Relevant bibliographies by topics / Secondary school students

Academic literature on the topic 'Secondary school students'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Secondary school students"

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ABLAK, Selman. "ATTITUDES OF SECONDARY SCHOOL STUDENTS TOWARDS REFUGEE STUDENTS." International Journal of Psychology and Educational Studies 7, no. 3 (September 12, 2020): 101–10. http://dx.doi.org/10.17220/ijpes.2020.03.010.

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OZGENEL, Mustafa, Filiz CALISKAN YILMAZ,, and Feyza BAYDAR. "School Climate as a Predictor of Secondary School Students’ School Attachment." Eurasian Journal of Educational Research 18, no. 78 (November 29, 2018): 1–30. http://dx.doi.org/10.14689/ejer.2018.78.5.

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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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Dr. M. Soundararajan, Dr M. Soundararajan. "Science Interest of Higher Secondary School Students." Indian Journal of Applied Research 3, no. 7 (October 1, 2011): 172–73. http://dx.doi.org/10.15373/2249555x/july2013/51.

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Kasrasu Avcı, Emine. "Secondary School Students' Identity and Citizenship Perceptions." International Journal of Psychology and Educational Studies 7, no. 4 (September 29, 2020): 14–26. http://dx.doi.org/10.17220/ijpes.2020.04.002.

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Brigandi, Carla B., Del Siegle, Jennie M. Weiner, E. Jean Gubbins, and Catherine A. Little. "Gifted Secondary School Students." Journal for the Education of the Gifted 39, no. 4 (October 17, 2016): 263–87. http://dx.doi.org/10.1177/0162353216671837.

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Grounded in the Enrichment Triad and Achievement Orientation Models, this qualitative case study builds understanding of the relationship between participation in Type III Enrichment and the achievement orientation attitude of goal valuation in gifted secondary school students. Participants included 10 gifted secondary school students, their parents, and their classroom teacher. Data included student, parent, and teacher responses in semistructured interviews, short-answer surveys, and student work. Findings indicate a relationship between participation in enrichment and goal valuation. Students engaged in Type III Enrichment perceived their projects as interesting, beneficial, and/or as related to perceptions of identity. In addition, factors of goal valuation were related to students’ continued interest and perceptions of enjoyment after completion of the enrichment projects. These findings have implications for structuring gifted education programs that meet the special needs of gifted secondary school learners.
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Dr.S.Jaikumar, Dr S. Jaikumar. "Long-Term Memory of Higher Secondary School Students." International Journal of Scientific Research 2, no. 7 (June 1, 2012): 129–30. http://dx.doi.org/10.15373/22778179/july2013/44.

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Nagra, Dr Vipinder. "Social Intelligence and Adjustment of Secondary School Students." Paripex - Indian Journal Of Research 3, no. 4 (January 15, 2012): 86–87. http://dx.doi.org/10.15373/22501991/apr2014/26.

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Rakulan, R., and V. A. Malathy. "DISCIPLINARY AWARENESS AMONG SECONDARY SCHOOL STUDENTS." International Journal of Research -GRANTHAALAYAH 5, no. 5(SE) (May 31, 2017): 16–21. http://dx.doi.org/10.29121/granthaalayah.v5.i5(se).2017.1961.

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School students need clear boundaries: boundaries that adults - parents as well as teachers - must set. We cannot abdicate our responsibility when students move outside those boundaries. To do that is to betray children, because the consequences of bad behaviour are so damaging It is the duty of the parents and teachers to create disciplinary awareness. The study aimed to examine the disciplinary awareness among secondary school students. The investigator adopted survey method to study the disciplinary awareness among school students. For this study a sample of 300 school students from 5 Govt and Private schools which are situated in and around Udumalpet town of Tirupur district in Tamil Nadu were selected by the investigator using simple random sampling technique. The findings reveal that 28.33% of the school students belong to low level of disciplinary awareness, 43.66% of school students the belong to moderate level of disciplinary awareness, 28% of school students belong to high level of disciplinary awareness. Also it is found that there is a significant difference in attitude towards disciplinary awareness between male and female among school students. Females possess better disciplinary awareness than male students.
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Kvitkovičová, Lucia, and Jana Máchová. "School Identity of Secondary Technical Schools Students and University Students." Lifelong Learning 7, no. 1 (2017): 32–53. http://dx.doi.org/10.11118/lifele2017070132.

