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Journal articles on the topic 'Post-secondary schools'
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Gallander Wintre, Maxine, and Ashley S. Morgan. "Transferring Post-Secondary Schools." Journal of Adolescent Research 24, no. 6 (August 25, 2009): 726–49. http://dx.doi.org/10.1177/0743558409341081.
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Manchester, Ralph A. "Promoting Health in Post-Secondary Music Schools." Medical Problems of Performing Artists 21, no. 3 (September 1, 2006): 95–96. http://dx.doi.org/10.21091/mppa.2006.3020.
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The Special Article in this issue of Medical Problems of Performing Artists has the potential to usher in a new era in improving the lives of musicians (and potentially other performing artists) around the world. The Health Promotion in Schools of Music conference that was held in Texas in the fall of 2004 brought together a rich mixture of music and performing arts medicine professionals. Stimulated by the new National Association of Schools of Music accreditation standard that requires undergraduate music students to receive instruction in injury prevention and occupational health promotion, participants in the conference worked diligently for 3 days to discuss what we know, what we don't know, and how to approach the vital yet immensely complex issue of health promotion and injury prevention for college-level music students. While the recommendations in the Special Article are intentionally broad and allow each school to develop its own program, they are based on a true state of the art analysis of the field.
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Rothwell, Gregory, and Michael Shaffer. "eSports in K-12 and Post-Secondary Schools." Education Sciences 9, no. 2 (May 15, 2019): 105. http://dx.doi.org/10.3390/educsci9020105.
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eSports is a rising modality of sports entertainment in the United States and has growing implications for education. Providing competitive eSports teams in schools satisfies the growing desire to train and educate students on the skills emphasized in STEM and Career Technical Education (CTE) education, as well as in programs such as English and Language Arts. eSports develop the soft skills universities and employers like to see in a student graduating from high school. As the market continues to grow for eSports, opportunities for post-secondary education as well as for prospective employment will increase. The popularity of eSports will continue to grow, and this popularity will be reflected in the schools.
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Thunø, Mette. "Secondary Vocational Schools in Post-Mao China." China Information 6, no. 3 (December 1991): 44–56. http://dx.doi.org/10.1177/0920203x9100600303.
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Günay, Aslı, Ömer Açıkgöz, Zafer Çelik, and Murat Öztürk. "Sectoral Relations, Appropriateness, Supply-Demand Problem in the Post-Secondary Vocational Schools: Recommendations for Improvement." Yuksekogretim Dergisi 10, no. 3 (December 1, 2021): 328–39. http://dx.doi.org/10.2399/yod.19.631479.
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This current study aims to identify the problem areas of the post-secondary vocational schools and develop some possible actions that could be taken to improve them. In order to obtain information about the current status of these schools, a questionnaire was prepared and distributed to post-secondary vocational school employees and 167 industrial sector representatives. The answers of these respondents were analyzed by using factor analysis, and some indexes were generated. The results of this study suggest that the main problems of the post-secondary vocational schools are stated as the limited collaboration between the post-secondary vocational schools and the private sector firms, selection of inappropriate locations to open post-secondary vocational schools, limited social facilities, and the lack of job opportunities for some graduates of associate degree programs. Some institutional and educational recommendations are suggested by the participants for solving these problems. For example, to improve the institutional status of the post-secondary vocational schools, the duration of workplace training should be increased, machinery and equipment used in these schools should be enhanced, and employment demand projections should be taken into consideration while determining the student admission quotas. In terms of education and training, they propose that the education period should be extended for the students to gain professional skills and competences, and a preparatory class should be placed to improve the basic professional skills of the general high school graduates who enrolled in these schools.
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Sowislok, Krystian. "Przedsiębiorczość w szkole ponadgimnazjalnej na przykładzie II Liceum Ogólnokształcącego w Zabrzu." Przedsiębiorczość - Edukacja 8 (January 1, 2012): 57–63. http://dx.doi.org/10.24917/20833296.8.5.
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It has been ten years since the business studies subject was introduced into the Core Curriculum of post-secondary schools in Poland. In 2005 and 2006 I was conducting research among students of the 2nd Upper Secondary School in Zabrze. The aim of this research was to learn about their views regarding the most important tasks of school resulting from the Core Curriculum of this subject; the most interesting information and skills acquired during the business studies and validity of introduction this subject into the post-secondary schools. Next, I will compare the results of these studies with the ones conducted this year among the present students of the 2nd Upper Secondary School, as well as with the opinions of this school’s graduates with whom I’m in contact through the social networking sites. Therefore it will be also possible to compare certain expectations of these young people with the reality of life outside the school environment.
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Etherington, Nicole. "Widening Participation through Alternative Public Schools: A Canadian Example." Sociological Research Online 18, no. 2 (May 2013): 59–71. http://dx.doi.org/10.5153/sro.2926.
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In recent years, the development of the global knowledge economy has rendered post-secondary education necessary for employment and earning potential, with manual labour no longer as prevalent or secure as it once was. Yet, access to post-secondary institutions continues to be stratified based on social class. To support working-class students in obtaining a post-secondary education, some countries have opened alternative public schools geared toward this purpose. This article draws on a Canadian case study of a school for working-class students whose parents do not have any post-secondary education to investigate the discourse surrounding these institutions and their goals. Using a content analysis of newspaper articles and policy documents, I find that while alternative schools certainly have the potential to increase educational attainment amongst working-class students, they may pose significant challenges to working-class identities.
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Kiat, SIM Choon. "Meritocracy at Post-secondary Schools in Japan and Singapore." Journal of Educational Sociology 76 (2005): 169–86. http://dx.doi.org/10.11151/eds1951.76.169.
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Kifayatullah, Asghar khan, and Muhammad Safdar Luqman. "Pre and Post 9/11 era in Perspectives of the Impact of Terrorism on Sports at Secondary School Level in South Waziristan Agency." Global Physical Education & Sports Sciences Review III, no. I (December 30, 2020): 27–32. http://dx.doi.org/10.31703/gpessr.2020(iii-i).05.
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The main purpose of the study was to investigate the Pre and Post 9/11 Era in Perspectives of the Impact of Terrorism on Sports at Secondary School Level in South Waziristan Agency. All the secondary schools and Agency Education office of SWA were the proposed place of the work. The researcher focused on the rural Secondary level Schools. Close ended questionnaire was used for the data collection. Stratified sample technique was adopted for the current study. The sample of study was 248 consisting of physical Education teachers, general teachers and athletes. Correlation and regression test were applied for the data analyses. The results show The relationship between pre 9/11 and post 9/11 era in perspective of impact of terrorism on sports at secondary school level was negative it was also concluded that Terrorism has negative impact upon sports activities conducted among the secondary schools after 9/11 era in South Waziristan Agency. The researcher recommended that Government may pay special attention to School Sports and give full proof security during sports Competitions.
