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Journal articles on the topic 'High schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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1

Picucci, Ali Callicoatte, Amanda Brownson, Rahel Kahlert, and Andrew Sobel. "Middle School Concept Helps High-Poverty Schools Become High-Performing Schools." Middle School Journal 36, no. 1 (September 2004): 4–11. http://dx.doi.org/10.1080/00940771.2004.11461458.

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2

Rodolfo, Cassanova Jr, Cam-ani Liana Leah, Pantalion Cherry Joy N., Pantalion Larry B, and Pe, Maurene Joy C. "A Localized Instructional Supervision Framework for the Junior High Schools of Cervantes National High School." International Journal of Research Publication and Reviews 5, no. 5 (May 26, 2024): 12642–46. http://dx.doi.org/10.55248/gengpi.5.0524.1447.

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3

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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4

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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5

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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6

Mitchell, Coral, and Larry Sackney. "School improvement in high-capacity schools." Educational Management Administration & Leadership 44, no. 5 (July 9, 2016): 853–68. http://dx.doi.org/10.1177/1741143214564772.

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7

Gürbüz, S., A. Adıgüzel, V. E. Özcan, S. M. Kırpıcı, and A. Yılmaz. "Experimental high energy physics summer school for high schools." Canadian Journal of Physics 97, no. 11 (November 2019): 1229–34. http://dx.doi.org/10.1139/cjp-2018-0823.

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Experimental High Energy Physics Summer School for High Schools, (Liseler İçin Deneysel Yüksek Enerji Fiziği Yaz Okulu — lidyef2018) was held 9–16 September 2018 at Boğaziçi University, Turkey, with financial support from TÜBİTAK under the 4004 grant No. 118B491. Out of nearly 700 (11th and 12th grade) applicants, 30 were selected from all around Turkey. Students were introduced to the fundamentals of high-energy physics and performed experiments that demonstrated the techniques of this field, such as a salad-bowl electrostatic accelerator and a cloud chamber. Here we report on the planning, implementation, and the outcomes of lidyef2018, which can serve as a template for similar activities in the future.

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8

Lee Manning, M., and Richard Saddlemire. "Implementing Middle School Concepts into High Schools." Clearing House: A Journal of Educational Strategies, Issues and Ideas 69, no. 6 (August 1996): 339–42. http://dx.doi.org/10.1080/00098655.1996.10114335.

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9

Orjiako, Emmanuel Chukwunonyerem, Joyzy Pius Egunjobi, and Ph D. Anthony Amissah. "Attitudes of High School Students towards Mental Health among Some Selected High Schools in Kajaido North Sub County, Kenya." International Journal of Research Publication and Reviews 5, no. 1 (January 8, 2024): 2352–57. http://dx.doi.org/10.55248/gengpi.5.0124.0254.

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10

Dore, Ronald P., and Thomas P. Rohlen. "Japan's High Schools." Journal of Japanese Studies 11, no. 1 (1985): 183. http://dx.doi.org/10.2307/132237.

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11

O’Brien, David, and Christopher Kolb. "Navigating High Schools." Educational Researcher 41, no. 2 (March 2012): 73–74. http://dx.doi.org/10.3102/0013189x12437205.

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12

Kececi Kurt, Songul. "Values education in Ottoman Empire Rusdiye and Idadi Schools (Junior High School and High Schools) (1839-1918)." Journal of Education and Sociology 4, no. 2 (July 1, 2013): 41–51. http://dx.doi.org/10.7813/jes.2013/4-2/6.

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13

Kanlaya, Daraha. "Social Worker in Schools in High School Students." Open Journal of Social Sciences 09, no. 09 (2021): 541–54. http://dx.doi.org/10.4236/jss.2021.99039.

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14

Le, Anh T., and Paul W. Miller. "High School Graduation in Australia: Do Schools Matter?" Scottish Journal of Political Economy 51, no. 2 (May 2004): 194–208. http://dx.doi.org/10.1111/j.0036-9292.2004.00302.x.

