Relevant bibliographies by topics / Senior schools

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Senior schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Senior schools"

1

Amakyi, Michael. "INSTRUCTIONAL LEADERSHIP PRACTICES OF HEADS OF SENIOR HIGH SCHOOLS IN GHANA." Advances in Social Sciences Research Journal 8, no. 7 (August 4, 2021): 424–35. http://dx.doi.org/10.14738/assrj.87.10594.

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A non-experimental survey was conducted to investigate the instructional leadership practices of senior high school heads in Ghana. Data were collected using a closed-ended Likert type items from a simple randomly selected sample of a defined population of school heads of senior high schools in Ghana. Data collected were analysed using rank-ordered means and independent samples test of differences of means. The study findings revealed that the school heads frequently adopt major key practices of instructional leadership. However, the school heads most frequently adopt the practice of communicating the school’s goals. The study further revealed that differences exist the frequency at which heads of high performing schools and those of non-high performing schools adopt instructional leadership dimensions of defining the school’s goals and promoting a positive school learning climate.
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Mering, Aloysius. "the Study on the Functionalization Role of Student Parents in Education Activities." JETL (Journal Of Education, Teaching and Learning) 4, no. 2 (September 30, 2019): 309. http://dx.doi.org/10.26737/jetl.v4i2.1698.

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This study aims to examine and describe the school's efforts to function the role of students parents in the education process at school. Descriptive research methods are used to achieve the research objectives. The study sample was parents and teachers who were purposively determined on the basis of considering the status of school accreditation. The schools selected as samples were Santun Untan Senior High School (accredited B) and Gembala Baik Senior High School (accreditation A). The research data was collected by interview instruments, questionnaires, and documentation. Data analysis was carried out by descriptive statistical studies to describe the optimal functioning of parents by schools. From the research data obtained the fact that the perceptions of parents of students and teachers in Santun Untan Senior High School and Gembala Baik Senior High School toward the relationship between parents and teachers are "good." In playing the functions of parents in school, both parents and teachers state "no difficulties." Aspects that are considered "important" to "very important" in fostering parent and teacher relationships include not giving up children's affairs to schools, assuming parents as school partners, parents controlling children's education, parents always following the development of the school , and care about children's education. With this perception, it is possible to "ideal conditions" in building optimal cooperation in student education in the two sample schools.
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Tanwir, Tanwir, and Hamdanah Said. "Inovasi Pembelajaran Guru Pendidikan Agama Islam Berbasis Teknologi Informasi." KURIOSITAS: Media Komunikasi Sosial dan Keagamaan 11, no. 2 (December 20, 2018): 189–210. http://dx.doi.org/10.35905/kur.v11i2.729.

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The study was aimed to: 1) describing the Islamic Education teachers’ performance on SMA in Pare­pare City; 2). describing the Senior Hight School Students’ learning outcomes in Pare­pare City; 3). Determining whether or not there was an influence of Islamic Education teachers’ performance on the Senioe Hight Schools students’ learning outcomes in Parepare City. The result of the study revealed that: 1) the Islamic Education teachers’ performance of Senior Hight Schools in Pare­pare City was in good category; 2) the students’ learning outcomes of Islamic Education tended to be in good category, 3) there was a significant influence of Islamic Education teachers’ performance on the Senior High Schools students’ learning outcomes in Parepare City. The study had implication: 1) the Islamic Education teachers realized the importance of a teacher working professionally, having high performance both in learning plan, learning implementation and evaluating the students’ learning outcomes, which can lead to the hight achievement of learning outcomes as well, 2) there was a concrete evidence of the implementation of education and learning practices in Senior High Schools which was necessary to be constantly improved.
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Roswita, Wan. "Adiwiyata-program-based school management model can create environment-oriented school." Journal of Management Development 39, no. 2 (March 5, 2020): 181–95. http://dx.doi.org/10.1108/jmd-01-2019-0005.

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PurposeTo analyze and find a model design of Adiwiyata environment-based management for schools built on wetlands.Design/methodology/approachThe research approach used is qualitative descriptive research, which provides complex details about a phenomenon or situation that has not been expressed through direct observation. The research was conducted at State Senior High School in Dumai city, which has participated in Adiwiyata program. Objects in the study are school communities including educators, education personnel, learners, cleaning personnel, and canteen management. Sampling was done randomly (simple random sampling). Students sample taken were from X, XI, and XII grades for both schools. Number of the population in SMA Negeri 2 (Public Senior High School 2) were 1,006 people. SMA Negeri Binaan Khusus (Binaan Khusus Public Senior High School) were 594 people. The number of samples eligible in the study was 30–500 people. Data collection techniques were conducted by using observation, interview, questionnaire, and documentation performed in both schools. Data analysis used qualitative and quantitative descriptive analysis with a simple statistical approach in the form percentage.FindingsPublic Senior High School 2 and Binaan Khusus Public Senior High School have school plans on activities related to environment-oriented education school management. Planning is outlined in school programs and school development planning programs by fulfilling infrastructure facilities supporting school activities with environmental insight. Programs are made by both schools, some are carried out in accordance with the plan. Nevertheless, some of the programs are not yet realized. For example, Public Senior High School 2 planning in building a greenhouse. Binaan Khusus Public Senior High School's fishpond plan was abandoned.Originality/valueThe originality of this research appears in the novelty of the use of built models that involve all school communities to be able to change and instill caring behavior and attitudes toward the environment in order to realize Adiwiyata-program-based environment-oriented education school management. But, there is no Adiwiyata program implementation model; therefore, the model in this study does not include the components of Environment–Based Curriculum Implementation
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Shen, L. X., H. Hong, Y. Cai, X. M. Jin, and R. Shi. "Effectiveness of peer education in HIV/STD prevention at different types of senior high schools in Shanghai, People's Republic of China." International Journal of STD & AIDS 19, no. 11 (November 2008): 761–67. http://dx.doi.org/10.1258/ijsa.2008.008053.

