dropouts from high school graduate and select and start a career. In order to accomplish these ambitious goals, Program leaders introduced a variety of educational innovations designed to help interns succeed where traditional educational methods had not. During the Career Intern Program's operational life, CIP leaders turned to the federal government for funding, and the National Institute of Education became CIP's primary funder from 1972 to 1976. This collaboration caused several programmatic changes that simultaneously challenged and improved the Program and its ability to fulfill its purposes. When the NIE period ended, the Department of Labor funded the CIP until 1981, after which the Program failed to find further funding and ceased operation. This thesis looks at the civil rights, urban, and economic roots of the Career Intern Program. By looking at these origins, this thesis seeks to derive the Program's original goals, and also by extension how the Program changed during its operational life, especially during the NIE period in Philadelphia. By looking at the Program, education will be identified as a part of the urban and civil rights historiographies, a topic which has largely been underdeveloped by historians of these topics. Also, the CIP-NIE period serves to shed light on private organization-federal agency collaboration during the post-War on Poverty era. Overall, this thesis hopes to contribute to an expanding historiography and help create a more comprehensive narrative of the post-World War II urban north.
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Richardson, Tracy Bryant. "Susie G. Gibson High School: A History of the Last Segregated School in Bedford County, Virginia." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26157.

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The purpose of this study was to document the history of Susie G. Gibson High School from its opening in 1954 to its closure in 1970. The researcher documented and described the establishment, operation, and closure of the school. The study includes a description of how Bedford County transitioned from a dual system of segregated education to a single school system for students of all races and how Susie G. Gibson High School was converted for use as a vocational school as it still functions today. Historical research methods were used to collect data and describe the education of Black students who attended the Susie G. Gibson High School. The evidence for the study consists of primary and secondary sources. This evidence includes written records, archives, manuscripts, maps and documents, but also artifacts (Williams, 2007, p.11). The researcher conducted in-depth interviews with students, school employees, and community members who were involved with the school. Minutes of school board meetings and other contemporary records were utilized as well. Studies by Bonner (1939) and Harrell (1951) and histories by other authors were used as secondary sources for historical context. Susie G. Gibson High School opened in the fall of 1954. It was a much anticipated event because it was the first new high school for Blacks in Bedford County, Virginia. Susie G. Gibson High School replaced the much smaller Bedford Training School that began as an elementary school, but which provided some secondary schooling after 1930. The opening of the school was a culmination of negotiations between the Black community and the Bedford County School Board. The school was the pride of the Black community for over a decade and a half. Susie G. Gibson High School changed to a vocational school in 1970 when the U. S. Department of Health, Education, and Welfare (HEW) ordered Bedford County to fully integrate its school system.
Ed. D.
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Books on the topic "Fitzroy High School History"

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Morse, Wes. Cupertino High School: A history. Santa Clara, CA: Morse40 Pub., 2003.

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Davey, Elizabeth. Birkenhead High School: A history. [Birkenhead]: Birkenhead High School, 2002.

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Cole, Bob. Dunbar Township High School. Apollo, Pennsylvania: Closson Press, 2012.

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Sherrod, Ricky L. Texas high school football dynasties. Charleston, SC: The History Press, 2013.

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McGoun, William E. Lake Worth High School: A history. Lake Worth, FL: Lake Worth High School Alumni Foundation, 2007.

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Jarvis, Carmen E. History of the Bishops' High School. Georgetown, Guyana: C.E. Jarvis, 2002.

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(Firm), Princeton Review, ed. High school U.S. history & government review. New York: Random House, 1998.

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High school american promise compact. [Place of publication not identified]: Bedford Bks St Martin'S, 2006.

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Long Island high school sports. Charleston, SC: Arcadia Pub., 2009.

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C, Moore Robert. Brewer High School, more than a school. Donalds, S.C: Voice of Truths, LLC, 2006.

