Gotowe bibliografie tematyczne / Secondary schools

Gotowa bibliografia na temat „Secondary schools”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 31 lipca 2024

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Artykuły w czasopismach na temat "Secondary schools"

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Aerts, Saskia, Mieke Van Houtte, Alexis Dewaele, Nele Cox i John Vincke. "School Motivation in Secondary Schools". Youth & Society 47, nr 3 (12.12.2012): 412–37. http://dx.doi.org/10.1177/0044118x12467657.

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Willms, J. Douglas, i Peter Cuttance. "School Effects in Scottish Secondary Schools". British Journal of Sociology of Education 6, nr 3 (październik 1985): 289–306. http://dx.doi.org/10.1080/0142569850060303.

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Akos, Patrick, Heidi Schuldt i Meg Walendin. "School Counselor Assignment in Secondary Schools". Professional School Counseling 13, nr 1 (październik 2009): 23–29. http://dx.doi.org/10.5330/psc.n.2010-13.23.

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Furtwengler, Willis J., i Beth Farley. "Effective School Retreats Improve Secondary Schools". NASSP Bulletin 71, nr 500 (wrzesień 1987): 118–22. http://dx.doi.org/10.1177/019263658707150019.

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Akos, Patrick, Heidi Schuldt i Meg Walendin. "School Counselor Assignment in Secondary Schools". Professional School Counseling 13, nr 1 (październik 2009): 2156759X0901300. http://dx.doi.org/10.1177/2156759x0901300101.

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Research has not yet begun to investigate the practice or impact of school counselor assignment. A preliminary study sought to explore the nature and consequences of school counselor assignment practices in secondary schools. Secondary school counselors from one large Southeastern school district were asked to complete a questionnaire created for the purpose of this study. The results suggest a significant difference between school counselor assignment at the middle and high school levels. Middle schools predominantly utilized grade-level assignment while high schools used alphabetical assignment. Distinct advantages and challenges were indicated by school counselors from each assignment type. Implications for professional school counselors and future research directions are provided.
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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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Dr. Praveena, K. B, Dr Praveena, K. B. "Utilization Of Computers In Secondary Schools". International Journal of Scientific Research 1, nr 3 (1.06.2012): 32–33. http://dx.doi.org/10.15373/22778179/aug2012/12.

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Lefèvre, Bruno, i Jacques Richardson. "Tomorrow's secondary schools". Futures 20, nr 2 (kwiecień 1988): 177–81. http://dx.doi.org/10.1016/0016-3287(88)90023-7.

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Powell, Neal J. "School-Based Management in Smaller Secondary Schools". NASSP Bulletin 75, nr 533 (marzec 1991): 11–15. http://dx.doi.org/10.1177/019263659107553303.

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Hashim, Azmir. "Collegial Supervisory Practice in Malaysian Public Schools: Evidence from Secondary School Teachers". International Journal of Psychosocial Rehabilitation 24, nr 5 (20.04.2020): 2439–53. http://dx.doi.org/10.37200/ijpr/v24i5/pr201942.

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Rozprawy doktorskie na temat "Secondary schools"

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Doubt, Lorna C. "A secondary guy, physically disabled teenagers in secondary schools". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22300.pdf.

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Leung, Sau-kuen. "Organizational climate in Hong Kong secondary schools". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17605088.

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Yeo, Kei Choo Patricia. "Communication in Singapore secondary schools". Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/30835.

