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Thematische Bibliographien / Secondary school / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Secondary school“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 24. Januar 2025

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Malik, Muhammad Irfan, Muhammad Akram und Abdul Hameed Qamar. „Effect of School Climate on School Performance at Secondary School Level“. Global Educational Studies Review VIII, Nr. I (30.03.2023): 154–67. http://dx.doi.org/10.31703/gesr.2023(viii-i).14.

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The study aimed to examine effect of school climate on performance of schools. School climate includes measuring quality of the schools on various indicators such as dealing with internal and external dynamics, sustaining and fostering the school climate, high expectation and respects, handling conflicts and crisis, and shared decision making. Performance of schools is described as accomplishment of all short-term and long-term educational goals by the students, schools, and teachers. In district Sahiwal, 740 Secondary school teachers were selected randomly by using multistage sampling technique who evaluated their head teachers’ performance on quality practices of school climate on Head Teacher Effectiveness Questionnaire adopted for this study. For school performance, scores of student achievement were collected from their institutions along with the data on school performance questionnaire that included factors related to the teacher presence, school cleanliness, functioning of the facilities, and student presence. The data were obtained by reports of monthly visits collected through the evaluation teams of the districts authorities. The study explored that head of the institutions developed school climate effectively, and excellent level of schools performance was also found. The study found reasonable relationship between school climate and performance of schools (r=.57), and 32% variance in performance of school could be explained through school climate. The study also added that climate of school might be evaluated by using these quality practices of head teachers.

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12

Sharma, Upasana. „Type of School and Job Satisfaction among Secondary School Teachers“. International Journal of Science and Research (IJSR) 12, Nr. 11 (05.11.2023): 1969–71. http://dx.doi.org/10.21275/sr231127094700.

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13

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

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14

Ndalichako, Joyce L. „Secondary School Teachers’ Perceptions of Assessment“. International Journal of Information and Education Technology 5, Nr. 5 (2015): 326–30. http://dx.doi.org/10.7763/ijiet.2015.v5.524.

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15

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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16

Salay, Susan. „Secondary School Update“. IALLT Journal of Language Learning Technologies 26, Nr. 2 (15.04.1993): 48–51. http://dx.doi.org/10.17161/iallt.v26i2.9504.

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17

Salay, Susan. „Secondary School Update“. IALLT Journal of Language Learning Technologies 26, Nr. 3 (15.10.1993): 141–44. http://dx.doi.org/10.17161/iallt.v26i3.9520.

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18

Salay, Susan. „Secondary School Update“. IALLT Journal of Language Learning Technologies 27, Nr. 1 (15.01.1994): 91–92. http://dx.doi.org/10.17161/iallt.v27i1.9539.

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19

Salay, Susan. „Secondary School Update“. IALLT Journal of Language Learning Technologies 27, Nr. 3 (18.02.2019): 113–15. http://dx.doi.org/10.17161/iallt.v27i3.9571.

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20

Etherington, Margaret. „Secondary school art“. Management in Education 29, Nr. 2 (14.10.2014): 83–88. http://dx.doi.org/10.1177/0892020614537515.

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21

Murakami, Elizabeth T., und Monika Törnsen. „Female secondary school principals“. Educational Management Administration & Leadership 45, Nr. 5 (11.07.2017): 806–24. http://dx.doi.org/10.1177/1741143217717273.

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This study examines two female principals in upper secondary schools and the development of their professional identities, focusing on schools in Sweden and Texas, USA. The study is part of a larger international research project with global conversations about what successful leadership means, and asks: in what ways do female secondary school principals’ professional identities inform equity issues in leadership with implications for recruitment, hiring, and evaluation practices? Using a feminist post-structural discourse analysis, the findings revealed that even when successful, female leaders in upper secondary schools can be evaluated negatively. These considerations relate to the way in which female principals are recruited, hired, and weighed when appraised, where their contributions may not be fully incorporated to establish equitable processes and procedures to sustain their success in educational leadership.

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22

P.Pachaiyappan, P. Pachaiyappan, und Dr D. Ushalaya Raj Dr. D.Ushalaya Raj. „Mental Health of Secondary and Higher Secondary School Teachers - An Analysis“. International Journal of Scientific Research 3, Nr. 2 (01.06.2012): 117–19. http://dx.doi.org/10.15373/22778179/feb2014/37.

