Bibliografias temáticas / Houston High School (Houston, Ohio)

Literatura científica selecionada sobre o tema "Houston High School (Houston, Ohio)"

Autor: Grafiati

Publicado: 26 de julho de 2024

Última modificação: 27 de julho de 2024

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Artigos de revistas sobre o assunto "Houston High School (Houston, Ohio)"

Paige, Mark A., e Audrey Amrein-Beardsley. "“Houston, We Have a Lawsuit”: A Cautionary Tale for the Implementation of Value-Added Models for High-Stakes Employment Decisions". Educational Researcher 49, n.º 5 (26 de maio de 2020): 350–59. http://dx.doi.org/10.3102/0013189x20923046.

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Until recently, legal challenges to the use of value-added models (VAMs) in evaluation and teacher employment decisions in federal court had been unsuccessful. However, in May 2017 a federal court in Texas ruled that plaintiff-teachers established a viable federal constitutional claim to challenge the use of VAMs as a means for their termination in Houston Federation of Teachers v. Houston Independent School District. Houston represents a significant departure from prior federal court rulings that upheld the constitutionality of VAMs to terminate teachers on the basis of poor performance. The Houston court found that the districts’ refusals to release the underlying data of VAM ratings used to terminate those teachers violated the teachers’ procedural due process rights. By denying access to the code, teachers could not protect against the government’s making a mistaken deprivation of their property right to continued right to employment. The authors discuss Houston and its potential impact, limitations, and significance.

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SELTZER, RICHARD. "Atlanta High School Students Edge Houston, Win National Science Bowl". Chemical & Engineering News 72, n.º 22 (30 de maio de 1994): 19. http://dx.doi.org/10.1021/cen-v072n022.p019.

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Fryer, Roland G. "Injecting Charter School Best Practices into Traditional Public Schools: Evidence from Field Experiments *". Quarterly Journal of Economics 129, n.º 3 (1 de agosto de 2014): 1355–407. http://dx.doi.org/10.1093/qje/qju011.

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Abstract This study examines the impact on student achievement of implementing a bundle of best practices from high-performing charter schools into low-performing, traditional public schools in Houston, Texas, using a school-level randomized field experiment and quasi-experimental comparisons. The five practices in the bundle are increased instructional time, more effective teachers and administrators, high-dosage tutoring, data-driven instruction, and a culture of high expectations. The findings show that injecting best practices from charter schools into traditional Houston public schools significantly increases student math achievement in treated elementary and secondary schools—by 0.15 to 0.18 standard deviations a year—and has little effect on reading achievement. Similar bundles of practices are found to significantly raise math achievement in analyses for public schools in a field experiment in Denver and program in Chicago.

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Fagan, Karen, Todd Bull, Ivan F. McMurtry e Omar A. Minai. "PHA Scientific Sessions Provide a Great Window Into Treatment Breakthroughs While Inspiring Physicians and Patients Alike". Advances in Pulmonary Hypertension 7, n.º 3 (1 de agosto de 2008): 353–55. http://dx.doi.org/10.21693/1933-088x-7.3.353.

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This roundtable discussion, reviewing the proceedings from the Pulmonary Hypertension Association's Eighth International PH Conference and Scientific Sessions in Houston in 2008, was moderated by Karen Fagan, MD, Chief, Division of Pulmonary and Critical Care Medicine, University of South Alabama, Mobile, Alabama. It included Todd Bull, MD, Associate Professor of Medicine, Division of Pulmonary Sciences and Critical Care Medicine, University of Colorado Health Sciences Center, Aurora, Colorado; Ivan F. McMurtry, PhD, Professor, Department of Pharmacology, University of South Alabama School of Medicine, Mobile, Alabama; and Omar A. Minai, MD, Staff Physician in the Department of Pulmonary, Allergy, and Critical Care Medicine and the Lung Transplant Center at the Cleveland Clinic, Cleveland, Ohio.

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Baker, Bruce D. "Within-district resource allocation and the marginal costs of providing equal educational opportunity: Evidence from Texas and Ohio." education policy analysis archives 17 (13 de fevereiro de 2009): 3. http://dx.doi.org/10.14507/epaa.v17n3.2009.