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The epidemic of HIV/AIDS greatly threatens Chinese youth. Our study was intended to examine the effectiveness of the peer education method in HIV/AIDS prevention in different types of senior high schools in Shanghai. A peer education intervention was conducted in 10 different types of senior high schools, including three key senior schools, four ordinary senior schools and three vocational schools in Shanghai for three months. A cohort of 1910 students was surveyed ( n = 976 intervention group, n = 934 control group) through anonymous questionnaires, both pre- and postintervention. There were significant differences in the results among these different types of senior schools. Peer education is an efficient method of increasing the knowledge of AIDS/sexually transmitted diseases in senior school students. However, the contents and the schedule should be different between different types of schools, and students in vocational schools require more health education.
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Ampofo, Justice Agyei. "WASTE DISPOSAL MANAGEMENT PRACTICES IN SELECTED SENIOR HIGH SCHOOLS WITHIN THE WA MUNICIPALITY OF GHANA." International Journal of Management & Entrepreneurship Research 2, no. 4 (September 3, 2020): 273–90. http://dx.doi.org/10.51594/ijmer.v2i4.157.

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Waste disposal management is an issue of concern among stakeholders responsible for waste management. The purpose of this study was to examine waste disposal management practices in three selected Senior High Schools (SHS) within the Wa Municipality of the Upper West Region of Ghana. The study adopted a mixed method explanatory sequential approach with both qualitative and quantitative data collection and analysis. The tools used to capture the required data includes; questionnaires, interview schedules and observation. The study respondents were students, teachers and school management of selected Senior High Schools within the Wa Municipality of the Upper West Region of Ghana. The study respondents were one hundred and twenty-two (122) respondents comprising 45 students, 45 teachers, 30 school management officials,1 education officer and 1 waste management officer. The study found out that different kind of solid wastes are generated in Senior High Schools within the Wa Municipality of the Upper West Region of Ghana. The study found out that the commonest types of solid waste generated in these schools were food waste, rubbish, and ashes. Again, it was found out that waste is been disposed off in open spaces in Senior High Schools within the Wa Municipality. The study further revealed that, students, teachers and school management are worried about the waste disposal situation in senior high schools within the Wa Municipality. It also emerged from the study that there are no proper waste dump sites in Senior High Schools within the Wa Municipality. The study also found out that waste is being thrown away without separation in senior high schools within the Wa Municipality. It also emerged from the study that waste management practices are very important to students. Based on the findings of the study, the study recommends the provision of adequate dustbins in Senior High Schools within the Wa Municipality. The study further recommends regular collection of waste in Senior High Schools within the Wa Municipality by the institutions responsible. At least, waste should be collected once in every week in Senior High Schools within the Wa Municipality. The study further recommends regular monitoring of waste collection by the Wa Municipal Assembly. This will keep the place constantly clean and prevent any possible outbreak of communicable diseases such as cholera and typhoid.Keywords: Waste Disposal Management Practices, Senior High Schools, Wa Municipality, Ghana.
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Peni, Natalia, and Melani Priska. "Mutu Pola Pendidikan Karakter Pluralisme Pada Siswa Sekolah Menengah Atas[The Quality Pattern of Pluralism Character Education in High School Students]." PEDAGOGIA: Jurnal Pendidikan 8, no. 2 (November 13, 2019): 273. http://dx.doi.org/10.21070/pedagogia.v8i2.2486.

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The research aim is to observe the profile and description of thecharacter education in senior high school students. study was conducted in six Senior high schools of city consisting of: State Senior high school 1 of ; State Senior high school 2 of ; Muhammadiyah Senior high school of ; Mudmainah Senior high school of ; Catholic Senior high school St. of ; specifically class X of social science, with a sample of 300 students. Data collection methods used were questionnaires and interviews, and then analyzed using qualitative and quantitative descriptive analysis. The results showed that the profile and description of the pluralism character education patterns quality in six senior high schools of city were very good category with intervals value of 80-100 %. The data shows that the quality of pluralism character education patterns is very good, with the pluralism character education pattern applied to senior high school students through exemplary teacher, religious approach, individual, and nationality.
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Indra, Ristapawa, and Martin Kustati. "Effective School Performance Stages at Public Senior High Schools in Indonesia." Al-Ta lim Journal 23, no. 2 (July 19, 2016): 100–113. http://dx.doi.org/10.15548/jt.v23i2.230.

