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Journal articles on the topic 'High school education'

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Published: 4 June 2021

Last updated: 20 February 2023

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1

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.

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This study aims to identify the learners’ perceptions and needs analysis for Global Citizenship Education (GCED) in high school English education. To achieve the purpose of the study, an online survey was conducted on 369 students attending 10 general high schools across the country. First, most respondents shared the value and necessity of GCED as an education, but practical education related to GCED was rarely dealt with in the school fields. Also, it was very limited in the case of the school level or the subject where GCED was practiced, and in particular, the response to the high school English education could not be confirmed. Second, most students expected their needs to be reflected in the composition of the high school English curriculum and the production of English textbooks. In addition, there was a clear desire from students to reflect GCED-related contents and materials in the composition of the high school English curriculum and English textbook production. These results will not only help teachers and educators to understand how much high school learners are aware of GCED in English education and what they require but also suggest the direction of the high school English curriculum operation.

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A. 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.

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Does student voice matter? This study examined how Latinx students used their voice to share their experiences about how they were perceived and treated at their schools. Data collection included focus groups with Latinx students. Students’ responses indicated they did not feel safe nor did their school create a caring environment. Students’ also noted their concerns about not getting access to school counselors or post-secondary schooling. Findings indicated that listening to students is an important factor in keeping schools accountable for how they serve underrepresented students.

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3

Stormoen, 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.

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4

Siedentop, 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.

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5

Stow, S., and T. Ashwood. "High school science education." Science 246, no. 4930 (November 3, 1989): 563. http://dx.doi.org/10.1126/science.2814479.

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6

Pallas, 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.

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7

Turdimurodov, 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.

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The article discusses the features of the manifestation of volitional qualities in high school students when performing tasks in the form of test exercises of a different nature. Based on the analysis of scientific and research work on the formation and development of volitional qualities, studies of the mid-education school, studies have been conducted by studies to identify the level of evidence in the performance of test exercises in the lessons of physical education. As test exercises, the researcher took and carried out: holding a dumbbell in front of him (for a while) with an outstretched arm (static mode of operation), work with a dumbbell for biceps with a strong arm for the number of times (dynamic mode of operation), breath holding test (for time). Tables of measurements of volitional component indices were compiled for students with different levels of motor activity (LMA) when performing tasks of a different nature. Indicators of the level of manifestation of volitional qualities of senior pupils in the experiment were assessed by the method of E.P. Shcherbakov.

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8

Buckman, 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.

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The purpose of this study was to contribute to the body of literature regarding decisions school leaders make when developing strategic plans to improve student outcomes. This study investigated whether there is a significant relationship between school climate and graduation rates for public high schools in the state of Georgia when controlling for potential covariates. Using an ordinary least squares multiple regression procedure, this study found a positive school climate increased high school graduation rates ( b = .164, p ≤ .01).

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9

Finkel, 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.

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10

Lattimore, 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.

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11

Haller, Emil J., David H. Monk, Alyce Spotted Bear, Julie Griffith, and Pamela Moss. "School Size and Program Comprehensiveness: Evidence From High School and Beyond." Educational Evaluation and Policy Analysis 12, no. 2 (June 1990): 109–20. http://dx.doi.org/10.3102/01623737012002109.

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The demand for school improvement has increased concern over the ability of small high schools to offer comprehensive programs and has raised anew the pressure for consolidation. However, although large schools clearly offer more courses than do small ones, it is less clear that they offer more comprehensive programs. In this study we use the High School and Beyond data to address three questions, (a) Are the math, science, and foreign language programs of large schools more comprehensive than those of small ones? (b) For any given school size, are these programs equally comprehensive? (c) Is there some point on the school size continuum beyond which comprehensiveness shows little change? We find that although large schools offer more comprehensive programs than do small ones, there is substantial variation in comprehensiveness among the three programs at any given school size, and there is no common point where the programs of smaller schools approximate the comprehensiveness of larger ones.

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12

ÇITAK, Şenel, and Hikmet YAZICI. "Risky Behaviours of High School Students and School Counsellors’ Interventions." Participatory Educational Research 9, no. 6 (November 1, 2022): 453–73. http://dx.doi.org/10.17275/per.22.148.9.6.

