Academic literature on the topic 'High school education'
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Journal articles on the topic "High school education"
Choi, Whyun Young, Mun-Koo Kang, and Woon Gyeom Cho. "Learners’ Perceptions and Needs Analysis of Global Citizenship Education: Focused on Korea High School English Education." English Teachers Association in Korea 28, no. 3 (September 30, 2022): 1–17. http://dx.doi.org/10.35828/etak.2022.28.3.1.
Full textA. Luévanos, Elisabeth, J. Anthony Luévanos, and Jean Madsen. "Latinx High School Students' Perceptions About Their High School Experiences." NASSP Bulletin 106, no. 3 (September 2022): 181–208. http://dx.doi.org/10.1177/01926365221123924.
Full textStormoen, Sidsel, Helga Bjørnøy Urke, Hege Eikeland Tjomsland, Bente Wold, and Åge Diseth. "High school physical education." European Physical Education Review 22, no. 3 (November 4, 2015): 355–71. http://dx.doi.org/10.1177/1356336x15612023.
Full textSiedentop, Daryl. "High School Physical Education." Journal of Physical Education, Recreation & Dance 58, no. 2 (February 1987): 24–25. http://dx.doi.org/10.1080/07303084.1987.10609502.
Full textStow, S., and T. Ashwood. "High school science education." Science 246, no. 4930 (November 3, 1989): 563. http://dx.doi.org/10.1126/science.2814479.
Full textPallas, Aaron M. "School Climate in American High Schools." Teachers College Record: The Voice of Scholarship in Education 89, no. 4 (June 1988): 541–54. http://dx.doi.org/10.1177/016146818808900405.
Full textTurdimurodov, Dilmurod Yuldashevich. "Testing Volitional Qualities For Students Of High Schools Of Secondary School." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 405–13. http://dx.doi.org/10.37547/tajssei/volume03issue03-62.
Full textBuckman, David G., Nathan W. J. Hand, and Arvin Johnson. "Improving High School Graduation Through School Climate." NASSP Bulletin 105, no. 1 (February 8, 2021): 5–24. http://dx.doi.org/10.1177/0192636521993212.
Full textFinkel, Madelon Lubin, and Steven Finkel. "Sex Education in high school." Society 23, no. 1 (November 1985): 48–52. http://dx.doi.org/10.1007/bf02695869.
Full textLattimore, Amanda. "HIGH SCHOOL PERSPECTIVESComputer science pathways in high schools." ACM Inroads 8, no. 2 (May 16, 2017): 41–42. http://dx.doi.org/10.1145/3078323.
Full textDissertations / Theses on the topic "High school education"
Holland, Syreeta R. "A Qualitative Analysis of African-American High School Students' Transitioning from Middle School to High School in an Urban Private High School Setting." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751750.
Full textResearch indicated the transition from eighth grade into ninth grade can be a difficult time for students. His Grace High School (HGHS) ninth grade students illustrated this difficulty. The purpose of this study was to examine African American student and parent perceptions regarding the transition process into high school. Currently, all students and parents at HGHS participate in a two-part orientation session to prepare and acclimate to the new school community and learning environments. Orientation sessions are facilitated by predominately African American staff members; however, the premise of the session was developed and implemented by Caucasian staff and faculty. Furthermore, the manner in which the information is developed and shared with the African American students and parents does not consider or address the cultural needs of African American parents and students. Critical Race Theory, CRT, was used to measure inequality in education. According to Hiraldo (1994) scholars have used CRT as a framework to analyze and critique educational research and practices. Critical Race Theory attempts to address the cultural needs and disparities of minority students when compared to students of the dominant race.
The research questions provided additional information about the transition process and how the administration, faculty, staff, and school community can develop and implement a transition program that will assist both students and parents transitioning into HGHS. A qualitative analysis of the current transition process was conducted. Current freshmen students and parents completed surveys and participated in interviews about their experience with the transition process at HGHS.
