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Artykuły w czasopismach na temat „High school”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 7 września 2024

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1

Ertan Kantos, Züleyha. "Metaphoric Perceptions of Anatolian High School and Vocational High School Students towards School". Shanlax International Journal of Education 11, nr 4 (1.09.2023): 85–93. http://dx.doi.org/10.34293/education.v11i4.6640.

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This study aims to reveal the perceptions of Anatolian High School and Vocational High School students towards their schools using metaphors. For this purpose, the following questions were sought. What are the metaphoric perceptions of Anatolian High School and Vocational High School students towards their schools? How are metaphorical perceptions of Anatolian high school and Vocational High School students’ schools conceptualized? What are the likes and dislikes of Anatolian and Vocational High School students about their schools? In this research, maximum diversity sampling was employed to reflect the views of students from different sampling areas and purposeful sampling methods. The study group consisted of students from an Anatolian High School and a Vocational High School in Ankara in the 2016-2017 academic year. The research was conducted with a total of two hundred students, one hundred from each high school. It was found that the students in both groups perceived the school with supervision and rules.

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2

Rodolfo, Cassanova Jr, Cam-ani Liana Leah, Pantalion Cherry Joy N., Pantalion Larry B i Pe, Maurene Joy C. "A Localized Instructional Supervision Framework for the Junior High Schools of Cervantes National High School". International Journal of Research Publication and Reviews 5, nr 5 (26.05.2024): 12642–46. http://dx.doi.org/10.55248/gengpi.5.0524.1447.

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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, nr 03 (31.03.2021): 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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4

Wood, Dave. "HIGH SCHOOL WEIGHTROOM: Ephrata High School". National Strength & Conditioning Association Journal 13, nr 5 (1991): 67. http://dx.doi.org/10.1519/0744-0049(1991)013<0067:ehs>2.3.co;2.

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Moe, Greg. "HIGH SCHOOL WEIGHTROOM: Garrett High School". National Strength & Conditioning Association Journal 13, nr 6 (1991): 73. http://dx.doi.org/10.1519/0744-0049(1991)013<0073:ghs>2.3.co;2.

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6

Lattimore, 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.

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7

Huang, Yushan. "General High School or Vocational High School: School Choice for Students Near the High School Entrance Examination Score Line". Proceedings of The International Academic Conference on Teaching, Learning and Education 1, nr 1 (21.08.2024): 112–25. http://dx.doi.org/10.33422/tleconf.v1i1.484.

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The study focuses on exploring the Chinese students’ school choice decisions. In particular, it explores why some students prefer vocational schools over general high schools, even when eligible for the latter. The research also examines how pupils make sense of these dual purposes at the time of choosing. According to this study’s results which were based on in-depth interviews with eight vocational school students, most of them chose these schools because they considered the courses offered there as more important than attending prestigious general high schools. Students choose their schools according to personal feelings and understandings about educational equality and achievement in society. Students' choices reflect their subjective experiences and individual interpretations of social signals regarding educational equity and success. The findings emphasized psychological and structural determinants in selecting schools so as to foster equal learning opportunities among all children regardless of their backgrounds. This study contributes to the understanding of how students navigate the complex landscape of educational options, and how their choices are influenced by broader societal forces.

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8

A. 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.

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Does student voice matter? This study examined how Latinx students used their voice to share their experiences about how they were perceived and treated at their schools. Data collection included focus groups with Latinx students. Students’ responses indicated they did not feel safe nor did their school create a caring environment. Students’ also noted their concerns about not getting access to school counselors or post-secondary schooling. Findings indicated that listening to students is an important factor in keeping schools accountable for how they serve underrepresented students.

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9

Pallas, 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.

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10

Mitchell, Coral, i Larry Sackney. "School improvement in high-capacity schools". Educational Management Administration & Leadership 44, nr 5 (9.07.2016): 853–68. http://dx.doi.org/10.1177/1741143214564772.

