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Journal articles on the topic 'Fitzroy High School History'

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Klein, Thomas. ""Facing History" at South Boston High School." English Journal 82, no. 2 (February 1993): 14. http://dx.doi.org/10.2307/819697.

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12

Sumaludin, M. Maman. "NATIONAL IDENTITY IN HIGH SCHOOL HISTORY BOOK." JURNAL PENDIDIKAN ILMU SOSIAL 26, no. 2 (December 30, 2017): 139. http://dx.doi.org/10.17509/jpis.v26i2.8887.

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This study aims to analyze national identity in history textbook at the level of senior high school. History textbooks contain material that influenced by ideology which closely related to national identity. The ideology is shown as a manifestation of the nation through history textbooks. The method used to find out the discourse of national identity in textbooks using Fairclough critical discourse analysis to analyze the contents and discourses of national identity in history textbooks. The results showed that the influence of the government is very strong on sample of history textbook. The influence is seen from the planting of the state ideology as a form of government obligation in an effort to shape the character and personality of the nation. In addition, it is done to strengthen national identity through education.

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13

Taylor, Julie A. "Teaching History at America's #1 High School." History Teacher 37, no. 4 (August 2004): 517. http://dx.doi.org/10.2307/1555557.

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14

Keller, C. W. "Candid comments from high school history students." OAH Magazine of History 1, no. 1 (May 1, 1985): 6. http://dx.doi.org/10.1093/maghis/1.1.6.

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15

이해영. "The History Class at School Focused on by High School Students’Perspectives." Studies on History Education ll, no. 14 (November 2011): 107–51. http://dx.doi.org/10.16976/kahe.2011..14.107.

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16

Rosenbloom, Nancy J., and William J. Reese. "The Origins of the American High School." Journal of Southern History 63, no. 1 (February 1997): 162. http://dx.doi.org/10.2307/2211965.

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17

Filipović, Sergej. "The 1912 Royal high School Pupils’ Strike." Journal of Contemporary History 49, no. 2 (October 2, 2017): 243–55. http://dx.doi.org/10.22586/csp.v49i2.37.

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18

Nguyen Thi The, Binh, and Phuong Truong Trung. "Integrated method for teaching History in high school." Journal of Science Educational Science 64, no. 2A (2019): 233–39. http://dx.doi.org/10.18173/2354-1075.2019-0041.

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19

Park, Joong-hyun. "2015 Revised Curriculum and High School ‘World History’." Society of History Education 60 (August 30, 2016): 43–70. http://dx.doi.org/10.17999/sohe.2016.60.02.

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20

TOMINAGA, Chizuko. "Towards Genderization of High School Textbook "World History"." TRENDS IN THE SCIENCES 15, no. 5 (2010): 58–61. http://dx.doi.org/10.5363/tits.15.5_58.

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21

MITANI, Hiroshi. "Reflections on History Education in Japanese High School." TRENDS IN THE SCIENCES 16, no. 9 (2011): 60–63. http://dx.doi.org/10.5363/tits.16.9_60.

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22

Klopfer, Gretchen. "A Multicultural Approach to High School History Teaching." Social Studies 78, no. 6 (November 1987): 273–77. http://dx.doi.org/10.1080/00220973.1944.11019874.

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23

Little, C. J. "Larry Devine: West Philadelphia High School." OAH Magazine of History 4, no. 3 (June 1, 1989): 36–37. http://dx.doi.org/10.1093/maghis/4.3.36.

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24

Brody, B., and A. J. Singer. "Franklin K. Lane High School Oral History Project and History Magazine." OAH Magazine of History 4, no. 4 (March 1, 1990): 7–45. http://dx.doi.org/10.1093/maghis/4.4.7.

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25

Katz, Michael B., and William J. Reese. "The Origins of the American High School." History of Education Quarterly 36, no. 4 (1996): 518. http://dx.doi.org/10.2307/369794.

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26

Zilversmit, Arthur, and William J. Reese. "The Origins of the American High School." Journal of Interdisciplinary History 27, no. 3 (1997): 549. http://dx.doi.org/10.2307/205951.