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The study describes the development of school identity among young people, it focuses on its two main processes, namely the exploration of the study and commitment to study. The research goal of the study was to determine the role of the type of the school and subjective perception of the study in these processes. 194 university students and 116 students of secondary technical schools with craft specialisation between 18 and 21 years of age filled in the questionnaire of school identity and answered questions about the attitude to their study. Analysis of covariance showed that university students, compared to the students of secondary technical schools with craft specialisation, are characterised by a greater degree of exploration of the study. Subjectively perceived career relevance of the study and preference of the study significantly influenced the degree of commitment to study. The highest degree of commitment to study was reached by those students, who perceived their study as a direct part of preparation for their future career, and students, who studied the field they have always wanted to study. The results are discussed considering the theoretical basis of the study and its possible practical impact.
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Dissertations / Theses on the topic "Secondary school students"

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Cicek, Ibrahim. "Investigation Of Secondary School Students." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605722/index.pdf.

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The purpose of the study was to investigate secondary school students&rsquo
performance on proof and attitude towards proof in geometry. The research was conducted on 367 10th grade students. The numbers of subjects were 94, 96, 90 and 87 from General High Schools (GHS), Anatolian High Schools (AHS), Science High Schools (SHS) and Private High Schools (PHS) respectively. The number of girls and boys were 142 and 225 respectively. To obtain the data of this study, the following measuring instruments were utilized: 1.Proof Performance in Geometry Test (PPGT)
2.Proof Attitude Scale in Geometry (PASG). They were developed by researchers. The results indicated that: 1.There were statistically significant differences among the mean scores of students enrolled in different school types with respect to performance on proof in geometry
2.There was no statistically significant difference between the mean scores of boys and girls with respect to performance on proof and attitude towards proof in geometry
3.There were no statistically significant differences among the mean scores of students enrolled in different school types with respect to attitude towards proof in geometry
4.There was statistically significant correlation between secondary school students&rsquo
performances on proof and attitude towards proof in geometry
5.While students in SHS got the highest scores from each question, students in GHS got the lowest scores
6. While most students in SHS perceived themselves as successful in geometry, most students in GHS perceived themselves unsuccessful.
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Stövring-Nielsen, Birthe. "Secondary School Students' Use of English Outside School." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30831.

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The purpose of this qualitative study is to get secondary school students’ perspectives on how they encounter and use English outside school. Eleven students, six boys and five girls, at two secondary schools in the southern parts of Sweden have been interviewed for the study. The findings of the study show that the secondary school students interviewed in this studyhave many opportunities to use English outside of school. They play online computer games, watch American TV shows and movies, read books in English, listen to music and travel. The students are fond of English and realise the importance of English in society and for their future. They find English, as they encounter it outside of school, of great importance for their development of English.
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Icoz, Omer Faruk. "The Relationship Among Secondary School Students." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614736/index.pdf.

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The purpose of this study was to investigate the relationship among secondary school students&rsquo
attitudes, motivation and self-efficacy beliefs toward chemistry lessons and to determine the effect of grade levels, gender and school type on each dependent variable. The study was conducted during fall semester of 2011&ndash
2012 academic year in four high schools which are general public high school, Anatolian public high school, vocational public high school, and general private high school in Ankara. Cluster random sampling method was applied and 813 students taking chemistry course participated to the study. Attitude Scale Toward Chemistry (ASTC), Motivated Strategies for Learning Questionnaire-Turkish Version (MSLQ-TV), and High School Chemistry Self Efficacy Scale for cognitive skills (HCSS) were used as measuring instruments. The collected data were analyzed with correlational analysis and with three-way analysis of variance (ANOVA) for each dependent variable. v The results of the analyses displayed that there were high correlations among students&rsquo
attitudes, motivation, and self-efficacy beliefs toward chemistry lessons. Furthermore, the results showed that school type and gender of the students had ignificant effect on their attitudes, motivation, and self-efficacy beliefs toward chemistry lessons. For instance, students in private public high school had the highest and students in vocational public high school had the lowest attitudes, and girls were more motivated than boys toward chemistry lessons. However, grade level of the students had no significant effect on their attitude, motivation, and self-efficacy beliefs toward chemistry lessons.
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Wong, Wai-ling. "Students' perceptions on the enrichment program in a secondary school /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3528853X.

