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Journal articles on the topic 'Secondary schools'

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Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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1

Aerts, Saskia, Mieke Van Houtte, Alexis Dewaele, Nele Cox, and John Vincke. "School Motivation in Secondary Schools." Youth & Society 47, no. 3 (December 12, 2012): 412–37. http://dx.doi.org/10.1177/0044118x12467657.

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2

Willms, J. Douglas, and Peter Cuttance. "School Effects in Scottish Secondary Schools." British Journal of Sociology of Education 6, no. 3 (October 1985): 289–306. http://dx.doi.org/10.1080/0142569850060303.

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3

Akos, Patrick, Heidi Schuldt, and Meg Walendin. "School Counselor Assignment in Secondary Schools." Professional School Counseling 13, no. 1 (October 2009): 23–29. http://dx.doi.org/10.5330/psc.n.2010-13.23.

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4

Furtwengler, Willis J., and Beth Farley. "Effective School Retreats Improve Secondary Schools." NASSP Bulletin 71, no. 500 (September 1987): 118–22. http://dx.doi.org/10.1177/019263658707150019.

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5

Akos, Patrick, Heidi Schuldt, and Meg Walendin. "School Counselor Assignment in Secondary Schools." Professional School Counseling 13, no. 1 (October 2009): 2156759X0901300. http://dx.doi.org/10.1177/2156759x0901300101.

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Research has not yet begun to investigate the practice or impact of school counselor assignment. A preliminary study sought to explore the nature and consequences of school counselor assignment practices in secondary schools. Secondary school counselors from one large Southeastern school district were asked to complete a questionnaire created for the purpose of this study. The results suggest a significant difference between school counselor assignment at the middle and high school levels. Middle schools predominantly utilized grade-level assignment while high schools used alphabetical assignment. Distinct advantages and challenges were indicated by school counselors from each assignment type. Implications for professional school counselors and future research directions are provided.

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6

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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7

Dr. Praveena, K. B, Dr Praveena, K. B. "Utilization Of Computers In Secondary Schools." International Journal of Scientific Research 1, no. 3 (June 1, 2012): 32–33. http://dx.doi.org/10.15373/22778179/aug2012/12.

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8

Lefèvre, Bruno, and Jacques Richardson. "Tomorrow's secondary schools." Futures 20, no. 2 (April 1988): 177–81. http://dx.doi.org/10.1016/0016-3287(88)90023-7.

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9

Powell, Neal J. "School-Based Management in Smaller Secondary Schools." NASSP Bulletin 75, no. 533 (March 1991): 11–15. http://dx.doi.org/10.1177/019263659107553303.

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10

Hashim, Azmir. "Collegial Supervisory Practice in Malaysian Public Schools: Evidence from Secondary School Teachers." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 2439–53. http://dx.doi.org/10.37200/ijpr/v24i5/pr201942.

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11

Mishra, Dr Sudarshan, and Jakir Hussain Laskar. "Emotional Intelligence of Teachers Teaching At Secondary and Senior Secondary Schools." International Journal of Scientific Research 2, no. 10 (June 1, 2012): 1–5. http://dx.doi.org/10.15373/22778179/oct2013/37.

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12

Dernowska, Urszula. "Mission Statements as a Basis for Reflection on the Priorities of the General Secondary School." Seminare. Poszukiwania naukowe 2020(41), no. 4 (December 31, 2020): 113–23. http://dx.doi.org/10.21852/sem.2020.4.10.

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The article provides an analysis of general secondary school mission statements of 53 schools from the public sector in Warsaw. The purpose of the study was to gain a perspective on the school's priorities as defined by secondary schools themselves. The qualitative content analysis revealed that mission statements highlight the broad range of goals that the schools pursue. Some of these goals may be thought of in terms of educational results, while others may be seen as educational “inputs”. The obtained results show that schools share certain priorities, but there was also a range of “specific” objectives that the educational institutions pursue.