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27

Tamura, Eileen H., and William J. Reese. "The Origins of the American High School." Journal of American History 84, no. 3 (December 1997): 1083. http://dx.doi.org/10.2307/2953161.

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28

Modell, John, and J. Trent Alexander. "High School in Transition: Community, School, and Peer Group in Abilene, Kansas, 1939." History of Education Quarterly 37, no. 1 (1997): 1. http://dx.doi.org/10.2307/369902.

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29

Jable, J. T. "High School Athletics: Evolution and Cultural Implications." OAH Magazine of History 7, no. 1 (June 1, 1992): 50–52. http://dx.doi.org/10.1093/maghis/7.1.50.

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30

Gelman, D., and F. Sagan. "Starting a high school American Studies Program." OAH Magazine of History 1, no. 3-4 (December 1, 1985): 26–29. http://dx.doi.org/10.1093/maghis/1.3-4.26.

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31

Cutler, William W., and David F. Labaree. "The Making of an American High School: The Credentials Market and the Central High School of Philadelphia, 1838-1939." History of Education Quarterly 29, no. 2 (1989): 327. http://dx.doi.org/10.2307/368326.

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32

Ganino, Giovanni. "Digital Narration and Didactics of History in High School." International Journal of Digital Literacy and Digital Competence 6, no. 1 (January 2015): 33–48. http://dx.doi.org/10.4018/ijdldc.2015010103.

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The main focus of this work is on didactic planning (in high schools) with a special emphasis on the following topics: the use of problem-solving and social media in a course centered on scientific knowledge, participatory and collaborative activities, on and off line, the paradigms of collective intelligence (), and connective intelligence (, ) and technical skills. The work methodology includes the creation of an integrated educational environment functional to the promotion of process-based learning for the presence of learning practices in the formal didactic setting taken from non-formal or informal contexts, as suggested by Luciano . The leading hypothesis of the work is concerned with the participatory practices (production-sharing-socialization) which are used in a structured learning context and on their effects: a) to increase the degree of interest and involvement of the students and, b) to have a positive effect on subject knowledge (learning history), and cross-curricular knowledge (responsible use of technologies).

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33

TOGAWA, Tomoru. "Comments from a Japanese History Teacher in High School." TRENDS IN THE SCIENCES 16, no. 9 (2011): 40–42. http://dx.doi.org/10.5363/tits.16.9_40.

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34

Kakos, Brandon S., Emily E. Dixon, and Richard A. Okragly. "High School Soccer Athlete with an Ominous Family History." Medicine & Science in Sports & Exercise 46 (May 2014): 891. http://dx.doi.org/10.1249/01.mss.0000496176.06380.35.

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35

Hutter, Mark. "Utilizing Immigrant Family History in the High School Curriculum." Social Studies 78, no. 5 (October 1987): 221–24. http://dx.doi.org/10.1080/00220973.1944.11019861.

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36

Garoian, Charles R. "Teaching Critical Thinking through Art History in High School." Design For Arts in Education 90, no. 1 (October 1988): 34–39. http://dx.doi.org/10.1080/07320973.1988.9935541.

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37

An, Sohyun. "Korean American High School Students’ Perspectives on U.S. History." Social Studies 103, no. 1 (January 2012): 12–19. http://dx.doi.org/10.1080/00377996.2011.581711.

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38

Franklin, V. P., and David F. Labaree. "The Making of an American High School: The Credentials Market and the Central High School of Philadelphia, 1838-1939." Journal of American History 76, no. 1 (June 1989): 258. http://dx.doi.org/10.2307/1908409.

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39

Tetreault, Mary Kay Thompson. "Integrating Women's History: The Case of United States History High School Textbooks." History Teacher 19, no. 2 (February 1986): 211. http://dx.doi.org/10.2307/493800.

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40

Mattingly, Paul H., and William J. Reese. "The Origins of the American High School." American Historical Review 102, no. 1 (February 1997): 164. http://dx.doi.org/10.2307/2171371.

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41

Dorn, Sherman. "High-Stakes Testing and the History of Graduation." education policy analysis archives 11 (January 3, 2003): 1. http://dx.doi.org/10.14507/epaa.v11n1.2003.