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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

Ekwen, Tam Vivian, and Prof Fonkeng Epah George. "Human Resources Management and School Effectiveness in Government Technical Secondary and High Schools in Cameroon." International Journal of Trend in Scientific Research and Development Volume-2, Issue-6 (October 31, 2018): 721–33. http://dx.doi.org/10.31142/ijtsrd18728.

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17

Meylani Aljeinie Tijow and Helen Try Juniasti. "Study of the Readiness of Specific Services for Senior High School’s Health Clinic in Jayapura." Journal of Educational Learning and Innovation (ELIa) 4, no. 1 (March 18, 2024): 108–19. http://dx.doi.org/10.46229/elia.v4i1.861.

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Senior High School (SMA) as an educational institution is responsible for ensuring the healthy environment that supports students' learning activities. However, in reality, the health of the school environment cannot be fully guaranteed. Various previous research studies have found various threats to the health of students originating from within the school environment, such as schools that are not yet free from cigarette smoke. The purpose of this study is to describe the current condition of the availability of School's Health Clinic facilities and infrastructure in high schools in Jayapura City and Jayapura District. The method used was descriptive quantitative approach with cross sectional design and Univariate Analysis. The research instruments refers to the minimum standard of Senior High School's health clinic according to the Regulation of the Minister of National Education of the Republic of Indonesia Number 24 Year 2007. The sample consisted of 32 public and private schools in Jayapura city and Jayapura district. The results showed that there was no extreme difference between the readiness of Senior High School's Health Clinic facilities and infrastructure in Jayapura City and District. However, public schools mostly have more adequate availability of Senior High School's Health Clinic facilities and infrastructure compared to private schools spread across the City and District areas.

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18

Moore, Jerilou J., Aubrey Womack, and P. Renee Hill-Cunningham. "Exploring Traits of High-Performing, High-Poverty Schools." International Journal for Innovation Education and Research 6, no. 5 (May 31, 2018): 33–40. http://dx.doi.org/10.31686/ijier.vol6.iss5.1030.

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Over the past decade, there has been a significant increase in pressure placed on schools across the nation due to high-stakes accountability policies (Klar, 2014). It comes as no surprise that low performing schools feel constant pressure to raise the measured academic performance of all students. Rarely, do low-performing schools who have overcome challenging circumstances in order to increase academic achievement, get spotlighted. Educators need to identify the common factors attributed to increased student achievement. This can be achieved by examining the lessons and examples of high-performing schools so that all schools can succeed regardless of circumstances.

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19

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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20

Murphy, Tom. "High-Performance Computing in High Schools?" IEEE Distributed Systems Online 8, no. 8 (August 2007): 2. http://dx.doi.org/10.1109/mdso.2007.49.

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21

Bendikson, Linda, Mark Broadwith, Tong Zhu, and Frauke Meyer. "Goal pursuit practices in high schools: hitting the target?" Journal of Educational Administration 58, no. 6 (August 19, 2020): 713–28. http://dx.doi.org/10.1108/jea-01-2020-0020.

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PurposeThis article investigates goal pursuit practices in a sample of 31 New Zealand high schools. It examines goal knowledge of middle and senior leaders, the alignment of this knowledge and factors related to improvement.Design/methodology/approachGoals from schools' annual improvement plans were identified and counted at the beginning of the academic year. Senior and middle leaders were asked to recall their school's academic goals from memory. Responses were scored against the goals in the schools' plans to produce an accuracy score for each leader and for each middle and senior leadership team (SLT). At the end of the academic year, leaders recounted their goals and rated and commented on their SLT’s goal focus. Data analysis examined goal knowledge, alignment of middle and senior leaders' goal knowledge and SLT's goal focus. Comments were analyzed thematically in regard to the number and clarity of the goals and how goals were communicated, enacted and monitored.FindingsOur findings show a lack of goal clarity, persistence across the year and effective strategy hampered the majority of schools in their goal pursuit. Only a few schools had a strong and aligned goal focus. Factors influencing perceived improvement included: fewer and greater clarity of goals, engagement of middle leaders in setting goals, establishing sound supporting structures and regular monitoring of progress.Originality/valueWhile annual improvement plans outlining multiple goals are often compulsory for schools, little is known about their impact on practice. This research clarifies the state of goal pursuit in a sample of high schools.

