Relevant bibliographies by topics / Senior secondary schools

Contents

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

Academic literature on the topic 'Senior secondary schools'

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

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Journal articles on the topic "Senior secondary schools"

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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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Juliana, Enemuo Chinwe, Anyaduba Obiagelijacquilin, and Dr Ezeaka Nonye Benedeth. "Impact of The Application of Audio-Visual Aids in Improving Teaching and Learning of Computer Science in Senior Secondary Schools in Awka North Local Government Area in Anambra State." International Journal for Innovation Education and Research 7, no. 8 (August 31, 2019): 136–46. http://dx.doi.org/10.31686/ijier.vol7.iss8.1662.

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The purpose of the study is to identify the impact of the application of audiovisual aids in improving teaching and learning of computer science in Senior Secondary School in Awka North Local Government Area of Anambra State. Out of 1500 Secondary Schools in Awka North Local Government Area. Seventy (70) Students from Senior Secondary School (SS1) students were selected using random sampling technique to serve as the sample. Structured questionnaire was the instrument used for data collection. Mean and percentage were employed for data analysis. The major findings are that, Audio visual materials are not usually available for teaching and learning of computer science in senior secondary schools. Using audio visual materials in teaching and learning of computer science has positive effects on students’ academic performance. Audio visual aids have a lot of benefits in improving qualitative computer education in senior secondary schools. Government and other citizens should provide audio visual materials to secondary schools in Nigeria. Experienced and qualified computer science teachers at least with Nigeria Certificate in Nigeria (NCE) should be employed to teach in secondary schools in Nigeria. School authorities should always checkmate whether teachers make use of audio visual aids in teaching.
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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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Oyelekan, Oloyede Solomon, Seun Sola Jolayemi, and Johnson Enero Upahi. "Relationships among senior school students’ self-efficacy, metacognition and their achievement in chemistry." Cypriot Journal of Educational Sciences 14, no. 2 (June 30, 2019): 208–21. http://dx.doi.org/10.18844/cjes.v14i2.2564.

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Learners play very significant roles in the teaching–learning process. Irrespective of how teachers teach, learners often have their own ways of learning. Three hundred senior secondary school II students selected from 10 senior secondary schools in Ilorin, Nigeria participated in the study. Simple random sampling technique was used to select 30 students from each of the 10 purposively sampled senior secondary schools. Data were collected using three instruments, namely, Chemistry Self-Efficacy Questionnaire, Chemistry Metacognition Questionnaire and Chemistry Achievement Test with reliability indices of 0.83, 0.73 and 0.86, respectively. Answers were provided to four research questions each of which has a corresponding hypothesis. The hypotheses were tested at 0.05 level of significance using Pearson Product Moment Correlation, regression and analysis of variance. Findings from the study indicates significant positive relationship among senior secondary school students’ Chemistry self-efficacy, metacognition and their achievement in Chemistry F(2, 297) = 332.482, p < 0.05. Keywords: Academic achievement, metacognition, self-efficacy, senior secondary schools.
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O L Badaki and M F Adeola. "Influence of Peer Pressure as a Determinant of Premarital Sexual Behaviour among Senior Secondary School Students in Kaduna State, Nigeria." Journal of Multidisciplinary Research in Healthcare 3, no. 2 (April 10, 2017): 151–59. http://dx.doi.org/10.15415/jmrh.2017.32012.

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This study investigated peer pressure influence on premarital sexual behaviour of senior secondary school students in Kaduna State, Nigeria. The population for the study comprised students in public senior secondary schools in the twenty-three Local Government Areas of Kaduna State. Simple random sampling was used to select Kaduna North senatorial zones from the three existing zones in Kaduna State. Nine schools from thirty-two senior secondary schools were randomly selected. The population of senior secondary schools in Kaduna North zone was 5,730 in 2010/2011. 50% (2,865) of the population was used as sample size. A total number of 1,655 males and 1,210 female students were used. In each of the nine (9) schools, 319 copies of questionnaire were administered to the Students using simple random sampling technique. The data collected were statistically analyzed using descriptive statistics of mean, and standard deviation. The hypothesis was tested using one sample Z-test at 0.05 level of significance. It was found that, there is significant influence of peer pressure on premarital sexual behaviour among senior secondary school students in Kaduna State, Nigeria. It was recommended, that Kaduna State Ministry of Education to intensify awareness programme on premarital sexual behaviour through workshops or seminars for the students on how to deal with peer pressure, and other social pressures that may lead to sexual intercourse.
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Olajumoke, Akinwumi, Babalola Yemisi, and Alegbeleye Gabriel. "INFORMATION AND COMMUNICATION TECHNOLOGY USE ON EFFECTIVE ADMINISTRATION OF PUBLIC SECONDARY SCHOOLS, LAGOS STATE, NIGERIA." International Journal of Innovative Research in Education, Technology & Social Strategies 8, no. 1 (March 25, 2021): 37–47. http://dx.doi.org/10.48028/iiprds/ijiretss.v8.i1.04.