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The purpose of this study is to evaluate the stages of effective school performance based on 11 characteristics of effective schools as well as to evaluate the level of correlation between individual characteristics of effective schools and the contribution of the school principal leadership to an effective school. 60 school principals and 105 teachers in 16 schools became sample of the research. The number of teachers took as many as 7 to 10 people for each school. The quantitative data were obtained through a set of instruments on 11 characteristics of effective schools. The data were then analyzed descriptively using frequency, min score, percentage, standard deviation, and inferential statistics (Pearson’s correlation, simple linear regression). Findings showed the stages of effective school performance of Public Senior High Schools in Padang as perceived by the principals and teachers were very high. There was a significant correlation between the professional principal leadership with the realization of 11 characteristics of effective schools. The professional principal leadership contributed as much as 58.5% to the realization of 11 characteristics of effective schools in Public Senior High Schools in Padang while the other percentage was contributed by other variabels not included in this study. The principal leadership was an important factor for the realization of 11 characteristics of effective schools in Public Senior High Schools in Padang.
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Maulana, Saima, BAI DONNA ALIMAN, and ZAIDA ULANGKAYA. "SENIOR HIGH SCHOOL ENGLISH TEACHERS’ PUNCTUALITY, ATTENDANCE AND STUDENTS’ ACADEMIC PERFORMANCE." Advances in Social Sciences Research Journal 8, no. 8 (September 5, 2021): 564–70. http://dx.doi.org/10.14738/assrj.88.10695.

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This study sought to determine the Senior High School English teachers’ teaching practices in terms of punctuality, attendance and its relationship to students’ academic performance. Specifically, it determined the Senior High School English Teachers’ level of punctuality and attendance; the Senior High School Students’ level of academic performance in English; and the significant relationships of the teachers’ level of punctuality and attendance and their Senior High students’ level of performance in English. The study used the descriptive-correlational survey method. The respondents of the study were the twenty four (24) teachers of the twelve (12) senior high schools of Maguindanao, Philippines. There were two (2) Senior High English teachers that were chosen randomly from each senior high schools of Maguindanao. It has a total of twenty-four (24) Senior High English Teachers. In every teacher, there are 10 senior high school students chosen randomly with a total of two hundred forty (240) senior high school students. The immediate supervisors of the teachers from the twelve (12) secondary schools answered the research problem number 1, while the final grades in English of the two hundred forty (240) senior high students were taken from their English teachers to answer the research problem number 2. The respondents of this study were chosen randomly using lottery. Pearson’s Product - Moment Correlation Coefficient was used to determine the significant relationship of the level of punctuality and attendance of the English teachers to the students’ level of academic performance. Based on the findings of the study, it is concluded that the Senior High School English Teachers’ level of teaching practices is influenced by their punctuality and attendance. It further concluded that teachers’ punctuality and attendance contributed to students’ level of academic performance in English. Keywords: Senior High School English Teachers, Punctuality, Attendance, Students’ Academic Performance
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Samsu, Samsu, and Rusmini Rusmini. "The Influence of Principals’ Leadership Styles on School Innovation in Jambi (Case Study in Several Senior High Schools in Jambi)." Al-Ta lim Journal 23, no. 1 (February 20, 2016): 52–64. http://dx.doi.org/10.15548/jt.v23i1.154.

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School leadership styles that affect school innovation is essential to bring schools’ changes. This study aimed to determine school leadership styles and its effect on school innovation at the senior high school level in Jambi city. This study uses ten leadership styles, they are participative, laissez faire, authoritarian, democratic, charismatic, transformational, situational, trust, grid, and three-dimensional leaderships. The framework of the research are developed by associating ten leadership styles with school innovations including (1) the principal's role in doing innovation in the schools, (2) the forms of innovation implemented in the areas of academic achievement, (3) the form of innovations carried out in the field sports and (4) the form of innovations implemented in the institutional field, and (5) the forms of innovation undertaken in the field of school’ culture. There are 32 teachers and 32 principals were taken as samples. This study used mixed methods research. Data were analyzed using mean, standard deviation, and correlation. The results showed that the overall principal's leadership style is not sufficient to affect senior high school innovation in Jambi city, this is evidenced by there are only three of those ten leadership styles have positive relationship when they are doing school’s innovations in Jambi city. Thus, the principals should give attention to all the leadership styles to do innovation at senior high school in Jambi city to improve the quality of schools.
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Dissertations / Theses on the topic "Senior schools"

1

Zhang, Lei. "School and teacher effectiveness of senior high schools in Western China." Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701391.

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Li, Te-yuan, and n/a. "Effective reading for senior high schools in Taiwan." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060817.102417.