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22

Burstow, Bob. "Handbook of school improvement: how high-performing principals create high-performing schools." Professional Development in Education 38, no. 4 (September 2012): 690–91. http://dx.doi.org/10.1080/19415257.2012.660344.

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23

刘, 光泰. "High Schools Principal Selection——A Case of Hsinchu City Catholic High School." Management Science and Engineering 03, no. 01 (2014): 16–21. http://dx.doi.org/10.12677/mse.2014.31003.

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24

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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25

Lee, Alfred McClung. "Comparison of High Schools." Science 238, no. 4825 (October 16, 1987): 261. http://dx.doi.org/10.1126/science.238.4825.261.b.

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26

Pandla, Kapil, and Nidhi Gupta. "Building High Performing Schools." SAMVAD 20 (June 30, 2020): 52. http://dx.doi.org/10.53739/samvad/2020/v20/149639.

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27

Rutledge, Stacey A., Lora Cohen-Vogel, La’Tara Osborne-Lampkin, and Ronnie L. Roberts. "Understanding Effective High Schools." American Educational Research Journal 52, no. 6 (December 2015): 1060–92. http://dx.doi.org/10.3102/0002831215602328.

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28

Bernhardt, D. "AEDs in High Schools." AAP Grand Rounds 18, no. 1 (July 1, 2007): 9–10. http://dx.doi.org/10.1542/gr.18-1-9.

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29

Lewis, Anne C. "High Schools and Reform." Phi Delta Kappan 85, no. 8 (April 2004): 563–64. http://dx.doi.org/10.1177/003172170408500802.

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30

Ferguson, Maria. "High Schools: Grow up!" Phi Delta Kappan 95, no. 5 (February 2014): 68–69. http://dx.doi.org/10.1177/003172171409500515.

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31

Wildhagen, Tina. "Saving America’s High Schools." Contemporary Sociology: A Journal of Reviews 39, no. 6 (November 2010): 742–44. http://dx.doi.org/10.1177/0094306110386886rr.

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32

Lone, Jana Mohr, and Mitchell Green. "Philosophy in High Schools." Teaching Philosophy 36, no. 3 (2013): 213–15. http://dx.doi.org/10.5840/teachphil201336335.

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33

LEE, A. M. "Comparison of High Schools." Science 238, no. 4825 (October 16, 1987): 261. http://dx.doi.org/10.1126/science.238.4825.261-a.

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34

Almarode, John, Rena F. Subotnik, and G. Maie Lee. "Specialized STEM High Schools." Gifted Child Today 39, no. 4 (September 22, 2016): 181–82. http://dx.doi.org/10.1177/1076217516662099.

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35

Hayes, Derren. "Folk High Schools, Sweden." Children and Young People Now 2019, no. 3 (March 2, 2019): 52–53. http://dx.doi.org/10.12968/cypn.2019.3.52.

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36

Pacheco Salazar, María de Lourdes, Jesús Dámaso Flores, Miriam Carlota Ordóñez Ordóñez, and Diego Mauricio Salazar Montesdeoca. "Estudio Transversal: Conducta de agresión en estudiantes de quinto año de secundaria de cuatro instituciones educativas periféricas de Lima, Perú." Revista Médica del Hospital José Carrasco Arteaga 12, no. 3 (November 30, 2020): 166–71. http://dx.doi.org/10.14410/2020.12.3.ao.24.