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Risky behaviors (substance abuse, obesity, suicide, bullying, and others), many of which are indeed preventable, are common among high school students. The most important task in detecting, preventing, and intervening in risky behaviors in schools falls to the school guidance service and school psychological counselor. The main objective of this study is to determine the types and prevalence of risky behaviors observed among high school students and to analyze the practices performed by the school guidance service for such behaviors. This study was organized in accordance with the mixed research design for which qualitative and quantitative approaches were used together. In this context, quantitative (N1=566) and qualitative (N2=21) data collection processes were carried out with psychological counselors working in different types of high schools in 12 provinces. While statistical procedures were included for the quantitative data of the research, content analysis techniques were used for the qualitative data. The results showed smoking, peer bullying, cyberbullying, school dropout, obesity, delinquency, abuse, suicidal tendency and attempt, alcohol use, bonsai use, and other substance use as risky behaviors in high schools. The levels and frequency of these behaviors vary across school types. The preventive activities in the schools were generally based on informative seminars, and practical studies were limited. The research results also indicated that studies of risky behaviors were not sufficiently included in Ministry or school guidance framework programs. Furthermore, it was found that parents, teachers, and administrators gave limited support to the studies carried out within the scope of education and intervention for risky behaviors in schools. These results demonstrate that school psychological counselors encountered several personal, institutional, or legal obstacles in their studies on risky behaviors.

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Kitamura, Kazuyuki, and Thomas P. Rohlen. "Japan's High School." European Journal of Education 20, no. 4 (1985): 416. http://dx.doi.org/10.2307/1503346.

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14

Lieberman, Janet E. "Combining high school and college: Laguardia's middle college high school." New Directions for Teaching and Learning 1985, no. 24 (December 1985): 47–57. http://dx.doi.org/10.1002/tl.37219852407.

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15

Edwards, Clarence M. "Virginia's 4 x 4 High Schools: High School, College, and More." NASSP Bulletin 79, no. 571 (May 1995): 23–41. http://dx.doi.org/10.1177/019263659507957105.

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16

Ellison, Douglas W., and Amelia Mays Woods. "Physical education teacher resilience in high-poverty school environments." European Physical Education Review 25, no. 4 (October 3, 2018): 1110–27. http://dx.doi.org/10.1177/1356336x18800091.

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The purpose of this study was to investigate how the organizational context within high-poverty schools influences physical education (PE) teacher resilience. This study used an exploratory multiple case study design grounded in resilience theory. School administrators can create environments that either support or inhibit teachers’ attitudes about their jobs by the organizational structures and cultures they create in schools and through the relationships they foster. Because teacher attrition has a negative influence on the educational system, especially in high-poverty schools, providing resources to build resilience in teachers is critical to their professional success and development. Although literature exists related to PE teacher attrition, little work has focused on the reasons that they may remain in their role as a PE teacher. Understanding the facilitators and barriers to PE teacher resilience may aid in alleviating PE teacher attrition in high-poverty schools. The teacher participants ( n = 10) and school administrators ( n = 4) were chosen from six schools (five elementary schools and two middle schools) from two (one urban, one rural) high-poverty school districts (identified by having at least 90% of students eligible for free and reduced price lunch) in the Midwestern US. Two main themes surfaced regarding teachers’ resilience capacity: (a) school culture – the inconsistency in perceived leadership and support; and (b) elevated teacher turnover.

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17

Seung-Duk, Ko, Kim Eun-Joo, Suh Hye-Kyung, and Sohn Aeree. "Viewpoints of Korean Senior High School Students on School-Based Sex Education." Asia Pacific Journal of Public Health 13, no. 1_suppl (January 2001): S31—S35. http://dx.doi.org/10.1177/101053950101300s01.

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The percentage of sexually experienced young persons in South Korea has increased and the age of first intercourse has lowered significantly. However, these marked changes in the sexual behavior of young people have been taking place when schools in the country still generally lack a realistic sex education program. Given this situation, the aim of this study is to gather student opinions on current school-based sex education in Korea. A self-administered questionnaire survey was conducted in Seoul, Incheon, and Kyunggi Province to assess the status and needs of high school sexuality education. Survey data was obtained from 1,160 senior high school students. In this study 68.8% of boys and 94.4% of girls had some school-based sex or sexuality education. The mean hours of sex education instruction of boys and girls were 2.29 and 3.39 hours respectively. There are several reasons for not being satisfied with sex education in schools. Lack of information was the first reason in all categories. About seventy-four percent of respondents felt that the sex education taught in schools did not cover the information that they want. The second reason was that there was no trained sex education teacher. Lack of materials, interactive teaching method, and time were the other reasons given. They advocated starting sex education in elementary school and covering all topics by the age-appropriate level. More than half supported that sex education should be made compulsory in schools.