Dunnavant, Heather Elise. "High School Graduation Coaches| Supporting At-Risk High School Students." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3720302.
Full textThis study investigated the effectiveness of a new dropout prevention program, Project WALK, which was launched at a low-income high school in Missouri during the 2012-2013 school year. After examining alarming dropout statistics, Washington High School chose 40 students to participate in a new program, Project WALK, which was designed to use graduation coaches to improve at-risk students' performance. The program's six graduation coaches formed relationships with at-risk students, monitored student progress, and consistently communicated with parents, teachers, and school administrators about the at-risk students. The researcher, an administrator at the school, gathered quantitative data to measure the effects of the intervention and qualitative data to measure the perceptions of the students who participated. The quantitative data collected for this study enabled the researcher to assess whether the graduation coach had an effect on each student's attendance, discipline, and number of credits earned during the time of the intervention compared to other years the student was in high school. The researcher considered secondary data in order to compare students' performances before and after the intervention and thus to test for a correlation between a student's being paired with a graduation coach and student outcomes such as attendance, discipline, and number of credits earned.
In addition to quantitative methods, the use of qualitative methods enabled the researcher to describe and analyze student perceptions of their experiences. Little is known about the perceived experiences of individual students who are considered to be at risk of dropping out of high school. Because qualitative data on this subject have been lacking, the qualitative component of the present study could lend greater insight into the effectiveness of interventions in students' lives. This study looked at 30 males, 10 females, 20 general education students, and 20 special education students. The results of this study indicated that the graduation coaches were beneficial in preventing dropouts, which suggests that the strategy of using graduation coaches is a promising one for serving at-risk students. These findings inform the work of educational specialists, practitioners, and school systems personnel who design interventions to help reduce the dropout rates in schools.
Bewley, Samantha. "High School Computer Science Education." Thesis, Villanova University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426311.
Full textOne of the challenges in the field of computer science is teaching the subject at the high school level. Thirteen computer science teachers, one technology teacher and one department chair for technology were interviewed to determine how they thought computer science education could be improved at the high school level. The qualitative research addressed curriculum, professional development, educational computer science standards and frameworks, technology, and pedagogy. Institutional Review Board approval was obtained for the research. Nvivo was used to analyze the interviews. When the results were compiled, many teachers were concerned that there were low numbers of students interested in computer science. Having low numbers or students enrolled in computer science classes contribute to low numbers of computer science teachers. Different way to address these problems are proposed.
Thomas, Michael E. "Modeling Instruction in High School Science| The Role of School Leadership." Thesis, Chicago State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10684823.
Full textScience education has undergone multiple reforms over the years, yet each reform continues to produce little change in student success. The latest reform of the standards—Next Generation Science Standards (NGSS)—look to change that trend by focusing on what students can do, rather than just what they know. Modeling Instruction (MI) is one research-based pedagogy that is in alignment with the NGSS concepts of student-led classroom instruction. This proven strategy has been used across the U.S., but often in isolation, rather than as the routine classroom instruction throughout a school’s science department.
Changes in new teaching methods, such as those needed to implement MI or NGSS, are not easy for schools to make. They require entire organizations to shift their beliefs in how education appears, with students actively working and presenting content, while the teacher walks to the students, facilitating and asking questions. Leadership within the school can help this transition take place, by providing structures and processes that support others attempting to make changes in their practice. Effective leaders not only provide a plan, but they also create a supportive climate in which goals can be achieved.
This qualitative case study looked at the leadership of schools that have implemented MI across the science curriculum, which includes Biology, Chemistry, and Physics. Characteristics of the leaders, such as leadership style and structures, provided information on how to make a successful change in instruction. Data was collected via interviews with school leaders and school faculty, and observations taken at the school. This data was then coded to identify common themes and trends.