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13

Ali, Niaz, Sailesh Sharma, and Amir Zaman. "SCHOOL CULTURE AND SCHOOL EFFECTIVENESS: SECONDARY SCHOOLS IN PAKISTAN." Malaysian Online Journal of Educational Management 4, no. 4 (September 30, 2016): 50–65. http://dx.doi.org/10.22452/mojem.vol4no4.4.

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14

Rhoades, Gary. "Folk Norms and School Reform: English Secondary Schools." Sociology of Education 60, no. 1 (January 1987): 44. http://dx.doi.org/10.2307/2112618.

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15

Tarter, C. John, James R. Bliss, and Wayne K. Hoy. "School Characteristics and Faculty Trust in Secondary Schools." Educational Administration Quarterly 25, no. 3 (August 1989): 294–308. http://dx.doi.org/10.1177/0013161x89025003005.

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16

Armenta, Tony, and David L. Stader. "School Safety: Implications and Guidelines for Secondary Schools." Clearing House: A Journal of Educational Strategies, Issues and Ideas 84, no. 4 (May 2011): 119–22. http://dx.doi.org/10.1080/00098655.2011.564968.

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17

Ko, James Y. C., Philip Hallinger, and Allan D. Walker. "Exploring School Improvement in Hong Kong Secondary Schools." Peabody Journal of Education 87, no. 2 (April 2012): 216–34. http://dx.doi.org/10.1080/0161956x.2012.664474.

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18

Emerson, Aubrey, and N. M. P. Group. "Mathematics for Secondary Schools." Mathematical Gazette 73, no. 463 (March 1989): 54. http://dx.doi.org/10.2307/3618218.

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19

Ashurst, F. G., and N. M. P. Group. "Mathematics for Secondary Schools." Mathematical Gazette 73, no. 466 (December 1989): 347. http://dx.doi.org/10.2307/3619327.

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20

Pavlik, Marilynn. "Teaching in Secondary Schools." Hispania 68, no. 1 (March 1985): 177. http://dx.doi.org/10.2307/341636.

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21

Anderson, Robert H. "Places Called Secondary Schools." Review of Education 11, no. 4 (September 1985): 277–79. http://dx.doi.org/10.1080/0098559850110409.

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22

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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23

Batho, Rob. "Shakespeare in Secondary Schools." Educational Review 50, no. 2 (June 1998): 163–72. http://dx.doi.org/10.1080/0013191980500207.

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24

Duobly, Girvydas. "Programs for Secondary Schools." European Education 24, no. 4 (December 1992): 39–49. http://dx.doi.org/10.2753/eue1056-4934240439.

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25

Venable, F. P. "Chemistry in Secondary Schools." Journal of Education 52, no. 6 (August 1990): 102. http://dx.doi.org/10.1177/002205749005200607.

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26

Swanson, Ian. "Opinions Scotland’s Secondary Schools." Educational Psychology in Scotland 7, no. 1 (September 2005): 27–28. http://dx.doi.org/10.53841/bpsepis.2005.7.1.27.

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27

Lodenyo, Hudson A. "Bullying in secondary schools." African Journal of Health Sciences 35, no. 6 (January 18, 2023): 671. http://dx.doi.org/10.4314/ajhs.v35i6.1.

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28

Harrison, Flo, Esther M. F. van Sluijs, Kirsten Corder, and Andy Jones. "School grounds and physical activity: Associations at secondary schools, and over the transition from primary to secondary schools." Health & Place 39 (May 2016): 34–42. http://dx.doi.org/10.1016/j.healthplace.2016.02.004.

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29

M.Kh., Shomirzayev. "“Technology” In Secondary Schools Organization Of Science Classes." American Journal of Social Science and Education Innovations 02, no. 11 (November 30, 2020): 395–405. http://dx.doi.org/10.37547/tajssei/volume02issue11-66.

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30

Ingersoll, Richard. "Organizational Control in Secondary Schools." Harvard Educational Review 64, no. 2 (July 1, 1994): 150–73. http://dx.doi.org/10.17763/haer.64.2.x8j1h41012261666.