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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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Boyd-MacMillan, Eolene, Claire Campbell, and Andrea Furey. "An IC Intervention for Post-Conflict Northern Ireland Secondary Schools." Journal of Strategic Security 9, no. 4 (December 2016): 111–24. http://dx.doi.org/10.5038/1944-0472.9.4.1558.
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Llewellyn, Kristina R. "Performing Post-War Citizenship: Women Teachers in Toronto Secondary Schools." Review of Education, Pedagogy, and Cultural Studies 28, no. 3-4 (December 2006): 309–24. http://dx.doi.org/10.1080/10714410600873217.
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Murakami, Elizabeth T., and Monika Törnsen. "Female secondary school principals." Educational Management Administration & Leadership 45, no. 5 (July 11, 2017): 806–24. http://dx.doi.org/10.1177/1741143217717273.
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This study examines two female principals in upper secondary schools and the development of their professional identities, focusing on schools in Sweden and Texas, USA. The study is part of a larger international research project with global conversations about what successful leadership means, and asks: in what ways do female secondary school principals’ professional identities inform equity issues in leadership with implications for recruitment, hiring, and evaluation practices? Using a feminist post-structural discourse analysis, the findings revealed that even when successful, female leaders in upper secondary schools can be evaluated negatively. These considerations relate to the way in which female principals are recruited, hired, and weighed when appraised, where their contributions may not be fully incorporated to establish equitable processes and procedures to sustain their success in educational leadership.
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Jessey I. Obunge, Macson J. Ahiakwo, Telima Adolphus, and Muvoke D. Omeodu. "Effects of school ownership on problem-solving abilities in algebra among senior secondary school students in Rivers State." World Journal of Advanced Research and Reviews 13, no. 1 (January 30, 2022): 398–403. http://dx.doi.org/10.30574/wjarr.2022.13.1.0028.
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The study investigated the effects of school ownership on problem solving abilities in algebra among senior secondary school students, in Rivers State, Nigeria. Ex-post facto design was used in this study. The population was all senior secondary school students in Rivers State. Convenience and purposive sampling technique was employed in this study. 390 senior secondary school students participated in the study. Nine senior secondary schools were selected by purposive sampling for the study in two local government areas. The instrument used was Algebraic Problem Solving Test questions collated by the researchers from different past West African School Certificate Examinations. The reliability of the test was determined to be 0.72 using Pearson product moment correlation formula. Three research questions were answered using simple mean. One hypothesis was raised to guide the study, at 0.05 significant level using t-test. The results of the analyses showed that: school ownership had significant effect on the problem solving ability in algebra of senior secondary school students, about 86% of the students in the private schools scored below 50% in the test, about 96% of the students in the public schools scored 49% and below, the students in the private schools outperformed their counterparts in the public schools although generally, the performance of students in both public and private schools was quite low. Based on the findings, recommendations were made.
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Okendo, Ogoti Evans. "Teachers’ Perceptions on Integration of Information Communication Technology in Teaching and learning in Secondary Schools in Uasin Gishu County, Kenya." International Journal of Social Sciences and Humanities Invention 5, no. 5 (May 27, 2018): 4754–58. http://dx.doi.org/10.18535/ijsshi/v5i5.16.
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The purpose of the study was to establish teachers’ perception on integration of information communication technology in teaching and learning in secondary schools in Uasin Gishu County. The study was guided by the Minimalism theory. The study utilized ex post facto research design. The target population included all private and public secondary schools in Uasin Gishu County and all teachers in private and public secondary schools in the county. Stratified and simple random sampling procedures were to select the respondents for the study. The study utilized questionnaire and observation schedules for data collection. The study concluded that most of teachers in public and private secondary schools in Uasin Gishu County had favorable perceptions of availability of ICT infrastructure in their school, The study further concluded that both private and public secondary teachers in Uasin Gishu County had favorable perceptions of availability of plans for ICT integration in teaching in their school and that there is a significant relationship between public and private secondary teachers mean perception scores on ICT integration in Uasin Gishu County. the study recommended that the county Government of Uasin Gishu should provide ICT infrastructure in both private and public secondary schools and The principals and school managers in Uasin Gishu County should develop ICT integration plans at the school level which should inform the process of integrating the same in classroom teaching and learning.
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Folan, Sheila, and Cary J. Trexler. "A Case of a Partnership Academy Small Learning Community Model on Student Outcomes." Journal of Youth Development 3, no. 1 (June 1, 2008): 73–88. http://dx.doi.org/10.5195/jyd.2008.321.
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Many students are experiencing disconnect from their large, seemingly impersonal high schools. This case study research explored a post-high school class cohort's perceptions of an academy environment. The study examined the nature of its connection to academic, behavioral and post-secondary effects by utilizing a treatment group of academy students and a comparison group of non-academy students. The study found that students within academies experienced a greater sense of high school community than non-academy students. Differences were also found in post-secondary endeavors including greater participation by academy students in college, the workforce and career/technical areas.
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Oluoch, Dornela. "Strategies of Enhancing ICT Use in the Delivery of Management Services in Public Secondary Schools in Siaya County in Kenya." European Scientific Journal, ESJ 12, no. 28 (October 31, 2016): 375. http://dx.doi.org/10.19044/esj.2016.v12n28p375.
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This study was set to determine the strategies of enhancing ICT use in the delivery of services in public secondary schools in Siaya County, Kenya. Although many secondary schools introduced computers in great numbers starting early 1990s, there are limited information on their use to facilitate delivery of services in school administration and management. The extent to which ICT is being used in school management in secondary schools, the types of administrative uses of ICT by school managers and challenges affecting the integration of ICT in the management systems in secondary schools needed to be adequately addressed. This can only be achieved if there are laid down strategies of enhancing ICT use in the delivery of services in public secondary schools in Siaya County. The study was guided by Social Transformation Theory in Education and Visscher (1992) conceptual model of school information system, which were used to show the relationship between variables. The research design that used was descriptive survey. Questionnaires, Interviews and document analysis were used to collect data. The study established that schools were taking several steps to help in enhancing ICT delivery such as looking for grants from the government, prioritizing purchase of ICT equipment and using parents’ involvement to buy computers. The study recommends that effort should be made by the government to post and provide teachers skilled in ICT to each school to impart ICT skills to school managers. The study concludes that more support need to be given to schools to enable them achieve their dream of fully implementing the usage of ICT in the management of school activities.
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Aduwa, John. "Impact of boarding secondary schools on students’ achievement in mathematics in Bayelsa State, Nigeria." Tropical Journal of Education 2, no. 1/2 (February 28, 2021): 45–55. http://dx.doi.org/10.47524/tje.v2i1.6.