Results of this research showed that leadership played an important role in the implementation of MI in secondary science classrooms. Key attributes were provided by school leadership to help with the implementation. Professional development provided the staff with the tools needed to learn the techniques of the new methods. Time for collaboration was also given, which allowed the staff to help each other with any problems that had arisen along the way. Finally, support was given by the leadership when teaching staff had problems with their implementation. These characteristics allowed for the change from traditional instruction to MI at two high schools, while minimizing problems and creating an atmosphere, which inspired creativity.
Facundo, Valter. "The next American high school initiative." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1588.
Full textFicke, David Russell. "Environmental education and high school backpacking." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2657.
Full textDavis, Felicia. "School-based Health Centers in High Poverty Schools." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7493.
Full textLeary, Riley. "Understanding the Hybrid High School Student Experience." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10792647.
Full textHybrid High School education is a disruptive innovation that has begun to replace traditional brick and mortar schools for many students world-wide. In addition to a traditional school model are the traditional metrics by which schools are compared. These metrics have been achievement data, success rates, and funding analyses. These metrics do not account for the lived experience of the high school students, in the same way that the traditional model of education does not account for the changing methods available for learning. This study is a phenomenological analysis of the lived experience of high school students who have attended hybrid educational programs. These programs utilize the digital advances available for learning by offering at least half of their curriculum online, while maintaining face to face instruction during the rest of curricular time. The premise of this study is that high school provides an ethos, or manifested culture, for each student served. The questions used in nine interviews to understand this ethos were created using research in the area of adolescent life satisfaction. The research resulted in focus areas to be discussed: autonomy, engagement, social capital, and community connectedness. Participants in this study age 18–20 recently graduated from four years attending a hybrid program. The participants were introspective and detailed in their explanations of life experiences during their time in hybrid programs, and how their ethos was shaped by experiences in each of the areas of life satisfaction listed above. The interview analyses led to four conclusions regarding hybrid high school student life. First, the hybrid program graduates interviewed have a rich sense of community. These communities vary and most are members of multiple communities. All feel a sense of belonging and are connected to groups beyond family. Second, the hybrid program graduates are highly self-reliant. Participants pointed out that they have relationships with people who are supportive, but that they are independently responsible for overcoming life’s obstacles. Third, these conclusions are intended to influence design of future innovational programs. Finally, the hybrid high school did serve as a disruptive innovation which had clear benefits for the adolescents participating. This study, in combination with additional studies focusing on specific program elements, could result in quality innovative programs that meet the needs of a changing adolescent population.
Roche, Robert J. "Exploring Flow Amongst Experienced Middle School and High School Band Directors." Thesis, Teachers College, Columbia University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10827003.
Full textThe purpose of this study is to explore and identify flow characteristics in experienced middle school and high school band directors in the context of their teaching. The research was conducted using a qualitative multi-case study through the use of non-participant observations, field notes, and interviews with observational video with stimulated recall to identify the characteristics of flow in a total of five experienced middle school or high school band directors. It was apparent from the findings that every experienced middle school and high school band director experienced flow characteristics at different times while instructing their bands; conditions that facilitated and inhibited characteristics of flow as well as qualities that sustained characteristics of flow also were observed. This research may contribute to improved professional development and preparation of band directors; it may help them to recognize and achieve flow and develop good teaching practices, thereby enabling their students to reach their learning potential.
Blohm, Katherine Elizabeth. "Online High School Achievement versus Traditional High School Achievement." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4041.
Full textBooks on the topic "High school education"
University of the State of New York. Division of Occupational Education Programs. Technology education.: High school elective. Albany, NY: University of the State of New York, State Education Dept., Division of Occupational Programs, 1988.
Find full textEducation, edukation, edukashun: An entertainment. London: Olympia, 2009.
Find full textEducation, Alberta Alberta. Alberta high school graduation requirements. Edmonton, Alta: Alberta Education, Curriculum Branch, 1993.