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11

Akasaka, Yoshiaki, Masaaki Hiroshima i Tsuyoshi Sadano. "Dokkyo Junior High School and High School". JOURNAL OF THE ILLUMINATING ENGINEERING INSTITUTE OF JAPAN 84, nr 4 (2000): 237–38. http://dx.doi.org/10.2150/jieij1980.84.4_237.

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12

Light, Audrey. "High school employment, high school curriculum, and post-school wages". Economics of Education Review 18, nr 3 (czerwiec 1999): 291–309. http://dx.doi.org/10.1016/s0272-7757(99)00007-2.

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13

N.Subramanian, N. Subramanian, i Dr A. Veliappan Dr.A.Veliappan. "Influence of Location and Type of School on School Environment of High School Students". International Journal of Scientific Research 2, nr 12 (1.06.2012): 136–38. http://dx.doi.org/10.15373/22778179/dec2013/45.

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14

Gürbüz, S., A. Adıgüzel, V. E. Özcan, S. M. Kırpıcı i A. Yılmaz. "Experimental high energy physics summer school for high schools". Canadian Journal of Physics 97, nr 11 (listopad 2019): 1229–34. http://dx.doi.org/10.1139/cjp-2018-0823.

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Experimental High Energy Physics Summer School for High Schools, (Liseler İçin Deneysel Yüksek Enerji Fiziği Yaz Okulu — lidyef2018) was held 9–16 September 2018 at Boğaziçi University, Turkey, with financial support from TÜBİTAK under the 4004 grant No. 118B491. Out of nearly 700 (11th and 12th grade) applicants, 30 were selected from all around Turkey. Students were introduced to the fundamentals of high-energy physics and performed experiments that demonstrated the techniques of this field, such as a salad-bowl electrostatic accelerator and a cloud chamber. Here we report on the planning, implementation, and the outcomes of lidyef2018, which can serve as a template for similar activities in the future.

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15

Picucci, Ali Callicoatte, Amanda Brownson, Rahel Kahlert i Andrew Sobel. "Middle School Concept Helps High-Poverty Schools Become High-Performing Schools". Middle School Journal 36, nr 1 (wrzesień 2004): 4–11. http://dx.doi.org/10.1080/00940771.2004.11461458.

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16

Prasad, Aruna. "School Matters: What Happens in High School Goes Beyond High School". ASHA Leader 18, nr 3 (marzec 2013): 25–26. http://dx.doi.org/10.1044/leader.scm.18032013.26.

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17

Maluleke, Raymond Mkateko, Nadeem Cassim i Anis Mahomed Karodia. "Challenges of School Governing Bodies towards School Performance : Khatisa High School , Mulamula High Primary School , Jim Yingwani High School and Thomas Mofolo High School ( South Africa )". Academic Journal of Research in Economics and Management 2, nr 11 (2016): 1–42. http://dx.doi.org/10.12816/0027160.

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18

Kirby, David. "High School". Missouri Review 42, nr 2 (2019): 107–8. http://dx.doi.org/10.1353/mis.2019.0036.

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19

Hughes, William. "High School". Soundings (Reston, VA) 1, nr 1 (październik 1987): 20. http://dx.doi.org/10.1177/104837138700100109.

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20

Walton, David. "HIGH SCHOOL: Greenwood High School: The Power Plant". National Strength & Conditioning Association Journal 15, nr 3 (1993): 65. http://dx.doi.org/10.1519/0744-0049(1993)015<0065:ghstpp>2.3.co;2.

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21

Burgener, Mike. "HIGH SCHOOL WEIGHTROOM: Rancho Buena Vista High School". National Strength & Conditioning Association Journal 14, nr 1 (1992): 44. http://dx.doi.org/10.1519/0744-0049(1992)014<0044:rbvhs>2.3.co;2.

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YooJung Lee. "Exploring the influencing factors of high school decision of general high school, autonomous high school, special purpose high school students". SECONDARY EDUCATION RESEARCH 66, nr 1 (marzec 2018): 257–80. http://dx.doi.org/10.25152/ser.2018.66.1.257.

