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Artykuły w czasopismach na temat "High school education"
Choi, Whyun Young, Mun-Koo Kang i Woon Gyeom Cho. "Learners’ Perceptions and Needs Analysis of Global Citizenship Education: Focused on Korea High School English Education". English Teachers Association in Korea 28, nr 3 (30.09.2022): 1–17. http://dx.doi.org/10.35828/etak.2022.28.3.1.
Pełny tekst źródłaA. Luévanos, Elisabeth, J. Anthony Luévanos i Jean Madsen. "Latinx High School Students' Perceptions About Their High School Experiences". NASSP Bulletin 106, nr 3 (wrzesień 2022): 181–208. http://dx.doi.org/10.1177/01926365221123924.
Pełny tekst źródłaStormoen, Sidsel, Helga Bjørnøy Urke, Hege Eikeland Tjomsland, Bente Wold i Åge Diseth. "High school physical education". European Physical Education Review 22, nr 3 (4.11.2015): 355–71. http://dx.doi.org/10.1177/1356336x15612023.
Pełny tekst źródłaSiedentop, Daryl. "High School Physical Education". Journal of Physical Education, Recreation & Dance 58, nr 2 (luty 1987): 24–25. http://dx.doi.org/10.1080/07303084.1987.10609502.
Pełny tekst źródłaStow, S., i T. Ashwood. "High school science education". Science 246, nr 4930 (3.11.1989): 563. http://dx.doi.org/10.1126/science.2814479.
Pełny tekst źródłaPallas, Aaron M. "School Climate in American High Schools". Teachers College Record: The Voice of Scholarship in Education 89, nr 4 (czerwiec 1988): 541–54. http://dx.doi.org/10.1177/016146818808900405.
Pełny tekst źródłaTurdimurodov, Dilmurod Yuldashevich. "Testing Volitional Qualities For Students Of High Schools Of Secondary School". American Journal of Social Science and Education Innovations 03, nr 03 (31.03.2021): 405–13. http://dx.doi.org/10.37547/tajssei/volume03issue03-62.
Pełny tekst źródłaBuckman, David G., Nathan W. J. Hand i Arvin Johnson. "Improving High School Graduation Through School Climate". NASSP Bulletin 105, nr 1 (8.02.2021): 5–24. http://dx.doi.org/10.1177/0192636521993212.
Pełny tekst źródłaFinkel, Madelon Lubin, i Steven Finkel. "Sex Education in high school". Society 23, nr 1 (listopad 1985): 48–52. http://dx.doi.org/10.1007/bf02695869.
Pełny tekst źródłaLattimore, Amanda. "HIGH SCHOOL PERSPECTIVESComputer science pathways in high schools". ACM Inroads 8, nr 2 (16.05.2017): 41–42. http://dx.doi.org/10.1145/3078323.
Pełny tekst źródłaRozprawy doktorskie na temat "High school education"
Holland, Syreeta R. "A Qualitative Analysis of African-American High School Students' Transitioning from Middle School to High School in an Urban Private High School Setting". Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751750.
Pełny tekst źródłaResearch indicated the transition from eighth grade into ninth grade can be a difficult time for students. His Grace High School (HGHS) ninth grade students illustrated this difficulty. The purpose of this study was to examine African American student and parent perceptions regarding the transition process into high school. Currently, all students and parents at HGHS participate in a two-part orientation session to prepare and acclimate to the new school community and learning environments. Orientation sessions are facilitated by predominately African American staff members; however, the premise of the session was developed and implemented by Caucasian staff and faculty. Furthermore, the manner in which the information is developed and shared with the African American students and parents does not consider or address the cultural needs of African American parents and students. Critical Race Theory, CRT, was used to measure inequality in education. According to Hiraldo (1994) scholars have used CRT as a framework to analyze and critique educational research and practices. Critical Race Theory attempts to address the cultural needs and disparities of minority students when compared to students of the dominant race.
The research questions provided additional information about the transition process and how the administration, faculty, staff, and school community can develop and implement a transition program that will assist both students and parents transitioning into HGHS. A qualitative analysis of the current transition process was conducted. Current freshmen students and parents completed surveys and participated in interviews about their experience with the transition process at HGHS.