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23

Alabi, Amos Oyetunde. „Records Keeping For Effective Administration of Secondary Schools“. Journal of Public Administration and Governance 7, Nr. 2 (12.06.2017): 66. http://dx.doi.org/10.5296/jpag.v7i2.11182.

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This paper examined records keeping for effective administration of secondary schools. The types of records available in schools-statutory and non-statutory were identified, explained and listed. Many of those records were fully discussed pinpointing their relevance to the effectiveness of secondary school administration. Importance of keeping school records to all stakeholders of secondary school education and even beyond was well stated. The paper postulates that without keeping appropriate, adequate and relevant school records, there cannot be effective and efficient administration of secondary schools. Conditions for keeping and maintenance of school records were discussed. Certain problems about records keeping in secondary schools were highlighted and practical solutions to those problems were given. Records keeping are very central to effective administration of any secondary school.

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24

Mackay, Barbara. „New to school: Supporting secondary school students who move schools during the school year.“ New Zealand Journal of Counselling 38, Nr. 1 (01.01.2018): 22–38. http://dx.doi.org/10.24135/nzjc.v38i1.221.

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School mobility is a widespread problem in the student population of New Zealand secondary schools. It is an ongoing concern for schools, teachers, families, communities, and for students themselves. This article explores the reasons for the movement of secondary school students who change schools frequently. An understanding of the factors influencing this mobility is vital for school counsellors and others involved in pastoral care, because of the potentially related difficulties that may develop. Students may have varied and complex needs and the professionals involved will be better equipped and more responsive if they have this knowledge and understanding. Working with the pastoral care network, teaching staff, and the wider school community, school counsellors can have a further role in advocating for these students. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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25

Mills, Janet. „Secondary singing inspected“. British Journal of Music Education 17, Nr. 1 (März 2000): 61–66. http://dx.doi.org/10.1017/s0265051700000152.

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The oft-lamented decline of singing in school, like many other reported declines in education (Mills 1996), is probably more imaginary than real. Ask adults to reminisce about singing when they were at school, and their stories of off-task antics during massed renditions of ‘Greensleeves’, ‘The British Grenadiers’ or ‘Nymphs and Shepherds’, of grunters, groaners and pupils asked by their teachers just to mouth the words, do not speak of a golden age of singing in schools. Certainly, any golden age had passed when I started teaching in 1976, and I needed to work as hard as any teacher must now to persuade pupils to sing with effort, concentration and sensitivity, to vary the mood of their singing, when appropriate, from that suited to ‘Football Crazy’, and to cease to use their imagination to produce what they thought were amusing alternatives to printed lyrics. Yes, there was sometimes singing, of a sort, in assembly. And yes, many music teachers ran choirs and other activities for pupils who were particularly interested in singing. But then, as now, it was difficult to draw in boys, and girls whose time was sought also by PE teachers. But the fact that no decline in singing at school is proven does not excuse any complacence about the quality of singing in schools now. To judge from the high standards that may be observed in some schools, they could be much higher generally. This article considers some of the background to singing in secondary school, and describes some of the more successful approaches to singing by pupils aged eleven to fourteen that have been observed by HM Inspectors (HMI).

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Kathenya, Dr Luke Murithi. „Junior Secondary School Administrative Management and Achievement of Competence Based Curriculum Core Competencies in Tharaka-Nithi County, Kenya“. International Journal of Research and Innovation in Social Science VIII, Nr. IV (2024): 2980–87. http://dx.doi.org/10.47772/ijriss.2024.804278.

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The study investigated influence of junior secondary school administrative management on achievement of competence-based curriculum (CBC) core competencies in Tharaka-Nithi County, Kenya. Junior secondary schools (JSS) in Kenya are all domiciled in primary schools. The existing primary schools and junior secondary schools form comprehensive schools comprising: Early childhood education and development (ECDE), primary schools and junior secondary schools all under the same administrative management. The ministry of education Kenya emphasizes development of practical skills, knowledge and core competences in learners’ reallife situation in all comprehensive schools. However, junior secondary school administrative management is insufficiently implemented; rising concern on acquisition of core competences by JSS learners in Kenyan comprehensive schools. The objective of the study was to determine influence of junior secondary school administrative management on learners’ achievement of CBC core competencies in Tharaka-Nithi County, Kenya. It involved 367 respondents selected from 8000 study population using purposive and simple random techniques. The study employed descriptive design. The study respondents were: Junior secondary school teachers, comprehensive school head teachers and junior secondary school learners. The research tools utilized were questionnaires for junior secondary school teachers, comprehensive school head teachers and junior secondary school learners. Inferential data was analyzed using Pearson Chi-square test. The study established that junior secondary school administrative management had statistical significant influence on learners’ achievement of competence-based curriculum core competencies in Tharaka-Nithi County, Kenya. Following study findings, the researcher concluded that junior secondary school administrative management is a valuable element in learners’ achievement of competence-based curriculum core competencies in Kenya. Therefore, the researcher recommended that ministry of education should promote effective junior secondary school administrative management for proper learners’ achievement of competence-based curriculum core competencies in Tharaka-Nithi County, Kenya.