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Fok, Fung-yee. "A study of bullies in a secondary school." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752406.

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Wong, Yuk-yu Ellen. "An exploratory study of secondary school adjustment and adolescent development /." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13117075.

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Cohen, Bonnie Lynn. "Health behaviour survey of secondary school students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0024/MQ51056.pdf.

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Ngan, Mee-yuk Elte, and 顔美玉. "The declining standard of secondary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31972573.

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Panganayi, Mupenyu Felix. "Developing metacognitive skills in secondary school students." Thesis, Open University, 2018. http://oro.open.ac.uk/58321/.

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The research in this thesis focussed on whether metacognitive instructional methods can support the development of metacognitive skills (MS) awareness, and student achievement in secondary school students during problem solving in stoichiometry. The research involved four studies. The first was a quasi-experiment using the metacognitive skills framework (MSF) to support students. The intervention was conducted by a chemistry teacher, for one hour/week over three weeks, with pre- and post-test assessments. There was a control group (N=19) and an experimental group (N=22). There was no significant improvement in MS awareness, however, there was a significant improvement in stoichiometric achievement for the experimental, but not the control group. Study 2 involved a comparison of MSF (N=21); metacognitive skills modelling (MSM; N=17), another less explicit instructional method; and a control group (N=23). Similar measures to those in Study 1 were used. The three groups failed to show significant improvement over time in MS awareness. However, the MSF and Control groups showed significant improvement in stoichiometric achievement. Study 3 concerned the students' MS awareness and use. An interview group was drawn from each of the three conditions and was asked a series of semi-structured questions. The MSF and control groups gave answers which suggested higher MS awareness and use compared to MSM group. This was not expected and consequently Study 4 was conducted. Study 4 involved interviews with the teachers of the students in the three conditions. Some of the findings in Study 2 could be explained by the control group teacher supporting MS awareness and use, and that this group had a public examination in chemistry shortly after the study. Thus, the findings from this research suggest that use of the MSF is associated with increased scores in stoichiometry. However, further research is needed to better understand the effects of interventions on the enhancement of metacognitive skills awareness and use.
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Ngan, Mee-yuk Elte. "The declining standard of secondary school students." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24534390.

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Books on the topic "Secondary school students"

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Karen, Zuckerman, and Center for Substance Abuse Prevention (U.S.), eds. Secondary school students. [Rockville, Md.?]: Center for Substance Abuse Prevention, U.S. Dept. fo Health and Human Services, Public Health Service, Substance Abuse and Mental Health Services Administration, 1994.

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Kathryn, Lamb, ed. Staying cool, surviving school: How to survive secondary school. Harmondsworth: Puffin, 1995.

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P, Pangrazi Robert, ed. Dynamic physical education for secondary school students. 7th ed. San Francisco: Pearson-Benjamin Cummings, 2012.

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1932-, Mancall Jacqueline C., Oesau Diane, Aversa Elizabeth Smith, and ERIC Clearinghouse on Information Resources., eds. Online information services for secondary school students. 2nd ed. Chicago, Ill: American Library Association, 1989.

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Piechurska-Kuciel, Ewa. Language anxiety in secondary grammar school students. Opole: Wydawn. Uniwersytetu Opolskiego, 2008.