Dunnavant, Heather Elise. "High School Graduation Coaches| Supporting At-Risk High School Students". Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3720302.
Pełny tekst źródłaThis study investigated the effectiveness of a new dropout prevention program, Project WALK, which was launched at a low-income high school in Missouri during the 2012-2013 school year. After examining alarming dropout statistics, Washington High School chose 40 students to participate in a new program, Project WALK, which was designed to use graduation coaches to improve at-risk students' performance. The program's six graduation coaches formed relationships with at-risk students, monitored student progress, and consistently communicated with parents, teachers, and school administrators about the at-risk students. The researcher, an administrator at the school, gathered quantitative data to measure the effects of the intervention and qualitative data to measure the perceptions of the students who participated. The quantitative data collected for this study enabled the researcher to assess whether the graduation coach had an effect on each student's attendance, discipline, and number of credits earned during the time of the intervention compared to other years the student was in high school. The researcher considered secondary data in order to compare students' performances before and after the intervention and thus to test for a correlation between a student's being paired with a graduation coach and student outcomes such as attendance, discipline, and number of credits earned.
In addition to quantitative methods, the use of qualitative methods enabled the researcher to describe and analyze student perceptions of their experiences. Little is known about the perceived experiences of individual students who are considered to be at risk of dropping out of high school. Because qualitative data on this subject have been lacking, the qualitative component of the present study could lend greater insight into the effectiveness of interventions in students' lives. This study looked at 30 males, 10 females, 20 general education students, and 20 special education students. The results of this study indicated that the graduation coaches were beneficial in preventing dropouts, which suggests that the strategy of using graduation coaches is a promising one for serving at-risk students. These findings inform the work of educational specialists, practitioners, and school systems personnel who design interventions to help reduce the dropout rates in schools.
Bewley, Samantha. "High School Computer Science Education". Thesis, Villanova University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426311.
Pełny tekst źródłaOne of the challenges in the field of computer science is teaching the subject at the high school level. Thirteen computer science teachers, one technology teacher and one department chair for technology were interviewed to determine how they thought computer science education could be improved at the high school level. The qualitative research addressed curriculum, professional development, educational computer science standards and frameworks, technology, and pedagogy. Institutional Review Board approval was obtained for the research. Nvivo was used to analyze the interviews. When the results were compiled, many teachers were concerned that there were low numbers of students interested in computer science. Having low numbers or students enrolled in computer science classes contribute to low numbers of computer science teachers. Different way to address these problems are proposed.
Thomas, Michael E. "Modeling Instruction in High School Science| The Role of School Leadership". Thesis, Chicago State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10684823.
Pełny tekst źródłaScience education has undergone multiple reforms over the years, yet each reform continues to produce little change in student success. The latest reform of the standards—Next Generation Science Standards (NGSS)—look to change that trend by focusing on what students can do, rather than just what they know. Modeling Instruction (MI) is one research-based pedagogy that is in alignment with the NGSS concepts of student-led classroom instruction. This proven strategy has been used across the U.S., but often in isolation, rather than as the routine classroom instruction throughout a school’s science department.
Changes in new teaching methods, such as those needed to implement MI or NGSS, are not easy for schools to make. They require entire organizations to shift their beliefs in how education appears, with students actively working and presenting content, while the teacher walks to the students, facilitating and asking questions. Leadership within the school can help this transition take place, by providing structures and processes that support others attempting to make changes in their practice. Effective leaders not only provide a plan, but they also create a supportive climate in which goals can be achieved.
This qualitative case study looked at the leadership of schools that have implemented MI across the science curriculum, which includes Biology, Chemistry, and Physics. Characteristics of the leaders, such as leadership style and structures, provided information on how to make a successful change in instruction. Data was collected via interviews with school leaders and school faculty, and observations taken at the school. This data was then coded to identify common themes and trends.
Results of this research showed that leadership played an important role in the implementation of MI in secondary science classrooms. Key attributes were provided by school leadership to help with the implementation. Professional development provided the staff with the tools needed to learn the techniques of the new methods. Time for collaboration was also given, which allowed the staff to help each other with any problems that had arisen along the way. Finally, support was given by the leadership when teaching staff had problems with their implementation. These characteristics allowed for the change from traditional instruction to MI at two high schools, while minimizing problems and creating an atmosphere, which inspired creativity.