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An historical perspective on high-stakes testing suggests that tests required for high school graduation will have mixed results for the putative value of high school diplomas: (1) graduation requirements are likely to have indirect as well as direct effects on the likelihood of graduating; (2) the proliferation of different exit documents may dilute efforts to improve the education of all students; and (3) graduation requirements remain unlikely to disentangle the general cultural confusion in the U.S. about the purpose of secondary education and a high school diploma, especially confusion about whether the educational, exchange, or other value of a diploma is most important.

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42

Kliebard, Herbert M., Theodore R. Sizer, Arthur G. Powell, Eleanor Farrar, David K. Cohen, and Robert L. Hampel. "Compromise and Diversity in the American High School." History of Education Quarterly 27, no. 1 (1987): 89. http://dx.doi.org/10.2307/368582.

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43

Laughlin, Margaret A., and Daniel L. Duke. "The School That Refused to Die: Continuity and Change at Thomas Jefferson High School." History of Education Quarterly 37, no. 3 (1997): 347. http://dx.doi.org/10.2307/369471.

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44

DeCesare, Michael. "95 Years of Teaching High School Sociology." Teaching Sociology 33, no. 3 (July 2005): 236–51. http://dx.doi.org/10.1177/0092055x0503300301.

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A neglected part of the history of teaching sociology is the history of teaching high school sociology. The American Sociological Association's centennial in 2005 affords sociologists an opportunity to reflect on the teaching of sociology–anywhere and everywhere that it happens. In the spirit of contributing to the history of teaching sociology in the United States, this paper outlines the roughly 95-year history of the teaching of high school sociology. I rely upon published course descriptions written by high school sociology teachers and empirical studies conducted by academic sociologists. They demonstrate that past high school sociology courses have focused primarily on examining social problems and current events, and on promoting citizenship education. This remains the case today. I offer several reasons why the courses have looked as they have over the past 95 years, and conclude with four predictions about the future of teaching high school sociology.

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45

Cohen, Ronald D., and David F. Labaree. "The Making of an American High School: The Credentials Market and the Central High School of Philadephia, 1838-1939." American Historical Review 94, no. 5 (December 1989): 1477. http://dx.doi.org/10.2307/1906533.

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46

Staff, J., and D. A. Kreager. "Too Cool for School? Violence, Peer Status and High School Dropout." Social Forces 87, no. 1 (September 1, 2008): 445–71. http://dx.doi.org/10.1353/sof.0.0068.

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47

Hill, I. T. "Community Stories: A Curriculum for High School Students." OAH Magazine of History 18, no. 2 (January 1, 2004): 43–45. http://dx.doi.org/10.1093/maghis/18.2.43.

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48

Thị Bích, Nguyễn. "Technical evaluation in the teaching of history in high school." Journal of Science, Educational Science 61, no. 6 (2016): 111–18. http://dx.doi.org/10.18173/2354-1075.2016-0055.

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49

Jung Heey Eon and Hyun-Sook Park. "High School History Teachers’ Perceptions of the ‘Intensive Course Program’." Studies on History Education ll, no. 19 (May 2014): 113–52. http://dx.doi.org/10.16976/kahe.2014..19.113.

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50

Herring, Laura Cutchin, and Lorraine Clevenger-Schmertzing. "Online High School World History: Does Interaction Make a Difference?" Social Studies Research and Practice 2, no. 3 (November 1, 2007): 419–37. http://dx.doi.org/10.1108/ssrp-03-2007-b0008.

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This study investigated the online interaction between students and teachers as well as student interaction preferences, student perceptions of learning and of online classes, and student performance. High school students, in an online world history course, participated in multiple activities that offered opportunities to interact with their teacher and classmates. Data was collected throughout the action research using student surveys, participant interviews, teacher records of daily interaction, pretests and posttests, and assignment grades. Students indicated that interaction with the teacher was very important, while interaction with their peers was less vital to learning. Interaction appeared to have little effect on student performance. Although this study took place over a three-week period rather than over an entire semester (e.g., Pelowski, Frissell, Cabral, & Yu, 2005; Picciano, 2002), results indicate that high school students may view online interaction differently than their counterparts in higher education (Northrup, 2002; Swan, 2002).

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