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P, Pangrazi Robert, and Pangrazi Robert P, eds. Dynamic physical education for secondary school students. 4th ed. San Francisco: Benjamin Cummings, 2002.

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P, Pangrazi Robert, ed. Dynamic physical education for secondary school students. 5th ed. San Francisco: Pearson/Benjamin Cummings, 2006.

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Darst, Paul W. Dynamic physical education for secondary school students. 4th ed. Boston, MA: Allyn and Bacon, 2001.

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Patricia, O'Brien. Mainstreaming secondary school students with visual impairments. Wellington: New Zealand Council for Educational Research, 1989.

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Stress management programme for secondary school students. London [England]: Routledge/Farmer, 2001.

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Book chapters on the topic "Secondary school students"

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Hurtig, Janise. "Becoming Secondary School Students." In Coming of Age in Times of Crisis, 65–87. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230617247_3.

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Alexander, Melina, and Desna Bergold. "Secondary School Years." In Parents and Families of Students With Special Needs: Collaborating Across the Age Span, 222–44. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2018. http://dx.doi.org/10.4135/9781506315973.n15.

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Smyth, Emer. "School Climate." In Students' Experiences and Perspectives on Secondary Education, 95–114. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-49385-9_4.

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Kajander, Ann. "Introduction to Students at Risk: Case Studies of Often Unheard Students." In Teaching and Learning Secondary School Mathematics, 117–23. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92390-1_13.

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Islam, N. "Smoking among secondary-school students in Bangladesh." In Tobacco: The Growing Epidemic, 271–72. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0769-9_112.

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Hopwood, Belinda, Ian Hay, and Janet Dyment. "Literacy and Students’ Transition into Secondary School." In The Future of Educational Research, 291–300. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-512-0_24.

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Espin, Christine, Siuman Chung, Anne Foegen, and Heather Campbell. "Curriculum-Based Measurement for Secondary-School Students." In Handbook of Response to Intervention and Multi-Tiered Systems of Support, 291–315. New York, NY: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780203102954-20.

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Deavall, Clare. "Developing Psychologically Literate Students." In Learning to Teach Psychology in the Secondary School, 93–108. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003162223-9.

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McFeetors, P. Janelle. "Improving Students’ Approaches to Learning High School Mathematics." In Teaching and Learning Secondary School Mathematics, 483–94. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92390-1_45.

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Smyth, Emer. "The Democratic Climate of the School." In Students' Experiences and Perspectives on Secondary Education, 115–43. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-49385-9_5.

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Conference papers on the topic "Secondary school students"

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Pizzini, Nigel. "Male Secondary-School Student Engagement Rates with School Counsellors, as Compared with Female Engagement Rates." In Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2206008.

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This article reports on a statistical investigation into the engagement rates of male secondary-school students with school counsellors in co-educational state secondary schools in Aotearoa New Zealand. The data analysis evidences a discrepancy between the engagement rates of male and female students, substantiating what has been known anecdotally: that male students are less likely than their female peers to meet with school counsellors. Data from 2615 counselling records across eight schools nationwide indicate that male students engage between 3% and 11% less than their female peers. Further research in 2022 is planned to investigate any barriers or constraints that could account for this discrepancy and expose possible facilitative factors that may increase male student engagement rates with school counsellors.
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Malach, Josef, Dana Vicherková, Martin Kolář, and Kateřina Malachová. "SECONDARY SCHOOL STUDENTS´ STUDY AMBITIONS AND PREREQUISITES FOR THE STUDY." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end076.