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18

Cheng, Meng-Fei, Jang-Long Lin, Shih-Yin Lin, and Chi-Ho Cheng. "SCAFFOLDING MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS’ MODELING PROCESSES." Journal of Baltic Science Education 16, no. 2 (April 25, 2017): 207–17. http://dx.doi.org/10.33225/jbse/17.16.207.

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This research explores how scaffolding students’ reflections on scientific modeling criteria influence the students’ views on scientific models, development of explanatory models, and understanding of scientific models. This research recruited treatment groups and comparison groups in middle schools and high schools. The treatment groups adopted a modeling curriculum that was intended to help students engage in scientific modeling by developing scientific models of magnetism while considering scientific modeling criteria. The comparison groups used the traditional curriculum, which offers students scientific models of magnetism. The results show that the modeling curriculum enhanced the students’ views on scientific models and the students’ ability to develop explanatory models of magnetism and modeling criteria. Thus, the findings indicate that the modeling curriculum might serve as a promising tool to facilitate teaching scientific modeling to middle school and high school students, and that the curriculum should be promoted as early as middle school. Keywords: scientific modeling, modeling curriculum, nature of models and modeling, model development, model evaluation, magnetism concepts.

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19

Lee, Valerie E., and Julia B. Smith. "High School Size: Which Works Best and for Whom?" Educational Evaluation and Policy Analysis 19, no. 3 (September 1997): 205–27. http://dx.doi.org/10.3102/01623737019003205.

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The study described in this article investigates the relationship between high school size and student learning. We used three waves of data from NELS:88 and hierarchical linear modeling (HLM) methods to examine how students’ achievement growth in two subjects (reading and mathematics) over the high school years is influenced by the size of the high school they attend. Three research questions guided the study: (a) Which size high school is most effective for students’ learning?, (b) In which size high school is learning most equitably distributed?, and (c) Are size effects consistent across high schools defined by their social compositions? Results suggest that the ideal high school, defined in terms of effectiveness (i.e., learning), enrolls between 600 and 900 students. In schools smaller than this, students learn less; those in large high schools (especially over 2,100) learn considerably less. Learning is more equitable in very small schools, with equity defined by the relationship between learning and student socioeconomic status (SES). An important finding from the study is that the influence of school size on learning is different in schools that enroll students of varying SES and in schools with differing proportions of minorities. Enrollment size has a stronger effect on learning in schools with lower-SES students and also in schools with high concentrations of minority students. Implications for educational policy are discussed.

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20

Gore, Susan, Stacey Kadish, and Robert H. Aseltine. "Career Centered High School Education and Post-High School Career Adaptation." American Journal of Community Psychology 32, no. 1-2 (September 2003): 77–88. http://dx.doi.org/10.1023/a:1025646907466.

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21

Graham, Kathy C. "Critical Crossroads-Decisions for Middle & High School Physical Education & High School Physical Education." Journal of Physical Education, Recreation & Dance 63, no. 7 (September 1992): 65–66. http://dx.doi.org/10.1080/07303084.1992.10609924.

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22

Murphy, Joseph. "The Evolution of the High School in America." Teachers College Record: The Voice of Scholarship in Education 118, no. 13 (April 2016): 1–18. http://dx.doi.org/10.1177/016146811611801313.

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The narrative in this article runs as follows. As the political, social, and economic environments that surround the American high school undergo seismic shifts, they create new forms of secondary education. We report that the environmental conditions between 1890 and 1920 were such that most of the pillars that anchored the American high school prior to the 20th century were swept away. New scaffolding for how classrooms should function, how schools should be organized and managed, and how the school–community relationship should be defined was constructed. By the early part of the 20th century, the high schools the nation had known for the previous three centuries were mostly gone. Over the 30 years, the social, economic, and political environments that envelop education have begun to reshape the American high school once again. Pressures accompanying the evolution to a post-industrial economy have introduced new understandings of what society expects from its secondary schools. Political and social revolutions are also pushing the high school toward fundamental changes. The biblical aura of the 20th century organizational and management playbooks for high schools are being rewritten under an onslaught of post-professional, post-public monopoly views of schools, how they work, and how they need to be shepherded to success.