Find full textHorace's school: Redesigning the American high school. Boston: Houghton Mifflin Co., 1992.
Find full textColin, Richards, Simco Neil, and Twiselton Sam, eds. Primary teacher education: High status? high standards? London: Bristol, PA, 1998.
Find full textManitoba. High School Review Panel. High school education: The challenges & changes. [Winnipeg]: Manitoba Dept. of Education, 1988.
Find full text1945-, Stern David, ed. School-based enterprise: Productive learning in American high schools. San Francisco, Calif: Jossey-Bass Publishers, 1994.
Find full textEducation, Alberta Alberta. Guide to education: Senior high handbook. [Edmonton]: Alberta Education, 1990.
Find full textHorace's school: Redesigning the American high school. Boston: Houghton Miflin Co., 1993.
Find full textEducation, Alberta Alberta. Guide to education: Senior high school handbook. Edmonton: Alberta Education, 1991.
Find full textBook chapters on the topic "High school education"
Murray, W. Bosseau, and Arthur J. L. Schneider. "Teaching High School Students." In Simulators in Anesthesiology Education, 9–14. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4899-0109-5_2.
Full textEgnatz, Linda. "The High School Challenge." In Foreign Language Education in America, 66–84. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137528506_4.
Full textLiu, Joey Yung-Jun, Charlotte Achieng-Evensen, Sarah Gapinski, and Marni E. Fisher. "High School Stories." In Lessons from the Transition to Pandemic Education in the US, 42–54. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003183785-6.
Full textFaerm, Steven. "Students' Transition from High School to Design School." In Introduction to Design Education, 140–51. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003049166-15.
Full textKim, Young Chun. "High School Years." In Shadow Education and the Curriculum and Culture of Schooling in South Korea, 125–52. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-51324-3_6.
Full textSchildkamp, Kim, Adam Handelzalts, Cindy L. Poortman, Hanadie Leusink, Marije Meerdink, Maaike Smit, Johanna Ebbeler, and Mireille D. Hubers. "Case: High School Graduation Rates." In Springer Texts in Education, 47–56. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58853-7_9.
Full textMcKenna, Kevin. "High School Economics in Australia." In An International Perspective on Economic Education, 219–32. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-1382-3_13.
Full textKomm, Dennis. "Teaching Recursion in High School." In Informatics in Schools. Rethinking Computing Education, 69–80. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-90228-5_6.
Full textCumming-Potvin, Wendy M. "The high school prom." In LGBTQI+ Allies in Education, Advocacy, Activism, and Participatory Collaborative Research, 159–79. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429455025-8.
Full textPires, Célia Maria Carolino, Elenilton Vieira Godoy, Marcio Antonio da Silva, and Vinício de Macedo Santos. "Brazilian Mathematics Education in High School." In Mathematics Education in Brazil, 59–83. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93455-6_4.
Full textConference papers on the topic "High school education"
Tiara, Inoki Ulma. "Uniforms in Education System the Primary School, Junior High School, and Senior High School in Indonesia." In 2nd Asian Education Symposium. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007302702800283.
Full textAlonso-Monasterio, Pau, and Laura Uixera Cotano. "Community School Museums as a tool for education." In HERITAGE2022 International Conference on Vernacular Heritage: Culture, People and Sustainability. Valencia: Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/heritage2022.2022.15054.
Full textMahmuddin, Siti Halimah, Nurma Yunita, Norhayatun, Apuanor, Sudarmono, and Gita Anggraini. "Character Education in Junior High School." In The 5th Progressive and Fun Education International Conference (PFEIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201015.015.
Full textG. Morgan Powell, Rhonda R. Janke, and Rebecca Moscou. "High School Water Quality Monitoring Education." In 2006 Portland, Oregon, July 9-12, 2006. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2006. http://dx.doi.org/10.13031/2013.21563.
Full textRakhmayanti, Dyah, Soedjarwo, and Karwanto. "School Library Management in Private Junior High Schools." In Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icei-19.2019.10.