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23

Buckman, 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.

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The purpose of this study was to contribute to the body of literature regarding decisions school leaders make when developing strategic plans to improve student outcomes. This study investigated whether there is a significant relationship between school climate and graduation rates for public high schools in the state of Georgia when controlling for potential covariates. Using an ordinary least squares multiple regression procedure, this study found a positive school climate increased high school graduation rates ( b = .164, p ≤ .01).

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24

Lee Manning, M., i Richard Saddlemire. "Implementing Middle School Concepts into High Schools". Clearing House: A Journal of Educational Strategies, Issues and Ideas 69, nr 6 (sierpień 1996): 339–42. http://dx.doi.org/10.1080/00098655.1996.10114335.

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25

Wibowo, Bayu Ananto. "Comparative Study of Attitude Assessment Between Senior High School and Vocational High School". EDUKATIF : JURNAL ILMU PENDIDIKAN 4, nr 2 (6.02.2022): 1850–61. http://dx.doi.org/10.31004/edukatif.v4i2.2133.

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Character education which is the main focus of the 2013 curriculum makes teachers not only fixated on cognitive assessment, but also required to give an affective assessment. In practice, the assessment of attitudes at the Senior High School and Vocational High School levels has differences in terms of the assessment instrument and the assessment process. This study aims to determine, (1) Attitude assessment conducted at the Senior High School level, (2) Attitude assessment conducted by Vocational High School, (3) To determine the comparison of attitude assessments between Senior High School and Vocational High School. Data retrieval in this study was carried Senior high schools at Yogyakarta and Vocational High School at Yogyakarta.

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26

Orjiako, Emmanuel Chukwunonyerem, Joyzy Pius Egunjobi i Ph D. Anthony Amissah. "Attitudes of High School Students towards Mental Health among Some Selected High Schools in Kajaido North Sub County, Kenya". International Journal of Research Publication and Reviews 5, nr 1 (8.01.2024): 2352–57. http://dx.doi.org/10.55248/gengpi.5.0124.0254.

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27

Chen, Liuye. "Difference of Teachers Teaching Objectives Between Chinese High School and American High School". Lecture Notes in Education Psychology and Public Media 48, nr 1 (17.05.2024): 136–44. http://dx.doi.org/10.54254/2753-7048/48/20231625.

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In this paper, the researcher explored the factors associated with different teaching objectives of American and Chinese high school teachers. The semi-structured interviews were conducted with a group of teachers who have rich experience teaching in American or Chinese high schools to understand (1) their teaching objectives, (2) the educational goals of the school, (3) their teaching styles and (4) why they want to be a teacher. Results concluded three key factors: (1) the effect of the schools educational goals; (2) the importance of students reactions and classroom environment; (3) how personal values and interests influence teachers goals.

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28

Waasdorp, Tracy Evian, Sarah Lindstrom Johnson, Kathan D. Shukla i Catherine P. Bradshaw. "Measuring School Climate: Invariance across Middle and High School Students". Children & Schools 42, nr 1 (18.12.2019): 53–62. http://dx.doi.org/10.1093/cs/cdz026.

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Abstract Positive school climate has been consistently associated with many desirable student outcomes in both middle and high schools. However, there has been little work comparing the perceptions across these two school settings. The U.S. Department of Education conceptualized a three-factor model for school climate consisting of safety, engagement, and environment. Drawing on data from 29,720 middle and 34,950 high school students, the fit of the three-factor model was examined for measurement invariance, to explore whether the measure functioned similarly across both middle and high schools. The results indicated measurement invariance, which suggests that practitioners and researchers can confidently compare findings across middle and high schools to inform local decision making related to school-based programming. A series of multilevel analyses also explored the extent to which perceptions of school climate differed for middle and high school students; these results generally indicated that middle school students perceived the school more favorably than high school students. Implications of these findings for social workers are considered.