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This study explores within-district fiscal resource allocation across elementary schools in Texas and Ohio large city school districts and in their surrounding metropolitan areas. Specifically, I ask whether districts widely reported as achieving greater resource equity through adoption of Weighted Student Funding (WSF) have in fact done so. I compare Houston Independent School District (a WSF district) to other large Texas cities and Cincinnati (also using WSF) to other large Ohio cities. Using a conventional expenditure function approach, I evaluate the sensitivity of elementary school budgets to special education populations, poverty rates, and school size. Next, I estimate two-stage least squares cost functions across schools to evaluate the relative costs of achieving average outcomes with respect to varied poverty rates within and across school districts within metropolitan areas. I use these estimates to evaluate whether urban core schools on average spend sufficient resources to compete with neighboring schools in other districts in the same Core Based Statistical Area. I find first that widely reported WSF success stories provide no more predictable funding with respect to student needs than other large urban districts in the same state. I also find that in some cases, resource levels in urban core elementary schools are relatively insufficient for competing with schools in neighboring districts to achieve comparable outcomes.

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Udoewa, Victor. "YES International Summer Service Program Design for High School Students". International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 12, n.º 2 (27 de novembro de 2017): 34–59. http://dx.doi.org/10.24908/ijsle.v12i2.6658.

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YES Prep Public Schools is a group of public charter schools focused on serving students from low-income communities across Houston, Texas. One requirement of all YES students is summer school between grades 5 through 10 and two mandatory summer internships between grades 10 and 12. Due to financial concerns many students who desire to do an international internship cannot afford any available programs offering such internships. In 2005, we introduced a new, internal, international summer service program for YES high school students to satisfy our summer internship requirement. This paper focuses on the process and results of designing, implementing, and modifying the program using the Lean Startup methodology through its first few years before it won a national award for its character-building work.

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Harris, Neil. "Dramas, Groups, Gestalts - Gaie Houston interviewed by Neil Harris". British Gestalt Journal 8, n.º 2 (1 de dezembro de 1999): 75–84. http://dx.doi.org/10.53667/mkxp4205.

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"Editor's Note: This far-ranging interview with Gaie Houston, thoughtful and highly entertaining, touches on many topics that we beIieve wilI interest our readers. She puts forward a number of her ideas about love and politics; about simultaneous membership of different groups; about psychotherapy integration and the relation between Gestalt and other approaches; and about the place of drama in Gestalt experiments. She also reflects on her formative influences, on her present concerns, and her possible future. Gaie Houston was educated at Newark High School, gaining a state scholarship to go on to Oxford University. She has taught Gestalt since 1975 and is Emeritus Advisor to the Gestalt Centre, London. In addition to having a private practice and working internationally, she has written several books on Gestalt therapy, including the Red Book of Gestalt (1982) and Being and Belonging: Group, Intergroup and Gestalt (1993). Her extensive outside interests have included serving as an elected local government representative, coIlege lecturing, broadcasting, and writing plays (18 have been performed either on radio or stage). She has been married for 44 years to Toby Owen and they have a son and daughter and two grandchildren. The editors of the British Gestalt Journal are delighted to carry this interview with one of the liveliest and most warmly regarded Gestalt trainers in Britain today."

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Popovici, Alexander Mihai. "Research Committee Update: The curmudgeon's column: High-tech low tech". Leading Edge 40, n.º 12 (dezembro de 2021): 938. http://dx.doi.org/10.1190/tle40120938.1.

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When I posted to LinkedIn some time back to generate publicity for my Geophysical Society of Houston technical lunch talk on beam tomography, one of the interesting comments from a colleague at a large service company was that beam technology is “a technology with many benefits that unfortunately is commonly regarded as old school/low tech.” I loved receiving the comment because it gives me an opportunity to talk about one of my favorite business concepts that I always look to apply: high-tech low tech. “High tech” is a term for new technology that incorporates advanced features. “Low tech” is old-school technology. I'll start with an example: the story of the Nest thermostat.

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Tomohiro, M. Ko, e Mezuk Briana. "Debate participation and academic achievement among high school students in the Houston Independent School District: 2012 - 2015". Educational Research and Reviews 16, n.º 6 (31 de maio de 2021): 219–25. http://dx.doi.org/10.5897/err2021.4137.