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This study sought to gain some insights into the communication system in Singapore secondary schools, particularly the so-called 'neighbourhood schools', larger in number than the independent or the autonomous schools. The dearth of research on communication in Singapore schools makes it timely for this study to be undertaken, with electronic communication or e-mail, as a communication tool. This is probably the result of, among other factors, the implementation of the IT Masterplan in Education (Teo, 1997), and the concept of Thinking School, Learning Nation (TSLN, 1997), both national initiatives, which have shaped the communication process in schools, with attendant influences such as school organisation, communication climate and school culture (Refer to Table 7, p. 125). In this study, both quantitative and qualitative data were collected. 152 self-reporting questionnaires, (Appendix B), each with an introductory letter explaining the purpose and scope of the survey, were sent to teachers of three secondary schools. The principals consented to the administration of the questionnaire in their schools. Of these, 117 questionnaires were returned. However, two were incomplete, and thus, invalid. Findings were based on the responses in the remaining 115 questionnaires, which constituted 75.66% of the questionnaires sent out. The Statistical Package for the Social Sciences, SPSS, was used to generate the statistical tables, for frequency, correlations and, Analysis of Variance, ANOVA. The Cronbach alpha on the 185 items in the questionnaire was 0.97 and, for the standardized items, the reliability was 0.96. Qualitative data was gathered by means of person-to-person interviews, based on the Interview Schedule (Appendix C). Teachers' responses served as corroboration of the quantitative data gathered from the survey, and enhanced the research study on the communication climate in their schools. They also highlight how the national policy above has shaped, not only the culture, covered in the survey, but also the climate in which sharing and transfer of information take place, amidst a hierarchical organisational structure, with its authority vested mainly in the Principals and Vice-Principals. Grounded in this set-up is a highly work-oriented cultural ethos, envisioned with the ultimate 'value-addedness' in the performance of the pupils. Such is the communication climate and culture that information flows mainly downwards. Hence, message content would inherently be directives from school management - the Principals, Vice-Principals and the HODs to the teaching staff. Also highlighted was the use of the e-mail as a communication medium. While the younger teachers are computer-literate, the more senior experienced teachers voiced their concerns with IT-phobia, and see IT as a hindrance to communication. Organisational structure and IT-phobia are both issues to be managed for improvements to the communication process in Singapore schools.
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Earle, Donald Maurice. "Art examination in secondary schools". Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10019626/.

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Mophosho, Eunice Dorah. "Workload allocation in secondary schools". Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45880.

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The purpose of this study was to explore workload allocation, what informed workload allocation in secondary schools and analyse documents relevant to educator workload. A qualitative interpretive approach using a case study as a research design was used to complete the study. Sixteen educators which consist of 6 heads of departments, principal and 9 post level one educators were purposively sampled and interviewed from different types of schools( rural, township and former model C schools). The findings of the study suggested that, workload in the secondary schools under study was allocated in a transparent and flexible manner. Educators were consulted and their inputs were regarded imperative in decision making. Further, it was found that experience, specialisation and qualifications informed workload allocation in schools. During the analysis of data, themes such as educator reputation meaning their competence, learner results and commitment emerged as factors that also informed workload allocation in schools. Allocators considered factors like the number of subjects, number of preparations and number of classes but ignored the number of learners in classes when allocating work in schools. Therefore, the differences in terms of number of learners would mean there was no equity in allocation of educators because the number of learners affected marking of assessments, feedback to learner, reaching gifted and not gifted learners, discipline in classrooms, timeous submissions of marks, and regular control of learner books. Majority of educators were allocated teaching time below the requirements as stipulated in the Personnel Administration Measures (PAM) Government Gazette No. 24948 dated 21 February 2003. Therefore workload of most educators was manageable. The majority of post level one educators were allocated teaching time below 85%. Only one post level one educator from school A and B was allocated within the stipulated teaching time as expected by the department and most educators were allocated below. From the allocation of school C only 3 post level one educators out of a maximum of twenty five paid by the government were allocated within the stipulated time. Allocation changed throughout the year because promotions and redeployment of educators were done at any time during the year.
Dissertation (MEd)--University of Pretoria, 2014.
tm2015
Education Management and Policy Studies
MEd
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O'Hara, J. Martin (John Martin) 1922. "Student attitude towards school in Quebec English secondary schools". Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=55623.

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Wong, Ming-hau Anthony, i 黃明孝. "Collaborative management in school discipline in some secondary schools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957547.

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Smith, Edwin Francis. "Pupil composition and school ethos in four secondary schools". Thesis, University of Warwick, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403227.