Facundo, Valter. "The next American high school initiative". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1588.
Pełny tekst źródłaFicke, David Russell. "Environmental education and high school backpacking". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2657.
Pełny tekst źródłaDavis, Felicia. "School-based Health Centers in High Poverty Schools". Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7493.
Pełny tekst źródłaLeary, Riley. "Understanding the Hybrid High School Student Experience". Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10792647.
Pełny tekst źródłaHybrid High School education is a disruptive innovation that has begun to replace traditional brick and mortar schools for many students world-wide. In addition to a traditional school model are the traditional metrics by which schools are compared. These metrics have been achievement data, success rates, and funding analyses. These metrics do not account for the lived experience of the high school students, in the same way that the traditional model of education does not account for the changing methods available for learning. This study is a phenomenological analysis of the lived experience of high school students who have attended hybrid educational programs. These programs utilize the digital advances available for learning by offering at least half of their curriculum online, while maintaining face to face instruction during the rest of curricular time. The premise of this study is that high school provides an ethos, or manifested culture, for each student served. The questions used in nine interviews to understand this ethos were created using research in the area of adolescent life satisfaction. The research resulted in focus areas to be discussed: autonomy, engagement, social capital, and community connectedness. Participants in this study age 18–20 recently graduated from four years attending a hybrid program. The participants were introspective and detailed in their explanations of life experiences during their time in hybrid programs, and how their ethos was shaped by experiences in each of the areas of life satisfaction listed above. The interview analyses led to four conclusions regarding hybrid high school student life. First, the hybrid program graduates interviewed have a rich sense of community. These communities vary and most are members of multiple communities. All feel a sense of belonging and are connected to groups beyond family. Second, the hybrid program graduates are highly self-reliant. Participants pointed out that they have relationships with people who are supportive, but that they are independently responsible for overcoming life’s obstacles. Third, these conclusions are intended to influence design of future innovational programs. Finally, the hybrid high school did serve as a disruptive innovation which had clear benefits for the adolescents participating. This study, in combination with additional studies focusing on specific program elements, could result in quality innovative programs that meet the needs of a changing adolescent population.
Roche, Robert J. "Exploring Flow Amongst Experienced Middle School and High School Band Directors". Thesis, Teachers College, Columbia University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10827003.
Pełny tekst źródłaThe purpose of this study is to explore and identify flow characteristics in experienced middle school and high school band directors in the context of their teaching. The research was conducted using a qualitative multi-case study through the use of non-participant observations, field notes, and interviews with observational video with stimulated recall to identify the characteristics of flow in a total of five experienced middle school or high school band directors. It was apparent from the findings that every experienced middle school and high school band director experienced flow characteristics at different times while instructing their bands; conditions that facilitated and inhibited characteristics of flow as well as qualities that sustained characteristics of flow also were observed. This research may contribute to improved professional development and preparation of band directors; it may help them to recognize and achieve flow and develop good teaching practices, thereby enabling their students to reach their learning potential.
Blohm, Katherine Elizabeth. "Online High School Achievement versus Traditional High School Achievement". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4041.
Pełny tekst źródłaKsiążki na temat "High school education"
University of the State of New York. Division of Occupational Education Programs. Technology education.: High school elective. Albany, NY: University of the State of New York, State Education Dept., Division of Occupational Programs, 1988.
Znajdź pełny tekst źródłaEducation, edukation, edukashun: An entertainment. London: Olympia, 2009.
Znajdź pełny tekst źródłaEducation, Alberta Alberta. Alberta high school graduation requirements. Edmonton, Alta: Alberta Education, Curriculum Branch, 1993.
Znajdź pełny tekst źródłaHorace's school: Redesigning the American high school. Boston: Houghton Mifflin Co., 1992.
Znajdź pełny tekst źródłaColin, Richards, Simco Neil i Twiselton Sam, red. Primary teacher education: High status? high standards? London: Bristol, PA, 1998.