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Kaplan, Julika, Fernando Hernandez Centeno, Jesica Hayon, Maria Elena Bottazzi, Peter J. Hotez, Jill E. Weatherhead, Eva Clark e Laila Woc-Colburn. "Reviewing a Decade of Outpatient Tropical Medicine in Houston, Texas". American Journal of Tropical Medicine and Hygiene 106, n.º 4 (6 de abril de 2022): 1049–56. http://dx.doi.org/10.4269/ajtmh.21-1059.

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ABSTRACT. Tropical diseases cause significant morbidity among the world’s poorest populations. Although more common in low- and middle-income countries, tropical diseases are also found among underserved populations living in high-income countries such as the United States. The National School of Tropical Medicine at Baylor College of Medicine and the Harris Health System founded a tropical medicine clinic—the Harris Health Tropical Medicine Clinic (HHTMC)—in Houston in 2011 in response to tropical disease-related morbidity in Texas. We conducted a retrospective chart review of a sample of patients older than 18 years of age who were referred to the HHTMC between October 2011 and January 2020. Of the 523 patients reviewed, 185 (35.4%) had mycobacterial infections, 184 (35.2%) had parasitic infections, 38 (7.3%) had fungal infections, 16 (3.1%) had eosinophilia without a confirmed clinical diagnosis, 28 (5.4%) had bacterial infections, and 13 (2.5%) had viral infections. The most common infections overall were extrapulmonary and latent tuberculosis (n = 169), neurocysticercosis (n = 78), strongyloidiasis (n = 28), Chagas disease (n = 25), and schistosomiasis (n = 12). The epidemiology of tropical diseases in the United States is understudied at national and regional levels. This 10-year retrospective study contributes to bridging this knowledge gap by detailing the frequencies of tropical disease diagnoses made at the HHTMC in Houston, TX. These data highlight areas for advancement in the field of tropical medicine within the United States, such as improving front-line health-care provider education; establishing tropical medicine clinics in areas of high prevalence such as the Gulf Coast, Appalachia, and urban areas; and developing comprehensive, systematic national tropical disease screening programs and patient registries.

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Mais fontes

Teses / dissertações sobre o assunto "Houston High School (Houston, Ohio)"

Rorex, P. Dale (Paul Dale). "The Impact of Cultural Values and Perception of the Anglo-Dominant Curriculum on the Achievement of Mexican-American and Anglo-American Junior and Senior High School Students". Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277757/.

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This study is concerned with the problem of determining whether there is a relationship between achievement and specific ethnic and profile characteristics of Anglo-American and Mexican-American junior and senior high school students who are enrolled in a large metropolitan public school district. The purposes include (a) delineation of demographic data on these students in terms of specific group membership, gender, age, and educational concerns; (b) identification of the attitudes and values of these students; (c) evaluation of the relationships between the demographic data and the degree to which ethnic membership and interpersonal concerns impact participation in the classroom.

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Gore, Elaine Clift. "Houston's High School for the Performing and Visual Arts : a history of the first 25 years, 1971-1997 /". Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Dyas, J. B. "A description, comparison, and interpretation of two exemplary performing arts high school jazz programs /". Electronic version:, 2006. http://proquest.umi.com/pqdweb?did=1268603451&sid=2&Fmt=2&clientId=12010&RQT=309&VName=PQD.

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Campbell, Jonathan Corbet Currie. "Vocational technical high school, Houston, Texas". Thesis, 1992. http://hdl.handle.net/1911/13571.

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This investigation attempts to create an environment that will foster the notion that the creation of an object is not merely a physical act but a mental journey. As architects, we are aware of the lack of separation between learning and making. Yet mainstream American education has long adhered to a practice of division of study and separation of disciplines. The result has been less than satisfactory. The building strives to mimic the journey from the unknown to the known and thus parallel the educational process. The method of exploration has been the construction of large scale models of technology. The design process has not taken the traditional form of architectural exploration of plan, elevation and section. Rather, the construction process has served as design process, and by questioning and examining the way objects are made and joined the building as a whole has been generated.

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Green, Oralia. "Closing participation gaps: exploring the factors influencing Hispanic students' participation in a dual enrollment program". Thesis, 2007. http://hdl.handle.net/2152/3221.