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29

Nguyen, Hau H. "Vietnamese High School Teacher’s Conception of Mathematics". Journal of Advanced Research in Dynamical and Control Systems 12, nr 3 (20.03.2020): 497–510. http://dx.doi.org/10.5373/jardcs/v12i3/20201216.

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Gökyer, Necmi. "Organizational Commitment of High School Teachers". Journal of Education and Training Studies 6, nr 3a (1.04.2018): 115. http://dx.doi.org/10.11114/jets.v6i3a.3165.

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The aim of this study is to identify high school teachers’ commitment to school development, colleagues, the teaching profession and sense of duty. The population of this descriptive survey comprised 2,805 teachers working at 47 high schools in Elazığ during the 2016-2017 school year. The study sample was selected through stratified sampling, which aims to identify subgroups in a population and ensure that their size in the sample represents their proportion in the population. The data collection tool was then distributed to 461 teachers working in 12 schools selected randomly from these strata. The data collection tool had two sections. The first had conceptual questions and the second had questions about organizational commitment behaviors. The results showed that high school teachers felt full commitment only to the teaching profession, while they “often” felt committed in other subdimensions and the entire scale. More precisely, the commitment level of science teachers to school development was higher than that of social sciences teachers. Teachers working in the city center had higher commitment to colleagues and school development than those in small towns. Teacher candidates had higher commitment to sense of duty than teachers and specialist teachers. Teachers working at vocational and technical high schools had lower commitment to school development than teachers working at Anatolian high schools, social sciences and science high schools. There was a moderate, negative and meaningful relationship between teachers’ age, professional seniority, professional title and marital status. There was a high, positive and meaningful relationship between the subdimensions and the entire scale. Among the subdimensions, too, there was a moderate, positive and meaningful relationship.

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Oettinger, Gerald S. "Does High School Employment Affect High School Academic Performance?" Industrial and Labor Relations Review 53, nr 1 (październik 1999): 136. http://dx.doi.org/10.2307/2696166.

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Cross, Tom. "HIGH SCHOOL CORNER: Explosive Lifts for High School Athletes". STRENGTH AND CONDITIONING JOURNAL 18, nr 1 (1996): 30. http://dx.doi.org/10.1519/1073-6840(1996)018<0030:elfhsa>2.3.co;2.

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Evans, Tom. "HIGH SCHOOL CORNER: Ankle Injuries in High School Athletes". Strength and Conditioning Journal 22, nr 4 (2000): 29. http://dx.doi.org/10.1519/1533-4295(2000)022<0029:aiihsa>2.0.co;2.

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Boyle, Michael. "HIGH SCHOOL CORNER: Starting a High School Strength Program". Strength and Conditioning Journal 23, nr 4 (2001): 73. http://dx.doi.org/10.1519/1533-4295(2001)023<0073:sahssp>2.0.co;2.

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Faigenbaum, Avery D., Patrick Mediate i Dave Rota. "HIGH SCHOOL CORNER: Sleep Need in High School Athletes". Strength and Conditioning Journal 24, nr 4 (2002): 18. http://dx.doi.org/10.1519/1533-4295(2002)024<0018:snihsa>2.0.co;2.

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Oettinger, Gerald S. "Does High School Employment Affect High School Academic Performance?" ILR Review 53, nr 1 (październik 1999): 136–51. http://dx.doi.org/10.1177/001979399905300108.

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Kenyon, Steve. "HIGH SCHOOL PROGRAM: Year round computerized high school program". National Strength & Conditioning Association Journal 9, nr 4 (1987): 57. http://dx.doi.org/10.1519/0744-0049(1984)009<0057:yrchsp>2.3.co;2.

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ÇITAK, Şenel, i Hikmet YAZICI. "Risky Behaviours of High School Students and School Counsellors’ Interventions". Participatory Educational Research 9, nr 6 (1.11.2022): 453–73. http://dx.doi.org/10.17275/per.22.148.9.6.