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23

Bear, George G., Chunyan Yang, Lindsey S. Mantz, and Angela B. Harris. "School-wide practices associated with school climate in elementary, middle, and high schools." Teaching and Teacher Education 63 (April 2017): 372–83. http://dx.doi.org/10.1016/j.tate.2017.01.012.

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24

Pérez-Jorge, David, María Dolores Jorge-Estévez, Josué Gutiérrez-Barroso, Milagros De la Rosa-Hormiga, and María Sandra Marrero-Morales. "Health Education for High School Students in Spain." International Education Studies 9, no. 10 (September 28, 2016): 185. http://dx.doi.org/10.5539/ies.v9n10p185.

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<p class="apa">Education and training in schools are essential elements in the development and socialization process of children from early childhood. The fact of considering health as a complete physical, mental and social wellbeing (World Health Organization (1848), WHO), and not only as the absence of illness, is closely related to the achievement of optimal levels of promotion and improvement in the quality of life and school performance in children. This research, carried out during the 2014-2015 academic year, attempts to analyze the ideas and attitudes of Compulsory Secondary Education (12 to 16 years old; compulsory) and High School (16 to 18 years; non-compulsory) students as regards health promotion in the school context. In order to perform this analysis, an ad hoc questionnaire was developed for 2337 students from the Province of Santa Cruz de Tenerife (Spain) and 15 follow-up interviews about the students’ answers to emergency situations in the school context were also carried out. Both questionnaire and interviews revealed the existence of unhealthy habits related to the level of education, gender and health training of the students’ parents. The results show that the <em>“Questionnaire about attitudes and knowledge as regards health in the school context” </em>(CACOSA) has been an adequate instrument to detect both important training needs and a lack of responsiveness to emergencies in secondary education schools as regards health education.</p>

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25

Hoang Yen, Duong Thi, Le Ngoc Hung, Thi Thuy Hang Vu, and Tan Nguyen. "Factors Affecting Smart School Leadership Competencies of High School Principals in Vietnam." International Journal of Learning, Teaching and Educational Research 20, no. 4 (April 30, 2021): 1–17. http://dx.doi.org/10.26803/ijlter.20.4.1.

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Leaders of high schools in the context of the fourth industrial revolution face many challenges and new opportunities. Schools need to become smarter, more flexible, and more secure, and, therefore, the principal’s leadership competencies are likely to have new elements and be affected by new influencing factors. The aim of this study was to identify the factors that influence the competencies of school leadership in today’s increasingly smarter school landscape. Research was conducted using qualitative and quantitative research methods. The research sample consisted of 295 high school principals from five provinces and cities in Vietnam. The results showed that smart school leadership competencies depend on individual factors, school-level factors, and educational community-level factors. Smart school development policy and innovation of smart school infrastructure and facilities were identified as the most important factors.

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26

Strom, Paris S., and Robert D. Strom. "Cheating in Middle School and High School." Educational Forum 71, no. 2 (June 30, 2007): 104–16. http://dx.doi.org/10.1080/00131720708984924.

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27

OKAMOTO, Masayuki. "Importance of High School Education in Engineering Education." Journal of JSEE 57, no. 5 (2009): 2. http://dx.doi.org/10.4307/jsee.57.5_2.

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28

Lypchanska, Yu. "ETHNOCULTURAL DIRECTION OF HIGH SCHOOL EDUCATION AND EDUCATION." Pedagogy of the formation of a creative person in higher and secondary schools 2, no. 76 (2021): 117–20. http://dx.doi.org/10.32840/1992-5786.2021.76-2.20.

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Mateu–Gelabert, Pedro, and Howard Lune. "Street Codes in High School: School as an Educational Deterrent." City & Community 6, no. 3 (September 2007): 173–91. http://dx.doi.org/10.1111/j.1540-6040.2007.00212.x.