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The study examined factors that influenced high school students' participation in a college dual enrollment program. The purpose was to determine why more students from a large high school with a predominately Hispanic enrollment did not participate in a dual enrollment program. The sample design included college-bound high school juniors and seniors participating and not participating in a dual enrollment program. Family and teacher influences emerged as salient predictors of participation, while factors such as a lack of information, academic un-preparedness and a lack of qualified teachers to teach dual enrollment were associated with internal barriers to participation.
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"Houston, We Have a Problem: Studying the SAS Education Value-Added Assessment System (EVAAS) from Teachers' Perspectives in the Houston Independent School District (HISD)". Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.16043.

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abstract: This study examined the intended and unintended consequences associated with the Education Value-Added Assessment System (EVAAS) as perceived and experienced by teachers in the Houston Independent School District (HISD). To evaluate teacher effectiveness, HISD is using EVAAS for high-stakes consequences more than any other district or state in the country. A large-scale electronic survey was used to investigate the model's reliability and validity; to determine whether teachers used the EVAAS data in formative ways as intended; to gather teachers' opinions on EVAAS's claimed benefits and statements; and to understand the unintended consequences that occurred as a result of EVAAS use in HISD. Mixed methods data collection and analyses were used to present the findings in user-friendly ways, particularly when using the words and experiences of the teachers themselves. Results revealed that the reliability of the EVAAS model produced split and inconsistent results among teacher participants, and teachers indicated that students biased the EVAAS results. The majority of teachers did not report similar EVAAS and principal observation scores, reducing the criterion-related validity of both measures of teacher quality. Teachers revealed discrepancies in the distribution of EVAAS reports, the awareness of trainings offered, and among principals' understanding of EVAAS across the district. This resulted in an underwhelming number of teachers who reportedly used EVAAS data for formative purposes. Teachers disagreed with EVAAS marketing claims, implying the majority did not believe EVAAS worked as intended and promoted. Additionally, many unintended consequences associated with the high-stakes use of EVAAS emerged through teachers' responses, which revealed among others that teachers felt heightened pressure and competition, which reduced morale and collaboration, and encouraged cheating or teaching to the test in attempt to raise EVAAS scores. This study is one of the first to investigate how the EVAAS model works in practice and provides a glimpse of whether value-added models might produce desired outcomes and encourage best teacher practices. This is information of which policymakers, researchers, and districts should be aware and consider when implementing the EVAAS, or any value-added model for teacher evaluation, as many of the reported issues are not specific to the EVAAS model.
Dissertation/Thesis
Ph.D. Educational Leadership and Policy Studies 2012

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Livros sobre o assunto "Houston High School (Houston, Ohio)"

Tex.) St. Thomas High School (Houston. St. Thomas High School in the 20th century. Houston, Tex: The School, 2000.

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Sloan, Anne. The history of Mirabeau B. Lamar High School, Houston, Texas, 1937-2012. Virginia Beach, VA: The Donning Company Publishers, 2013.

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Gore, Elaine Clift. Talent knows no color: The history of an arts magnet high school. Charlotte, NC: Information Age Pub., 2007.

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Lee, Anthony, e Ibrahim Firat. Firat Guide V6: For Private High School Admissions in the Greater Houston Area. Independently Published, 2019.

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Gore, Elaine Clift. Talent Knows No Color: The History of an Arts Magnet High School. Information Age Publishing, Incorporated, 2007.

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Gore, Elaine Clift. Talent Knows No Color: The History of an Arts Magnet High School (PB). Information Age Publishing, 2007.

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Talent Knows No Color: The History of an Arts Magnet High School (HC) (Research in Curriculum and Instruction). Information Age Publishing, 2007.

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Capítulos de livros sobre o assunto "Houston High School (Houston, Ohio)"

Miller, Craig A. "Houston: 1990–2008". In A Time for All Things, 553–90. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190073947.003.0011.