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Risky behaviors (substance abuse, obesity, suicide, bullying, and others), many of which are indeed preventable, are common among high school students. The most important task in detecting, preventing, and intervening in risky behaviors in schools falls to the school guidance service and school psychological counselor. The main objective of this study is to determine the types and prevalence of risky behaviors observed among high school students and to analyze the practices performed by the school guidance service for such behaviors. This study was organized in accordance with the mixed research design for which qualitative and quantitative approaches were used together. In this context, quantitative (N1=566) and qualitative (N2=21) data collection processes were carried out with psychological counselors working in different types of high schools in 12 provinces. While statistical procedures were included for the quantitative data of the research, content analysis techniques were used for the qualitative data. The results showed smoking, peer bullying, cyberbullying, school dropout, obesity, delinquency, abuse, suicidal tendency and attempt, alcohol use, bonsai use, and other substance use as risky behaviors in high schools. The levels and frequency of these behaviors vary across school types. The preventive activities in the schools were generally based on informative seminars, and practical studies were limited. The research results also indicated that studies of risky behaviors were not sufficiently included in Ministry or school guidance framework programs. Furthermore, it was found that parents, teachers, and administrators gave limited support to the studies carried out within the scope of education and intervention for risky behaviors in schools. These results demonstrate that school psychological counselors encountered several personal, institutional, or legal obstacles in their studies on risky behaviors.

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Gadoh, Golden. "School identification and school burnout among high school students in faith-based schools in Malaysia." Abstract Proceedings International Scholars Conference 7, nr 1 (18.12.2019): 1582–98. http://dx.doi.org/10.35974/isc.v7i1.1699.

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School identification is defined as the sense of belongingness in a school, which means valuing school and school-related outcomes. Failure to identify with school relates to school withdrawal. Therefore, studies suggest that school makes the effort of increasing student identification. On the other hand, school burnout refers to students fatigue due to excessive academic demands. School burnout relates to absenteeism, low motivation, low achievement, and school dropouts. Schools should, therefore, address school burnout for the benefit of the students. This descriptive quantitative study aimed at analyzing and describing the school identification and school burnout among students of three faith-based high schools in eastern states of Malaysia—Sabah, and Sarawak. Correlation between school identification and school burnout was also investigated along with their effect size. The subjects were 230 students of Form Four and Five, who were studying in the academic year of 2019. This study employed two research instruments. School identification was measured using Identification with School Questionnaire (ISQ) which was developed by K. Voelkl. School burnout was measured using School Burnout Inventory (SBI) developed by K. Salmero-Aro, N. Kiuru, E. Leskinen, and J. Nurmi. The instruments consisted of 7 demographics and 25 Likert scale items. Questionnaires were translated into Bahasa Melayu. For the correlation, data analysis was conducted using Pearson Product Moment Correlation Coefficient (Pearson’s r). Both statistical analysis, descriptive and inferential, were processed using SPSS. The result also supports previous findings on gender differences in school burnout and school identification. Pearson r test on the data for student burnout and student identification suggest a correlation. Findings suggested a couple of pointers at the disposal of school administration to increase student’s school identification. Keywords: school burnout; school identification; faith-based, high school

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Romero, Lisa S. "Trust, behavior, and high school outcomes". Journal of Educational Administration 53, nr 2 (13.04.2015): 215–36. http://dx.doi.org/10.1108/jea-07-2013-0079.