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The study examined the impact of boarding Secondary Schools on students’ achievement in mathematics. The study was conducted in Ogbia Education Zone of Bayelsa State, Nigeria. Two research questions and their corresponding null hypotheses guided the study. A post-test only of quasi- experimental research design was adopted. Furthermore, a purposive sampling technique was used to select a sample size of 219 senior secondary school class 1 (SSS 1) mathematics students from a mixed model boarding secondary school. This school consisted of both boarding and day students. A Mathematics Achievement Test (MAT) was used to collect data from the students after a period of instruction that lasted for one full academic term. All data collected were analysed by the methods of mean, standard deviation and t-test statistics. The finding indicated that the establishment of the model boarding secondary schools by the Bayelsa State Government had a very significant impact on students’ achievement in mathematics. The study recommended that more model boarding secondary schools should be established by the Bayelsa State Government.
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E. Okon, James, Festus O. Arop, Rosemary O. Osim, and Nse N. Ukpong. "Principals’ Management of School Material Resources and Secondary Education Goal Attainment: A Case Study of Secondary School Managers in Akwa Ibom State, Nigeria." Journal of Social Sciences Research, no. 69 (September 30, 2020): 856–64. http://dx.doi.org/10.32861/jssr.69.856.864.
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The main thrust of this study was to examine principals’ resources management and goal attainment in public secondary schools. Three null hypotheses were formulated following the specific purposes of the study. This study was tailored to follow the ex-post facto research design. The population of this study consisted of 681 secondary school administrators (227 principals and 454 vice principals) distributed across 227 public secondary schools situated in Akwa Ibom State, Nigeria. Census technique was adopted in studying the entire population. A self-structured and administered questionnaire titled, “Principals’ Resources Management and Goal Attainment Questionnaire (PRMEAQ)” was used as data collection instrument. The null hypotheses of the study were all tested at. 05 level of significance using the Pearson Product-Moment Correlation Analysis. Findings of the study indicated that financial management, management of school libraries and school records management all have a partial significant relationship with goal attainment in secondary schools. In line with this finding, relevant policy implications were discussed. It is recommended, among others, that secondary school principals should effectively and prudently utilize available material resources as well as internally generated funds for judicious purposes.
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Dormus, Katarzyna. "The Directions of Changes in the Secondary Comprehensive School System for Girls within the Polish Territories During the Partitions Period and the II Republic of Poland." Czech-polish historical and pedagogical journal 12, no. 1 (2020): 167–77. http://dx.doi.org/10.5817/cphpj-2020-015.
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The manner in which secondary school education for girls was transforming within the Polish territories during the partitions period and under the II Republic of Poland is a complex issue which, on the one hand, inscribes into the educational policy executed by the partitioning states and later on by Polish authorities, while, on the other hand into a broad scope of changes regarding the social position of women. For a long time, girls were perceived, first and foremost, as future wives, mothers, and housekeepers. As a result, the need to create female grammar schools, that is, comprehensive schools that would prepare them for university studies, was disregarded. However, various post-primary schools were established with the aim to prepare girls for their future roles or, alternatively, provide qualifications enabling them to become school teachers. These schools could also be attended by those girls who wished to expand and supplement their general education. Not until the II Republic of Poland was the male and female school system standardised at the secondary level. Yet, girls continued to struggle to complete the secondary level of education due to a smaller number of state grammar schools addressed at female students.
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Gunay, Asli, Omer Acikgoz, Zafer Celik, and Murat Ozturk. "Evaluations of post-secondary vocational schools employees on the institutional and general performance of these schools." Journal of Higher Education and Science 10, no. 2 (2020): 352. http://dx.doi.org/10.5961/jhes.2020.395.
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Ekere, Scholastica C. O. "Principals Gender and the Utilization of Legal Provisions in Administration of Secondary Schools in Cross River State, Nigeria." Journal of Economics Education and Entrepreneurship 2, no. 2 (October 17, 2021): 37. http://dx.doi.org/10.20527/jee.v2i2.3896.
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This study investigated the influence of principals` gender on the utilization of legal provisions in secondary school administration in cross river state, Nigeria. The sample consisted of four hundred and twenty six principals from both private and public secondary schools in cross river state. One hypothesis was formulated to guide they study. Ex-post facto design was adopted for the study. A sample size of 426 principals from public secondary schools, were drawn from a population of 780 principals using stratified random sampling technique. The instrument for data collection was a questionnaire titled “Principals utilization of legal provisions in secondary schools Administration Questionnaire (PULPSSAQ). The data collected were subjected to statistical analysis using independent t-test. The results of the data analyzed showed that female principals utilized legal provisions more than their counterparts’. The principals’ sex did not have any influence on staff administration and school community relation. It was concluded that sex of the principal was critical in some aspect of utilizations of legal provisions should be made for in service training, regular workshops and seminars for principals especially males to help upgrade their knowledge with modern techniques of utilizing legal provisions in secondary school administration.
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Thompson, Hannah, Wendi Gosliner, Esther Park, Kristine Madsen, and Lorrene Ritchie. "The Impact of a District-Wide Chocolate Milk Removal Policy on Secondary Students’ Milk Purchasing and Consumption." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 1734. http://dx.doi.org/10.1093/cdn/nzaa064_024.
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Abstract Objectives Removing chocolate milk from school cafeterias is an increasingly popular policy approach for reducing youth sugar-sweetened beverage consumption and improving health. Evidence on the impact of such policies in urban secondary schools, which is needed to inform future school-based health improvement efforts targeting our highest-need youth, is lacking. The objective of this study is to determine the impact of a school district's chocolate milk removal policy on racially/ethnically and socioeconomically diverse middle and high school students’ milk, calcium, and added sugar consumption. Methods Student-level lunch data were collected in the springs of 2016 (pre-chocolate milk removal policy) and 2018 (post-policy) during one lunch period each in 24 middle and high schools in a diverse urban school district. Linear mixed effects models adjusted for school-level demographic characteristics were used to assess changes in the proportion of students who purchased milk; the proportion of milk consumed; and the average grams of added sugar, ounces of milk, and grams of calcium consumed per student. Results Pre-policy, 3,158 students (mean 132 per school) participated in lunch data collection across all 24 schools; post-policy, 2,966 students (mean 124 per school) participated. There was a 13.6% (95% CI −16.4, −10.8) decrease in the proportion of students who purchased milk pre-policy (89.5%) to post-policy (75.9%). The proportion of milk consumed remained stable pre- (68.3%) and post-policy (66.3%; 95% CI for difference −4.1, 0.01). There was a statistically significant 3.8g decline in added sugar consumed post- policy (95% CI for change −3.9g, −3.6g) and no significant changes in ounces of milk or grams of calcium consumed. Conclusions Immediately post-chocolate milk removal from school cafeterias, fewer secondary students purchased milk. However, among students who purchased milk, consumption remained stable pre- and post-policy, and added sugar consumption significantly declined. Evidence on the longer-term impact of chocolate milk removal policies is necessary. Funding Sources This work was funded by the United States Department of Agriculture, National Institute of Food and Agriculture, (Grant ID: 2015-68001-23236); Technology and Design Innovation to Support 21st Century School Nutrition.