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Omoso, Elisha, Kim Schildkamp und Jules Pieters. „Data use in Kenyan secondary schools“. Journal of Professional Capital and Community 4, Nr. 3 (08.07.2019): 216–31. http://dx.doi.org/10.1108/jpcc-11-2018-0027.

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Purpose The purpose of this paper is to explore the data available and their use by Kenyan secondary school teachers and head teachers. Design/methodology/approach Using a qualitative case study design, this study utilised interviews and documentary evidence to explore the data available and their use within Kenyan schools. Findings The data available in Kenyan schools were similar except for context data which had slight variations between schools. Head teachers mainly used school-level data to monitor school functioning, plan and develop school-level policies which mainly focused on school and curriculum improvement but little on teacher improvement. Teacher improvement attempts were mostly via benchmarking. The results also show that Kenyan head teachers hide inspection reports from teachers and that some head teachers used data creatively than others. For example, one head teacher used data to start a feeding programme to support economically disadvantaged students. Teachers, however, mostly used classroom-level data to plan lessons and monitor students’ progress. Research limitations/implications The study results may be used for data use comparative studies between developing and developed countries. Practical implications Based on the findings, data use training is needed to help Kenyan schools use data to improve teachers and teaching. Originality/value Accountability and data use are at the centre of many school improvement efforts the world over. The last two decades, for example, show pressure on schools to account for the resources invested and for the education they provide to children mainly in the form of data. Regrettably, studies pay little attention to data use in schools within developing countries such as Kenya.

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Sittar, Khadija, Sumaira Munawar und Gulshan Fatima Alvi. „School Leadership Development Program on the Performance of Secondary School Heads“. Global Educational Studies Review VII, Nr. I (30.03.2022): 42–48. http://dx.doi.org/10.31703/gesr.2022(vii-i).05.

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The research was conducted to find out the effect of school leadership development programs on the performance of secondary school heads. The major objectives of this study were to investigate the effectiveness of the school leadership development program on the professional and administrative development of secondary school heads. The study was qualitative in nature. The population of this study comprised all the heads of secondary schools in Pak pattan. Thus, all the headteachers of male and female public secondary schools were selected as a sample from each selected tehsil. For the purpose of qualitative data collection, ten senior teachers of secondary schools who were acting as the vice of the heads were taken as the sample. A structured interview was developed for data collection. The research recommended expanding the circle of the school leadership development program to the other school heads particularly the newly upgraded schools for the betterment of the whole public education sector.The study recommended planning and designing further training for those having less expertise and skill in the disciplines of service rules and information technology.

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Agingu, Eunice Atieno. „VALIDITY OF PRIMARY SCHOOL EXAMINATION AS A PREDICTOR OF SECONDARY SCHOOL EXAMINATION SCORE AMONG PUBLIC SECONDARY SCHOOL STUDENTS KENYA“. International Journal of Research -GRANTHAALAYAH 6, Nr. 4 (30.04.2018): 80–94. http://dx.doi.org/10.29121/granthaalayah.v6.i4.2018.1483.

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The purpose of this study was to determine the validity of KCPE as a predictor of KCSE scores among public secondary school students in Kisii central Sub-county, Kenya. This study was guided by a conceptual framework where KCPE was the independent variable and KCSE the dependent variable. It adopted Correlational and Ex-post-facto research designs. The study population was 3,897 KCSE candidates from 55 public secondary schools. Stratified random sampling based on school type and size was used to select 16 public secondary schools for the study. Saturated sampling was employed to include all KCSE candidates whose KCPE marks were available in each sampled school, yielding a sample of 1,391 students. Data used included 2006 KCPE scores and 2010 KCSE scores of the same students under study. Data was collected using a researcher made pro forma. It was analyzed quantitatively using correlations and regression analyses. Results showed a strong positive Pearson’s correlation coefficient (r=0.693; n=1391; p < 0.05) between KCPE and KCSE scores. It recommended that; KCPE should continue to be used as selection tool for secondary school admission and school evaluation using KCSE examination scores should be based on students’ past KCPE scores.

