Thematische Bibliographien / Secondary school

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Secondary school“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 24. Januar 2025

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Zeitschriftenartikel zum Thema "Secondary school"

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Aerts, Saskia, Mieke Van Houtte, Alexis Dewaele, Nele Cox und 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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Ali, Niaz, Sailesh Sharma und Amir Zaman. „SCHOOL CULTURE AND SCHOOL EFFECTIVENESS: SECONDARY SCHOOLS IN PAKISTAN“. Malaysian Online Journal of Educational Management 4, Nr. 4 (30.09.2016): 50–65. http://dx.doi.org/10.22452/mojem.vol4no4.4.

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Willms, J. Douglas, und Peter Cuttance. „School Effects in Scottish Secondary Schools“. British Journal of Sociology of Education 6, Nr. 3 (Oktober 1985): 289–306. http://dx.doi.org/10.1080/0142569850060303.

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

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Furtwengler, Willis J., und Beth Farley. „Effective School Retreats Improve Secondary Schools“. NASSP Bulletin 71, Nr. 500 (September 1987): 118–22. http://dx.doi.org/10.1177/019263658707150019.

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Akos, Patrick, Heidi Schuldt und Meg Walendin. „School Counselor Assignment in Secondary Schools“. Professional School Counseling 13, Nr. 1 (Oktober 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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OZGENEL, Mustafa, Filiz CALISKAN YILMAZ, und Feyza BAYDAR. „School Climate as a Predictor of Secondary School Students’ School Attachment“. Eurasian Journal of Educational Research 18, Nr. 78 (29.11.2018): 1–30. http://dx.doi.org/10.14689/ejer.2018.78.5.

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Rosyidah, Fifti Imro’atur, und Susilo Purwati. „Technostress in Secondary School Teachers“. International Journal of Research Publication and Reviews 4, Nr. 11 (17.11.2023): 1840–45. http://dx.doi.org/10.55248/gengpi.4.1123.113107.

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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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LEUANGLISH, vilaisavanh. „The Development of teacher potential in structional management through STEM Education for Sepon secondary school, Nongvilay secondary school and Phoukham upper secondary schoolry school and Phoukham upper secondary school“. Souphanouvong University Journal Multidisciplinary Research and Development 10, Nr. 4 (22.12.2024): 287–94. https://doi.org/10.69692/sujmrd1004287.

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This research aims to 1) Specifically examine the current situation and expected needs for developing teachers' potential in STEM education at Sepon secondary school, Nongvilay secondary school, and Phoukham upper secondary school, and 2) Propose strategies for enhancing teachers' potential in STEM education at these schools. The population for this study consisted of the Head of School, School Academic Heads, and teachers from 83 schools, amounting to a total of 1,099 individuals. The sample group included the Head of School, School Academic Heads, and teachers from Sepon Secondary School, Nongvilay Secondary School, and Phoukham Upper Secondary School during the second semester of the 2023–2024 academic year. This group comprised 86 participants in total. Furthermore, in-depth interviews were conducted with 11 key informants, including administrators and department heads, selected through stratified random sampling. The research instrument was a validated dual-response questionnaire with a reliability coefficient of 0.78. Data analysis utilized statistical methods such as mean values, standard deviation, prioritization of necessary needs (PNI Modified), and content analysis. The Result fount that: 1) The current capacity of teachers to manage STEM education at Sepon Secondary School, Nongvilay Secondary School, and Phoukham Upper Secondary School is at a high level Mean = 3.52 S.D. = 0.24 Meanwhile, the expected condition for developing teachers' abilities to fully manage STEM education is also high level Mean= 4.17 S.D. = 0.26 2) Proposed guidelines for improving teachers' ability to manage STEM education include: (1) School administrators should promote teaching principles and curriculum design that encourage students to seek knowledge and solve problems systematically, as reflected in 11 comments. (2) Administrators should support the use of diverse teaching activities, as indicated by 8 comments. (3) They should encourage teachers to provide opportunities for students to express their opinions on various topics to assess their knowledge and understanding, as highlighted in 7 comments and (4) Teachers should implement various student assessment models in a structured sequence, as noted in 6 comments.
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Dissertationen zum Thema "Secondary school"

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Wong, Shiu-tao Stephen, und 黃紹滔. „Secondary school prototype“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985531.

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Wong, Shiu-tao Stephen. „Secondary school prototype“. Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25947953.

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Fok, Fung-yee. „A study of bullies in a secondary school“. Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752406.

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Czarnecki, David Andrew. „A Study of Virginia's Public Secondary School Counselors and School Law“. Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26882.