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BACKGROUND: Aggression among schoolchildren is a growing problem, affecting their educational, social and cultural well-being. In this context, aggression has become an aim of study for Social Sciences, from various approaches. The intensity of this problem negatively impacts on children and adolescents lives. Numerous studies report that events of violence and/or aggression in schools can generate physical and emotional damage to schoolchildren, learning difficulties due to post-trau-matic stress disorder, demotivation, absenteeism and school dropout. The aim of this study was to establish the level of aggression in fifth-year high school students from high schools in Lima, Peru. METHODS: Descriptive, cross-sectional, quantitative exploratory study. The Buss and Perry, Aggres-sion Questionnaire was applied and adapted to the context. The content validity was obtained with Aiken’s V coefficient (0.80) for each item and dimension. The Kolmogorov- Smirnov normality test was used for data analysis. Data is presented in charts, with frequencies and percentages. RESULTS: The study was applied to a sample of 274 adolescents, aged 15 to 18 years. High levels of aggression were found in the students (54.8%; High aggression level: 38.6%, very high aggression level: 16.2%), with a predominance in the male group (43%), compared to 34% in women. Regarding the aggression dimensions, we found high levels, in verbal aggression (40%), followed by physical aggression and hostility (38%) and finally anger (37%). CONCLUSION: After data processing, high levels of aggression were found among fifth-year high schools students from peripheral areas of Lima. Regarding gender, a predominance of high-level aggression was found in males over females. About aggression dimensions, we found a high level of verbal aggression, followed by physical aggression and hostility, finally by anger. KEYWORDS: BEHAVIOR, AGGRESSION, TEENAGER, ANGER, HOSTILIT

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37

Untari, Dwi, and Tri Wahyu Retno Ningsih. "School Committee Communication Patterns in Actualize School Programs in Public High Schools." International Journal of Multicultural and Multireligious Understanding 11, no. 3 (March 7, 2024): 158. http://dx.doi.org/10.18415/ijmmu.v11i3.5558.

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The school committee is one of the organizations that become partners in supporting school programs. The existence of a school committee is very important, especially in public schools. For state schools, the implementation of school programs requires a third party as a supporting system, especially in terms of funding. Even though state schools receive grants from the government, the implementation of school programs is not comparable when public schools are allowed to collect tuition fees from students' parents. Many school programs are not implemented. A school committee is needed that can support school programs. Therefore, the school committee needs to have good communication in its internal scope to support school programs. The purpose of this study was to analyze the school committee communication patterns in actualizing school programs in public high schools. This study used the descriptive qualitative method. The results showed that the star communication pattern was the most widely used by the school committee in discussing school programs that would be supported by the school committee. The form of communication that is carried out is mostly using WhatsApp media to interact. Communication barriers in realizing school programs are limited funds, still lack care for parents, and parents' mindsets. It can be concluded that all communication patterns can be used by the school committee depending on the situation and conditions. This study recommends the same research on the communication patterns of school committees other than in public schools.

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38

Lee, Sena. "Reading education comparative analysis of alternative high schools and general high schools." Discourse and Policy in Social Science 9, no. 2 (October 31, 2016): 229. http://dx.doi.org/10.22417/dpss.2016.10.9.2.229.

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39

Sussman, Steve, Sande Craig, Thomas R. Simon, and Elisha R. Galaif. "School-as-Community Activity Selection at Continuation High Schools." Substance Use & Misuse 32, no. 2 (January 1997): 113–31. http://dx.doi.org/10.3109/10826089709027302.

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40

Cuervo, Gemma, and Isabel Alvarez. "The School Counselor Leading (Social) Entrepreneurship within High Schools." Journal of Educational Issues 2, no. 2 (December 7, 2016): 352. http://dx.doi.org/10.5296/jei.v2i2.10296.

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<p>This article aims to determine the role that should exercise a School Counselor in social entrepreneurship education programs. To achieve this objective, first, we have analyzed the main approaches of these programs that are being carried out currently in Europe, which has allowed getting a concrete and contextualized idea about the status of the situation and studies done until the present day. Secondly, we have been held a qualitative research based on the realization of three semi-structured interviews to three specialists involved in entrepreneurship educational programs from different levels. After analyzing the data, it was concluded that the most viable option for achieving the target would be including a proposal about a program of entrepreneurship education in which the functions carried out by the professional would be in a detailed, contextualized and well defined situation. This program has been designed to develop in a secondary school and tries to compensate the difficulties and limitations of the environment for its implementation. The importance of this research lies in the fact that the number of studies on the subject is very little and there are very few focused on the value that can bring School Counselors and the role they should play in these entrepreneurship education programs.<strong> </strong></p>

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41

Gregory, Anne, Dewey Cornell, and Xitao Fan. "Teacher Safety and Authoritative School Climate in High Schools." American Journal of Education 118, no. 4 (August 2012): 401–25. http://dx.doi.org/10.1086/666362.