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The era of 1990–2008 sees the establishment of the MicroMed organization to further collaboration with NASA on a left ventricular assist device (LVAD). The High School for Health Sciences in Houston is named for DeBakey. DeBakey is consulted in the heart surgery case of Russian President Boris Yeltsin. Baylor and Methodist Hospital celebrate DeBakey’s 50th anniversary in Houston, but then split. Hurricane Katrina disrupts Tulane Medical School, and DeBakey is instrumental in a temporary transfer of personnel and students to Baylor. DeBakey suffers aortic dissection at age 97, but survives the operation—a procedure which he had helped to develop. He continues in his role as medical statesman. DeBakey receives the Congressional Gold Medal, and there is rapprochement between DeBakey and Cooley. Dr. DeBakey dies in 2008, mourned across the globe and recognized as one of the all-time greatest physician-scientists in history.

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Long, Gaye. "Administering a Virtual School". In Development and Management of Virtual Schools, 26–49. IGI Global, 2004. http://dx.doi.org/10.4018/978-1-59140-154-4.ch002.

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Why build a Virtual School? The rationale for the virtual school project arose from the need to address the shortage of teachers, especially in the area of advanced placement (AP) classes that school districts experience from time to time. Houston Independent School District was interested in providing a cost-effective model of instructional delivery that would positively affect student transportation issues and related expenses. In addition, there was a need to improve middle school students’ academic skills in preparation for high school and college. Reclaiming the home school market in the greater Houston area was another benefit that was anticipated. In addition, a virtual school would prepare students for a 21st century learning environment.

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Johnson, E. Patrick. "I’m Just a Black Woman in America". In Black. Queer. Southern. Women., 473–507. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469641102.003.0012.

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In this chapter, Lori Wilson discusses her upbringing in Houston, Texas. She narrates her struggles with teenage pregnancy, an early marriage, dropping out of high school, addiction, imprisonment, and probation. In her narrative, she stresses the importance of healing and finding ways to cultivate relationships with her child and grandchildren.

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Trabalhos de conferências sobre o assunto "Houston High School (Houston, Ohio)"

Boyle, Paul M., e Brent C. Houchens. "Hands-On Water Purification Experiments Using the Adaptive WaTER Laboratory for Undergraduate Education and K-12 Outreach". In ASME 2008 Fluids Engineering Division Summer Meeting collocated with the Heat Transfer, Energy Sustainability, and 3rd Energy Nanotechnology Conferences. ASMEDC, 2008. http://dx.doi.org/10.1115/fedsm2008-55108.

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A bench-top educational system, the Adaptive Water Treatment for Education and Research (WaTER) Laboratory, has been developed as part of a year-long capstone design project. The Adaptive WaTER Lab teaches students about the effectiveness of various water purification techniques. Stackable housings employ six different filtration and purification methods including: sediment filtration, carbon filtration, chemical disinfection, reverse osmosis, forward osmosis, and ultraviolet light disinfection. Filtration pressure is supplied by a hand or foot pump, and two rechargeable batteries are required for the UV sterilization unit. The advantages and limitations of each technique are investigated, with learning performance criteria measured by knowledge of: material costs, contaminant removal or neutralization capabilities (from large sediment to bacteria and viruses to chemicals), robustness and longevity, and power requirements and efficiencies. Finally, suitable combinations of treatment techniques are studied for specific contamination issues, with the ultimate goal of producing potable water. The importance of sustainable water use is also discussed. Background information and suggested experiments are introduced through accompanying educational packets. This system has had a successful impact on undergraduate education. The metrics of success include a published journal article, an awarded EPA P3 educational grant and a pending patent for the undergraduates involved in the development of the Lab. Other undergraduates are currently involved in a design for manufacturability study. Finally, the Lab has served as a demonstration tool in a new interdisciplinary engineering course “Integrated Approaches to Sustainable Development.” The Adaptive WaTER Lab has also been used in hands-on outreach to over 300 underrepresented K-12 students in the Houston area. Two high school students borrowed the original prototype of the Lab to use in an Earth Day demonstration, and one student recently worked on an individual project using the Lab. Because the Lab is portable and requires only human and solar power (to recharge the batteries via a solar backpack), it is also ideal for educational efforts in developing nations. Labs are currently being produced for outreach and donation via three international projects to install water purification systems and/or educational Labs in schools and clinics in Mexico, Lesotho and Swaziland, in collaboration with the Beyond Traditional Borders and Rice 360 health initiatives.

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