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In educational research and policy, there are two viewpoints on organizational control in secondary schools: one, that schools are highly decentralized organizations in which teachers have workplace autonomy and discretion; two, that schools are top-down bureaucracies in which teachers have little influence over school operations. Both of these perspectives who substantial empirical support, but there has been little effort to explain the simultaneous presence of these contradictory images. Richard Ingersoll argues in this article that these two images derive from implicit differences in their emphases and in their assumptions concerning how to assess organizational control in schools. In order to empirically ground the debate and offer a more elaborated and refined view of the issues, Ingersoll presents an analysis of data from the 1987-1988 Schools and Staffing Survey conducted by the National Center for Education Statistics. He examines who controls key social, sorting, and behavioral activities and decisions occurring in schools, comparing the control reportedly exercised by faculties with that exercised by principals and central boards across difference types of schools.

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31

Samrat, Ray, Ghulam Muhammad, and Muhammad Adnan. "The Administrative Role of Principals: Insights and Implication in Secondary Schools Mardan District." journal of social sciences review 1, no. 1 (June 30, 2021): 46–56. http://dx.doi.org/10.54183/jssr.2021.1.1.46.

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Secondary schools are educational establishments tasked with preparing students for postsecondary education and professional training. Principalsare the primary stakeholders entrusted with administrative positions in secondary schools to meet society's demands and provide quality education to students. The study aimed to examine the administrative function of principals in secondary schools in Mardan district, Khyber Pakhtunkhwa, Pakistan, in light of their organizational role at the secondary level. The study's goals were to look at the administrative position of secondary school principals and suggest methods for more effective secondary school administration. The research included 100 government male high school principals from the Mardan district. A reliable instrument was developed, validated, andpilot tested. The information was gathered using a unique administration instrument and evaluated using mean scores, standard deviation, and the chi-square test. The study discovered that principalsplay a primarily administrative function in high school administration. They develop the school's vision and mission, provided school facilities, organize the teaching-learning process, plan co-curricular activities, supervise school activities, identify students' needs and demands, maintain the school's records, ensure financial management, collaborate with parents and society, coordinate with educational authorities, track, and evaluate the school's activities. For effective secondary school administration, the study proposed providing instruction for new principals at the time of admission and capacity building for current principals in financial management, record keeping, staff management, service law, and ICT skills.Keywords:administrative role, Mardan, Pakistan, principals, secondary schools

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32

Çobanoğlu, Fatma, Zeynep Ayvaz-Tuncel, and Aydan Ordu. "Child-friendly Schools: An Assessment of Secondary Schools." Universal Journal of Educational Research 6, no. 3 (March 2018): 466–77. http://dx.doi.org/10.13189/ujer.2018.060313.

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33

., Ranjeeta, and Anuradha Agnihotri. "A Comparative Study of Learning and Thinking Styles and Academic Achievement of Secondary School Students In Smart Schools and Govt. Schools." Issues and Ideas in Education 3, no. 2 (September 2, 2015): 117–26. http://dx.doi.org/10.15415/iie.2015.32009.

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34

Le-Hang Thi Do, Mai-Huong Thi Phan, Hong-Van Thi Dinh,. "School Factors Causing Vietnamese Adolescents’ Anxiety in Secondary Schools." Psychology and Education Journal 58, no. 1 (January 29, 2021): 883–94. http://dx.doi.org/10.17762/pae.v58i1.840.

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Anxiety is regarded as an emotion characterized by feelings of tension, worried thoughts, and physical changes like increased blood pressure, and it is a common phenomenon for people in general and adolescents in particular. The study aimed to determine the factors that cause anxiety among adolescents in Vietnam under the influence of gender and grade. A group of 749 Vietnamese secondary school students participated in the survey. Results showed that scores and exams caused the most anxiety for participants. Factors related to scores and exams created more anxiety for females than males. Factors related to communicating with friends, teachers, school/classroom facilities, and school safety caused more anxiety for students in grades 6, 7, and 8 than those in grade 9. Our study suggests that prevention and intervention programs should be promoted to minimize anxiety for adolescents from the pressure of scores, exams, and the impact of gender and grade.