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Reading has always received a great deal of attention at both junior and senior high schools in Taiwan. However, reading ability of English after six years' learning is not satisfactory. The main problem is that students do not read for the main idea nor for the relationships between sentences. In addition, English reading skills, even at the college level, are limited to referring to the dictionary and analyzing sentence structures. The purpose of the present study is to explore this area; in particular, to determine the causes of and to provide solutions to the problem of reading difficulty by conducting a content analysis. This study focuses on a content analysis in four areas:(1) Analysis of reading comprehension questions, (2) analysis of gradation of readability, (3) analysis of gradation of structures, and (4) comparison of cohesive ties between Chinese and English written texts using similar topics. The text samples to be examined included two areas: (1) Book Six of The Standard English Textbook. This is the final volume of the series currently prescribed for senior high schools in Taiwan, and (2) three texts written in Chinese and English, with similar topics. It is hoped that some implications will be drawn from this study for improving the effectiveness of teaching reading in English at the secondary level in Taiwan.
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Moumakwa, Tshiamiso Violet. "Vocabulary and reading in Botswana senior secondary schools." Thesis, University of Reading, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250649.

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Lecha, Moiteelasilo Dickson Ngamula. "The causes and extent of school dropout in Botswana public senior secondary schools." Thesis, Boston University, 2005. https://hdl.handle.net/2144/32789.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The Botswana basic education program is intended to provide for equity and equality of opportunity and access to education. Every Motswana child is expected to attend school continuously up to the national mandatory tenth grade (Revised National Policy on Education, (RNPE) 1994.). Since not all children can be absorbed into senior secondary schools, examinations are used to select those who will proceed to higher education. However, some children selected to senior secondary education drop out before they complete their education cycle. Children who drop out forfeit their chances of going through a senior secondary education program, and thereby lose the opportunity to better themselves, obtain better paying jobs, or make informed contributions to the national development process. This study sought to discover reasons why some children do not complete their intended cycle of schooling. The research adopted a qualitative design in which in-depth interviews of focus groups were conducted. The main population groups interviewed were teachers, parents, senior secondary students, and school dropouts. The views obtained from the interviews were checked against documents and records of the Botswana Ministry of Education. The findings indicate that the reasons given by research subjects as causes for school dropout are consistent with those appearing on official records: pregnancy, desertion, illness, and death. However, the respondents also added four major themes of self-withdrawal or withdrawal for personal reasons, parental withdrawal, lack of transportation fees to and from classes, and lack of accommodation. The sub-themes for students who withdraw from school for personal reasons include their not seeing any value in education, thinking that the subject matter is too difficult, or being misguided by peer influence. The conclusions drawn are that the research subjects believe school dropout is an important issue that should be addressed. The suggested solution strategies include the call for effective teachers, community parenting, community-school partnership, sex education and contraception, and formulating and enforcing laws where parents and guardians will ensure that students stay in school for up to a certain age or else be liable for prosecution (enforced school age).
2031-01-01
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Cavanagh, Robert F. "The culture and improvement of Western Australian senior secondary schools." Curtin University of Technology, Faculty of Education, 1997. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11830.

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The operation and development of Western Australian senior secondary schools is based upon traditional theories of organisational management and school administration. The study sought to explore alternative conceptions of the nature of schools and the processes by which they can be improved.Examination of research on school effectiveness revealed that student learning outcomes were consequential on the values and norms of the staff of schools. These values and norms constitute the culture of a school and govern the professional activity of teachers. School culture can be contrasted with the formal school organisation in which the work of teachers is prescribed by explicit rules and regulations. Viewing schools from a cultural rather than organisational perspective requires conceptualising the school as a learning community. A learning community is bonded together by common expectations about the roles of teachers and the learning of students. The predominant consideration is the educative mission of the school and not the requirements of the formal organisation. Organisational development is viewed as cultural transformation. The improvement of the school is facilitated by the growth of a school culture which is supportive of the professional needs of teachers and the educative needs of students.The study utilised a developmental mixed-method research approach to investigate the nature, temporal stability and improvement of the culture of local senior secondary schools.A quantitative instrument was developed to measure aspects of school culture identified in the school effectiveness literature. The School Cultural Elements Questionnaire (SCEQ) provided a measure of the level of teacher efficacy, emphasis on learning, collegiality, collaboration, shared planning and transformational leadership in local schools. The SCEQ data were supplemented by data from a ++
stratified sample interview programme in two schools. Empirical findings indicated school culture was internally dynamic, in interaction with its external environment and capable of changing. Interview data provided examples of internal and external influences on the maintenance, growth and decline of school culture.The results of the empirical phases of the study were applied in the development of a model of school culture, the School Improvement Model of School Culture. The model contained six cultural constructs which are characteristic of school culture and the processes by which it can be transformed. The model was then applied in a detailed examination of practical and theoretical aspects of Western Australian systemic school improvement initiatives. The effectiveness of these initiatives was explained as a consequence of implementation strategies and their interaction with the prevailing school culture.The study is important for school level personnel, school improvement programme designers and educational researchers. In particular, the School Improvement Model of School Culture provides a significant alternative conception of the nature of schools and the processes by which they improve.
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McMillan, Laura Smith. "Censorship by librarians in public senior high schools in Virginia." W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539618491.