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Eisenstein, Carin, Victoria Zamperoni, Neil Humphrey, Jessica Deighton, Miranda Wolpert, Camilla Rosan, Helen Bohan, Antonis A. Kousoulis, Marianne Promberger, and Julian Edbrooke-Childs. "Evaluating the Peer Education Project in secondary schools." Journal of Public Mental Health 18, no. 1 (March 18, 2019): 58–65. http://dx.doi.org/10.1108/jpmh-07-2018-0048.
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Purpose The purpose of this paper is to determine the efficacy of the Peer Education Project (PEP), a school-based, peer-led intervention designed to support secondary school students to develop the skills and knowledge they need to safeguard their mental health and that of their peers. Design/methodology/approach Six schools from across England and the Channel Islands took part in an evaluation of the PEP across the 2016/2017 academic year. In total, 45 trained peer educators from the sixth form and 455 Year 7 students completed pre- and post-questionnaires assessing their emotional and behavioural difficulties, perceived school climate, and knowledge, skills and confidence related to mental health. Findings Results indicate that participation in the PEP is associated with significant improvement in key skills among both peer educators and student trainees, and in understanding of key terms and readiness to support others among trainees. Most students would recommend participation in the programme to other students. Originality/value While peer education has been found to be effective in some areas of health promotion, research on the effectiveness of peer-led mental health education programmes in schools is limited. This study contributes evidence around the efficacy of a new peer education programme that can be implemented in secondary schools.
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Woods, R. A. "Universities and schools offering post-secondary programs related to the forest sector." Forestry Chronicle 67, no. 4 (April 1, 1991): 378–83. http://dx.doi.org/10.5558/tfc67378-4.
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Mehary, Cynthia. "Teaching Records Management at the Post-Secondary Independent Business Schools and Colleges." Journal of Education for Business 62, no. 2 (November 1986): 77–79. http://dx.doi.org/10.1080/08832323.1986.10772777.
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Morris, Andrew B. "Post‐16 pupil performance in Catholic secondary schools in England 1996–2001." Educational Review 59, no. 1 (February 2007): 55–69. http://dx.doi.org/10.1080/00131910600796983.
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Reys, Barbara J., and Robert E. Reys. "Recruiting Mathematics Teachers: Strategies to Consider." Mathematics Teacher 97, no. 2 (February 2004): 92–95. http://dx.doi.org/10.5951/mt.97.2.0092.
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The federal No Child Left Behind Act (Public Law 107-110, HR 1, 2001) calls for all teachers in schools receiving federal funds to be “highly qualified.” That is, they must hold a bachelor's degree, demonstrate competence in the subject matter that they teach, and have full state teacher certification—their certification requirements cannot be waived nor can they have an “emergency, provisional, or temporary” certificate. These requirements are mandatory by the 2005–2006 school year. However, a serious shortage of mathematics teachers continues to exist in middle and secondary schools. For example, the Missouri Department of Elementary and Secondary Education reported that during the past fifteen years, an average of fewer than 200 mathematics teaching certificates (middle school and secondary) were issued annually by thirty-four different colleges and universities in the state. This average is far short of the more than 400 job listings that Missouri school districts annually post for middle school and secondary mathematics teachers.
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Saleh, M. A., Y. S. Al Ghamdi, O. A. Al Yahia, T. M. Shaqran, and A. R. Mosa. "Impact of health education program on knowledge about AIDS and HIV transmission in students of secondary schools in Buraidah City, Saudi Arabia: an exploratory study." Eastern Mediterranean Health Journal 5, no. 5 (October 15, 1999): 1068–75. http://dx.doi.org/10.26719/1999.5.5.1068.
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Acurate information about acquired immunodeficiency syndrome [AIDS]and human immunodeficiency virus [HIV]is important for their prevention. This study is intended to assess knowledge on AIDS in students of secondary schools in Buraidah City and to measure the effect of a health education program on their knowledge about AIDS in general, modes of HIV transmission and the degree of their misperception about the transmission of the disease through casual contact. A well-designed health education program using personal communication and visual media techniques was conducted for 483 secondary school students in Buraidah secondary schools during the year 1997. Pre- and post-tests were done to examine their knowledge about AIDS. The results of this study pointed out that a health education program on AIDS for students of secondary schools greatly and significantly improved their scores on general knowledge on AIDS views on its transmission and misperception of AIDS [p < 0.01]. Continuous in-ice programs for secondary students are recommended
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Quinlan, Andrea, Elizabeth Quinlan, and Desiree Nelson. "Performing Actor-Network Theory in the Post-Secondary Classroom." International Journal of Actor-Network Theory and Technological Innovation 3, no. 4 (October 2011): 1–10. http://dx.doi.org/10.4018/jantti.2011100101.
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Teaching innovative schools of thought call for innovative methods of instruction. This article investigates the challenges associated with teaching Actor-Network Theory (ANT) and proposes a creative pedagogical approach of ‘performing’ ANT in the classroom. This article presents a small case study of an instance where this theatrical method was employed in an undergraduate classroom to teach Annemarie Mol’s The Body Multiple. Based on the qualitative data collected from reflections of students and the professor, it investigates the successes of this creative pedagogical approach to teach ANT. This article argues that it is only through innovative teaching methods that ANT can be effectively explored in the classroom.
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FEJOH, J., P. A. ONANUGA, and O. A. IBRAHIM. "ORGANISATIONAL CULTURE AS A DETERMINANT OF WORKERS’ JOB COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN OGUN STATE, NIGERIA." Journal of Humanities, Social Science and Creative Arts 13, no. 1 (November 8, 2019): 89–97. http://dx.doi.org/10.51406/jhssca.v13i1.1931.
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This study examined organisational culture as a determinant of workers’ job commitment in public secondary schools in Ogun State. The study adopted an ex-post facto design approach. The population consists of all workers (teaching and non-teaching staff) in secondary schools in Ogun State, Nigeria. A multi-stage random sampling technique was adopted where five (5) public secondary schools (comprising of both junior and senior) were randomly selected from each of the local government area s from twenty (20) local government areas in Ogun State, making a total of ten (10) secondary schools were selected for the study. Stratified random sampling technique was used in selecting ten (10) workers (teaching and non-teaching) from each junior and secondary schools respectively, making a total number of twenty (20) workers from each of the selected ten (10) secondary schools. A total number of 200 workers was selected for the study. The instrument used for this study is a questionnaire which is sub-divided into three sections. Section A was used to collect information on personal characteristics of the respondents while Section B contained Workers Organisational Commitment Scale which was designed to measure workers’ job commitment. Section C contained Organisational Climate Index (OCI) and was used to measure organisational culture. Data was analyzed using regression and T-test analysis at 0.05 level of significance. Findings revealed that organisational culture has significant relationship with public secondary school workers’ job commitment and that there was no significant difference in public secondary school workers’ job commitment between senior and junior school employees. It is concluded that organisational culture determines job commitment of public secondary school employees in Ogun State. Based on the findings, it is therefore recommended that motivation strategies should adopted to improve teachers’ salaries and promotions. Teachers should positively change their attitude s to work and view their job as more of a call than a profession.