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"The article reports on the results of empirical research, aiming to analyse the relationship between two constructs - aspiration to study and prerequisites for the study - both of which are subjectively assessed by secondary school students themselves. Aspiration to study (possibly also achievement-aspiration) expresses the expected level of performance or positions an individual wants to achieve. Prerequisites for the study then indicate whether an individual has the talent, previous education, will or sufficient motivation to achieve a particular goal or position. In the educational reality, it can be assumed that all four combinations of both constructs can occur, with the worst being the student's distrust of their prerequisites for the study combined with zero effort to be a good student. A questionnaire survey of a group of 907 secondary technical school students in one region of the Czech Republic provides data for categorising students into one of four combination groups and at the same time determining whether the number of students in categories varies with the year of study or field of study. It is not known whether research-based categorisation has previously been performed on these learning success constructs."
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Wang, Zemei (Jasmine). "Chinese International Secondary School Students’ Adjustment Challenges in Canadian Schools." In 13th International Conference on Education and Educational Psychology. European Publisher, 2022. http://dx.doi.org/10.15405/epiceepsy.22123.10.

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Ahmed, Gashawa, Jalal Nouri, Eva Norén, and Lechen Zhang. "Students perceptions of programming in primary school." In WiPSCE'19: 14th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3361721.3362112.

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Host'ovecky, M., and M. Ivanova. "Internet addiction of Slovak's secondary school students." In 2016 International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2016. http://dx.doi.org/10.1109/iceta.2016.7802065.

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Begué, Nuria, M. Magdalena Gea, Carmen Batanero, and Pablo Beltrán-Pellicer. "MEANING OF SAMPLING FOR SECONDARY SCHOOL STUDENTS." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0456.

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Arteaga Cezón, Pedro, Javier García de Tomás, Carmen Batanero, and Rafael Roa. "SECONDARY SCHOOL STUDENTS’ RESOLUTION OF PERMUTATION PROBLEMS." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0718.

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Chrappán, Magdolna, and Rita Bencze. "SECONDARY SCHOOL STUDENTS’ ATTITUDES TOWARDS SCIENCE SUBJECTS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1759.

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Dobrovská, Dana, and David Vaněček. "Teacher-Targeted Bullying by Secondary School Students." In The European Conference on Education 2022. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2188-1162.2022.8.

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Escolano-Pérez, Elena, Celia Peco Benito, and Irma Inaz-Monterde. "PROCRASTINATION AND CHEATING IN SECONDARY SCHOOL STUDENTS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.2045.

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Reports on the topic "Secondary school students"

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Sniedze-Gregory, Shani, Rachel Felgate, Elizabeth O'Grady, Sarah Buckley, and Petra Lietz. What Australian students say about transition to secondary school. Final report. Australian Council for Educational Research, November 2021. http://dx.doi.org/10.37517/978-1-74286-644-4.

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Life Education Australia's Being Healthy Being Active project involved the collection of student voice related to the concept of school transition and the move from primary to secondary school. Students from around Australia participated in 82 focus groups, or student forums, to discuss their own positive experiences, as well as perceived needs and challenges related to their move to secondary school. Section One of this report is a literature review and environmental scan on student transition from primary to secondary school. Section Two describes the methods used to design and administer the Student Forums. This includes a description of the target population and sampling methods as well as the details of the achieved sample: 82 forums with 444 students across 15 schools. Section Three outlines the findings of the Student Forums. Section Four offers conclusions and recommendations to inform the next stage of the project, designing a suite of resources and training for teachers aimed at assisting students with the transition from primary to secondary school.
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Summers, Aeylin. Characteristics of Marginally Achieving Secondary Students and the Nature of their School Experience. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1383.

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Martyniuk, Oleksandr O., Oleksandr S. Martyniuk, and Ivan O. Muzyka. Formation of informational and digital competence of secondary school students in laboratory work in physics. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4446.