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Dr. M. Soundararajan, Dr M. Soundararajan. „Science Interest of Higher Secondary School Students“. Indian Journal of Applied Research 3, Nr. 7 (01.10.2011): 172–73. http://dx.doi.org/10.15373/2249555x/july2013/51.

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31

Kasrasu Avcı, Emine. „Secondary School Students' Identity and Citizenship Perceptions“. International Journal of Psychology and Educational Studies 7, Nr. 4 (29.09.2020): 14–26. http://dx.doi.org/10.17220/ijpes.2020.04.002.

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32

Cocoradă, Elena, Ana-Maria Cazan und Ioana Emanuela Orzea. „School Climate and School Achievement in the Romanian Secondary Education“. Journal of Psychoeducational Assessment 36, Nr. 5 (01.12.2016): 516–22. http://dx.doi.org/10.1177/0734282916683285.

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This article presents a tool that provides reliable scores for studying the school climate from the students’ perspective, created for the Romanian context. The main aim of the article is to present the psychometric properties of the instrument. The participants were 605 students, enrolled in four secondary schools and four high schools, from an urban area. The exploratory and confirmatory factor analyses revealed a seven-factor structure: student–teacher relationships, headmaster’s involvement in school life, student–student relationships, school satisfaction, achievement motivation, student–form teacher relationship, and perceived safety. The results revealed that gender, school location, and parents’ educational level could significantly predict school performances.

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33

Rhoades, Gary. „Folk Norms and School Reform: English Secondary Schools“. Sociology of Education 60, Nr. 1 (Januar 1987): 44. http://dx.doi.org/10.2307/2112618.

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34

Tarter, C. John, James R. Bliss und Wayne K. Hoy. „School Characteristics and Faculty Trust in Secondary Schools“. Educational Administration Quarterly 25, Nr. 3 (August 1989): 294–308. http://dx.doi.org/10.1177/0013161x89025003005.

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35

Armenta, Tony, und David L. Stader. „School Safety: Implications and Guidelines for Secondary Schools“. Clearing House: A Journal of Educational Strategies, Issues and Ideas 84, Nr. 4 (Mai 2011): 119–22. http://dx.doi.org/10.1080/00098655.2011.564968.

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36

Ko, James Y. C., Philip Hallinger und Allan D. Walker. „Exploring School Improvement in Hong Kong Secondary Schools“. Peabody Journal of Education 87, Nr. 2 (April 2012): 216–34. http://dx.doi.org/10.1080/0161956x.2012.664474.

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37

P, Eidangbe, A., Onyeogo, V und Iyevhobu, K. O. „Some Nutritional Indices of Public and Private Secondary School Students in Igbanke, Edo State“. Saudi Journal of Biomedical Research 7, Nr. 7 (19.07.2022): 219–24. http://dx.doi.org/10.36348/sjbr.2022.v07i07.002.