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This investigation focused on censorship by librarians in senior high schools in Virginia during the 1985-86 school year. Emphasis was placed on determining the subject matter that the librarians censored, the means by which censorship was exercised, and the factors that were influential in causing these individuals to engage in such activity.;The primary method of securing data for the study was a questionnaire developed by the researcher and mailed to the head librarian in every senior high school in the state of Virginia. Responses were received from 68 percent of those surveyed.;Based on an analysis of the data generated by the survey the following conclusions were reached: (1) the librarians in the study placed restrictions on the acquisition and use of a wide variety of subject matter, with every subject category listed on the questionnaire being restricted in some manner by at least 8.7 percent and as many as 86 percent of the respondents, (2) the librarians were significantly more restrictive with fictional materials than with nonfictional materials; (3) the tactic most commonly employed to control the acquisition and use of controversial materials was to purposely avoid purchasing those materials; (4) there was no relationship between characteristics associated with the librarians or the communities or schools in which they worked and the extent to which these individuals were restrictive; and (5) the librarians' own personal convictions about what should or should not be made available to the users of their libraries were more influential in causing them to censor than were pressures to censor, either real or imagined, that were generated by persons or groups in the school or community.;Based on these findings, a number of recommendations were offered aimed at accomplishing two major tasks: first, insuring that professional preparation programs for school librarians include a strong emphasis upon the importance to American education of the principles of intellectual freedom and the proper procedures for selecting and defending library materials, and, second, establishing within the schools a network of support to insure that in the event of a controversy over library materials, the librarian will not be asked to stand as the lone defender of students' rights to read and to know.
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Leepile, Gosetsemang. "Assessing home economics coursework in senior secondary schools in Botswana." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/25325.

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The aim of this research was to explore how examiners achieve and maintain high quality assessment during marking and moderation of the BGCSE (Botswana General Certificate of Secondary Education) Home Economics coursework in Botswana. In 2000, localization of the Cambridge Overseas School Certificate (COSC) to the Botswana General Certificate of Secondary Education (BGCSE) took place as per the recommendations of the Revised National Policy on Education (RNPE) document. This new certificate system, marked locally, allows for varied modes of assessment, with more emphasis being placed on continuous assessment. This also means that the assessment is school-based, with teachers centrally involved. As is procedure with this kind of assessment, it is subjected to moderation. However, implementation of this new assessment approach exposed, among other challenges, challenges in establishing dependability of teachers’ assessment, possible increase in teacher workload, teachers’ lack of expertise and confidence in undertaking the assessment scheme. This study, among other things, considers the forms of moderation used by the BGCSE to establish consistency in school-based assessment (SBA) and in so doing, it identifies that a dual form of moderation is used. The main research questions guiding this investigation were:
  • How are teachers and moderators trained so that they may be competent examiners?
  • How is quality assured during marking of coursework?
  • How does the examining body (BEC) Botswana Examination Council ensure that the examiners adhere to the quality control mechanisms?
This was a qualitative study and the sources of data were semi-structured interviews, document analysis and the research journal. The eight respondents who participated in this study were Home Economics teachers, moderators from senior secondary schools and subject experts from the examining body who were all non-randomly sampled from across the country. Purposive sampling was used based on the respondents’ characteristics relevant to the research problem. Data were analyzed using thematic content analysis to describe the phenomenon under inquiry and obtain detailed data. Major findings revealed inconsistencies between teachers and moderators’ marks, and that even though there are procedures that underpin a high quality assessment regime, there is little monitoring by the Botswana Examinations Council (BEC) to ensure adherence by the examiners. Other key concerns included examiners’ dissatisfaction about training and inadequate official support and guidance to equip them as competent examiners in general.
Dissertation (MEd)--University of Pretoria, 2009.
Science, Mathematics and Technology Education
unrestricted
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McQuillan, Paul, and res cand@acu edu au. "The “limit” experience of senior high school students: A study across four catholic high schools." Australian Catholic University. Shool of Theology, 2001. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp9.25072005.