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Wurf, Gerald. "High School Anti-Bullying Interventions: An Evaluation of Curriculum Approaches and the Method Of Shared Concern in Four Hong Kong International Schools." Australian Journal of Guidance and Counselling 22, no. 1 (June 2012): 139–49. http://dx.doi.org/10.1017/jgc.2012.2.
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The challenge for high schools to adopt effective measures to reduce bullying has been underscored by international media coverage highlighting the consequences of school bullying. Despite whole-school anti-bullying programs being accepted as the best evidence-based approaches to intervention, research continues to yield ambiguous findings, and only a limited number of studies have been conducted in secondary schools to systematically evaluate the components of this approach. The aim of this study was to investigate the effectiveness of anti-bullying interventions in four international secondary schools in Hong Kong. Schools were randomly assigned to: (a) a whole-school intervention, (b) a curriculum and Shared Concern intervention at Year 7, (c) a Shared Concern intervention at Year 7 and (d) a control school. Year 7 students in the four schools anonymously completed a bullying questionnaire at the beginning (N = 545) and end of the school year (N = 549). A highly significant main effect for schools was found between pre-test and post-test composite bullying scores (F = 7.70, p < .001). Results showed the most significant reductions occurred when a whole-school intervention was used (F = 10.73, p < .001). The research provides strong support for use of whole-school preventative/management interventions and the effective components of this approach are discussed.
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Thomas, Malcolm. "Post‐16 students’ perceptions to health and healthy eating in Welsh secondary schools." Health Education 105, no. 2 (April 1, 2005): 89–102. http://dx.doi.org/10.1108/09654280510584544.
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PurposeThe aim of this study was to assess how post‐16 students in Wales conceptualized health and healthy eating.Design/methodology/approachA health survey questionnaire was completed by 297 post‐16 students who were pursuing Biology at A level in year 12. The questionnaire was issued towards the end of the summer term in year 12 which ensured that at that stage in their A level studies, all students had received teaching on the nutritional and biochemical component of the syllabus they were taking.FindingsFor the majority of respondents, and particularly males, being healthy was seen as the absence of illness and having the capacity to function as expected whereas female students significantly reported the importance of positive health behaviours, such as the need for exercising regularly and eating a balanced diet. Of concern, only a small percentage of the respondents reported the importance of eating fruit and vegetables as part of a healthy diet. Despite an increased emphasis on health issues within the school curriculum, it was apparent that female students possessed a more positive view of health as well as demonstrating a better understanding of what healthy eating means.Originality/valueIt is recommended that greater attention needs to be devoted to how health and nutritional education is taught in secondary schools.
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Emanuelsson, Ingemar. "Differentiation, Special Education and Equality: A Longitudinal Study of Self-Concepts and School Careers of Students in Difficulties and with or without Special Education Support Experiences." European Educational Research Journal 2, no. 2 (June 2003): 245–61. http://dx.doi.org/10.2304/eerj.2003.2.2.4.
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The main aims of the article are to analyse how school and learning careers of students with special education support during their compulsory schooling differ from those judged not in need of such support. Choice of study programmes, success in upper secondary schooling, and schools' grading of learning in compulsory school are focused upon. Patterns of post-secondary school careers are of special interest. Determined needs of special support are related to individual student characteristics as well as teaching needs of differentiation and educational demands. The database used is from approximately 8000 Swedish students, born in 1982 and followed from school start-up through post-secondary school to the age of 19. Allocation of special education resources is found more clearly related to school needs of differentiation than to individual student characteristics. The amount and kind of special education support are also related to self-confidence and students' choice of and success in post-secondary school programmes. Conclusively, most of an individual student's education career possibilities are determined early, often in the compulsory school. Such patterns are related to the overruling aim of inclusive education in ‘a school for all’. More proactive roles for support teachers are discussed.
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Agingu, Eunice Atieno. "VALIDITY OF PRIMARY SCHOOL EXAMINATION AS A PREDICTOR OF SECONDARY SCHOOL EXAMINATION SCORE AMONG PUBLIC SECONDARY SCHOOL STUDENTS KENYA." International Journal of Research -GRANTHAALAYAH 6, no. 4 (April 30, 2018): 80–94. http://dx.doi.org/10.29121/granthaalayah.v6.i4.2018.1483.
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The purpose of this study was to determine the validity of KCPE as a predictor of KCSE scores among public secondary school students in Kisii central Sub-county, Kenya. This study was guided by a conceptual framework where KCPE was the independent variable and KCSE the dependent variable. It adopted Correlational and Ex-post-facto research designs. The study population was 3,897 KCSE candidates from 55 public secondary schools. Stratified random sampling based on school type and size was used to select 16 public secondary schools for the study. Saturated sampling was employed to include all KCSE candidates whose KCPE marks were available in each sampled school, yielding a sample of 1,391 students. Data used included 2006 KCPE scores and 2010 KCSE scores of the same students under study. Data was collected using a researcher made pro forma. It was analyzed quantitatively using correlations and regression analyses. Results showed a strong positive Pearson’s correlation coefficient (r=0.693; n=1391; p < 0.05) between KCPE and KCSE scores. It recommended that; KCPE should continue to be used as selection tool for secondary school admission and school evaluation using KCSE examination scores should be based on students’ past KCPE scores.
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Strnadová, Iva, and Therese M. Cumming. "The importance of quality transition processes for students with disabilities across settings: Learning from the current situation in New South Wales." Australian Journal of Education 58, no. 3 (July 16, 2014): 318–36. http://dx.doi.org/10.1177/0004944114543603.
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This article examines the current state of the transition process for students with developmental disabilities in New South Wales, Australia. Teachers from 75 schools were surveyed about current practices for students with developmental disabilities transitioning from primary to secondary school and from secondary school to post-school life. Teachers' responses to the open-ended survey questions were analysed using inductive content analysis. The results of the analysis revealed that although many schools had transition processes in place, such as school visits and orientation programs, many key evidence-based practices were missing. Key themes that emerged included school-specific transition practices at each level and the importance of home–school collaboration. Overall results indicated a need for a mandated, student-centred planning and support process, guided by evidence-based practice.
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Oladapo, Margaret M., and William R. Brieger. "Reproductive Knowledge, Attitudes and Behaviour of Secondary School Students in Akure, Nigeria." International Quarterly of Community Health Education 16, no. 4 (January 1997): 341–58. http://dx.doi.org/10.2190/l85j-x8cj-jlw3-cg6u.