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Olusegun, Rachael Adebola. "Managing family-school partnerships in Gauteng secondary township schools". Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80499.

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This study aimed to investigate how township secondary schools manage the family-school partnership for purposes of enhancing the quality of teaching and learning in township schools. A literature search on related subjects was followed by an empirical study to address the study aim. A qualitative research approach, adopting a case study design, was used to investigate the perspectives and experiences of stakeholders in this key partnership (principals, teachers, and parents) and to examine the strategies the schools employed to manage it, the challenges they encountered in the process and the solutions they employed. Two principals, two deputy principals, seven parents and ten teachers from two township secondary schools in the Tshwane West District (Gauteng Department of Education (GDE)) took part in the research process. The study findings indicate that, despite the disadvantaged circumstances of township schools, it was possible to effectively manage successful family-school partnerships in these schools, provided that all major stakeholders (principals, teachers, and parents) were committed to the process. The study furthermore shows that an effective family-school partnership in township secondary schools depended largely on the ability of the school management team to create and facilitate initiatives that promote effective family-school partnerships. It was, however, also evident from the study findings that even the commitment of all stakeholders to the family-school partnership could not always overcome the challenges posed to an effective partnership. Pro-active engagement by the stakeholders was encouraged to overcome the problems that challenged the family-school partnership. Since lack of cooperation from parents appeared to be main cause of these challenges, it was imperative for the schools to find more creative ways of attracting parents to the school environment. Schools need to collaborate with those parents who are already actively involved and brainstorm with them on strategies for reaching non-involved parents and drawing them into the partnership too. Schools should also consider organising platforms to educate parents on rules of engagement with the school over their children. The findings of my study further revealed a lack of formal policy on the partnership between school and family. Education policymakers therefore need to consider the formulation of a clear policy on the family-school partnership that will serve as a toolkit for schools in their engagement with families about the education of their children. Moreover, since I found that most parents were unable to assist their children with schoolwork at home, due to the ambiguity of the curriculum. Policymakers should consider introducing a curriculum handbook for parents on each subject and design it in such a simplified format that any average parent can relate with the content.
Dissertation (MEd)--University of Pretoria 2020.
Education Management and Policy Studies
MEd
Unrestricted
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Lee, Mo-lan Monica. "Graduate profile and employer's expectations : case study of a Hong Kong secondary school /". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14777630.

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Książki na temat "Secondary schools"

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Britain, Great. School prospectuses in secondary schools. Sudbury: Department For Education and Employment, 1998.

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Drakeford, Brian. The secondary whole-school audit: Development planning for secondary schools. London: D. Fulton Publishers, 1998.

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

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author, Bukagile Godfrey Rutta, red. Civics for secondary schools. Dar es Salaam, Tanzania: Nyambari Nyangwine Publishers, 2008.

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1948-, Scruggs Thomas E., i Mastropieri Margo A. 1951-, red. Research in secondary schools. Oxford: Elsevier JAI, 2004.

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Jennifer, Murray, i University of Brighton. Media Services., red. Mentoring in secondary schools. Brighton: Media Services, University of Brighton, 1993.

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Scotland, Earl Haig Fund. Secondary schools information booklet. [Edinburgh]: Earl Haig Fund Scotland], 2002.

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Norman, Blackett, red. Mathematics for secondary schools. Harlow: Longman, 1987.

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Haque, Bali. Changing our secondary schools. Wellington, New Zealand: New Zealand Council for Educational Research, 2014.

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Eon, Harper, red. Mathematics for secondary schools. Harlow: Longman, 1987.

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Części książek na temat "Secondary schools"

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Jowett, Paul, i Margaret Rothwell. "Secondary Schools". W Performance Indicators in the Public Sector, 39–48. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-08987-1_4.

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Hawkridge, David. "In Secondary Schools". W New Information Technology in Education, 99–112. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003312826-11.