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The purpose of the research reported in this thesis is to investigate the occurrence and recognition of “limit experience” among some Catholic High School students in their final year at selected secondary colleges in Brisbane. “Limit” experience was defined as an experience that reveals a reality of life beyond the self, beyond the here and now. It may be recognition of our own fragility and vulnerability as much as a joyous awareness of a reality beyond our normal encounter with life.” The research work of the Alistair Hardy Research Centre and of Hay (1987) in particular has centred on the question, asked in various ways: Have you ever been aware of, or influenced by, a presence or power, whether you call it God or not, which is different from your everyday life? The survey instrument for this research was designed to divorce questions on such experiences from the direct reference to the term “religious”, although individuals might indeed interpret them as “religious”. To approach the issue, an extensive open-ended survey was administered to senior high school students. It was designed first to determine the extent of recognition of such experiences among the students and second to examine whether factors such as home background, regular religious practice, type of school, subject choice or co-curricula activities may make a difference in enhancing the awareness of such experience. This research has also been designed to enable comparison with similar studies. Major research in Australia by Flynn (1975, 1985, 1993) highlighted the factors above as influencing student achievement. Flynn also made connections to religious practice and attitudes to church but not to religious experience as such. Robinson and Jackson (1987) had undertaken extensive research on religious experience in Great Britain that also has important parallels to this research. Some of the techniques of both studies and in some cases actual questions have formed part of this research instrument. This research has gone further than both studies by incorporating the Hay (1987) categorisation of types of religious experience to form the basis for direct questions on student experience. The data gathering, treatment and analysis focused on four catholic secondary schools in the Brisbane Archdiocese. While the research focus was by definition limited, and while the results have of necessity to be treated with some caution before wider generalisation, the outcomes of the research do illuminate some of the important issues identified in the literature. The results of the survey showed that over 90% of the respondents could affirm some association with a “limit” experience along the lines of the Hay (1987) framework. With significant strengthening of criteria to allow for meaningful statistical analysis, this reduced to 76% of respondents. Results for this smaller group were shown to be essentially independent of home background, type of school attended, co-curricula programs and level of religious practice. With the significant exception of religious education, their recognition of “limit” experience was also independent of subject choice. This last is in contrast to the earlier work of Robinson and Jackson (1987). Exploratory analyses of the data enabled comparisons to be made with a suggested framework for “spiritual sensitivity” and the context of “relational consciousness”, both of which were first proposed by Hay and Nye (1998). This suggests some possible directions for further research into adolescent spirituality. The exploratory analyses also highlight some of the conflict between the reality of these experiences for students and their experience of dissonance with institutional religion.
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Patis, Anthony Powis, and n/a. "Senior school writing : a study of the content and form of writing in senior secondary English." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061031.142022.

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This study focuses on the writing of senior students in the subject English at an ACT secondary college. Several features of the ACT education system are relevant. There is a high retention rate, so the sample is a broad one. The curriculum is school based, as is assessment. There are separate courses for those seeking tertiary entrance (TE) and those seeking to complete their education at Year 12 (Accredited). The theoretical basis of the study is provided by the work of a number of linguists with an interest in school language, in particular Graham Little. 255 samples of writing have been analysed, taking account of the function and forms of language. The function, or meaning, has been analysed in terms of content, abstraction, purpose and audience. The writing in the Accredited course is evenly distributed between the human and material worlds, three quarters is informational and one quarter Imaginative. The level of abstraction shows a predominance of reporting and generalising. Writing in the TE course is 60% concerned with the human world and reaches higher levels of abstraction such as speculation and hypothesising. The audience is academic. Compared with earlier findings, this study shows more human content and higher levels of abstraction. Language functions through selective use of forms. The aspects of form analysed are vocabulary, abstraction of noun phrase, sentence length and sentence sequencing. Figures produced were largely consistent with earlier studies; however the TE group shows higher syllable counts, greater abstraction of noun phrase and longer sentences than the Accredited group. Creative writing brings the groups closest together. Handwriting, spelling and punctuation are examined. Handwriting is always legible, spelling close to 98% correct and 84% of full stops are correctly used. A small number of scripts produce most of the errors in both spelling and punctuation. The achievement of students as revealed by this study of writing is consistent with earlier studies although the students represented here demonstrate higher levels of abstraction. The curriculum contains more human content and is commendably comprehensive, although there is less poetic and expressive writing than might be expected. This form of language analysis is recommended for its concentration on the language actually produced in class, the insights it provides for teachers and the information it provides for meaningful public discussion of education.
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Seke, Alexius. "Gender differences in geography classrooms in senior secondary schools in Botswana." Thesis, University of London, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271619.

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Books on the topic "Senior schools"

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Abbey, T. K. Physics: Senior secondary schools. London: Macmillan, 1990.

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Olorukooba, B. K. Art for senior secondary schools. Zaria: Faculty of Environmental Design, Dept. of Fine Arts, Division of Art Education, Ahmadu Bello University, 1991.

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Grace, N. B. East High Senior Yearbook (High School Musical 3 (Senior Year)). New York: Disney Press, 2009.

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Prince Edward Island. Senior High Review Committee. Senior high schools in transition: Report of the Senior High Review Committee. [Charlottetown, P.E.I: The Committee, 1994.

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Learning, Alberta Alberta. Program of studies: Senior high schools. [Edmonton, Alta.]: Alberta Education, Curriculum Branch, 2002.

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Learning, Alberta Alberta. Program of studies: Senior high schools. [Edmonton, Alta.]: Alberta Learning, 1999.

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Education, Alberta Alberta. Program of studies : senior high schools. [Edmonton, Alta.]: Alberta Education, 1990.