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Elsewhere we have documented how conflict between adolescents in the streets shapes conflict in the schools. Here we consider the impact of street codes on the culture and environment of the schools themselves, and the effect of this culture and on the students’ commitment and determination to participate in their own education. We present the high school experiences of first–generation immigrants and African American students, distinguishing between belief in education and commitment to school. In an environment characterized by ineffective control and nonengaging classes, often students are not socialized around academic values and goals. Students need to develop strategies to remain committed to education while surviving day to day in an unsafe, academically limited school environment. These processes are sometimes seen as minority “resistance” to educational norms. Instead, our data suggest that the nature of the schools in which minority students find themselves has a greater influence on sustaining or dissuading students’ commitment to education than do their immigration status or cultural backgrounds.

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Aini, Mulatul, and Rahmi Fitria. "Character Education Management in Improving Education Quality in State Senior High School." Journal of Islamic Education Students (JIES) 1, no. 2 (November 30, 2021): 66. http://dx.doi.org/10.31958/jies.v1i2.2972.

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This study aims to identify and explain the management of character education in terms of planning, organizing, implementing, and monitoring in improving the quality of education in State Senior High Schools (SMAN). This research was descriptive qualitative. Sources of data in this study were principals, vice principals, and teachers. Data collection techniques were observation, interviews, and documentation, while data analysis techniques included data reduction, data display, and conclusion drawing and verification. Based on data analysis, it was found that character education management is started from planning students’ character education by determining the goals, constructing programs or school activities, and integrating character values. Furthermore, the organization of character education is carried out by dividing the tasks and the person in charge of the activity or program. Next, the implementation of character education is through the integration of character values in all subjects, in the school daily activities, in school programs, as well as building communication and cooperation between schools and parents of students. Lastly, character education is done through supervision consists of observing students’ behavior and scoring mentioned in students’ discipline book.

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31

LoVette, Otis K., and Shirley Jacob. "Why Do So Many High Achieving High School Students Dislike School?" NASSP Bulletin 79, no. 575 (December 1995): 70–75. http://dx.doi.org/10.1177/019263659507957512.

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32

Allensworth, Elaine M., and Kallie Clark. "High School GPAs and ACT Scores as Predictors of College Completion: Examining Assumptions About Consistency Across High Schools." Educational Researcher 49, no. 3 (January 27, 2020): 198–211. http://dx.doi.org/10.3102/0013189x20902110.

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High school GPAs (HSGPAs) are often perceived to represent inconsistent levels of readiness for college across high schools, whereas test scores (e.g., ACT scores) are seen as comparable. This study tests those assumptions, examining variation across high schools of both HSGPAs and ACT scores as measures of academic readiness for college. We found students with the same HSGPA or the same ACT score graduate at very different rates based on which high school they attended. Yet, the relationship of HSGPAs with college graduation is strong and consistent and larger than school effects. In contrast, the relationship of ACT scores with college graduation is weak and smaller than high school effects, and the slope of the relationship varies by high school.

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Woods, Chenoa S., and Thurston Domina. "The School Counselor Caseload and the High School-to-College Pipeline." Teachers College Record: The Voice of Scholarship in Education 116, no. 10 (October 2014): 1–30. http://dx.doi.org/10.1177/016146811411601006.

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Background Advising students on the transition from high school to college is a central part of school counselors’ professional responsibility. The American School Counselor Association recommends a school counselor caseload of 250 students; however, prior work yields inconclusive evidence on the relationship between school counseling and school-level counseling resources and students’ college trajectories. Focus of Study This study evaluates the relationship between access to school counselors and several critical indicators of student transitions between high school and college. Research Design The study utilizes the Education Longitudinal Study of 2002 to explore the relationships between the school counselor caseload and students’ progress throughout the high school-to-college pipeline. The key indicator is the counselor caseload for students at a given high school, measured as the number of 10th graders per counselor at the high school at which each student is enrolled. The outcome variables are students’ college expectations, whether students spoke with a counselor about college, taking the SAT, and college enrollment. Logistic and multinomial logistic regression analyses are applied to examine the relationships between these variables. Findings Students in schools with small counselor caseloads enjoy greater success at navigating the high school-to-college pipeline. Controlling for student- and school-level characteristics, students in schools where counselors are responsible for advising a large number of students are less likely to speak with a counselor about college, plan to attend college, take the SAT, and enroll in a four-year college. Conclusions The findings support the claim that a smaller school counselor caseload may increase students’ access to key college preparation resources and raise four-year college enrollment rates.