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The article deals with the formation of informational and digital competence of high school students. First and foremost, the existing digitalization strategies for society already approved in the world and in Ukraine, including the implementation of STEM education and the Digital Agenda, are considered. On the other hand, attention is paid to the inconsistency of the level of ownership and frequency of use of digital technologies with the requirements of these initiatives. The concept of informational and digital competence is analyzed in detail. Existing publications identify key components, skills and competencies required to achieve this competence. A survey is conducted to better understand the current situation. One of the tasks is to determine the level of use of digital information in the classroom by teachers and in students’ preparation at home. The second task was to show how developing students’ informational and digital competence can be done by active introduction of existing software and hardware in the educational process in physics, in particular, a laboratory workshop. The example of laboratory work carried out in educational institutions shows how modern software can be used to analyze the movement of bodies and determine the physical characteristics of this movement. The concrete ways of performing laboratory work, analyzing its results and drawing conclusions are given. It is in the combination of existing teaching practices with modern gadgets, specialized and general programs that the basic way of forming informational and digital competence is seen. Further ways of modernization and improvement of described methods for increasing the level of information and digital competence are proposed.
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Rubin, E. L. Interactive fundamental physics. [THE REAL STUFF: The New Expanded Media Physics Course for secondary school students]. Office of Scientific and Technical Information (OSTI), November 1992. http://dx.doi.org/10.2172/6705753.

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Miech, Richard, Lloyd Johnston, Patrick O'Malley, Jerald Bachman, John Schulenberg, and Megan Patrick. Monitoring the Future national survey results on drug use, 1975-2018: Volume I, Secondary school students. University of Michigan Institute for Social Research, 2019. http://dx.doi.org/10.3998/2027.42/150622.

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Miech, Richard, Lloyd Johnston, and Patrick O'Malley. Monitoring the Future national survey results on drug use, 1975-2019: Volume I, Secondary school students. Institute for Social Research, 2020. http://dx.doi.org/10.3998/2027.42/162578.

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Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

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We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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8

Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

Full text
Abstract:
We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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9

Emerson, Sue, Lesley Ferkins, Gaye Bryham, and Mieke Sieuw. Young People and Leadership: Questions of Access in Secondary Schools. Unitec ePress, September 2016. http://dx.doi.org/10.34074/ocds.0291.

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There is seemingly an abundance of leadership opportunities available to youth within school environments, including sport captaincy, sport coaching, prefect roles, and assigned arts or cultural leadership. For many students, the opportunity to captain a sports team, or lead an event or activity is perceived as their first taste of leadership action. However, as evidenced in a growing body of literature (Jackson & Parry, 2011), leadership is increasingly being conceived as much more than an assigned formal position. Furthermore, there is some evidence to suggest that formal leadership roles may be presenting barriers for students wishing to access leadership opportunities in a more informal capacity (McNae, 2011). In this conceptual article, we examine the value and nature of informal leadership practices, and from this, identify questions of access to leadership for youth in secondary school settings. Specifically, the aim of our paper is to advance current conceptualisations about youth leadership and to offer future research directions (via questions) to establish a deeper evidence base for better understanding access to leadership for youth. To achieve this, we explore three interrelated themes: leadership practices and accessibility for youth; learning through leadership for youth; youth access and the notion that leadership belongs to everybody. As a result of the platform provided by our conceptualising, a series of questions are presented for future research. Directions for future research relate to understanding more about formal and informal leadership opportunities in the secondary school context, what we will hear when we listen to the student’s voice about access to these opportunities, and how informal leadership opportunities might influence overall access to leadership for students.
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Leung-Gagné, Melanie, Jennifer McCombs, Caitlin Scott, and Daniel Losen. Pushed out: Trends and disparities in out-of-school suspension. Learning Policy Institute, September 2022. http://dx.doi.org/10.54300/235.277.

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During the 1990s and early 2000s, federal and state policies encouraged the implementation of zero-tolerance policies across the country, which helped fuel an overall increase in the use of suspension and expanded racial disparities in suspension. Recent changes in policy and practice have begun to shift educators away from exclusionary discipline, and we review those changes and trends in this report. We examine out-of-school suspension data from the Civil Rights Data Collection (CRDC), tracking trends over time. We also assess differences in suspension rates of students based on their race and ethnicity, school level, and disability status. We present data at national and state levels, and because out-of-school suspensions are concentrated in secondary schools, we focus our state-level findings on secondary school students. We explore the ways in which changes in suspension rates may be related to changes in policy, and we make recommendations for additional strategies to reduce school exclusion for all students, and in particular for those who have disproportionately experienced its negative effects.
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