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The purpose of this study was to assess the knowledge base of Virginia's public secondary school counselors in specific areas of school law that are directly related to the issues they encounter within their job responsibilities. A sample size of 416 was selected from a list of 1,892 Virginia public secondary school counselors. These 416 school counselors were sent a secure, online assessment that focused on specific school law areas related to their job responsibilities. To obtain the 66.8% response rate, four sets of emails were sent out once a week for a total of four weeks reminding school counselors to respond. Phone calls also were made attempting to gather responses. Descriptive statistics were used to summarize the data from the assessment. Then one-way analysis of variances, independent t-tests, and Pearson correlations were used, when appropriate, to determine the relationship between the independent variables and the counselors' knowledge of school law. The mean score correct on the assessment was 29.42/40 (74%). A significantly positive statistical relationship was found at the .05 level with school law knowledge and years of experience. It was discovered that there was a statistically significant difference between counselors' knowledge of school law and having been issued a subpoena, appearing as a witness or defendant in a court of law, and having earned a teaching certificate. The study also surveyed the 16 university/college school counseling preparation programs in Virginia in order to assess if and how students were being taught school law. Of the 11 programs that responded, the survey revealed that only one school, Norfolk State University, offers a class specifically on school law. Seven of the 11 programs (64%) did report covering school law as part of other courses such as legal and ethical issues in counseling. The goal for this study was to identify gaps in school counselors' understanding of school law. This identification could assist principals, school systems, and graduate school counseling programs in developing additional training opportunities for counselors. By doing this, the very real threat and fear of being held liable in court could be reduced.
Ed. D.
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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, und 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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Roberts, Joanne P. „The transition from primary school to secondary school“. Thesis, Bangor University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491673.

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A feature ofthe education system in the United Kingdom is the transfer of children, at approximately age of 11, from a smaller primary school to a larger secondary school. Evidence suggests this transition is an important time in a child's life and whilst many children make a smooth transition, some find this change very difficult. This thesis reviews the literature regarding parental influence on the transition from primary school to secondary school. Research has identified tha,t parental involvement in a child's education can have a considerable effect on a child's academic and psychological adjustment. However, during transition, when children typically have to manage a number of competing demands, parental involvement generally declines substantially. To contextualise and facilitate an understanding ofthe factors which effect parental involvement during transition, th~ review aisp considered the influence oftransition on adolescent adjustment and parental influence on adolescent adjustment. The experimental paper explored the long term effects oftransition on adolescent adjustment by investigating how pre transition levels of cognitive ability, levels of psychopathology and emotional intelligence have an effect on transition. Pre transition (year 6) pupils comple.ted measures ofcognitive ability, emotional intelligence and psychopathology. Post transition (year 7 and year 8) pupils completed measures ofemotional intelligence, psychopathology and answered questions abouttransition. The results demonstrated low self concept and/or high anxiety scores were significant predictors ofa negative report oftransition. Furthermore, a higher score on one measure ofemotional intelligence proved a significant predictor ofa positivereport oftransition.
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Stövring-Nielsen, Birthe. „Secondary School Students' Use of English Outside School“. Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30831.

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The purpose of this qualitative study is to get secondary school students’ perspectives on how they encounter and use English outside school. Eleven students, six boys and five girls, at two secondary schools in the southern parts of Sweden have been interviewed for the study. The findings of the study show that the secondary school students interviewed in this studyhave many opportunities to use English outside of school. They play online computer games, watch American TV shows and movies, read books in English, listen to music and travel. The students are fond of English and realise the importance of English in society and for their future. They find English, as they encounter it outside of school, of great importance for their development of English.
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Bücher zum Thema "Secondary school"

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

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Karen, Zuckerman, und Center for Substance Abuse Prevention (U.S.), Hrsg. Secondary school students. [Rockville, Md.?]: Center for Substance Abuse Prevention, U.S. Dept. fo Health and Human Services, Public Health Service, Substance Abuse and Mental Health Services Administration, 1994.

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Liverpool. Education and Lifelong Learning Service. Secondary school admissions. Liverpool: ELLS, 2001.

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Campaign, National Asthma, Hrsg. Secondary school pack. [London]: National Asthma Campaign, 1993.

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Hammersmith & Fulham (England). Education Department., Hrsg. Which secondary school?. London: Hammersmith & Fulham Education, 1991.

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Channel Tunnel Curriculum Development (5-19) Project. Secondary school geography. Folkestone: Kent County Council, 1993.

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Dean, Joan. Managing the secondary school. 2. Aufl. London: Routledge, 1993.

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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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Leithwood, Kenneth A. The secondary school department head. Toronto: Centre for Principal Development, Ontario Institute for Studies in Education, 1987.

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Epah, George Fonkeng. Secondary school administration and principalship. 2. Aufl. Yaoundé, Cameroun: Presses universitaires d'Afrique, 2009.

