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Literatura académica sobre el tema "Howard High School (Howard, Ohio)"
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Artículos de revistas sobre el tema "Howard High School (Howard, Ohio)"
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Thomas, Gerald L. "Achieving Racial Reconciliation in the Twenty-First Century: The Real Test for the Christian Church." Review & Expositor 108, no. 4 (2011): 559–73. http://dx.doi.org/10.1177/003463731110800410.
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The issue of racial reconciliation has been a major concern for me since the days of my youth in Youngstown, Ohio. I was blessed to see the growth and development of African American people during the civil rights era. There were, however, racial tensions of a major magnitude during my days in junior high and high school. It was the first time we (students from Thorn Hill) had ever experienced racism because our elementary school was 99.8 percent black. I had to live in a whole new world when six primary grade schools were condensed into one junior high school. In high school, it became increasingly evident to me that there was a white world and a black world. Attending Howard University definitely heightened my anger and resentment towards white people. Howard was the Mecca of black power and intellectual thinking. By God's grace, after eight years in corporate America, I accepted my call to preach the Gospel of Jesus Christ and realized that hatred had no place in the heart and mind of a servant of the Son of God. The seminary experience at The Southern Baptist Theological Seminary was equally frustrating at times even though I had the blessings of the seminary's leadership, thus becoming the first Martin Luther King, Jr. Fellow. Through twenty-five years of pastoring and thirty years of spreading the Gospel, I have gained additional insights into how we must eradicate racism in our society. Through my position in the Progressive National Baptist Convention as National Chairperson for “Social Action on Public Policy,” I realize how difficult is the task at hand. Research and writings on “Racial Reconciliation” are my own convictions and struggles to support the Church of God in becoming all that Jesus Christ had intended for it to be.
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Kneeshaw, Stephen, Richard Harvey, D'Ann Campbell, et al. "Book Reviews." Teaching History: A Journal of Methods 10, no. 2 (2020): 82–96. http://dx.doi.org/10.33043/th.10.2.82-96.
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Robert William Fogel and G. R. Elton. Which Road to the Past? Two Views of History. New Haven and London: Yale University Press, 1983. Pp. vii, 136. Cloth, $14.95. Review by Stephen Kneeshaw of The School of the Ozarks. Emmanuel LeRoy Ladurie. The Mind and Method of the Historian. Translated by Sian Reynolds and Ben Reynolds. Chicago: University of Chicago Press, 1981. Pp. v, 310. Paper, $9.95. Review by Richard Harvey of Ohio University. John E. O'Connor, ed. American History/ American Television: Interpreting the Video Past. New York: Frederick Ungar Publishing Company, 1983. Pp. 463. Cloth, $17.50; Paper, $8.95. Review by D' Ann Campbell of Indiana University. Foster Rhea Dulles & Melvyn Dubofsky. Labor in America: A History. Arlington Heights, Illinois: Harlan Davidson, Inc., 1984. 4th edition. Pp. ix, 425. Cloth, $25.95. Paper, $15.95. Review by Robert W. Dubay of Bainbridge Junior College. Karen Ordahl Kupperman. Roanoke: The Abandoned Colony. Totowa, New Jersey: Rowman & Allanheld, 1984. Pp. viii, 182. Cloth, $24.95; Paper, $12.50. Review by John T. Reilly of Mount Saint Mary College. Kevin O'Reilly. Critical Thinking in American History: Exploration to Constitution. South Hamilton, Massachusetts: Hamilton-Wenham Regional High School, 1983. Pp. 86. Paper, $2.95. Teacher's Guides: Pp. 180. Paper, $12.95; Kevin O'Reilly. Critical Thinking in American History: New Republic to Civil War. South Hamilton, Massachusetts: Hamilton-Wenham Regional High School, 1984. Pp. 106. Paper, $2.95. Teacher's Guide: Pp. 190. Paper, $12.95. Review by James F. Marran of New Trier Township High School, Winnetka, Illinois. Michael J. Cassity, ed. Chains of Fear: American Race Relations Since Reconstruction. Westport, Connecticut: Greenwood Press, 1984. Pp. xxxv, 253. Cloth, $35.00. Review by Ann W. Ellis of Kennesaw College. L. P. Morris. Eastern Europe Since 1945. London and Exeter, New Hampshire: Heinemann Educational Books, 1984. Pp. 211. Paper, $10.00. Review by Thomas T. Lewis, Mount Senario College. John Marks. Science and the Making of the Modern World. Portsmouth, New Hampshire: Heinemann Educational Books, Inc., 1983. Pp. xii, 507. Paper, $25.00. Review by Howard A. Barnes of Winston-Salem State University. Kenneth G. Alfers, Cecil Larry Pool, William F. Mugleston, eds. American's Second