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The aim of this study is to determine the nutritional indices (Glucose, cholesterol, total protein and albumin) and body mass index of students attending public and private secondary schools in Igbanke. The study was conducted on 185 students comprising 95 students from public secondary schools (Igbanke mixed secondary and Igbanke grammar school) and 90 students from private secondary schools (Future hope secondary school and Wisdom comprehensive secondary school) in Igbanke. The research was designed to evaluate and compare the nutritional indices (Glucose, cholesterol, total protein and albumin) of students attending public and private secondary schools in Igbanke. The sample analysis was done at Diagnostic Laboratory, Department of Medical Laboratory Science, Ambrose Alli University, Ekpoma. This study was carried out within three (3) months. Our result shows that the mean values of body mass index (BMI) of students in public secondary school and private secondary school are 20.28±4.21kg/m2 and 21.74±4.14 kg/m2 respectively. There is no significant difference (p>0.05) in the values of BMI of students in public secondary school when compared with private secondary school. The mean levels of glucose (Glu) of students in public secondary school and private secondary school are 84.38±12.80mg/dl and 79.48±15.02mg/dl respectively. There was a significant increase (p<0.05) in the level of Glu of students in public secondary school when compared with private secondary school. The mean levels of total protein (TP) of students in public secondary school and private secondary school are 6.78±0.86mg/dl and 6.98±0.58mg/dl respectively. There was a significant decrease (p<0.05) in the level of TP of students in public secondary school when compared with private secondary school. The mean levels of albumin (Alb) of students in public secondary school and private secondary school are 3.73±0.61mg/dl and 4.01±0.48mg/dl respectively. There was a significant decrease (p<0.05) in the level of Alb of students in public secondary school when compared with private secondary school. The mean levels of cholesterol (Chol) of students in public secondary school and private secondary school are 154.62±30.94mg/dl and 168.30±14.88mg/dl respectively. There was significant increase (p<0.05) in the levels of cholesterol of students in private secondary school when compared with public secondary school. In conclusion, a poor diet can cause deficiency diseases such as blindness, anemia, scurvy, health-threatening conditions like obesity and metabolic syndrome and such common chronic systemic diseases as cardiovascular disease, diabetes and osteoporosis. The findings from this study have shown that there are differences in the nutritional indices of students in public secondary school and private secondary school with public secondary school having lower protein level and private secondary school high cholesterol level.

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Zain, Azrani Mohd, Soaib Asimiran, Abu Bakar Razali und Nor Aniza Ahmad. „The Implementation of Teaching Supervision in Excellence Cluster Secondary Schools and Daily Secondary Schools“. International Journal of Human Resource Studies 11, Nr. 4S (25.11.2021): 243. http://dx.doi.org/10.5296/ijhrs.v11i4s.19251.

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This study explores the implementation of teaching supervision in Excellence Cluster National Secondary Schools and Daily Secondary Schools. This study adopts the qualitative exploratory approach and involves eight study samples selected by purposive sampling. Methods of interview, observation and document analysis were used as the main tools in collecting the study data. The data collected were analysed using in-depth reading, open coding and axial coding. The results of the study as a whole show that the two categories of schools do not show differences in the characteristics studied in the implementation of teaching supervision in secondary schools. The study’s findings show that teaching supervision in Excellence Cluster Secondary Schools and Daily Secondary Schools is implemented through the devolution of power to middle leaders. Teaching supervision is guided by the teaching supervision form found in SKPMG2 standard 4. Teaching supervision in both school categories is done three times a year involving three phases. Moreover, teaching evaluation is done through direct observation in the classroom with full guidance on the teaching supervision form. The similarity in the implementation of teaching supervision is due to the same challenges faced by principals in both school categories, namely time constraints and administrative workload. The findings also show that supervisors use no specific approach for teaching supervision. The implication of this study is that it provides an insight into the implementation of teaching supervision by school administrators and that strengthening the skills and knowledge of middle leaders could improve teaching supervision effectiveness and positively impact the students, teachers and the school.

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Kamaruddin, Syamsu A. „Disaster Preparedness Design in Secondary School Environment“. JUPE : Jurnal Pendidikan Mandala 9, Nr. 4 (05.12.2024): 967. https://doi.org/10.58258/jupe.v9i4.7821.

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The design of disaster preparedness in secondary schools emphasizes coordination, information management, the use of early warning systems, and education and training. Preparing schools for disasters is crucial to minimizing risks and safeguarding the the health and welfare of students, teachers, and other members of the school community. This study employs a literature review approach, analyzing existing theories and practices related to disaster preparedness, including inter-agency coordination, disaster information management, and the application of early warning systems suitable for secondary schools. Using a qualitative literature review method, this research examines academic publications, policy reports, and other relevant documents to identify critical aspects of disaster preparedness design for schools. The study involves collecting secondary data from books, scholarly articles, and official records concerning coordination, information management, early warning systems, and training programs. These data are qualitatively analyzed to uncover patterns, strategies, and recommendations for enhancing school disaster preparedness. Findings highlight that effective coordination among schools, government bodies, and related institutions is essential for developing a robust preparedness system. Efficient and timely information management ensures that school communities are well-informed about emergency procedures. Integrated early warning systems, utilizing communication tools and routine drills, significantly enhance awareness and readiness among school members. Additionally, ongoing education and structured training for students, teachers, and staff improve disaster response skills and understanding, ultimately reducing potential losses.