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35

Mihailova, Sandra. "Monetary Relationships among Secondary School Students in Minority Schools." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 9, 2015): 117. http://dx.doi.org/10.17770/sie2012vol1.28.

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The issue becomes especially important for young people, especially secondary school students, their attitudes toward money, to make predictions about people's socio-economic behavior in the future. The current high school students after several years will be active players of many socio-economic processes, therefore research of their current attitudes towards money - may be particularly interesting, instructive, and enable adjustments to eliminate the potential problems of the monetary behavior in the future. Such studies can give students the necessary knowledge of the behavior of money that will be contribution to the practice of psychological counseling. Currently, the monetary aspect of the relationship of psychological research in both empirical and theoretical perspective is global, but hardly done in Latvia. Therefore, this pilot study is an attempt to develop an insight into this topic in Latvia. The paper examines the secondary monetary relationship in minority school in Riga (in Latviaa), and the results are compared with similar research data in Russia.

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36

Gentry, Atron A., and Carolyn Peelle. "Boston secondary schools project: A successful school‐university collaboration." Teacher Educator 27, no. 2 (September 1991): 9–19. http://dx.doi.org/10.1080/08878739109554999.

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37

ANISEF, PAUL, ROBERT S. BROWN, KELLI PHYTHIAN, ROBERT SWEET, and DAVID WALTERS. "Early School Leaving among Immigrants in Toronto Secondary Schools." Canadian Review of Sociology/Revue canadienne de sociologie 47, no. 2 (May 2010): 103–28. http://dx.doi.org/10.1111/j.1755-618x.2010.01226.x.

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38

Dinham, Steve, Trevor Cairney, Doug Craigie, and Steve Wilson. "School climate and leadership: research into three secondary schools." Journal of Educational Administration 33, no. 4 (October 1995): 36–58. http://dx.doi.org/10.1108/09578239510092505.

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39

Porteous, Murray, and Eilleen Kelleher. "School-climate differences and problem admission in secondary schools." British Journal of Guidance and Counselling 15, no. 1 (January 1, 1987): 72–81. http://dx.doi.org/10.1080/03069888700760081.

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40

Porteous, Murray A., and Eilleen Kelleher. "School-climate differences and problem admission in secondary schools." British Journal of Guidance & Counselling 15, no. 1 (January 1987): 72–81. http://dx.doi.org/10.1080/03069888708251645.

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41

Ola Lindberg, J., and Susanne Sahlin. "Bridging school‐subjects and distances in upper secondary schools." Campus-Wide Information Systems 28, no. 3 (June 28, 2011): 144–53. http://dx.doi.org/10.1108/10650741111145670.

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42

Tadić, Violeta, and Boris Kordić. "School climate as a safety factor in secondary schools." Nastava i vaspitanje 73, no. 1 (2024): 5–20. http://dx.doi.org/10.5937/nasvas2401005t.

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The paper examines secondary school students' perceptions of the connection between school climate and school safety among secondary school students. A positive school climate and a safe school environment are significant factors in the academic success and proper psychosocial development of students. Therefore, it is important to examine the structure and interrelationship of indicators of school climate and school safety in order to contribute to a clearer and more grounded creation of school policies. The research was conducted through a questionnaire. The School Climate Questionnaire measures three factors: teacher and school support, student engagement and interactions, and rigid discipline. The School Safety Questionnaire measures four factors: violent behavior, unsafe school environment, victimization, and violation of norms. A sample of 719 students from nine secondary schools in the territory of the Republic of Serbia completed self-report questionnaires that measured school climate and school safety. The research confirmed the connection between school climate and school safety. Specifically, teacher and school support builds significant low negative associations with all dimensions of school safety. Student engagement and interactions build a medium negative association with violation of norms, while with the other three dimensions of school safety it builds low negative associations. Rigid discipline should be seen as a separate phenomenon in relation to the concept of school climate, and it builds low positive associations with the factors violation of norms and unsafe school environment. Promoting positive interactions among all participants in the educational process through various activities to encourage and develop desirable forms of behavior (teaching about the correct ways to resolve conflicts, support in the educational process, etc.) by the school and teachers would significantly contribute to the construction of a safe school environment.