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This study investigated information and communication technology use on effective administration of senior secondary schools. It evaluated the extent of use of the various ICT devices and their influence on the administration of secondary schools. To guide the study, one research question and one hypothesis were tested. The design used for the study was survey design and the population comprised the school administrators involved in the running of the schools on a daily basis and these were the principals, vice- principals and heads of the various subjects’ departments in the public senior schools in Lagos State, Nigeria. The instrument for data collection was a 19-item questionnaire while means and t-test statistics were used for data analysis. Findings from the study showed ICT use has a significant positive influence on the effective administrations of public senior secondary schools in Lagos state. Additionally, the study found that the level of ICT use for administrative purposes in public senior secondary schools in Lagos State was moderate. The ICT devices highly utilized were photocopiers and mobile telephones. While printer, computer systems, social media, e-mails services, internet, and scanners were moderately utilized. However, ICT devices like projectors and smart boards were rarely utilized. The study recommends the provision of the necessary ICT equipment and infrastructure in an enabling physical and psychological technological environment for effective public secondary school administration.
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Adebisi, Thomas Ajibade. "Psychological Variables among Physics Students in Senior Secondary Schools in Osun State, Nigeria." Universal Academic Research Journal 4, no. 1 (January 1, 2022): 40–48. http://dx.doi.org/10.17220/tuara.2022.01.05.

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Elsworth, Gerald R. "School Size and Diversity in the Senior Secondary Curriculum: A Generalisable Relationship?" Australian Journal of Education 42, no. 2 (August 1998): 183–203. http://dx.doi.org/10.1177/000494419804200205.

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UNDERPINNING the debate on the desirable size of secondary schools is the assumption that larger schools are able to offer a more diverse curriculum and thereby provide greater equality of educational opportunity and outcomes. A detailed study of curriculum provision at Year 12 in Victoria showed that the positive relationship between school size and the number of distinct subjects offered was generalisable across ‘mainstream’ schools and all curriculum fields. But many small schools were able to offer a broad range of subjects, and the increase in diversity with school size was uneven across fields. Furthermore, evidence that students actually enrolled in the additional subjects offered in the larger schools was equivocal. It remains problematic whether the apparent diversity in Year 12 subject offerings achieved in the new, larger, secondary colleges in Victoria has led to a more equitable curriculum.
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H. A., Apeh,, Gidado, B. K., and Iyiegbuniwe, O. A. "Effects of Brain-Based Learning Strategies on Secondary School Students’ Attitude to Learning in Federal Capital Territory, Abuja, Nigeria." Sustainability in Environment 6, no. 1 (December 15, 2020): p19. http://dx.doi.org/10.22158/se.v6n1p19.

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The study was carried out to find out whether Brain-Based Learning Strategies had any effect senior secondary school students’ attitude to learning in the Federal Capital Territory, Abuja. A pre-test post-test Quasi Experimental Research design was used with a sample size of 142 Senior Secondary School Students (S.S.S 1) drawn from two Senior Secondary Schools in the Abuja Municipal Area Council. Two intact classes were used; one class drawn from each of the schools, the classes were assigned to Groups using a Lucky Dip. With 70 students constituted in the Experimental Group and 72 in the Control Group. The Student Attitude Scale (SAS) was used to collect data for the study. All hypotheses were tested at a significant level of 0.05 using t-test. Findings revealed a significant difference in Students Attitude to learning with a mean difference of 0.59 in favor of the Experimental Group. However, no significant difference was observed in Students Attitude to learning in the Experimental Group based on gender. It was recommended that teachers should adopt the Brain-based learning strategies in teaching Economics in Senior Secondary Schools. In addition, since the teaching pedagogy is Gender-fair, it should be implemented in all schools irrespective of learners’ gender.
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Abubakar, Isa Ado. "Career Guidance Services in Public Senior Secondary Schools in Kano, Nigeria." Asian Journal of University Education 15, no. 2 (December 27, 2019): 27. http://dx.doi.org/10.24191/ajue.v15i2.7554.