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Amin Basri, Melyani Sari Sitepu, and Imam Rinaldi. "Junior High School Education System in Islamic Boarding School Environment Area." EDUKASI : Jurnal Pendidikan Islam (e-Journal) 10, no. 2 (September 30, 2022): 208–18. http://dx.doi.org/10.54956/edukasi.v10i2.340.

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Islamic boarding schools in Indonesia have played an essential role as institutions to spread Islam and make changes in society for the better. It can be viewed from the education system to advance the quality of education in Islamic educational institutions such as Islamic boarding schools. This study aims to analyze the education system in the Galih Agung Private Junior High School Darularafah Raya Islamic Boarding School. This study uses qualitative research with a naturalistic qualitative approach. This study's data collection was done using observation, interview, and documentation techniques. Informants in this study were Ustadz and Ustadzah, who served at the Darularafah Raya Islamic Boarding School and several students and dyah. Data analysis techniques include data reduction, data presentation, and conclusion. The study results indicate that: 1) The education system at Galih Agung Private Junior High School consists of educational objectives, conditions of educators and students, curriculum, and facilities/ infrastructure. The supporting factors are as follows: Competent educators, wise caregivers, adequate facilities and infrastructure, a comfortable boarding school environment, and improving the quality of extracurricular activities, while the inhibiting factors are: Lack of awareness of students as a student, not accustomed to discipline and independence, and students feel lazy.

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Ready, Douglas D., Valerie E. Lee, and Kevin G. Welner. "Educational Equity and School Structure: School Size, Overcrowding, and Schools-Within-Schools." Teachers College Record: The Voice of Scholarship in Education 106, no. 10 (October 2004): 1989–2014. http://dx.doi.org/10.1177/016146810410601005.

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Consistent with the Williams v. California suit, our focus in this article is on educational equity, particularly the interface between equity and school organization. We concentrate on two structural issues, school size and school overcrowding, and one specific school structure, schools-within-schools. We organize the article as an interpretive summary of existing studies of these topics, concentrating on how these structural issues relate to social stratification in student outcomes, particularly academic achievement. Our evidence is drawn from both national studies and, when available and appropriate, from research that discusses the effects of school structure in California. We use this evidence to define which size high schools are best for all students (600–900 students), which responses to school overcrowding are appropriate (building more schools rather than adding portable classrooms or multitrack year-round schooling), and how creating smaller learning communities in high schools can work well for everyone by reducing the potential for internal stratification. California policies, however, have not promoted these responses. In many cases they have actually exacerbated inequality in educational outcomes and assisted the transformation of the social differences students bring to school into academic differences. We advocate reforms that are associated with high achievement and achievement that is equitably distributed by race, ethnicity, class, or family origin. Reforms that raise achievement of children at the lower end of the distribution without damaging those at the top are ones toward which we believe our nation should strive. By offering empirical evidence of practices that lead toward this important goal, we hope to inform the important debates surrounding the Williams case.

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36

Nguyen Van, Luong. "PROPOSED PROCEDURES FOR THE HIGH SCHOOL EDUCATION QUALITY ASSESSMENT." Journal of Science Educational Science 66, no. 5 (December 2021): 199–208. http://dx.doi.org/10.18173/2354-1075.2021-0248.

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The quality of education plays an important role in determining the level of human resources as well as enhancing national competitiveness. One of the most decisional factors in the mission of the country management agency, governing system, and every school is maintaining an appropriate standard of high school education. The study objective Identify the necessity and feasibility of the process of assessing the quality of high school education. The research used questionnaires designed on Google Forms and a combined online and face-to-face survey collected 120 subjects who are education administrators and teachers (at Xuan Giang high school, Hanoi; Chu Van An high school, Hanoi; Le Quy Don high school, Hanoi; and some schools in Thanh Hoa province, Tuyen Quang province; Thai Nguyen province; Dong Nai province, Da Nang city, and Vinh city), from February 2020 to November 2021. In addition, in-depth interviews with some educational managers participating in the ETEP program in the period of 2020-2021 were conducted on the content of assessing the quality of high school education. The research results finalized that: According to different perspectives, the summary reveals that the majority agreed with the two types of assessing approaches with the high school's teaching value. Furthermore, many educators believe that if schools seriously implement the evaluation process, continuously improve the lesson to meet the requirements, the quality of high school education will be upgraded.