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Tadić, Violeta, und Boris Kordić. „School climate as a safety factor in secondary schools“. Nastava i vaspitanje 73, Nr. 1 (2024): 5–20. http://dx.doi.org/10.5937/nasvas2401005t.

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The paper examines secondary school students' perceptions of the connection between school climate and school safety among secondary school students. A positive school climate and a safe school environment are significant factors in the academic success and proper psychosocial development of students. Therefore, it is important to examine the structure and interrelationship of indicators of school climate and school safety in order to contribute to a clearer and more grounded creation of school policies. The research was conducted through a questionnaire. The School Climate Questionnaire measures three factors: teacher and school support, student engagement and interactions, and rigid discipline. The School Safety Questionnaire measures four factors: violent behavior, unsafe school environment, victimization, and violation of norms. A sample of 719 students from nine secondary schools in the territory of the Republic of Serbia completed self-report questionnaires that measured school climate and school safety. The research confirmed the connection between school climate and school safety. Specifically, teacher and school support builds significant low negative associations with all dimensions of school safety. Student engagement and interactions build a medium negative association with violation of norms, while with the other three dimensions of school safety it builds low negative associations. Rigid discipline should be seen as a separate phenomenon in relation to the concept of school climate, and it builds low positive associations with the factors violation of norms and unsafe school environment. Promoting positive interactions among all participants in the educational process through various activities to encourage and develop desirable forms of behavior (teaching about the correct ways to resolve conflicts, support in the educational process, etc.) by the school and teachers would significantly contribute to the construction of a safe school environment.

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Pandey, Sushil Kumar. „STUDY HABITS OF SENIOR SECONDARY SCHOOL STUDENTS IN RELATION TO GENDER AND TYPE OF SCHOOL“. SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES 9, Nr. 68 (31.10.2021): 16064–69. http://dx.doi.org/10.21922/srjis.v9i68.10000.

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This study intended to explore the study habit of senior secondary school students in relation to Gender and type of school in the Una District of Himachal Pradesh. The sample of the study selected through simple random sampling technique. The sample comprised of 200 senior secondary school students. Study Habits Inventory (SHI) by Chandel and Paliwal (2012) has been used in this study. The results showed that female senior secondary school students obtained higher scores on the Interaction dimension while male students scored higher on the Support dimension of Study Habits Inventory (SHI). The results also revealed that students studying in government senior secondary schools had better study habits as compared to students studying in private senior secondary schools especially on the comprehension and Task-orientation whereas students studying in private senior secondary schools had better study habits as compared to government senior secondary schools in drilling dimension.

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Fuller, Kay. „Women secondary head teachers in England“. Management in Education 31, Nr. 2 (April 2017): 54–68. http://dx.doi.org/10.1177/0892020617696625.

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The underrepresentation of women in secondary school headship in England and elsewhere is an early and longstanding theme in the women and gender in educational leadership literature. The purpose of this article is to report findings from a statistical survey of secondary school head teachers across England. Data available in the public domain on school websites have been collated during a single academic year to present a new picture of where women lead secondary schools in England. Mapping the distribution of women by local authority continues to show considerable unevenness across the country. This article argues that a geographical perspective still has value. It might influence the mobilization of resources to targeted areas and ultimately result in women’s proportionate representation in school leadership. Alongside this is a need for schools and academy trusts to comply with the Public Sector Equality Duty.

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Huang, Xuzhong, Qianyu Li, Yipu Hao und Ni An. „The Relationship between a Competitive School Climate and School Bullying among Secondary Vocational School Students in China: A Moderated Mediation Model“. Behavioral Sciences 14, Nr. 2 (10.02.2024): 129. http://dx.doi.org/10.3390/bs14020129.