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The study examines career guidance services provided by school counsellors in secondary schools in Kano state. The study used 387 sample respondents drawn through purposive sampling from randomly selected schools. Questionnaire instrument with satisfactory psychometric properties was employed in data collection process. The results show that school counsellors assist students to identify their strength, abilities and learning style, help students to make appropriate career pathway selection, set educational and career goals, search for information about careers and work choices. However, school counsellors underperform in helping students to make future educational planning, college selection and placement. Moreover, no significant difference was found among gender excepts in educational Planning, college selection and placement with female students having better educational planning, college selection and placement. It is concluded that the school counsellors play greatly in the area of career decision making, goal setting and personal awareness. However, it is recommended that school counsellors should improve services involving future educational planning, college selection and placement.
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Dissertations / Theses on the topic "Senior secondary schools"

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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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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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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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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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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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Lampoh, Abdullah Awang. "Professional development of senior staff of secondary schools in Brunei Darussalam." Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/506ac74c-7e8d-4fff-9788-3c4c8b935a1d.

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Boqwana, Eleanor Pindiwe. "Fieldwork as a compensatory teaching strategy for rural black senior secondary schools." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003426.

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The understanding of geographical concepts and the development of skills requires the use of appropriate teaching strategies. Modern school syllabuses emphasize the development of concepts and skills which are basic to the understanding of geography. Geography provides practical learning opportunities which directly involve the learner. Techniques which directly involve the learner are perceived to be the most valuable. Fieldwork, which embraces a wide range of innovative teaching strategies, is the one best suited to give first-hand experience to the pupils. This study investigates the potential of fieldwork to promote conceptual understanding in geography with special reference to pupils in rural schools. Extensive literature on fieldwork in geographical education was analysed. Surveys of geography teachers and pupils in senior secondary schools were conducted to assess their attitudes towards geography and the use of learner-centred approaches with special reference to fieldwork. The role of fieldwork to promote conceptual understanding was evaluated by exposing two groups of pupils to different field activities. This revealed that fieldwork promotes understanding, stimulates interest and builds up confidence even when first introduced at senior secondary level.
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Flatela, Andile Thaddeus L. L. "History resource materials in Transkei senior secondary schools : their availability and use." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1003438.

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This dissertation, which was motivated by high failure rate in senior secondary history, is primarily an attempt at identifying some of the possible causes for poor performance in high school history in Transkei schools. One possible cause of the weak performance was identified as outmoded teaching methods which were encouraged by lack of adequate facilities and resources for history teaching and learning. The investigation took the form of a survey of both human and material resources in 30 of the then 210 senior secondary schools in Transkei. The survey questionnaire, which was directed to history teachers, covered aspects on personal information about the teachers, material resources and facilities for teaching history, and teaching methods related to history teaching. A total of 55 teachers responded to the questionnaire. The survey included all the three senior secondary school class levels, that is standard 8, 9 and 10. By looking at the nature of history as a discipline and the way in which students learn, it was discovered that at school level history could be learnt best through the 'experiential' approach. This is mainly because in dealing with time-past as it has to, history usually comes up with 'strange' concepts which cannot be easily grasped by present-day senior secondary teenagers. This is because understanding of historical concepts tends to develop slower than would generally be expected, unless it is re-enforced. In Transkei schools this problem of concepts understanding is made worse by the foreign language medium (English) in which the subject is taught. It is felt that these constraints could be partly aleviated with the use of audio-visual aids and self-activity teaching methods. However, this study revealed a gross inadequacy not only in facilities for teaching history but also of both human and material resources. This automatically discourages the 'new history' approach and teachers (most of whom are underqualified) tend to cling to the old-style lecture-textbook method to the detriment of their students. This study suggests that to improve this situation it is essential to upgrade both pre-service and in-service teachers' academic and professional standards. In addition history facilities and audio-visual materials should be generously supplied to afford ample opportunities for pupil activity. This then would be line with modern history teaching theories and, hopefully, would improve performance in history in this region.
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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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Books on the topic "Senior secondary 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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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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Iwuji, Eleazar C. Economics: For senior secondary schools in West Africa. London: Macmillan, 1990.

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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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Sesay, John S. An outline history of Sierra Leone, for senior secondary schools. [Freetown: s.n.], 2003.

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Conference of Major Religious Superiors (Ireland). Education Commission. Response to the NCCA document "Senior cycle: issues and structures". Dublin: C.M.R.S., 1991.

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Stoker, Alan. Supporting school staff: A pack for senior managers in primary and secondary schools. Edited by Stoker Trisha and Westall Karen. Lancaster: Framework, 1992.