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Schubert, Sigrid. "Computers in Secondary Schools". W Encyclopedia of Education and Information Technologies, 415–20. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_2.

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Schubert, Sigrid. "Computers in Secondary Schools". W Encyclopedia of Education and Information Technologies, 1–5. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_2-1.

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Williams, Kelly J., Elizabeth Stevens i Sharon Vaughn. "RTI in Secondary Schools". W Handbook of Response to Intervention and Multi-Tiered Systems of Support, 338–50. New York, NY: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780203102954-22.

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Davis, Joan A. M. "Secondary schools as communities". W Mapping the Field, 99–106. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003403722-9.

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O’Donoghue, Tom, i Judith Harford. "Secondary School Education in Protestant Secondary Schools in Ireland, 1922–1962". W Secondary School Education in Ireland, 158–96. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-56080-3_8.

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Pollitt, Christopher, Johnston Birchall i Keith Putman. "Decentralised Management of Secondary Schools". W Decentralising Public Service Management, 102–35. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-27010-1_6.

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Prosser, Lauren, Tommy L. S. Visscher, Colleen Doak i Luis A. Moreno. "Obesity Prevention in Secondary Schools". W Preventing Childhood Obesity, 88–93. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444318517.ch11.

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Zhang, Shizao. "Mathematical Ability in Secondary Schools". W The Pedagogy of Secondary-School Mathematics, 151–86. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1248-3_5.

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Streszczenia konferencji na temat "Secondary schools"

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Hassan, Hassan. "Girls’ Abuse in Tanzania Rural Secondary Schools". W Proceedings of the 1st International Conference of Education. Dar es Salaam University Press, 2023. http://dx.doi.org/10.37759/ice01.2023.04.

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Considerable research has been conducted on the abuse of girls and women; however, there is little qualitative and smaller scale studies that are specific to Tanzania to provide particularised nuanced accounts of localised situations. Within a theoretical framework of African feminisms, this study explores the abuse of girls in one secondary school in a rural community of Tanzania. The data is from interviews and document review. The findings indicate that the girls experience sexual, physical, verbal or psychological abuse at school at the hands of their male teachers, which impact largely negatively upon their education. Despite such abuse of power by male teachers, it was observed that male teachers remain shielded from the consequences of sexually assaulting young school-girls, a situation which impedes efforts aimed to promote the education of the girl-child. The results provide crucial evidence on how to propose community-based interventions for preventing the abuse of the girlchild in schools.
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Mališová, Daniela, i Jana Štrangfeldová. "EVALUATION OF EFFICIENCY IN SECONDARY EDUCATION". W Sixth International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/limen.s.p.2020.111.

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The state of Slovak education is influenced by several negative factors. In terms of human capital, we have seen the decline of pupils for demographic reasons and lack of interest in the work of teachers. This paper aims to evaluate the efficiency of secondary education on the example of selected secondary schools. The main method of the paper is multicriteria analysis. The subject of research is the efficiency of selected secondary schools. The 10 Business Academies attended by pupils aged 15-19 years and established in the Banská Bystrica and Žilina self-governing regions will be the subject of research. For the analysis we use panel data collected for the school years 2013/2014 - 2017/2018. The contribution of the paper is to create an evaluation of the efficiency of the surveyed schools and to propose solutions for schools that achieved below-average results. The findings may serve as a basis for assessing the efficiency of the Business Academies for comparison with competitors, as well as for the founders of these secondary schools.
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Chisalita, Oana, i Carmen Cretu. "ICT SUPPORT AND ICT USE IN ROMANIAN SECONDARY EDUCATION". W eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-209.