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Buchteile zum Thema "Secondary school"

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Mosteller, Frederick. „Secondary School“. In The Pleasures of Statistics, 123–32. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-0-387-77956-0_8.

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White, Roger, und David Brockington. „Secondary school“. In Tales Out of School, 18–33. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003546276-4.

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Johnson, Sarah. „Secondary school“. In All About SEMH: A Practical Guide for Secondary Teachers, 22–24. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003273110-6.

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Ross, Helen. „Secondary School“. In Literacy Learning Journeys, 104–32. London: Routledge, 2024. https://doi.org/10.4324/9781032660417-7.

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Quince, Stacey. „Coral Secondary School“. In Indigenous Education, 49–62. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-888-9_5.

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Burridge, Nina, und Christine Evans. „Magenta Secondary School“. In Indigenous Education, 63–75. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-888-9_6.

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O’Hern, Darren M., und Yoshiko Nozaki. „Forest Secondary School“. In Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya, 63–85. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-542-7_5.

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Alexander, Melina, und Desna Bergold. „Secondary School Years“. In Parents and Families of Students With Special Needs: Collaborating Across the Age Span, 222–44. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2018. http://dx.doi.org/10.4135/9781506315973.n15.

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Westwood, Peter Stuart. „Secondary School Years“. In SpringerBriefs in Education, 55–65. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3761-2_5.

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McCallum, William. „Excavating School Mathematics“. In Connecting Abstract Algebra to Secondary Mathematics, for Secondary Mathematics Teachers, 87–101. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99214-3_5.

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Konferenzberichte zum Thema "Secondary school"

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Mekonnen, Samuel, Tebello Pusetso, Hui Lyu und Ugwueke Emmanuel. „Anthropometric-based school furniture design for Ethiopian secondary school students“. In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003405.

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Students take part in one of the most sedentary occupations. They spend an average of 5-8 hours in school daily. About 80% of this time, they sit in the classroom doing activities such as reading, writing, and communicating. It has been suggested that schools are places where students develop their permanent sitting habits (M. S. Parvez, et al, 2018). The mismatch between students and school furniture dimensions has been associated with adolescent low back pain (Milanese & Grimmer, 2004). Therefore, suitable and comfortable school furniture for students is necessary. Although many developed countries have proposed school furniture dimension guidance, developing countries and most least-developed countries still lack the support of an anthropometric database for school furniture design. Therefore, this study aims to fill this gap by establishing an anthropometric database of secondary school students in Addis Ababa, Ethiopia, investigating the mismatch between students' anthropometric dimensions and current school furniture dimensions, and providing recommendations for secondary school furniture dimensions.MethodSample selection Two hundred secondary school students (85 (42.5%) male and 115 (57.5%) female) from two secondary schools in Addis Ababa, Ethiopia, were recruited in this study. Every 25 subjects were randomly selected from each grade in each secondary school using the cluster sampling method. The mean ± SD age and body height were 17 ± 1.4 years and 5.4 ft ± 0.3 ft respectively. The sample size was set according to suggestions from World Health Organization that 200 is the minimum sample size used for building reference standards (WHO, 1995). Before testing, all subjects were instructed about the contents of the experiment and provided their consent.Data treatment and Analysis Body dimensions, including stature, sitting height, knee height, popliteal height, and thigh clearance, were measured using metallic tape. Data were presented with mean, standard deviation, and percentile base for the 5th, 50th, and 95th percentile values. Based on the percentile values of anthropometric dimensions of subjects and furniture dimensions, combinational formulas of furniture dimensions were set. The mismatch is determined if the calculated value of the critical dimensions is outside the interval quantity (Gouvali et al., 2006).ResultThe results of this study show that the chairs and tables of secondary schools in Addis Ababa were poorly designed without considering the anthropometric features of students. Most students sit in chairs with a seat that is too tight and without a backrest, which may cause health problems such as back pain in the long term. Therefore, we proposed three sets of acceptable furniture dimension range for the secondary school students in Addis Ababa, which may be helpful as a reference for school furniture design, and subsequently improve students’ comfort and health in school.
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Humphreys, Simon. „Computing At School“. In WiPSCE '17: 12th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3137065.3144572.

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Schmid, Ute. „AI goes to school“. In WiPSCE '20: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3421590.3421628.

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Hildebrandt, Claudia, und Ira Diethelm. „The school experiment InTech“. In the 7th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2481449.2481458.

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Pizzini, Nigel. „Male Secondary-School Student Engagement Rates with School Counsellors, as Compared with Female Engagement Rates“. In Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2206008.