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Book chapters on the topic "Senior secondary schools"

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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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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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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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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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Wang, Wenfeng. "Implementing the Innovative 2003 English Curriculum for Senior Secondary Schools in China: Teachers’ Beliefs and Practices." In English Language Education and Assessment, 35–50. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-071-1_3.

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Liimatainen-Lamberg, A. E. "Health education and changes in students’ smoking habits at vocational institutions and senior secondary schools in Finland." In Tobacco: The Growing Epidemic, 563–64. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0769-9_233.

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Zhang, Yu. "Relationships between Shadow Education and Examination Scores: Methodological Lessons from a Chinese Study in Senior Secondary Schools." In Researching Private Supplementary Tutoring, 59–74. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30042-9_3.

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Grugnetti, Lucia, and François Jaquet. "Senior Secondary School Practices." In International Handbook of Mathematics Education, 675–700. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1465-0_19.

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Conference papers on the topic "Senior secondary schools"

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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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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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Kirjavainen, T., and H. A. Loikkanen. "Efficiency differences of Finnish senior secondary schools: an application of DEA Tobit-analysis." In Innovation in Technology Management. The Key to Global Leadership. PICMET '97. IEEE, 1997. http://dx.doi.org/10.1109/picmet.1997.653646.

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Olakunle, Araromi Maxwell. "Attitude and Vocabulary Knowledge as Predictors of Senior Secondary School Students’ Achievement in French Reading Comprehension in Selected Secondary Schools in Ibadan Metropolis." In ATEE Spring Conference in Riga. LU Akadēmiskais apgāds, 2019. http://dx.doi.org/10.22364/atee.2019.itre.30.

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JainJain, Charu, and Narayan Prasad. "FACTORS AFFECTING TEACHING ABILITIES, PRACTICES AND MOTIVATION – EVIDENCES FROM SENIOR SECONDARY SCHOOLS IN DELHI." In International Conference on Education 2017. TIIKM, 2017. http://dx.doi.org/10.17501/icedu.2017.3123.

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Oyegunwa, Ruth O., Joy B. Osedume, Christiana T. Gbadebo, and Victoria T. Aladewolu. "Nutrition Education on Graceful Aging among Staff in Senior Secondary Schools in Lagos State Nigeria." In 13th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2020. http://dx.doi.org/10.22616/reep.2020.039.

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Kusmawan, Udan. "Ecological Affinity of Student and Teacher: A Case Study in Senior Secondary High Schools in Tangerang Selatan." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.141.

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Koptseva, Natalia, Vladimir Kirko, Ekaterina Malakhova, and Ekaterina Evseenko. "VOCATIONAL CHOICES MADE BY CHILDREN OF INDIGENOUS PEOPLES OF THE NORTH IN REGARD TO COMPLETING SECONDARY EDUCATION IN SENIOR SCHOOLS OF THE REPUBLIC OF SAKHA (YAKUTIA)." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.2462.

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Орищенко, І. М. "ОСНОВНІ ОСОБЛИВОСТІ АНАЛІЗУ ЕКСПЛІЦИТНИХ ОБРАЗІВ СТИХІЙ ПРИРОДИ НА УРОКАХ УКРАЇНСЬКОЇ ЛІТЕРАТУРИ В 10-11 КЛАСАХ." In Proceedings of the XXIII International Scientific and Practical Conference. RS Global Sp. z O.O., 2020. http://dx.doi.org/10.31435/rsglobal_conf/25112020/7251.

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Modern Methodology of teaching Ukrainian literature faces with the problem of finding effective approaches that could provide high-quality knowledge for modern students and arouse their interest in Ukrainian literature as a scientific discipline. This goal can be achieved through the introduction of new methodologies that will help to look at the work of art from a different perspective and reveal its hidden areas. This article examines the method of processing explicit images of natural elements on the basis of chronotopic analysis during the lessons of Ukrainian literature in the senior classes of secondary schools. The research topic includes the study of forms of representation of images of water, fire, air and earth at different structural levels of the work, identifying their function, meaning and development of step-by-step methods of their processing. It also offers samples of practical exercises created on the basis of processing images of natural elements.
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Lyau, Nyan-Myau, Siti Zahro, and Didik Nurhadi. "Labor Market Outcomes for Senior Secondary School Graduates in Indonesia." In Proceedings of the 2nd International Conference on Vocational Education and Training (ICOVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icovet-18.2019.37.

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Reports on the topic "Senior secondary schools"

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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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