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Adolescents are subject to many life changes as their secondary sexual characteristics emerge. Contrary to parents' and society's wishes, these young people are more sexually active then previous generations and thus at greater risk of unwanted pregnancies, sexually transmitted diseases, and related problems. Adolescents enrolled in school have the potential opportunity to learn ways to prevent these reproductive and sexual health problems, but there is concern whether schools are living up to this challenge. Therefore, this study was designed to learn whether adolescents in secondary school in the Ondo State capital of Akure have reproductive health education and are practicing healthy sexual behaviors. The study was based on a sample of six of the twenty-eight secondary schools in Akure that fell under the jurisdiction of the Ondo State Post-Primary Schools' Management Board. Focus was placed on pupils in the final years of both Junior Secondary School (JSS 3) and Senior Secondary School (SSS 3). Overall, 30 percent of the young people reported having sexual intercourse: 21 percent of females and 38 percent of males. Also 39 percent in SSS 3 reported having had sex compared to 21 percent in JSS 3. Forty percent of students in coeducational school compared to 19 percent in boy's school and 8 percent in girl's school had sex. Respondents averaged only 11 points on a 33-point scale of reproductive health knowledge. Students in the senior classes and those in single sex schools scored higher. The mass media was stated to be the major source of reproductive health knowledge; only one-third reported that they had actually talked with someone about their reproductive health concerns. Attitudes toward pre-marital sex were more favorable among male students, pupils in mixed sex schools and those whose parents had lower levels of education. These findings suggest not only that the schools must take a more active role in providing reproductive health education, but that this should be done in the junior secondary years before most pupils become sexually active.
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Hassan, H. K., B. I. Bambi, and H. B. Bakari. "Influence of Principal and Parental Relationships on Teachers’ Job Performance in Senior Secondary Schools in Adamawa State, Nigeria." Advances in Multidisciplinary and scientific Research Journal Publication 29 (December 15, 2021): 155–70. http://dx.doi.org/10.22624/aims/abmic2021-v2-p12.
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This study investigated the influence of principal and parental relationships on teacher’s job performance in senior secondary schools in Adamawa State, Nigeria. Three research questions and two hypotheses were formulated and tested at 0.05 level of significance. The study adopted an ex post facto research design. The population of the study was 5,458 school personnel in the senior secondary schools in Adamawa state, which were made up of 337 principals and 5,121 teaching staff as distributed over the five education zones of Adamawa state, Nigeria. The sample of the study was 374 school personnel (340 teachers and 34 principals). This was arrived at using the Taro Yamane formula. The sample was determined through multistage sampling technique that comprised of stratified random sampling and simple random sampling techniques. Influence of Principal and Parental Relationship on Teachers’ Job Performance Questionnaire (IPPRTJPQ) was used for the collection of data. The data collected were analysed using mean and standard deviation to answer the research questions, Z-test for testing the hypotheses. The research question findings indicated that teachers were found to relate to a high extent with principals in senior secondary schools in Adamawa state. Also, that the relationship between teachers and parents is to a moderate extent in senior secondary schools in Adamawa state. The hypotheses findings also revealed that there is a significant influence of teacher – principal relationship on teacher’s job performance with (p = 0.000 < 0.05); and also that there is a significant influence of teacher – parent relationship on teacher’s job performance in senior secondary schools in Adamawa State with (p = 0.000 < 0.05). Based on the findings; it was concluded that teachers’ relationship with principals and parents significantly influence their job performance in senior secondary schools in Adamawa state, Nigeria. The study recommended that principals and teachers in senior secondary schools need to relate positively amongst themselves irrespective of their demographic differences which can help to improve their teaching performance either on a personal or professional level. Keywords: Teacher-Principal Relationship; Teacher-Parent Relationship; Teachers’ Job Performance; Senior Secondary School; Adamawa State
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Mokadem, Naglaa M. EL, Eman A. Shokr, Alyaa H. Salama, Hanaa M. Abo Shereda, Hanaa A. Radwan, and Hemat Mostafa Amer. "Peer Education Intervention to Promote Drug Abuse Prevention among Secondary Schools Students." NeuroQuantology 19, no. 5 (June 10, 2021): 68–78. http://dx.doi.org/10.14704/nq.2021.19.5.nq21050.
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Drug abuse is a worldwide serious health problem. Peer education is an effective method in preventing risky behaviors and educating teens about drug abuse. Aim of the current study was to evaluate the effectiveness of peer education intervention to promote drug abuse prevention among secondary schools students. Methods: a quasi-experimental research design was used. A multi-stage random sample selection of six secondary schools affiliated to the Ministry of Education and Technical Education was utilized. A convenience sample of 1200 students was selected from the 1st, 2nd and 3rd grades of the selected schools at Shebin El kom, Menoufia Governorate, Egypt. Instruments: (1) Sociodemographic data questionnaire; (2) Basic knowledge of students about drug abuse questionnaire; (3) Attitudes of the students toward drug abuse prevention assessment questionnaire and; (4) Self-efficacy of students about drug abuse prevention questionnaire. Results: the mean age of the studied students in both study and control groups were (16.14 ± 1.08 &15.96 ± 1.01) respectively. There were statistically significant differences between study and control group in the total mean score of knowledge about drug abuse post intervention (12.39 ±1.72 & 6.88 ± 1.35; P value .000) compared to pre-intervention (6.95 ± 2.14 & 6.72 ± 2.19; P 0 .535). There was a statistically significant difference between study and control group regarding students' attitudes toward drug abuse post intervention (160.98 ± 11.72 & 75.55 ± 13.35; P 0.000) compared to pre-intervention (77.53 ± 12.14 & 75.89 ± 11.19; P 0.735). Finally, there was a statistically significant difference between study and control group regarding students' self efficacy about drug abuse prevention post intervention (11.84 ± 1.92 & 8.18 ± 1.55; P 0.000) compared to pre-intervention (8.89 ± 3.14 & 7.99 ± 1.92; P 0.598). Conclusions: the findings of the current study suggest that peer education intervention has a positive effect and significantly enhances knowledge, self-efficacy and attitudes of secondary school students toward drug abuse. Recommendation: Peer education intervention as a school-based prevention programs is an appropriate model to be implemented for drug abuse prevention among school students.
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Osuch, Wiktor. "Podstawy przedsiębiorczości w opinii uczniów krakowskich liceów – szanse i oczekiwania." Przedsiębiorczość - Edukacja 8 (January 1, 2012): 37–47. http://dx.doi.org/10.24917/20833296.8.3.