Full textDark, Melissa, Shannon Beck, Jenny Daugherty, Mark Loepker, and Rachel Dark. "High School Cybersecurity." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3439549.
Full textPerry, Kathryn, Cedric Sirianni, Owen Bechtel, Kalpathi Subramanian, and Erik Saule. "High School BRIDGES." In SIGCSE 2022: The 53rd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3478432.3499261.
Full textSönmez, Murat. "Shall We Continue Keeping High School Courses in Mechanical Engineering Curriculum?" In ASME 2014 12th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/esda2014-20103.
Full textSayas-Barberá, Estrella, Esther Sendra, Rosa Martínez, Miguel Angel Mas, Maria Del Carmen Perea, and Casilda Navarro. "FOOD SCIENCE FOR HIGH SCHOOL STUDENTS: A UNIVERSITY-HIGH SCHOOL COLLABORATIVE PROJECT." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1080.
Full textBartlett, Sophie. "Hubble Plots in High School." In Robotic Telescopes, Student Research and Education. Our Solar Siblings, 2018. http://dx.doi.org/10.32374/rtsre.2017.024.
Full textReports on the topic "High school education"
Bender, Louis W., and Beatrice J. Farr. Job Skills Education Program: Plan for High School Diploma. Fort Belvoir, VA: Defense Technical Information Center, March 1985. http://dx.doi.org/10.21236/ada162670.
Full textSaad, Marissa E., Caitlin Nolby, Peter Henson, Fnu Anamika, and Denise Buckner. Eclipse Ballooning STEM Outreach for Elementary, Middle, and High School Education. Ames (Iowa): Iowa State University. Library. Digital Press, January 2017. http://dx.doi.org/10.31274/ahac.9760.
Full textAltonji, Joseph. The Effects of High School Curriculum on Education and Labor Market Outcomes. Cambridge, MA: National Bureau of Economic Research, August 1992. http://dx.doi.org/10.3386/w4142.
Full textCrumbly, I. J., and J. Hodges. Multicultural and multilingual approach: Mathematics, science, and engineering education for junior high school minority students and high school administrators. Final report. Office of Scientific and Technical Information (OSTI), September 1994. http://dx.doi.org/10.2172/10183043.
Full textFrisancho, Verónica. The Impact of School-Based Financial Education on High School Students and their Teachers: Experimental Evidence from Peru. Inter-American Development Bank, March 2018. http://dx.doi.org/10.18235/0001056.
Full textBernheim, B. Douglas, Daniel Garrett, and Dean Maki. Education and Saving: The Long-Term Effects of High School Financial Curriculum Mandates. Cambridge, MA: National Bureau of Economic Research, July 1997. http://dx.doi.org/10.3386/w6085.
Full textOreopoulos, Philip, Robert Brown, and Adam Lavecchia. Pathways to Education: An Integrated Approach to Helping At-Risk High School Students. Cambridge, MA: National Bureau of Economic Research, August 2014. http://dx.doi.org/10.3386/w20430.
Full textHernández-López, Luis Pablo, Miriam Romero-López, and Guillermo García-Quirante. Humor and social competence in High School and University education: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2021. http://dx.doi.org/10.37766/inplasy2021.11.0033.
Full textShattuck, Paul T., Jessica E. Rast, Anne M. Roux, Kristy A. Anderson, Teal Benevides, Tamara Garfield, Elizabeth McGhee Hassrick, and Alice Kuo. High School Students on The Autism Spectrum. A.J. Drexel Autism Institute, March 2019. http://dx.doi.org/10.17918/nairhighschool2019.
Full textBerlinski, Samuel, Matías Busso, Taryn Dinkelman, and Claudia Martínez A. Reducing Parent-School Information Gaps and Improving Education Outcomes: Evidence from High-Frequency Text Messages. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003257.
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