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George, Paul S., and C. Kenneth McEwin. "High Schools for a New Century: Why Is the High School Changing?" NASSP Bulletin 83, no. 606 (April 1999): 10–24. http://dx.doi.org/10.1177/019263659908360602.

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Irawan, Fajar Awang, and Fajar Eko Prasetyo. "Sport Infrastructure for Physical Education in Senior High School." International Journal of Multicultural and Multireligious Understanding 6, no. 1 (February 1, 2019): 66. http://dx.doi.org/10.18415/ijmmu.v6i1.491.

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The purpose of this study was to determine the condition and the quality of sports infrastructure in high school. This study using mixed method which is data collection combined between interview data and the documentation. Total subjects were 40 respondents and full fill the inform consent before answer question. The research study located in high schools throughout Purbalingga District. The results of this study have correlation to the standardization of sports infrastructure in the standard category according to the regulation Number 24 of 2007 concerning the standard for Facilities and Infrastructure for School in Republic of Indonesia. This study showed that the completeness of the equipment has fulfilled, although there are some sports facilities are lacking but do not interfere to the learning processes. The level of feasibility of sports infrastructure is still to be optimized. Regarding to the used of sports infrastructure in a multifunctional manner and carrying out the maintenance procedures have been running but not optimal. The conclusions were 3 of the 10 high schools in sufficient category, 5 schools in good category, and 2 schools in the very good category. Therefore, it is necessary to improve and standardize the maintenance of sports infrastructure facilities to the realization of standardization and equitable distribution of sports infrastructure in every high school as well as an increases in achievement at public high schools.

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Karshiyev, Abror Amrullayevich. "The Structure Of Information Competence Of High School Students." American Journal of Social Science and Education Innovations 02, no. 11 (November 23, 2020): 98–106. http://dx.doi.org/10.37547/tajssei/volume02issue11-17.

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The article is devoted to determining the structure of information competence of high school students. The development and application of modern information and communication technologies in all spheres of science, technology, education and industry at the present stage of integration development has influenced changes in the education system. The process of informatization of education is largely determined by the level of competence of students in the field of information and communication technologies. In this regard, teaching students who are able to use their knowledge in production with the use of new information technologies is a top priority for secondary schools. Comparing different approaches to this phenomenon, the authors try to find common elements in different classifications in order to propose a structure of information competence of high school students.

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Romero, Lisa S. "Trust, behavior, and high school outcomes." Journal of Educational Administration 53, no. 2 (April 13, 2015): 215–36. http://dx.doi.org/10.1108/jea-07-2013-0079.

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Purpose – The purpose of this paper is to contribute to the literature on student trust and to examine the relationship between student trust, behavior, and academic outcomes in high school. It asks, first, does trust have a positive effect on high school outcomes? Second, does trust influence student behavior, exerting an indirect effect on schooling outcomes? Third, are school size and student socioeconomic status (SES) antecedents of trust? Design/methodology/approach – A nationally representative sample of students attending public high schools in the USA (n=10,585) is drawn from the Educational Longitudinal Study. Structural equation modeling is used to examine the relationship between student trust, behavior and high school outcomes, controlling for SES, school size and prior achievement. Multiple measures of academic achievement are considered. Findings – There is a significant relationship between student trust, behavior and high school outcomes. Students who trust have fewer behavioral incidents and better academic outcomes with results suggesting that trust functions through behavior. This is true regardless of SES, school size or prior achievement. Practical implications – School leaders cannot change parental income or education, but can build trust. Developing and attending to student trust may not only mean that students are better behaved but, more importantly, are more successful academically. Social implications – In spite of decades of policy and legislation intended to improve schools, closing the achievement gap has proven elusive. One reason may be the relentless focus on physical artifacts of schooling, such as school organization, curriculum, testing and accountability, and a concomitant lack of attention to sociocognitive factors key to learning. Schools are social systems, and high levels of learning are unlikely to occur without a nurturing environment that includes trust. Originality/value – This research makes a valuable contribution by focussing on student trust in high schools and by illuminating the relationship between trust, behavior, and academic outcomes. Results suggest that trust impacts a broad range of high school outcomes but functions indirectly through behavior.