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School bullying is widespread in countries around the world and has a continuous negative impact on the physical and mental health of students. However, few studies have explored the influence mechanism of a competitive school climate on school bullying among Chinese secondary vocational school students. This study aims to explore the relationship between a competitive school climate and bullying in secondary vocational schools in the Chinese context, as well as the mediating role of school belonging and the moderating role of gender. Logit regression analysis and a moderated mediation model were used to analyze 1964 secondary vocational students from China based on PISA 2018 data from Beijing, Shanghai, Zhejiang, and Jiangsu, China. (1) The detection rate of school bullying in secondary vocational schools in China is 17.8%, lower than the world average. (2) A competitive school climate is significantly and positively correlated with secondary vocational school students’ exposure to school bullying. (3) A moderated mediation model suggests that school belonging is an important mechanism by which a competitive school climate influences the occurrence of school bullying, whereas gender moderates the direct effect of a competitive school climate and the indirect effect of school belonging, which mitigates the negative effects of a competitive school climate to some extent. The research results show that creating a healthy competitive climate in schools, cultivating students’ sense of belonging, and facing up to gender differences are helpful to prevent school bullying in secondary vocational schools.

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Robertson, A. B., und Roy Lowe. „The Changing Secondary School“. British Journal of Educational Studies 38, Nr. 3 (August 1990): 291. http://dx.doi.org/10.2307/3121430.

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Eklof, Ben, Dora Shturman und Philippa Shimrat. „The Soviet Secondary School“. History of Education Quarterly 30, Nr. 2 (1990): 231. http://dx.doi.org/10.2307/368661.

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Bagus Firmansyah, Sultan. „Secularized Secondary School Schematic“. Ittishal Educational Research Journal 2, Nr. 1 (22.02.2021): 32–42. http://dx.doi.org/10.51425/ierj.v2i1.16.

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Reacting to the harmonious upon religious pluralism in Indonesia, current educational policies are now supposed to involve a heterogeneous education concept. If based on the common fact, those who keen into pure islamic school, they usually are listed-in Madrasah Secondary School or Madrasah Aliyah. Prior to the pure-islamic school, students whose essence as a christian and/ or catholic, they constantly are enrolled to the Christian or Catholic Secondary School (see SMAK). Aside of them, neither pupils nor parents whose consider religion and ethnic (secular secondary school), their entrance are mostly addressed into the Secondary School itself (the school that hasn’t specify the religious matter). Opposing an existed fact above, this article is trying to exposing the concept of Secularized Secondary School. Such school’s model is prospectable to enhance the multitude of educational path by the Unity in Diversity or Bhinneka Tunggal Ika. A secular senior high school is able to be applied (soon) via multi-religion in Indonesia; 207 million (87%) Moslem; 16.5 million (7,0%) Christian; 6.9 million (2,9%) Catholic; 1.7 million (0,7%) Buddhism; 4 million (1,7%) Hinduism; and 117 thousands (0,05%) Confucianism. The aim of secularized here is equal by the universalized secondary school; which the students are organized by one-united vision above diversities. Such educational policy’s innovation is must be attempted over reconstructing and uniting thirteen-thousands-and-eight-hundred common secondary school around Indonesia.

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Branfield, J. R., und Barry Cooper. „Renegotiating Secondary School Mathematics“. Mathematical Gazette 70, Nr. 451 (März 1986): 56. http://dx.doi.org/10.2307/3615838.

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Edmonds, Edward L., und J. Dean. „Managing the Secondary School“. Canadian Journal of Education / Revue canadienne de l'éducation 11, Nr. 2 (1986): 199. http://dx.doi.org/10.2307/1494807.

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AGER, MIKE. „Secondary School Art Methodology“. Journal of Art & Design Education 5, Nr. 3 (Dezember 1986): 253–62. http://dx.doi.org/10.1111/j.1476-8070.1986.tb00206.x.

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Brigandi, Carla B., Del Siegle, Jennie M. Weiner, E. Jean Gubbins und Catherine A. Little. „Gifted Secondary School Students“. Journal for the Education of the Gifted 39, Nr. 4 (17.10.2016): 263–87. http://dx.doi.org/10.1177/0162353216671837.

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Grounded in the Enrichment Triad and Achievement Orientation Models, this qualitative case study builds understanding of the relationship between participation in Type III Enrichment and the achievement orientation attitude of goal valuation in gifted secondary school students. Participants included 10 gifted secondary school students, their parents, and their classroom teacher. Data included student, parent, and teacher responses in semistructured interviews, short-answer surveys, and student work. Findings indicate a relationship between participation in enrichment and goal valuation. Students engaged in Type III Enrichment perceived their projects as interesting, beneficial, and/or as related to perceptions of identity. In addition, factors of goal valuation were related to students’ continued interest and perceptions of enjoyment after completion of the enrichment projects. These findings have implications for structuring gifted education programs that meet the special needs of gifted secondary school learners.

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