Znajdź pełny tekst źródłaManitoba. High School Review Panel. High school education: The challenges & changes. [Winnipeg]: Manitoba Dept. of Education, 1988.
Znajdź pełny tekst źródła1945-, Stern David, red. School-based enterprise: Productive learning in American high schools. San Francisco, Calif: Jossey-Bass Publishers, 1994.
Znajdź pełny tekst źródłaEducation, Alberta Alberta. Guide to education: Senior high handbook. [Edmonton]: Alberta Education, 1990.
Znajdź pełny tekst źródłaHorace's school: Redesigning the American high school. Boston: Houghton Miflin Co., 1993.
Znajdź pełny tekst źródłaEducation, Alberta Alberta. Guide to education: Senior high school handbook. Edmonton: Alberta Education, 1991.
Znajdź pełny tekst źródłaCzęści książek na temat "High school education"
Murray, W. Bosseau, i Arthur J. L. Schneider. "Teaching High School Students". W Simulators in Anesthesiology Education, 9–14. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4899-0109-5_2.
Pełny tekst źródłaEgnatz, Linda. "The High School Challenge". W Foreign Language Education in America, 66–84. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137528506_4.
Pełny tekst źródłaLiu, Joey Yung-Jun, Charlotte Achieng-Evensen, Sarah Gapinski i Marni E. Fisher. "High School Stories". W Lessons from the Transition to Pandemic Education in the US, 42–54. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003183785-6.
Pełny tekst źródłaFaerm, Steven. "Students' Transition from High School to Design School". W Introduction to Design Education, 140–51. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003049166-15.
Pełny tekst źródłaKim, Young Chun. "High School Years". W Shadow Education and the Curriculum and Culture of Schooling in South Korea, 125–52. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-51324-3_6.
Pełny tekst źródłaSchildkamp, Kim, Adam Handelzalts, Cindy L. Poortman, Hanadie Leusink, Marije Meerdink, Maaike Smit, Johanna Ebbeler i Mireille D. Hubers. "Case: High School Graduation Rates". W Springer Texts in Education, 47–56. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58853-7_9.
Pełny tekst źródłaMcKenna, Kevin. "High School Economics in Australia". W An International Perspective on Economic Education, 219–32. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-1382-3_13.
Pełny tekst źródłaKomm, Dennis. "Teaching Recursion in High School". W Informatics in Schools. Rethinking Computing Education, 69–80. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-90228-5_6.
Pełny tekst źródłaCumming-Potvin, Wendy M. "The high school prom". W LGBTQI+ Allies in Education, Advocacy, Activism, and Participatory Collaborative Research, 159–79. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429455025-8.
Pełny tekst źródłaPires, Célia Maria Carolino, Elenilton Vieira Godoy, Marcio Antonio da Silva i Vinício de Macedo Santos. "Brazilian Mathematics Education in High School". W Mathematics Education in Brazil, 59–83. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93455-6_4.
Pełny tekst źródłaStreszczenia konferencji na temat "High school education"
Tiara, Inoki Ulma. "Uniforms in Education System the Primary School, Junior High School, and Senior High School in Indonesia". W 2nd Asian Education Symposium. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007302702800283.
Pełny tekst źródłaAlonso-Monasterio, Pau, i Laura Uixera Cotano. "Community School Museums as a tool for education". W HERITAGE2022 International Conference on Vernacular Heritage: Culture, People and Sustainability. Valencia: Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/heritage2022.2022.15054.
Pełny tekst źródłaMahmuddin, Siti Halimah, Nurma Yunita, Norhayatun, Apuanor, Sudarmono i Gita Anggraini. "Character Education in Junior High School". W The 5th Progressive and Fun Education International Conference (PFEIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201015.015.
Pełny tekst źródłaG. Morgan Powell, Rhonda R. Janke i Rebecca Moscou. "High School Water Quality Monitoring Education". W 2006 Portland, Oregon, July 9-12, 2006. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2006. http://dx.doi.org/10.13031/2013.21563.
Pełny tekst źródłaRakhmayanti, Dyah, Soedjarwo i Karwanto. "School Library Management in Private Junior High Schools". W Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icei-19.2019.10.