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Jim, Campbell, Murphy Shan, Keenan Siobhan 1973-, Heckerling Amy, and Kuhn Sarah author, eds. Clueless: Senior year. Los Angeles, CA: Boom! Studios, 2017.

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Education, Alberta Alberta. Guide to education: Senior high handbook. [Edmonton]: Alberta Education, 1990.

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Trust, Conservation. Environmental education: A guide for senior schools. Reading: Conservation Trust, 1986.

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Book chapters on the topic "Senior schools"

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Gu, Mingyuan, Jiansheng Ma, and Jun Teng. "High Quality Schools in China: Demonstration Senior Middle Schools." In Perspectives on Rethinking and Reforming Education, 245–54. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4011-5_14.

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Kawauchi, Akio, and Tomoko Yanagimoto. "Education Practices in Senior High Schools." In Teaching and Learning of Knot Theory in School Mathematics, 95–149. Tokyo: Springer Japan, 2012. http://dx.doi.org/10.1007/978-4-431-54138-7_6.

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Purwasih, Joan Hesti Gita, and Ahmad Arif Widianto. "School resilience and religious radicalism in senior high schools." In Emerging Trends in Psychology, Law, Communication Studies, Culture, Religion, and Literature in the Global Digital Revolution, 98–101. London ; New York : Routledge, [2020]: Routledge, 2020. http://dx.doi.org/10.1201/9780429322259-22.

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Arcavi, Abraham, Michele Artigue, Christine Knipping, Wong Khoon Yoong, Maria Trigueros, Wataru Uegaki, Masami Isoda, and Setphen Lerman. "WGA 3: Mathematics Education in Senior Secondary Schools." In Proceedings of the Ninth International Congress on Mathematical Education, 232–37. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-010-9046-9_60.

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Thomas, Sally M., Wen-Jung Peng, and Pat Triggs. "Professional learning communities in Chinese senior secondary schools." In Teachers Leading Educational Reform, 190–209. Abingdon, Oxon ; New York, NY : Routledge, 2017. | Series: Teacher quality and school development series: Routledge, 2017. http://dx.doi.org/10.4324/9781315630724-15.

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Bissaker, Kerry. "Aligning Learning Environment Affordances for Effective Professional Learning in an Innovative Senior Secondary STEM School." In The Translational Design of Schools, 125–43. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-364-3_6.

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Zhao, Wen. "English Language Teaching in Vocational Senior Secondary Schools in China." In English Language Education and Assessment, 51–68. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-071-1_4.

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Ottevanger, Wout, Elvira Folmer, and Wilmad Kuiper. "Context-Based Science Education in Senior Secondary Schools in the Netherlands." In Teachers Creating Context-Based Learning Environments in Science, 213–23. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-684-2_12.

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Yamin-Ali, Jennifer. "A Study of Student Stress at the Senior Level at an All Girls Secondary School—A Case Study." In Data-Driven Decision-Making in Schools, 56–82. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137412393_3.

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Duan, Hong, Qingling Wang, and Lihua Xia. "A Study of Intercategorial Polysemy Teaching Based on Conceptual Blending Theory in Senior High Schools." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 377–90. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-35095-6_41.

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Conference papers on the topic "Senior schools"

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Babiuk, Tetiana. "Methods of Ensuring Continuity in the Healthy Lifestyle Development of Senior Preschoolers and Primary School Children." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/02.

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The paper studies the criteria, indicators and levels of value-conscious attitude to health as an integral indicator of developing healthy lifestyle of preschool and primary school children. It describes the current state of continuity in the healthy lifestyle education of senior pre-schoolers and primary school children. The author defined pedagogical conditions of continuity in the development of healthy lifestyle of senior pre-schoolers and primary school children, developed and implemented into practice methods to ensure continuity in the healthy lifestyle education in kindergartens and elementary schools, and experimentally tested their efficiency.
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Belokurova, Vera Viktorovna. "Development of Communicative Culture of High School Seniors in Different Age Groups as a Pedagogical Problem." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-96612.

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The problem of development of communicative culture of modern high school seniors for modern pedagogical science on the basis of the needs the permission of the identified contradictions is revealed in the article. The author proposes the solution to indicated problem by utilizing the potential of intergenerational learning and interaction in mixed-age groups. Another, different from the traditional meaning of the term «high school senior», that is typical for schools implementing multiage training is represented.
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Mahyani, Esti Rokhima, Rutiana Dwi Wahyunengseh, and Rina Herlina Haryanti. "Public Perception of Zoning School Policy in Surakarta Public Senior High Schools." In Proceedings of the First International Conference on Administration Science (ICAS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icas-19.2019.56.

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Wirth, Alex, and Boris Aberšek. "DISCIPLINE IN SCHOOLS: SOME ACTUAL ISSUES." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.138.