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Purpose – The purpose of this paper is to contribute to the literature on student trust and to examine the relationship between student trust, behavior, and academic outcomes in high school. It asks, first, does trust have a positive effect on high school outcomes? Second, does trust influence student behavior, exerting an indirect effect on schooling outcomes? Third, are school size and student socioeconomic status (SES) antecedents of trust? Design/methodology/approach – A nationally representative sample of students attending public high schools in the USA (n=10,585) is drawn from the Educational Longitudinal Study. Structural equation modeling is used to examine the relationship between student trust, behavior and high school outcomes, controlling for SES, school size and prior achievement. Multiple measures of academic achievement are considered. Findings – There is a significant relationship between student trust, behavior and high school outcomes. Students who trust have fewer behavioral incidents and better academic outcomes with results suggesting that trust functions through behavior. This is true regardless of SES, school size or prior achievement. Practical implications – School leaders cannot change parental income or education, but can build trust. Developing and attending to student trust may not only mean that students are better behaved but, more importantly, are more successful academically. Social implications – In spite of decades of policy and legislation intended to improve schools, closing the achievement gap has proven elusive. One reason may be the relentless focus on physical artifacts of schooling, such as school organization, curriculum, testing and accountability, and a concomitant lack of attention to sociocognitive factors key to learning. Schools are social systems, and high levels of learning are unlikely to occur without a nurturing environment that includes trust. Originality/value – This research makes a valuable contribution by focussing on student trust in high schools and by illuminating the relationship between trust, behavior, and academic outcomes. Results suggest that trust impacts a broad range of high school outcomes but functions indirectly through behavior.

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Untari, Dwi, i Tri Wahyu Retno Ningsih. "School Committee Communication Patterns in Actualize School Programs in Public High Schools". International Journal of Multicultural and Multireligious Understanding 11, nr 3 (7.03.2024): 158. http://dx.doi.org/10.18415/ijmmu.v11i3.5558.

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The school committee is one of the organizations that become partners in supporting school programs. The existence of a school committee is very important, especially in public schools. For state schools, the implementation of school programs requires a third party as a supporting system, especially in terms of funding. Even though state schools receive grants from the government, the implementation of school programs is not comparable when public schools are allowed to collect tuition fees from students' parents. Many school programs are not implemented. A school committee is needed that can support school programs. Therefore, the school committee needs to have good communication in its internal scope to support school programs. The purpose of this study was to analyze the school committee communication patterns in actualizing school programs in public high schools. This study used the descriptive qualitative method. The results showed that the star communication pattern was the most widely used by the school committee in discussing school programs that would be supported by the school committee. The form of communication that is carried out is mostly using WhatsApp media to interact. Communication barriers in realizing school programs are limited funds, still lack care for parents, and parents' mindsets. It can be concluded that all communication patterns can be used by the school committee depending on the situation and conditions. This study recommends the same research on the communication patterns of school committees other than in public schools.

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Halima, Nur, i Sri Suprapti. "Parents' Expectations for Islamic Schools: Multi-Site Study in Al Falah High School, Muhammadiyah 2 High School, and Al Hikmah High School in Surabaya". Tadbir : Jurnal Studi Manajemen Pendidikan 7, nr 1 (18.04.2023): 153. http://dx.doi.org/10.29240/jsmp.v7i1.6723.

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This study aims to find out what parents expect from Islamic-based schools in Al Falah High School, Muhammadiyah 2 High School, and Al Hikmah High School in Surabaya.This study uses a qualitative approach with a multi-site design. The subjects in this study were parents, principals, deputy principals, teachers, and students at Al Falah High School, Muhammadiyah 2 High School, and Al Hikmah High School in Surabaya, Indonesia. Selection of informants with a purposeful technique sampling and snowball sampling Data collection was carried out through in-depth interviews, participant observation, and documentation studies. Data analysis used a modified analytic analysis method. While data validity is used to reveal credibility, transferability, dependability, and confirmability. The results of this study indicated the expectation included students’ output, which refers to having a strong faith, having awareness, and obedience in practicing Muslim faith tenets and its good deed of sunnah. Moreover, the students’ outcomes are defined as practicing the Muslim faith in the real life in society, becoming imam in salat, and becoming a leader in certain Islamic events in society. This study concluded that the parents’ expectation was fulfilled that their children have a good religious character. Hence, this research is expected to develop a renewal of Vroom's theory in school management

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Widiyani, Ajeng Ayushi, i Ajeng Ayushi Widiyani. "Overview of School Well-Being in Students with High Academic Achievement in Featured High School". International Journal of Multicultural and Multireligious Understanding 6, nr 6 (19.12.2019): 256. http://dx.doi.org/10.18415/ijmmu.v6i6.1217.