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Book chapters on the topic "Fitzroy High School History"

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Bingxin, Ji, Su Xiangrong, and Wang Conghua. "High School History." In Curriculum Innovations in Changing Societies, 217–27. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-359-1_11.

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Wiley, Amber N. "The Dunbar High School Dilemma." In Giving Preservation a History, 249–301. Second edition. | New York: Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429398896-10.

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Reese, William J. "Political Economy and the High School." In History, Education, and the Schools, 79–92. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230104822_5.

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Chaves, Edilson Aparecido, and Tânia Maria F. Braga Garcia. "History Textbook Evaluation by High-School Students." In Textbooks and Educational Media: Perspectives from Subject Education, 348–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80346-9_29.

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Rias, Hope C. "History Repeats Itself: The Perils of Normandy High School." In St. Louis School Desegregation, 139–57. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04248-6_7.

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Barnard, Christopher. "Pearl Harbor in Japanese high school history textbooks." In Re/reading the past, 247–71. Amsterdam: John Benjamins Publishing Company, 2003. http://dx.doi.org/10.1075/dapsac.8.14bar.

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Stern, Walter C. "The Hidden Politics of High School Violence." In New Perspectives on the History of the Twentieth-Century American High School, 237–75. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79922-9_10.

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Allen, G. Donald. "A Brief History of Zero." In Pedagogy and Content in Middle and High School Mathematics, 3–6. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-137-7_1.

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Froese, Matthew. "The Utilisation of Virtual Reality to Engage High School History Students." In Reflective Practice in Teaching, 143–48. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9475-1_21.

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Steele, Kyle P. "What Is the Twentieth-Century American High School? An Introduction." In New Perspectives on the History of the Twentieth-Century American High School, 1–12. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79922-9_1.

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Conference papers on the topic "Fitzroy High School History"

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KIKUCHI, KEN. "HISTORY OF HIGH ENERGY ACCELERATORS IN JAPAN." In Proceedings of the Asian Accelerator School. WORLD SCIENTIFIC, 2002. http://dx.doi.org/10.1142/9789812778413_0019.

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Belokurova, V. V. "The Development Of High School Students’ Communicative Culturein Multi-Age Education." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.85.

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MAROTTA, PAOLO. "THE HISTORY OF NON-CONVENTIONAL MEDICINES AND HIGH DILUTION RESEARCH." In Proceedings of the International School of Biophysics. WORLD SCIENTIFIC, 1998. http://dx.doi.org/10.1142/9789812816887_0042.

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Kirsanova, O. N. "Kettlebells Exercises As A Means Of Strength Development Of High School Students." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.74.

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Gao, Feng, and Qingling Qiu. "The study of Physics History Teaching in High School Physic." In 4th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemaess-17.2017.85.

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Ahyani, Nur, Soetarno Joyoatmojo, M. Ahyar, and Nunuk Suryani. "Needs Analysis in Learning History Model of Senior High School." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.70.

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Lyubov, Zaitseva, and Dambaev Dmitry. "FROM THE HISTORY OF CREATION OF THE FIRST HIGH SCHOOL OF BURYATIA ON THE MATERIALS OF THE STATE ARCHIVE OF THE REPUBLIC OF BURYATIA." In Archives in history. History in archives. Ottisk, 2018. http://dx.doi.org/10.32363/978-5-6041443-5-0-2018-95-104.

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Skrinsky, A. "Accelerators: Their role, history, status, prospects, and practical applications." In HIGH QUALITY BEAMS: Joint US-CERN-JAPAN-RUSSIA Accelerator School. AIP, 2001. http://dx.doi.org/10.1063/1.1420407.

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Bykovskaia, Galina Alekseevna. "The Efficiency Of Interactive Training On History Classes At High School." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.144.

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Yi Fen Chen and Cheng-Chih Wu. "Bring History of Computing into High School CS Curriculum: Teachers' Perspectives." In 2013 Learning and Teaching in Computing and Enginering (LaTiCE). IEEE, 2013. http://dx.doi.org/10.1109/latice.2013.16.

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