Pełny tekst źródłaDark, Melissa, Shannon Beck, Jenny Daugherty, Mark Loepker i Rachel Dark. "High School Cybersecurity". W SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3439549.
Pełny tekst źródłaPerry, Kathryn, Cedric Sirianni, Owen Bechtel, Kalpathi Subramanian i Erik Saule. "High School BRIDGES". W SIGCSE 2022: The 53rd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3478432.3499261.
Pełny tekst źródłaSönmez, Murat. "Shall We Continue Keeping High School Courses in Mechanical Engineering Curriculum?" W ASME 2014 12th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/esda2014-20103.
Pełny tekst źródłaSayas-Barberá, Estrella, Esther Sendra, Rosa Martínez, Miguel Angel Mas, Maria Del Carmen Perea i Casilda Navarro. "FOOD SCIENCE FOR HIGH SCHOOL STUDENTS: A UNIVERSITY-HIGH SCHOOL COLLABORATIVE PROJECT". W International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1080.
Pełny tekst źródłaBartlett, Sophie. "Hubble Plots in High School". W Robotic Telescopes, Student Research and Education. Our Solar Siblings, 2018. http://dx.doi.org/10.32374/rtsre.2017.024.
Pełny tekst źródłaRaporty organizacyjne na temat "High school education"
Bender, Louis W., i Beatrice J. Farr. Job Skills Education Program: Plan for High School Diploma. Fort Belvoir, VA: Defense Technical Information Center, marzec 1985. http://dx.doi.org/10.21236/ada162670.
Pełny tekst źródłaSaad, Marissa E., Caitlin Nolby, Peter Henson, Fnu Anamika i Denise Buckner. Eclipse Ballooning STEM Outreach for Elementary, Middle, and High School Education. Ames (Iowa): Iowa State University. Library. Digital Press, styczeń 2017. http://dx.doi.org/10.31274/ahac.9760.
Pełny tekst źródłaAltonji, Joseph. The Effects of High School Curriculum on Education and Labor Market Outcomes. Cambridge, MA: National Bureau of Economic Research, sierpień 1992. http://dx.doi.org/10.3386/w4142.
Pełny tekst źródłaCrumbly, I. J., i J. Hodges. Multicultural and multilingual approach: Mathematics, science, and engineering education for junior high school minority students and high school administrators. Final report. Office of Scientific and Technical Information (OSTI), wrzesień 1994. http://dx.doi.org/10.2172/10183043.
Pełny tekst źródłaFrisancho, Verónica. The Impact of School-Based Financial Education on High School Students and their Teachers: Experimental Evidence from Peru. Inter-American Development Bank, marzec 2018. http://dx.doi.org/10.18235/0001056.
Pełny tekst źródłaBernheim, B. Douglas, Daniel Garrett i Dean Maki. Education and Saving: The Long-Term Effects of High School Financial Curriculum Mandates. Cambridge, MA: National Bureau of Economic Research, lipiec 1997. http://dx.doi.org/10.3386/w6085.
Pełny tekst źródłaOreopoulos, Philip, Robert Brown i Adam Lavecchia. Pathways to Education: An Integrated Approach to Helping At-Risk High School Students. Cambridge, MA: National Bureau of Economic Research, sierpień 2014. http://dx.doi.org/10.3386/w20430.
Pełny tekst źródłaHernández-López, Luis Pablo, Miriam Romero-López i Guillermo García-Quirante. Humor and social competence in High School and University education: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, listopad 2021. http://dx.doi.org/10.37766/inplasy2021.11.0033.
Pełny tekst źródłaShattuck, Paul T., Jessica E. Rast, Anne M. Roux, Kristy A. Anderson, Teal Benevides, Tamara Garfield, Elizabeth McGhee Hassrick i Alice Kuo. High School Students on The Autism Spectrum. A.J. Drexel Autism Institute, marzec 2019. http://dx.doi.org/10.17918/nairhighschool2019.
Pełny tekst źródłaBerlinski, Samuel, Matías Busso, Taryn Dinkelman i Claudia Martínez A. Reducing Parent-School Information Gaps and Improving Education Outcomes: Evidence from High-Frequency Text Messages. Inter-American Development Bank, maj 2021. http://dx.doi.org/10.18235/0003257.
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