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The objective of this study is to look at the condition of school well-being in students who have high academic achievement and attend featured schools. The composition and learning style of students in featured high schools is different from other schools, because students who have high academic achievement usually have a high desire to learn. In addition, these students are in a learning environment with good academic grades and high achievement competition. Then, there is a condition where other students have the opportunity to take part in a championship or an Olympic. However, it will be a pressure when a student who usually participates in the activity is not given the opportunity to participate. This study uses qualitative method with case study research design. Researchers collected data from four students who had high academic achievement in top schools with different background in life. The general conclusion of this study is that students with high academic achievement in excellent schools may not necessarily have a good school. Moreover, the description of each subject shows varied results. This study examines the dimensions of having (school conditions), loving (social relations), being (self-fulfillment), and health (health conditions). Through the implementation of this study, researcher expects that the welfare of all students will get more attention.

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Bickel, Robert, Craig Howley, Tony Williams i Catherine H. Glascock. "High School Size, Achievement Equity, and Cost". education policy analysis archives 9 (8.10.2001): 40. http://dx.doi.org/10.14507/epaa.v9n40.2001.

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The past decade has occasioned a dramatic increase in research on relationships between school size and a variety of outcomes, including measured achievement, high school completion rates, and postsecondary enrollment rates. An interesting interaction effect which has been found in replications across seven very different states is that as school size increases, the "achievement test score costs" associated with the proportion of economically disadvantaged students enrolled in a school also increase. In short, as schools get larger, average achievement among schools enrolling larger proportions of low socioeconomic-status students suffers. A traditional argument against smaller schools, however, is that they are simply

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Haller, Emil J., David H. Monk, Alyce Spotted Bear, Julie Griffith i Pamela Moss. "School Size and Program Comprehensiveness: Evidence From High School and Beyond". Educational Evaluation and Policy Analysis 12, nr 2 (czerwiec 1990): 109–20. http://dx.doi.org/10.3102/01623737012002109.

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The demand for school improvement has increased concern over the ability of small high schools to offer comprehensive programs and has raised anew the pressure for consolidation. However, although large schools clearly offer more courses than do small ones, it is less clear that they offer more comprehensive programs. In this study we use the High School and Beyond data to address three questions, (a) Are the math, science, and foreign language programs of large schools more comprehensive than those of small ones? (b) For any given school size, are these programs equally comprehensive? (c) Is there some point on the school size continuum beyond which comprehensiveness shows little change? We find that although large schools offer more comprehensive programs than do small ones, there is substantial variation in comprehensiveness among the three programs at any given school size, and there is no common point where the programs of smaller schools approximate the comprehensiveness of larger ones.

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OTSUI, Kanako. "School Adjustment of High School Students:". Proceedings of the Annual Convention of the Japanese Psychological Association 74 (20.09.2010): 2PM101. http://dx.doi.org/10.4992/pacjpa.74.0_2pm101.

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Lattimore, Amanda. "HIGH SCHOOL PERSPECTIVESHigh school CS competitions". ACM Inroads 9, nr 2 (27.04.2018): 22–23. http://dx.doi.org/10.1145/3204468.

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Hilt, Robert J. "School Refusal and Online High School". Pediatric Annals 43, nr 11 (1.11.2014): 428. http://dx.doi.org/10.3928/00904481-20141022-02.

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Soegoto, E. S., I. P. Yunus i T. Valentina. "Smart School for Senior High School". IOP Conference Series: Materials Science and Engineering 407 (26.09.2018): 012003. http://dx.doi.org/10.1088/1757-899x/407/1/012003.

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Arabacı, I. Bakır. "High school student’s perceptions school security". SHS Web of Conferences 31 (2016): 01001. http://dx.doi.org/10.1051/shsconf/20163101001.

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