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43

Nepal, Bimal. "Relationship between Parental Engagement and Student Achievement of Secondary Level Students." Journal of Janta Multiple Campus 3, no. 1 (May 23, 2024): 17–30. http://dx.doi.org/10.3126/jjmc.v3i1.65950.

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The aim of this research is to study the relationship between parental engagement and student achievement of secondary level students especially grade 10 students in public and private schools in the Sunsari district using survey design through simple random method. Data were collected by pre- prepared and expert standardized Likert scale having structured questionnaires and analyzed descriptively and inferentially through using the SPSS software. This study finds that both parents (father and mothers) of private schools' students are more educated than public schools. This study also finds that fathers and mothers in both schools are the students' Immediate Parents of the grades 10 students. In addition to that, it finds that maximum students of public schools obtained moderate grades (C-C+) whereas good grades (B-B+) in private schools. Thus, the achievement of public schools' student is low than private school's students. Furthermore, there is no significant mean difference between fathers/mothers' qualifications and students' achievement in both public and private schools. It finds that there is a weak, positive and no significant relationship between parents' talks practice and students' achievement and there is negative, weak and significant relationship between reward practice of parents and students' achievement. Likewise, there is also weak, positive and no significant relationship between punishment practice and students' achievement and negative and there is weak and no significant relationship between support practice of parents and students' achievement.

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44

Baba, Rozita, Zulkefly Abdul Karim, Mariani Abdul Majid, and Noorasiah Sulaiman. "The Determinants of the Technical Efficiency of Secondary Schools in Malaysia: A Panel Evidence." ETIKONOMI 20, no. 1 (February 22, 2021): 169–84. http://dx.doi.org/10.15408/etk.v20i1.17204.

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This study aims to identify the level of technical efficiency of secondary schools and its determinants using the data of 626 Malaysian secondary schools over 2010-2014. Two estimation techniques have been used; the first step is to estimate the school's efficiency score by employing a Data Envelopment Analysis approach. In the second step, we examine the factors affecting the schools' efficiency using a static panel data analysis. The main findings revealed that secondary education is technically inefficient, and on average, the schools can increase their output by 33% using the same resources. Secondary schools in rural areas and less-developed states indicate a better technical efficiency level than schools in urban areas and developed states. Factors that affect technical efficiency are school size, per capita income, and average wage. The findings suggest that the school may perform better by increasing the schools' size by having more classes. The opportunities to increase residents' and households' income may help the areas perform better than others.JEL Classification: H5, H75How to Cite:Baba, R., Karim, Z. A., Majid, M. A., & Sulaiman, N. (2021). The Determinants of The Technical Efficiency of Secondary Schools in Malaysia: Panel Evidence. Etikonomi, 20(1), 169 – 184. https://doi.org/10.15408/etk.v20i1.17204.

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45

Masekela, Ngoako Alfred, Elias Tsakane Ngobeni, and Percy Sepeng. "Implementation of School Safety Policy in Primary and Secondary Schools." Research in Educational Policy and Management 6, no. 1 (February 28, 2024): 11–31. http://dx.doi.org/10.46303/repam.2024.2.