Century: Topical Readings, 1865-Present. Dubuque, Iowa: Kendall/ Hunt Publishing Co., 1984. Pp. viii, 381. Paper, $8.95. Review by Richard D. Schubart of Phillips Exeter Academy. Sam C. Sarkesian. America's Forgotten Wars: The Counterrevoltuionary Past and Lessons for the Future. Westport, Connecticut: Greenwood Press, 1984. Pp. xiv, 265. Cloth, $29.95. Review by Richard Selcer of Mountain View College. Edward Wagenknecht. Daughters of the Covenant: Portraits of Six Jewish Women. Amherst: University of Massachusetts, 1983. Pp. viii, 192. Cloth, $17.50. Review by Abraham D. Kriegel of Memphis State University. Morton Borden. Jews, Turks, and Infidels. Chapel Hill and London: University of North Carolina Press, 1984. Pp. x, 163. Cloth, $17.95. Review by Raymond J. Jirran of Thomas Nelson Community College. Richard Schlatter, ed. Recent Views on British History: Essays on Historical Writing Since 1966. New Brunswick: Rutgers University Press, 1984. Pp. xiii, 524. Cloth, $50.00. Review by Fred R. van Hartesveldt of Fort Valley State College. Simon Hornblower. The Greek World, 479-323 B.C. London and New York: Methuen, 1983. Pp. xi, 354. Cloth, $24.00; Paper, $11.95. Review by Dan Levinson of Thayer Academy, Braintree, Massachusetts. H. R. Kedward. Resistance in Vichy France. New York: Oxford University Press, 1978. Paper edition 1983. Pp. ix, 311. Paper, $13.95. Review by Sanford J. Gutman of the State University of New York at Cortland.
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Glasgow, Jacqueline N. "Recognizing Students’ Multiple Intelligences in Cross-Age Buddy Journals." English Journal 88, no. 6 (1999): 88–96. http://dx.doi.org/10.58680/ej1999471.
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Describes a project in which students in a college survey class on young adult literature were paired with students in a high school English class in a “buddy journal” project. Shows examples of this writing and of the assignments which used Howard Gardner’s concept of multiple intelligences to offer students multiple paths for responding to literature.
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Sara Sahrazad. "Talent Mapping of the Howard Gartner Model for High School Students in Tangerang City Banten." Formosa Journal of Sustainable Research 2, no. 3 (2023): 491–98. http://dx.doi.org/10.55927/fjsr.v2i3.2963.
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Talents and interests are things that are not easy to formulate for the development of high school students. Grade 12 students who are ending their studies need basic referrals for parents and students. The purpose of this study is to map the intelligence and talents possessed by students before graduating from high school (SMA), and to analyze the interests possessed by students. The respondents of this study were 12th grade high school students in the city of Tangerang. The number of respondents was 102 students. The research method used is descriptive statistical method. Based on the results of the study, students who have multiple intelligences of mathematical logic as many as 30 students achieve a percentage of 28.8%, while the smallest is interpersonal as many as 3 students by 2.5%. The implication of this research is that schools and teachers and parents of students can use these results as a reference for learning styles and specializations in a particular field, when they continue their studies and the field of work they will be involved in
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R.UDHAYA MOHAN BABU and Dr. G.KALAIYARASAN. "Effectiveness Of Visual Spatial Intelligence Based Instructional Materials To Enhance The Achievements Of The Secondary School Students." Think India 22, no. 3 (2019): 2262–68. http://dx.doi.org/10.26643/think-india.v22i3.8708.
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Spatial intelligence is one of researcher Howard Gardner's nine multiple intelligences.The Spatial thinking is powerful and pervasive, underpinning everyday life, work, and science.They are skilled at using their ability to visualize and their spatial judgment to complete tasks and projects that include design, judgment, and creativity. Kosslyn (1978) distinguished four stages in the cognitive processing of spatial information. The investigators employed the experimental method for the present investigation. 40 high school students were taken from Government Higher Secondary School through Simple Random sampling technique.A questionnaire contains 50 items of “achievement” for high school students. Spatial thinking can be taught that learning to think spatially must take place within domain contexts.
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Huerta, Adrian H., Tyrone C. Howard, and Bianca N. Haro. "Supporting Black and Latino boys in school: A call to action." Phi Delta Kappan 102, no. 1 (2020): 29–33. http://dx.doi.org/10.1177/0031721720956846.