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This article reports on a statistical investigation into the engagement rates of male secondary-school students with school counsellors in co-educational state secondary schools in Aotearoa New Zealand. The data analysis evidences a discrepancy between the engagement rates of male and female students, substantiating what has been known anecdotally: that male students are less likely than their female peers to meet with school counsellors. Data from 2615 counselling records across eight schools nationwide indicate that male students engage between 3% and 11% less than their female peers. Further research in 2022 is planned to investigate any barriers or constraints that could account for this discrepancy and expose possible facilitative factors that may increase male student engagement rates with school counsellors.
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Neutens, Tom, und Francis wyffels. „Teaching computing in primary school“. In WiPSCE '18: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3265757.3265791.

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

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Best, Alexander. „Primary school teachers' beliefs on computer science as a discipline and as a school subject“. In WiPSCE '20: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3421590.3421659.

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Kolar, Karel, Martin Bilek, Katerina Chroustova, Jiri Rychtera und Veronika Machkova. „CALCIUM CYCLE IN CHEMISTRY TEACHING AT THE LOWER SECONDARY SCHOOL“. In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.95.

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The research is focused on the use of experimental calcium cycle in chemistry teaching at the lower secondary school. The cycle is based on four reactions: 1. thermal decomposition of calcium carbonate, 2. reaction of calcium oxide with water, 3. calcium hydroxide with hydrochloric acid, 4. reaction of calcium chloride with sodium carbonate. The calcium cycle was tested at lower secondary schools (and equal classes from comprehensive schools). Despite the difficulty of taking some steps, the cycle was accepted by both teachers and learners. Keywords: chemistry teaching, experimental cycle, calcium cycle, lower secondary education.
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Dengel, Andreas. „Opinions of CS Teachers in Secondary School Education about CS in Primary School Education“. In WiPSCE '17: 12th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3137065.3137088.

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Berichte der Organisationen zum Thema "Secondary school"

1

Shanks, Rachel. Affordability of secondary school uniform in Scotland: Policy Briefing. University of Aberdeen, November 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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Davin, J. Email Exchange of Secondary School Transcripts. RFC Editor, Oktober 2015. http://dx.doi.org/10.17487/rfc7681.

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3

Wylder, James. Intaglio printmaking in the secondary school. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.562.

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4

Alansari, Mohamed, Cathy Wylie, Rose Hipkins, Sinead Overbye, Renee Tuifagalele und Sophie Watson. Secondary teachers' Perspectives from NZCER's 2021 National Survey of Secondary Schools. NZCER, Juni 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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Muralidharan, Karthik, und Nishith Prakash. Cycling to School: Increasing Secondary School Enrollment for Girls in India. Cambridge, MA: National Bureau of Economic Research, August 2013. http://dx.doi.org/10.3386/w19305.

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6

Merritt, Raymond. An Attitudinal Study of Secondary School Teachers Toward School Social Workers. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1737.

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7

Sniedze-Gregory, Shani, Rachel Felgate, Elizabeth O'Grady, Sarah Buckley und Petra Lietz. What Australian students say about transition to secondary school. Final report. Australian Council for Educational Research, November 2021. http://dx.doi.org/10.37517/978-1-74286-644-4.

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Life Education Australia's Being Healthy Being Active project involved the collection of student voice related to the concept of school transition and the move from primary to secondary school. Students from around Australia participated in 82 focus groups, or student forums, to discuss their own positive experiences, as well as perceived needs and challenges related to their move to secondary school. Section One of this report is a literature review and environmental scan on student transition from primary to secondary school. Section Two describes the methods used to design and administer the Student Forums. This includes a description of the target population and sampling methods as well as the details of the achieved sample: 82 forums with 444 students across 15 schools. Section Three outlines the findings of the Student Forums. Section Four offers conclusions and recommendations to inform the next stage of the project, designing a suite of resources and training for teachers aimed at assisting students with the transition from primary to secondary school.
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Beuermann, Diether, Andrea Ramos Bonilla und Marco Stampini. Interactions between Conditional Cash Transfers and Preferred Secondary Schools in Jamaica. Inter-American Development Bank, Dezember 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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Shanks, Rachel. School Clothing Grant in Scotland: Policy Briefing. University of Aberdeen, August 2022. http://dx.doi.org/10.57064/2164/19088.

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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. While the Scottish Government has called for the automatic payment of benefits such as the national minimum clothing grant , only 6 local authorities make automatic awards of this grant when families are applying for other benefits. Nine local authorities roll over the school clothing grant into the next school year without requiring families to re-apply and 1 local authority has both automatic grants and rollover of school clothing grant in place.
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Crawford, Claire. Secondary school characteristics, HE participation and outcomes: the link. The IFS, Juni 2014. http://dx.doi.org/10.1920/ps.ifs.2024.0749.

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