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Helen, Tsakiridou, and Seitanidis Ιlias. "Financial Literacy of Graduate High School Students." American Journal of Educational Research 7, no. 3 (March 13, 2019): 232–36. http://dx.doi.org/10.12691/education-7-3-7.

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Becker, William, William Greene, and Sherwin Rosen. "Research on High School Economic Education." Journal of Economic Education 21, no. 3 (1990): 231. http://dx.doi.org/10.2307/1182242.

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Adams, Clark E., and Janice Greene. "Perestroika in High School Biology Education." American Biology Teacher 52, no. 7 (October 1, 1990): 408–12. http://dx.doi.org/10.2307/4449154.

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Berkowitz, Marvin W. "Moral education of high school students." Enrahonar. Quaderns de filosofia 19 (October 1, 1992): 113. http://dx.doi.org/10.5565/rev/enrahonar.708.

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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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Maiorana, Francesco. "From High School to Higher Education." International Journal of Smart Education and Urban Society 12, no. 4 (October 2021): 36–51. http://dx.doi.org/10.4018/ijseus.2021100104.

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The vision of introducing computing as a literacy taught from primary school to higher and lifelong education is producing a worldwide new curriculum design and adoption. A strong research effort has involved researchers and educators to find the best ways to prepare teachers and their students for computing with an emphasis on core computer science concepts. This paper, starting from a previously developed curriculum, aims to present and discuss learning trajectories for a first course on computing aiming to presenting key concepts first, such as functions and their use. This learning trajectory is compared with a second learning trajectory presenting loop and loop invariant first and a third one presenting variable first.

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Ivashchenko, Viktoriia. "High school or higher education institution?" Integrated communications, no. 3 (2022): 73–78. http://dx.doi.org/10.28925/2524-2644.2020.1.10.

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The issue of delimitation of stylistics of contexts and spheres of use of terms “vysh” (high school) and “ZVO” (institution of higher education) is highlighted in their correlation with abbreviations of “vysh” and “ZVO”. The views of well-known linguists on the use of lexical units “vysh” (high school), “VUZ”, “VNZ” (higher education institution), “ZVO” (institution of higher education) in literary texts and everyday life are taken into account. The branch stratification and stylistic differentiation of the phrase “vysh” (high school), its fixation in lexicographic sources and the instability of stylistic affiliation according to various sources and comments of scholars are shown. The problem of differentiation of the above terms requires the method of context continuous sampling of use of these terms, the method of lexical-semantic and lexicographic analysis. Attention is focused on the ignorance of the mechanisms of creation of the abbreviated word “vysh” in the Ukrainian language, which causes its incorrect use in the media and indistinguishability of lexical units of uk. “vysh” and “ZVO” among specialists. The word “vysh” comes from the term “high school” and is actively used to denote higher education institutions. However, the terms “higher education institution” and “high school” are not absolute synonyms, as they are often opposed, but relative (partial), which have differences in use.Recommendations for the use of these lexical units in the linguistic style of informal (unofficial), semi-formal (semi-formal) business epistolary, and in the field of official document circulation are given. In the legal field and with official business documents, the official term “VNZ” (higher education institution) should be used. Instead, the abbreviation “vysh” can be used in informal or semi-formal business epistolary, in scientific and educational literature.

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Becker, William, William Greene, and Sherwin Rosen. "Research on High School Economic Education." Journal of Economic Education 21, no. 3 (June 1990): 231–45. http://dx.doi.org/10.1080/00220485.1990.10844670.

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Meizel, Janet. "High School Education and the Internet." Resource Sharing & Information Networks 8, no. 1 (April 30, 1993): 127–40. http://dx.doi.org/10.1300/j121v08n01_09.

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SAITO, Masaharu. "SSH Has Revitalized High School Education." Kobunshi 57, no. 4 (2008): 213–16. http://dx.doi.org/10.1295/kobunshi.57.213.

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