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In 2002 “Business studies” Basics of entrepreneurship subject was introduced into the Polish post-secondary schools. According to then applicable regulation, concerning the Core Curriculum of general education, the aim of this subject is to teach students entrepreneurial skills and prepare them for active participation in social and economic life. The “Business studies” Basics of entrepreneurship subject helps young people to understand the mechanisms of market economy, prepares them to plan their future careers, develops the ability to communicate effectively and also prepares them to plan and execute tasks in the business environment. This article presents the results obtained in the new questionnaire surveys performed in selected post-secondary schools in Kraków in 2011. The research was designed to analyse fulfilment of the objectives, tasks and teaching content of business studies. Furthermore, it was to evaluate possibilities and future prospects of teaching the entrepreneurship just before introducing the changes in post secondary schools. Thus it seems justified to repeat and extend the conducted studies prior to the forthcoming introduction of curricular changes in the upper secondary school and proposed new teaching content for the Business studies subject. This paper methodologically refers to previous studies in this field, which were presented at the conference in 2004 and published in the Education – Entrepreneurship series No 1 (Osuch E., Osuch W. 2005). Furthermore, the intention of this report is to both update and supplement the previous research.
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Schalock, Robert L., Brent Wolzen, Irv Ross, Barb Elliott, Ginger Werbel, and Kathy Peterson. "Post-Secondary Community Placement of Handicapped Students: A Five-Year Follow-Up." Learning Disability Quarterly 9, no. 4 (November 1986): 295–303. http://dx.doi.org/10.2307/1510383.
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This article presents the results of an evaluation of the employment and living status of 108 moderately to severely handicapped individuals who had graduated during a five-year period (1979–1983) from rural schools employing a community-based job exploration and training model. Nineteen predictor variables including student characteristics, school variables, and county characteristics were statistically related to nine employment-related outcome variables. The results showed that (a) 61% of the graduates were working competitively; (b) 22% were living independently; (c) the specific-learning disabled student was more likely to be employed, live independently and be self-sufficient than the educable mentally handicapped or the student with mental retardation; (d) students whose families were moderately to highly involved with the students' programs were more successful on the employment-related outcome variables; and (e) significant predictors included both student characteristics and environmental variables. Implications are discussed relative to the current emphasis on post-graduation job placement, program accountability, training in the natural environment and support systems.
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Usashi Kundu (De). "Location of School: Impact on Secondary Students’ Performance in Mathematics." Issues and Ideas in Education 7, no. 1 (March 4, 2019): 19–25. http://dx.doi.org/10.15415/iie.2019.71003.
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In the present day, the examination results of different school boards of India in general and West Bengal in particular are not much satisfactory in respect of performance in mathematics. It has been an observed fact that educational facilities provided in a school has to play a vital role in the performance of its students. The present study attempts to examine whether the performance of students in mathematics depends on the location of school where they study. Ex post facto research design has been employed in carrying out the study. The scores in mathematics of 1104 Madhyamik examinees from six secondary schools of Kolkata and outskirts served as the source of data and the sampling technique used was purposive. Results indicate that there exist significant differences between mathematics scores in Madhyamik Examination of students from Kolkata and outskirt schools. Students from Kolkata schools score better in mathematics than the students from the schools that are situated in the outskirts. The study, therefore, recommends that schools located in the outskirts should be provided with better infrastructure to help in better performance of their students in mathematics.
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Evans, Nyaboga Nyagaka, Peterson Ondieki Osero, and Dr Jack Ajowi. "Analysis Of Working Conditions Of Support Staff In Public Secondary Schools In Nyamira County, Kenya." International Journal for Innovation Education and Research 3, no. 7 (July 31, 2015): 132–44. http://dx.doi.org/10.31686/ijier.vol3.iss7.403.
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Secondary school support staffs are less satisfied with their posts in general, their contracts and conditions of employment, working arrangements for their post, training and development opportunities available to them are always demoralizing them. Going by the foresaid conditions of work, this study was set to analyze of working conditions of support staff in public secondary schools in Nyamira County, Kenya. The study adopted a descriptive survey design. The specific objective of the study was to: examine the working conditions of the support staff in public secondary schools. The study population consisted of 170 public secondary schools, 170 principals, 172 deputy principals and 170 BOM chairpersons with 1020 support staff, totaling to 1532. Simple random and stratified sampling techniques were used to select 16 secondary schools, out of which one principal, six support staff, one deputy principal and the BOM chairperson from each of the sampled schools were selected, making a total sample of 144 respondents for the study. The study established that support staff in Nyamira County work under very poor conditions. The findings reveals that support staff motivation depends on the working conditions set by the principal in a school also influence workers motivation to work. The study recommended that there should be salary increase to support staffs and that the yearly increment should be effected considering the fact that they were few and were doing too much work. Principals should avail adequate working tools.
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Mathaba, Richard Siphamandla Ryan, Nirmala Dorasamy, and Kudayja Mohammed Parker. "THE EFFECTIVENESS OF EXTERNAL WHOLE-SCHOOL EVALUATION ON UNDERPERFORMING SECONDARY SCHOOLS IN THE MPUMALANGA PROVINCE." Commonwealth Youth and Development 12, no. 2 (September 28, 2016): 49–68. http://dx.doi.org/10.25159/1727-7140/1635.
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The study was conducted in the Mpumalanga province and focused on a sample of 18 externally evaluated underperforming secondary schools across all four districts of the province. The schools obtained an average pass rate of less than 30% in the 2011 Grade 12 examinations. The main objectives of the study were to analyse the purpose of whole-school evaluation (WSE) from a quality assurance perspective; to investigate the significance of a key component of WSE, namely assessing the quality of teaching, learning and educator development; to analyse the Grade 12 results of externally evaluated underperforming secondary schools pre- and post-evaluation; to analyse monitoring and evaluation reports for changes in teaching, learning and teacher development, as well as to identify factors impeding teaching, learning and teacher development in underperforming secondary schools. WSE is a system of evaluating the performance of schools as a whole. Corporate contribution to improve performance is measured, rather than simply the performance of individual staff members. Furthermore, WSE is one intervention to move schools that are in a critical situation along the path to becoming effective schools. Guidelines for quality assurance in education, especially at school level, are underpinned by the nine areas for evaluation (AFEs), namely basic functionality of the school (AFE1), leadership, management and communication (AFE2), governance and relationships (AFE3), quality of teaching and learning, and educator development (AFE4), curriculum provisioning and resources (AFE5), learner achievement (AFE6), school safety, security and discipline (AFE7), school infrastructure (AFE8), and parents and the community (AFE9). The mixed methods approach was used. This approach made it easy to reconcile findings through triangulation and complementing qualitative and quantitative data (both primary and secondary). The study relied on secondary data (external WSE reports and Grade 12 results), as well as primary data obtained from questionnaires administered to school management teams (SMTs) of the sampled underperforming secondary schools. The study revealed the great level of acceptance of the external WSE process by SMTs in Mpumalanga province’s underperforming secondary schools, as a means of quality assurance in order to achieve improvement. Furthermore, it revealed the extent to which improvement and development in the underperforming schools occurred as a result of the external WSE process. It was found that the results of seventeen of the 18 schools (94.4%) had improved. Furthermore, the study confi rmed that what was revealed in the external WSE as areas for development came as a revelation to SMTs. As a result, the manner in which teaching, learning and teacher development (AFE4) as a key component of WSE is viewed by teachers and SMTs, has been positively influenced.