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42

Thornton, Bob M., and Patricia J. Wentz. "High school psychology: Twenty year trends in Florida schools." Social Science Journal 32, no. 1 (March 1, 1995): 101–7. http://dx.doi.org/10.1016/0362-3319(95)90022-5.

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43

Felska, Angelika. "FOLK HIGH SCHOOLS. RELIC OR SCHOOL OF THE FUTURE?" Pedagogika Szkoły Wyższej 22 (2018): 111–19. http://dx.doi.org/10.18276/psw.2017.2-10.

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44

Zuo, Anqi. "How to Improve School Leadership (in Beijing's High Schools)." Journal of Education and Educational Research 6, no. 1 (November 21, 2023): 163–65. http://dx.doi.org/10.54097/jeer.v6i1.14214.

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Educational leadership plays a crucial role in the academic performance and direction of students' education. Currently, schools in Beijing are prioritizing the impact of educational leadership. This paper contributes to the author's scholarly research, synthesizing various factors that affect educational leadership in Beijing schools. The paper is structured into four parts. Firstly, it presents the background and current developments regarding the research topic. Secondly, the methodology section outlines the scope of literature search and the search method employed in this paper. The main part of the literature review provides a critical reflection and narrative analysis of the influencing factors on educational leadership in Beijing schools. The paper analyses five key topics related to educational leadership in Beijing's high school education system. These topics are Changes in the roles and responsibilities of educational leaders, Collaboration and Partnership in Educational Leadership, Distributed Leadership, Instructional and Transformational Leadership, Practical Training for school leaders, finally draws conclusions so that future research can further explore how to enhance and improve educational leadership in Beijing's high school education system.

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45

Ergin, İsmet, Füsun Kaplan, and Ayşe Korkmaz. "Teachers and school administrators’ perceptions of characteristics of an effective school: A study of Anatolian high schools (exam-based entrance high schools) in Turkey." South African Journal of Education 41, no. 4 (November 30, 2021): 1–12. http://dx.doi.org/10.15700/saje.v41n4a1961.

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The aim of the research reported on here was to determine the perceptions of school administrators and teachers working at Anatolian high schools on the characteristics of effective schools. The determined perceptions of teachers and administrators were important for creating more efficient educational domains by sharing leadership among stakeholders in education management. We used the Relational Survey Model to study a group composed of teachers and school administrators working at Anatolian high schools in the Ankara province of Turkey. The sample for this research consisted of 300 teachers selected through proper sampling from within the population. Data obtained from participants using the Effective School Scale were tested by t-test and one-way ANOVA. A significant difference was found between the views of school administrators and teachers regarding the effectiveness of Anatolian high schools in the Ankara province. This study found that the school administrators deemed the Anatolian high schools of Ankara to be a lot more effective than the teachers thought they were. As a conclusion, suggestions for increasing the effectiveness of schools are presented.

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46

Kirmizi, Ozkan, and Funda Komec. "An Investigation of Performance-Based Assessment at High Schools." unibulletin 5, no. 1-2 (December 1, 2016): 53–65. http://dx.doi.org/10.22521/unibulletin.2016.512.5.

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47

Siperstein, Gary N., Lauren A. Summerill, Holly E. Jacobs, and Jeffrey E. Stokes. "Promoting Social Inclusion in High Schools Using a Schoolwide Approach." Inclusion 5, no. 3 (September 1, 2017): 173–88. http://dx.doi.org/10.1352/2326-6988-5.3.173.