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The use of Information and Communication Technologies (ICT's) is a mandatory task for all teachers working in Romanian secondary education. Teachers have to use ICT during computer science classes, but also as an instrument to develop other subjects. However, despite the investments oriented towards increasing ICT access and ICT teachers training, the use of technology during the educational activities is not as high as expected. Therefore, analyses focusing on factors that influence the ICT use in education are required. This paper aims to identify the role played by the ICT support on the ICT use in secondary schools. The study involved 282 teachers from lower secondary (N=125) and upper secondary (N=157) schools. The analysis took into account the peers support, school's manager support, school's inspectorate support and ICT coordinator support. The results indicate that the main support structure that enhances the ICT use is the peer support. Romanian secondary teachers who work in schools where teachers use ICT, discuss about ICT and look for new ways of integrating technology during the activities are those who use more ICT's and report about the benefits. The ICT access is no longer a major issue for secondary school teachers but further studies must take a step further and analyze teachers' ICT beliefs, their ICT experiences and other factors which may impact on the ICT use. While discussing about the ICT coordinator' support, the results revealed higher levels of encouragement received from the Information and Communication Technology Coordinator.
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Garcia, Emilia Martin. "Teaching physics at secondary schools". W AIP Conference Proceedings Volume 173. AIP, 1988. http://dx.doi.org/10.1063/1.37559.

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Solloa, Álvaro, Juan Miguel Alberola i Víctor Sánchez-Anguix. "PEER TEACHING IN SECONDARY SCHOOLS". W 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1271.

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Archberger, Fred, Robert M. Aiken, John C. Arch, Michael R. Haney, John D. Lawson, Cheryl Lemke, Thomas A. Swanson i Samuel F. Tumolo. "Computer science for secondary schools". W the 1985 ACM thirteenth annual conference, Chair Jean B. Rogers. New York, New York, USA: ACM Press, 1985. http://dx.doi.org/10.1145/320599.320724.

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MALIŠOVÁ, Daniela, i Jana ŠTRANGFELDOVÁ. "Economical Evaluation of Public and Foreign Finances of Selected Secondary Schools". W Current Trends in Public Sector Research. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9646-2020-8.

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The present situation of education in Slovakia is affected by various negative factors, like decrease of students for demographical reasons, discrepancy between kind and number of secondary schools and disregard to reactions of labor market. But, the main reason is an underfinancing across the education. Allocation of public finance by means of normative funding is inadequate. Normative funding forced secondary schools to accept students with low study score to gain more public finance. In the result it is wrong that school must find another foreign or external financial resource like grants and projects of the European Union. The aim of this paper is to assess the economy of selected secondary schools. Ten Business academies, with pupils aged 15-19 years old, established in Banská Bystrica and Žilina self-governing regions were examined. We used panel data gathered in school year 2013/2014 – 2017/2018 from valuable and verifiable sources like Annual reports of education and financial statements of schools. In paper we use qualitative method of semi-structured interviews with professionals in field to find out which indicators are suitable for economy measuring. Based on qualitative method we determined quantitative and financial indicators, like rate of public and external finance. We´re editing data by part of multi-criteria analyze, in the concrete standardized method. We get the economy result of selected secondary schools by integral indicator of applied mathematical method. In the conclusion of paper, we create economy ranking of schools and we suggest the economical solutions for schools with under average results. Our finding is designed by hands of Business academies for comparison with competition, founders of secondary school and resort of education.
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Hamdi, Sameer, Alaa Jameel, Aram Massoudi i Abd Rahman Ahmad. "Leadership Styles and organizational citizenship behaviour in secondary schools". W 3rd International Conference on Administrative & Financial Sciences. Cihan University - Erbil, 2021. http://dx.doi.org/10.24086/afs2020/paper.231.

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Leadership style has not been effectively examined in educational institution in developing countries. The purpose of this study is to examine the impact of Leadership styles on organizational citizenship behaviour (OCBs) among secondary school teachers. Based on the review, the study proposed that leadership styles and its components; transformational leadership (TFL) and transactional leadership (TAL) will affect OCBs. Methodology, The population of this study, is secondary school teachers. A stratified sampling technique was deployed to collect 174 responses from eight schools. The findings showed that TFL and TAL have a significant effect on OCBs and TFL highly predicted OCBs than TAL. Decision-makers are advised to implement the TFL and increase the OCBs among Teachers.
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Lessner, Daniel. "Information theory on Czech grammar schools". W the 7th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2481449.2481480.