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Mandler, Peter. "EDUCATING THE NATION I: SCHOOLS." Transactions of the Royal Historical Society 24 (October 24, 2014): 5–28. http://dx.doi.org/10.1017/s0080440114000012.
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ABSTRACTThis paper assays the public discourse on secondary education across the twentieth century – what did voters think they wanted from education and how did politicians seek to cater to those desires? The assumption both in historiography and in popular memory is that educational thinking in the post-war decades was dominated by the ideal of ‘meritocracy’ – that is, selection for secondary and higher education on the basis of academic ‘merit’. This paper argues instead that support for ‘meritocracy’ in this period was fragile. After 1945, secondary education came to be seen as a universal benefit, a function of the welfare state analogous to health. Most parents of all classes wanted the ‘best schools’ for their children, and the best schools were widely thought to be the grammar schools; thus support for grammar schools did not imply support for meritocracy, but rather for high-quality universal secondary education. This explains wide popular support for comprehensivisation, so long as it was portrayed as providing ‘grammar schools for all’. Since the 1970s, public discourse on education has focused on curricular control, ‘standards’ and accountability, but still within a context of high-quality universal secondary education, and not the ‘death of the comprehensive’.
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H. A., Apeh,, Gidado, B. K., and Iyiegbuniwe, O. A. "Effects of Brain-Based Learning Strategies on Secondary School Students’ Attitude to Learning in Federal Capital Territory, Abuja, Nigeria." Sustainability in Environment 6, no. 1 (December 15, 2020): p19. http://dx.doi.org/10.22158/se.v6n1p19.
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The study was carried out to find out whether Brain-Based Learning Strategies had any effect senior secondary school students’ attitude to learning in the Federal Capital Territory, Abuja. A pre-test post-test Quasi Experimental Research design was used with a sample size of 142 Senior Secondary School Students (S.S.S 1) drawn from two Senior Secondary Schools in the Abuja Municipal Area Council. Two intact classes were used; one class drawn from each of the schools, the classes were assigned to Groups using a Lucky Dip. With 70 students constituted in the Experimental Group and 72 in the Control Group. The Student Attitude Scale (SAS) was used to collect data for the study. All hypotheses were tested at a significant level of 0.05 using t-test. Findings revealed a significant difference in Students Attitude to learning with a mean difference of 0.59 in favor of the Experimental Group. However, no significant difference was observed in Students Attitude to learning in the Experimental Group based on gender. It was recommended that teachers should adopt the Brain-based learning strategies in teaching Economics in Senior Secondary Schools. In addition, since the teaching pedagogy is Gender-fair, it should be implemented in all schools irrespective of learners’ gender.
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Hangartner, Judith, Angela Kaspar, and Regula Fankhauser. "Autonomy as Anticipation of the World of Work at School." Swiss Journal of Sociology 45, no. 3 (November 1, 2019): 299–316. http://dx.doi.org/10.2478/sjs-2019-0014.
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Abstract Schools are under increasing pressure to prepare students for the transition to post-compulsory education and vocational training. Beyond the support of the students’ professional orientation, the focus is on students’ learning of soft skills. Based on an ethnographic study in schools of the lower secondary level, the article discusses how in school, autonomy is anticipated in school as a central requirement of the world of work. The analysed counselling interview reveals a narrowing of autonomy to the self-responsible execution of orders.
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Rękosiewicz, Małgorzata. "Type of social participation and identity formation in adolescence and emerging adulthood." Polish Psychological Bulletin 44, no. 3 (September 1, 2013): 277–87. http://dx.doi.org/10.2478/ppb-2013-0031.
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Abstract This paper presents the results of empirical research that explores the links between types of social participation and identity. The author availed herself of the neo-eriksonian approach to identity by Luyckx et al. (2006) and the concept of social participation types (Reinders, Butz, 2001). The study involved 1,665 students from six types of schools: lower secondary school (n=505), general upper secondary school (n=171), technical upper secondary school (n=187), specialized upper secondary school (n=214), university (n=252), and post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) (n=336). The results of the research, conducted with the use of Dimensions of Identity Development Scale (DIDS) and Social Participation Questionnaire (SPQ-S 1 and SPQ-S 2), indicate that transitive orientation increases with age and that, consequently, the frequency of assimilation and integration types of social participation tends to be higher in emerging adulthood in comparison with adolescence. The study showed that general upper secondary school students, contrary to their colleagues from technical and specialized upper secondary schools, did not differ in terms of transitive and moratorium orientation levels from lower secondary school students. The hypothesis about the relationship between transitive orientation and commitment scales was confirmed, whereas the hypotheses concerning the links between exploration scales and both dimensions of social participation were not validated.
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Dahal, Bishnu Kumar. "Effect of multimedia in teaching Science at secondary level." Siddhajyoti Interdisciplinary Journal 2, no. 01 (August 21, 2021): 19–29. http://dx.doi.org/10.3126/sij.v2i01.39235.
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The aim of this study was to investigate the effect of multimedia in teaching Science at Secondary School and attitudes toward Information and Communication Technology (ICT). The study was an experimental research design with two groups employing a pre-test and post-test. The sample schools were two public secondary school of Lalitpur district. Participants were 68 students from grade 10 studying Science from two schools. Furthermore, five science teachers in that school were also taken as samples for an interview session. The data were analyzed through statistical devices, such as mean, standard deviation, variance, t-test and chi-square test. The differences between means were computed by using two tailed t-test at 0.05 level of significance. The results indicated that the mean achievement of the group using multimedia projector was significantly better than the group without using multimedia projector. The findings of this study therefore provided strong evidence to support the use of ICT, particularly multimedia technology, in the teaching and learning of Science among secondary school students. Furthermore, the results also showed that the secondary level science teachers have positive attitude towards ICT in teaching science in the classroom.
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Morningstar, Mary E., Allison Lombardi, and David Test. "Including College and Career Readiness Within a Multitiered Systems of Support Framework." AERA Open 4, no. 1 (February 2018): 233285841876188. http://dx.doi.org/10.1177/2332858418761880.
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Current practices of college and career readiness (CCR) emerged from within secondary school reform efforts. During a similar timeframe, evidence-based schoolwide interventions—positive behavioral interventions and supports (PBIS) and response to interventions (RTI)—were developed, first targeting elementary initiatives and then translated to secondary schools. We provide an overview of a recently established CCR framework underscoring both academic and nonacademic factors necessary for student success. To operationalize CCR approaches within secondary schools, an effort must be made to utilize existing interventions and strategies as well as data-informed efforts included within multitiered systems of support (MTSS). Therefore, we examine how CCR can be extended within secondary MTSS approaches and extend current methods by recommending measures aligning CCR elements within essential data-based decision making and fidelity of implementation tenets of MTSS. By embedding CCR within established MTSS approaches, improved post-school outcome for all students, including those with disabilities, can be achieved.