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The educational experiences of Black and Latino males in K-12 are often riddled with unnecessary challenges and stresses that contribute to diminished academic outcomes. Adrian H. Huerta, Tyrone C. Howard, and Bianca N. Haro seek to highlight instead the importance of positive asset-based research and practice efforts focused on supporting Black and Latino male high school students. Based on a yearlong study of more than 200 Black and Latino male youth in six urban high schools in California, they provide recommendations for more effectively studying and supporting this population. The combination of asset-based research and practice drawn from that research is intended to better support, engage, and enhance the educational experiences of Black and Latino male students in K-12 institutions and beyond.
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Setyadi, Heribertus Ary, Supriyanta Supriyanta, Diyah Ruswanti, and Hartati Dyah Wahyuningsih. "Profession recommendation based on multiple intelligence for high school students." Management Science Letters 14, no. 1 (2024): 33–42. http://dx.doi.org/10.5267/j.msl.2023.8.001.
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One of the problems students often face is the lack of understanding of their interests and talents which will cause confusion in making future study choices and career plans. Career selection is an expression of personality into the world of work followed by identification of certain occupational stereotypes. Eight intelligences according to dr. Howard Gardner is linguistic, logical, mathematical, visual spatial, musical, kinesthetic, interpersonal, intrapersonal, and naturalist. This research purpose is to develop a system that produces information and professional recommendations that are in accordance with multiple intelligences of prospective high school students using a combination of Bayes' theorem and weighted product (WP) method. User’s preference value is calculated using the Bayes Theorem method to give each multiple intelligence value which is a criterion. WP method calculation to find professions that match user preferences. Weight of each criterion needed in WP method is calculated by Rank Order Centroid method. WP calculation will produce a ranking of 3 professions according to the input from the user. From system testing results that compared to results from experts, an accuracy of 67.33% is obtained. Based on the accuracy value, it can be said that the accuracy level system is quite good.
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Lott, Johnny W. "Introduction." Mathematics Teacher 100, no. 3 (2006): 164. http://dx.doi.org/10.5951/mt.100.3.0164.
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In 1972, the Mathematics Teacher published a series of three articles in “The Forum,” a section of the journal devoted to diverging opinions with respect to the role of geometry and the best approach to it. The February issue addressed the question “What should become of the high school geometry course?” The articles in “The Forum” in February were written by Howard F. Fehr, Frank M. Eccles, and Bruce E. Meserve. I chose the article by Fehr as one that has had an effect on high school curricula and still poses some answers to the original question today. The question was the subject of a panel discussion at the August 2006 MathFest of the Mathematical Association of America sponsored by the NCTM/MAA Joint Committee on Mutual Concerns.
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Lott, Johnny W. "Introduction." Mathematics Teacher 100, no. 3 (2006): 164. http://dx.doi.org/10.5951/mt.100.3.0164.
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In 1972, the Mathematics Teacher published a series of three articles in “The Forum,” a section of the journal devoted to diverging opinions with respect to the role of geometry and the best approach to it. The February issue addressed the question “What should become of the high school geometry course?” The articles in “The Forum” in February were written by Howard F. Fehr, Frank M. Eccles, and Bruce E. Meserve. I chose the article by Fehr as one that has had an effect on high school curricula and still poses some answers to the original question today. The question was the subject of a panel discussion at the August 2006 MathFest of the Mathematical Association of America sponsored by the NCTM/MAA Joint Committee on Mutual Concerns.
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Sari, Rosi Kumala. "TEACHING MATERIALS IN THE TEXTBOOK ENTITLED, “WHEN ENGLISH RINGS THE BELL” FOR JUNIOR HIGH SCHOOL STUDENTS YEAR VII." ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris 11, no. 2 (2020): 278–88. http://dx.doi.org/10.33373/as.v11i2.2673.
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This study was a descriptive study aimed at describing the the quality of the textbook entitled, “When English Rings The Bell” for Junior High School Students Year VII in providing English teaching material to improve students’ English Knowledge competence.The researcher analyse this book based on the theory from Howard and Major (2010) about good teaching material in English language teaching. The subject of this study is the textbook entitled, “When English Rings The Bell” for Junior High School Students Year VII”. The sources of data of this study were collected by questionnaire and interview from respondents. The respondents were one english teachers from SMP 1 Padang and SMP 31 Padang. The result of this study showed that the respondents had same perception that the quality of the textbook entitled, “When English Rings The Bell” for Junior High School Students Year VII was poor in providing the English Teaching Material to improve students’ knowledge about WH questions.