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The educational environment within schools serves as a conduit for achieving the educational goals and objectives of each country. Research conducted over a period suggests that effective teaching and learning can only occur in a safe and secure environment. Yet, even with existing laws, policies, regulations, and programs on school safety, teachers and learners face persistent threats to their safety both inside and outside the school grounds in Naboomspruit Circuit Schools. This study examined the implementation of school safety policies in primary and secondary schools within the Naboomspruit circuit in the Waterberg District in Limpopo Province. The study population consisted of principals, teachers, school governing body members, and learners from five (5) schools within Naboomspruit circuit. Participants were selected using purposive sampling, including two schools from quintiles 1 to 3 (representing poor communities), two schools from quintiles 4 to 5 (representing affluent communities), and one combined school covering grades 1 to 12. The study's key features encompassed evidence-based practices to address school safety challenges. Codes were employed to protect the identities of participants and schools involved in the study. The study's trustworthiness was assessed through criteria like credibility, transferability, dependability, and confirmability. The study findings revealed that schools partially implemented school safety policies, often without communicating them to learners and/or stakeholders. The study concluded by offering recommendations for addressing school safety challenges, grounded in contextual factors. The findings and recommendations are relevant to education managers, NGOs, parents and stakeholders who possess full or partial interest in the field of education or school safety.

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46

Zain, Azrani Mohd, Soaib Asimiran, Abu Bakar Razali, and Nor Aniza Ahmad. "The Implementation of Teaching Supervision in Excellence Cluster Secondary Schools and Daily Secondary Schools." International Journal of Human Resource Studies 11, no. 4S (November 25, 2021): 243. http://dx.doi.org/10.5296/ijhrs.v11i4s.19251.

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This study explores the implementation of teaching supervision in Excellence Cluster National Secondary Schools and Daily Secondary Schools. This study adopts the qualitative exploratory approach and involves eight study samples selected by purposive sampling. Methods of interview, observation and document analysis were used as the main tools in collecting the study data. The data collected were analysed using in-depth reading, open coding and axial coding. The results of the study as a whole show that the two categories of schools do not show differences in the characteristics studied in the implementation of teaching supervision in secondary schools. The study’s findings show that teaching supervision in Excellence Cluster Secondary Schools and Daily Secondary Schools is implemented through the devolution of power to middle leaders. Teaching supervision is guided by the teaching supervision form found in SKPMG2 standard 4. Teaching supervision in both school categories is done three times a year involving three phases. Moreover, teaching evaluation is done through direct observation in the classroom with full guidance on the teaching supervision form. The similarity in the implementation of teaching supervision is due to the same challenges faced by principals in both school categories, namely time constraints and administrative workload. The findings also show that supervisors use no specific approach for teaching supervision. The implication of this study is that it provides an insight into the implementation of teaching supervision by school administrators and that strengthening the skills and knowledge of middle leaders could improve teaching supervision effectiveness and positively impact the students, teachers and the school.

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47

Shilpa, Singh, and Mishra Sunita. "Identify the Impact of ICTs in Secondary School Education Students in Government and Private Schools." International Journal of Trend in Scientific Research and Development Volume-2, Issue-4 (June 30, 2018): 489–91. http://dx.doi.org/10.31142/ijtsrd12994.

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48

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

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49

Ogawa, Miku. "The Role of Low-cost Private Secondary Schools in Rural Kenya Under the ‘Free Secondary Education Policy’." Journal of International and Comparative Education 10, no. 2 (2021): 97–115. http://dx.doi.org/10.14425/jice.2021.10.2.1205.

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This study aims to understand the role of private secondary schools in rural Kenya under the Free Secondary Education Policy. Data were collected from four private schools over two months in 2018 and 2019. All the schools had experienced instability due to low enrolment, particularly after the policy was implemented in 2018. The decline in the schools’ income also affected the quality of education. However, the results suggest that some students prefer to complete their education at private schools as low-expense-boarders or as beneficiaries of fee discounts. Other students choose private schools to avoid overcrowded classrooms and travel far, especially when excluded from public schools. This study argues that despite limited learning resources, private secondary schools in rural Kenya have an important place in the public education system outside of the academic pyramid of public schools.

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50

Hargreaves, David H., and Rowie Shaw. "Teacher Training in Secondary Schools." British Journal of Educational Studies 41, no. 1 (March 1993): 85. http://dx.doi.org/10.2307/3122442.

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