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Discipline in class is essential. Without it the educational processes and teachings are difficult. In this manner curricula goals are almost impossible to achieve. There are and there always will be some kind of conflicts between teachers and students, but they should not evolve to become a problem. Teachers (especially elderly teachers) often express pessimism of contemporary students. They say that today's students have less knowledge, they do misbehave more often than previous generations. A study among students was conducted. It was trying to determine the rate of discipline in schools in Celje to see if these statements are true. The questionnaire to students of one primary and one high school in Celje, Slovenia were distributed. The answers from 234 students were received. On the one hand, it was found out that senior high school students have the worst level of discipline of all the grades tested. They themselves assess their class atmosphere as less disciplined. They report that teachers use a lot of time to calm the class down. All this is probably a factor in lower average grade that the senior high school students have. On the other hand, it was found out that teachers do not react to the disturbance or they are trying to be repressive. These are not the correct ways of dealing with discipline issues. Therefore, there are some recommended ways how teachers should react. Keywords: discipline in class, primary school, contemporary student, elderly teachers.
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Deidhae, Fransiskus Z. M., Masrukhi, Wahyu Hardyanto, and Fathur Rokhman. "Strategic Planning: Developing a Model for Senior High Schools." In International Conference on Science and Education and Technology (ISET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.031.

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Khodijah, Nyayu, Sukirman, and Amalia Hasanah. "The Implementation of Multicultural Education at Senior High Schools." In 5th Asian Education Symposium 2020 (AES 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210715.111.

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von Hellens, Liisa, Kaylene Clayton, Jenine Beekhuyzen, and Sue Nielsen. "Perceptions of ICT Careers in German Schools: An Exploratory Study." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3348.

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This paper reports on an exploratory investigation of the perceptions of information and communication technology (ICT) as a field of study and work in German secondary schools. A total of 160 students from five secondary schools in Lower Saxony participated in the study in February 2007, and four teachers of the students were interviewed. The investigation is part of the research carried out by the authors within the Griffith University Women in Information Technology (WinIT) project, which has been studying the problem of low female participation since 1995. In this paper we discuss German school students’ (male and female) and their teachers’ views of ICT, its use at school and home, their influences in using technology, and their ideas about working with technology in the future. We drew on the challenges faced and opportunities available to teachers in the study to put this in context. We found that many senior secondary students have not decided what they want to do when they finish school, suggesting that the environment is ripe for them to receive relevant and useful information that may help them to choose to study tertiary ICT courses. By dispelling negative ICT perceptions and allowing students to make an informed choice as to whether to take up a career in ICT, we can hopefully encourage more students into this ever-growing and exciting industry.
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Mpuchane, Sisai. "Reflections on Physics Output from Senior Secondary Schools in Botswana." In WOMEN IN PHYSICS: 2nd IUPAP International Conference on Women in Physics. AIP, 2005. http://dx.doi.org/10.1063/1.2128281.

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David-Kacso, Agnes. "THE CAREER RELATED PLANS OF ROMANIAN SENIOR HIGH SCHOOL STUDENTS FROM TECHNICAL AND THEORETICAL HIGH SCHOOLS." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b12/s2.114.

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Sugiono, Sugiono, Trisno Martono, and Dewi Kusuma Wardani. "The Reinforcement of Craft and Entrepreneurship Education in Senior High Schools." In 2nd International Conference on Economic Education and Entrepreneurship. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006891606830689.

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Reports on the topic "Senior schools"

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Arnott, Gail I. Senior Service School Teaching Methods. Fort Belvoir, VA: Defense Technical Information Center, May 1989. http://dx.doi.org/10.21236/ada217282.

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Allred, Colette. High School Seniors’ Expectations to Marry, 2017. National Center for Family and Marriage Research, May 2019. http://dx.doi.org/10.25035/ncfmr/fp-19-11.

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Allred, Colette. High School Seniors’ Ideal Time for Marriage, 2017. National Center for Family and Marriage Research, May 2019. http://dx.doi.org/10.25035/ncfmr/fp-19-12.

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Allred, Colette. High School Seniors’ Attitudes Toward Cohabitation as a Testing Ground for Marriage, 2017. National Center for Family and Marriage Research, May 2019. http://dx.doi.org/10.25035/ncfmr/fp-19-10.

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Thomas, Sally M., and Wen-Jung Peng. Exploring the range and extent of senior secondary school effectiveness across three regions in mainland China. Unknown, 2010. http://dx.doi.org/10.35648/20.500.12413/11781/ii242.

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Thomson, Sue. PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research, March 2021. http://dx.doi.org/10.37517/978-1-74286-624-6.

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Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?
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Bauder, T. A. Proposal to improve math, science and computer science education at Woodrow Wilson Senior High School through the implementation of technological innovations. Office of Scientific and Technical Information (OSTI), December 1994. http://dx.doi.org/10.2172/510608.

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Oreopoulos, Philip, and Reuben Ford. Keeping College Options Open: A Field Experiment to Help All High School Seniors Through the College Application Process. Cambridge, MA: National Bureau of Economic Research, June 2016. http://dx.doi.org/10.3386/w22320.

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Terzenbach, Jack. An alienation measurement and observed behavior: a study of forty-two male seniors in a technical high school. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1603.

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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
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