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Abstract This study examines the impact of the Special Olympics Unified Champion Schools program in high schools across the country. Data were analyzed from 2,774 students from 11 high schools implementing the program concerning their perceptions and attitudes toward including students with intellectual disability (ID). Students participating in 1 or more program activities reported increased visibility of and social interactions with students with ID in school. This, in turn, promoted more positive perceptions and attitudes regarding school and classroom inclusion. Participation in different activities had unique effects on students' perceptions of their school's inclusive environment and on their attitudes toward classroom inclusion. These findings support an ecological approach to social inclusion and for structured, schoolwide interventions embedded within normative school contexts.

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48

Anagnostopoulos, Dorothea, and Stacey A. Rutledge. "Making Sense of School Sanctioning Policies in Urban High Schools." Teachers College Record: The Voice of Scholarship in Education 109, no. 5 (May 2007): 1261–302. http://dx.doi.org/10.1177/016146810710900505.

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Background/Context School sanctioning policies that allow for external intervention into and closure of low-performing schools have become central components of the current educational accountability movement. Recent studies indicate that these policies compel principals and teachers to alter school and classroom practices in ways that target resources toward efforts to improve schoolwide test scores. Focus of Study The present study extends this research by examining whether and how school sanctioning policies compel principals and teachers in urban high schools to address the failure that students experience in academic courses and on standardized tests. Research Design Using qualitative case study methods, we followed principals and teachers in two urban high schools placed under district sanctions as they sought to make sense of and respond to both their schools’ failure, as measured by standardized test scores, and high rates of academic course failure. The study employs a cultural sociological perspective to trace the explanations of school and course failure that the principals and teachers constructed as they interpreted the sanctioning policy, and to document the extent to which these interpretations became entrenched in school and classroom practices. Findings Analyses of interview and observation data indicate that faculty in both schools enacted numerous changes in response to district sanctions. Whether these changes become institutionalized as part of school or classroom practice depended on the principals’ and teachers’ abilities to mobilize schemas, material resources, and legitimacy. The changes that sanctioning prompted, however, had little impact on faculty efforts to address course failure. Course failure remained bound to a moral causality that located its cause in students’ moral deficiencies and that justified the attenuation of the schools’ responsibility for it. Conclusions The study's findings highlight the limits of school sanctioning policies to improve schooling for students in urban high schools and raise fundamental questions about to whom and for what such policies ultimately hold schools accountable.

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49

Indra, Ristapawa, and Martin Kustati. "Effective School Performance Stages at Public Senior High Schools in Indonesia." Al-Ta lim Journal 23, no. 2 (July 19, 2016): 100–113. http://dx.doi.org/10.15548/jt.v23i2.230.

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The purpose of this study is to evaluate the stages of effective school performance based on 11 characteristics of effective schools as well as to evaluate the level of correlation between individual characteristics of effective schools and the contribution of the school principal leadership to an effective school. 60 school principals and 105 teachers in 16 schools became sample of the research. The number of teachers took as many as 7 to 10 people for each school. The quantitative data were obtained through a set of instruments on 11 characteristics of effective schools. The data were then analyzed descriptively using frequency, min score, percentage, standard deviation, and inferential statistics (Pearson’s correlation, simple linear regression). Findings showed the stages of effective school performance of Public Senior High Schools in Padang as perceived by the principals and teachers were very high. There was a significant correlation between the professional principal leadership with the realization of 11 characteristics of effective schools. The professional principal leadership contributed as much as 58.5% to the realization of 11 characteristics of effective schools in Public Senior High Schools in Padang while the other percentage was contributed by other variabels not included in this study. The principal leadership was an important factor for the realization of 11 characteristics of effective schools in Public Senior High Schools in Padang.

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Ruzimurodovich, Isaqulov Mamadoli. "IDEAS OF “ANTI-IGNORANCE ENLIGHTENMENT” IN HIGH-CLASS STUDENTS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 04 (April 1, 2022): 211–15. http://dx.doi.org/10.55640/eijmrms-02-04-38.

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Abstract:

This article analyzes the use of concepts associated with educating secondary schools students in the spirit of anti-ignorance enlightenment.This article analyzes the use of concepts associated with educating secondary schools students in the spirit of anti-ignorance enlightenment.

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