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Wang, Zemei (Jasmine). "Chinese International Secondary School Students’ Adjustment Challenges in Canadian Schools". W 13th International Conference on Education and Educational Psychology. European Publisher, 2022. http://dx.doi.org/10.15405/epiceepsy.22123.10.

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Raporty organizacyjne na temat "Secondary schools"

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Alansari, Mohamed, Cathy Wylie, Rose Hipkins, Sinead Overbye, Renee Tuifagalele i Sophie Watson. Secondary teachers' Perspectives from NZCER's 2021 National Survey of Secondary Schools. NZCER, czerwiec 2022. http://dx.doi.org/10.18296/rep.0022.

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The long-running National Survey of Schools project is part of the New Zealand Council for Educational Research’s (NZCER’s) Te Pae Tawhiti programme of research. NZCER has run a national survey of secondary schools every 3 years since 2003. For the 2021 National Survey of Secondary Schools, we surveyed a sample of 5,376 teachers, randomly chosen from a stratified sample of Years 9–13 and Years 7–13 secondary schools to ensure national representation of schools across all deciles. A total of 1,093 teachers responded to the survey over two data collection waves, giving a nationally representative picture in terms of school decile.
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Shanks, Rachel. Affordability of secondary school uniform in Scotland: Policy Briefing. University of Aberdeen, listopad 2020. http://dx.doi.org/10.57064/2164/15388.

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A researcher at the University of Aberdeen has found that almost 20% (n=70) of secondary schools in Scotland specify an exclusive supplier for school uniform. The research shows that almost every secondary school has a compulsory uniform (over 96%). Of the 343 schools with a compulsory uniform, 320 uniforms include a school tie, 235 include a blazer and 200 schools ban jeans.
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Bolstad, Rachel. Climate change and sustainability in secondary schools: Findings from a 2020 survey of English-medium secondary and composite schools. NZCER, grudzień 2020. http://dx.doi.org/10.18296/rep.0010.

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Beuermann, Diether, Andrea Ramos Bonilla i Marco Stampini. Interactions between Conditional Cash Transfers and Preferred Secondary Schools in Jamaica. Inter-American Development Bank, grudzień 2021. http://dx.doi.org/10.18235/0003862.

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We explore whether the academic benefit from attending a preferred secondary school differs between beneficiaries and non-beneficiaries of the Jamaican Conditional Cash Transfer Program, Programme of Advancement through Health and Education (PATH). The academic outcomes assessed include end of secondary and post-secondary high-stakes examinations independently administered by the Caribbean Examinations Council. Among girls, receiving PATH benefits before secondary school enrollment does not influence the academic gains from attending a more selective school. However, boys who received PATH benefits prior to secondary school enrollment benefit significantly less from subsequently attending a more selective school with respect to comparable peers who did not receive PATH benefits. These results suggest negative dynamic interactions between PATH and selective secondary schools among boys.
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Ding, Weili, i Steven Lehrer. Do Peers Affect Student Achievement in China's Secondary Schools? Cambridge, MA: National Bureau of Economic Research, czerwiec 2006. http://dx.doi.org/10.3386/w12305.

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Wylie, Cathy, i Linda Bonne. Secondary schools in 2015: Findings from the NZCER national survey. New Zealand Council for Educational Research, 2016. http://dx.doi.org/10.18296/rep.0001.

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Wylie, Cathy, i Linda Bonne. Secondary Schools in 2015: Findings from the NZCER national survey. New Zealand Council for Educational Research, maj 2016. http://dx.doi.org/10.18296/rep.001.

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Mankowski, Andrew. Do "Clickers" Improve Student Engagement and Learning in Secondary Schools? Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.144.

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Blaine, Richard. The teaching of history in the secondary schools of Australia. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2284.

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Sylvester, Gregg. Characteristics and practices of forensics programs in Oregon secondary schools. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.3092.

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