Relevant bibliographies by topics / High need school

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'High need school'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "High need school"

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Faigenbaum, Avery D., Patrick Mediate, and Dave Rota. "HIGH SCHOOL CORNER: Sleep Need in High School Athletes." Strength and Conditioning Journal 24, no. 4 (2002): 18. http://dx.doi.org/10.1519/1533-4295(2002)024<0018:snihsa>2.0.co;2.

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Sharvashidze, Nino, and Miles Bryant. "A high-need Azeri school." Management in Education 28, no. 3 (June 30, 2014): 97–100. http://dx.doi.org/10.1177/0892020614537663.

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Okilwa, Nathern, and Bruce Barnett. "Sustaining school improvement in a high-need school." Journal of Educational Administration 55, no. 3 (May 2, 2017): 297–315. http://dx.doi.org/10.1108/jea-03-2016-0034.

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Purpose The purpose of this paper is to examine how Robbins ES has sustained high academic performance over almost 20 years despite several changes in principals. Design/methodology/approach The paper analyzed longitudinal data based on: state-level academic and demographic data; two earlier studies of the school; and recent interviews with teachers, the principal, and parent leaders. Findings The analyses of these longitudinal data revealed four ongoing factors were responsible for sustained academic performance: high expectations, distributed leadership, collective responsibility for student performance, and data-based decision making. However, challenges that persistently confront Robbins staff include limited resources (e.g. technology and library materials), high mobility rate, and some cases of unsupportive parents. Originality/value This study adds to understanding how high-need urban schools can sustain high academic performance in spite of changes in principals, shifting community demographics, and high student mobility.
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Thackray, Barbara M. "High School Teachers Need College Contact." Physics Today 46, no. 4 (April 1993): 91–92. http://dx.doi.org/10.1063/1.2808890.

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Faigenbaum, Avery D., Patrick Mediate, and Dave Rota. "Sleep Need in High School Athlete." Strength and Conditioning Journal 24, no. 4 (August 2002): 18–19. http://dx.doi.org/10.1519/00126548-200208000-00005.

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Rosenthal, Sue. "The Needs of High School Teachers: What University Faculty Need to Know." History Teacher 29, no. 1 (November 1995): 80. http://dx.doi.org/10.2307/494533.

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Gilbert, Michael J., and Jacqueline Coomes. "What Mathematics Do High School Teachers Need to Know?" Mathematics Teacher 103, no. 6 (February 2010): 418–23. http://dx.doi.org/10.5951/mt.103.6.0418.

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Joy, Anjana. "SEX EDUCATION AMONG HIGH SCHOOL STUDENTS- A NEED ANALYSIS." PEOPLE: International Journal of Social Sciences 4, no. 1 (May 22, 2018): 611–18. http://dx.doi.org/10.20319/pijss.2018.41.611618.

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Mahbub, Moh Arif. "ENGLISH TEACHING IN VOCATIONAL HIGH SCHOOL: A NEED ANALYSIS." JEELS (Journal of English Education and Linguistics Studies) 5, no. 2 (February 19, 2019): 229–58. http://dx.doi.org/10.30762/jeels.v5i2.835.

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This research investigates the vocational school students’ needs on the implementation of English teaching and learning that is focused on the target needs and learning needs. By adapting Hutchinson and Waters’ model (1987), questionnaire consisting of parts A and B was administered to 32 students. Part A deals with the target needs centred on the learner’s necessities, lacks and wants that are effectively functioned in the target situation. In contrast, part B concerns about learning needs that encompass learning inputs, procedures, teacher’s and learners’ role, and setting. Additionally, interviews were also conducted with the students and an English teacher to gather data in order to examine in-depth results of the practices of English teaching and to uncover possible areas of students’ language difficulties in learning English. The results suggested that the students have different perceptions of their necessities, wants, and lacks. The findings also demonstrated the students’ learning needs including the learning inputs, teaching-learning procedures, the teacher’s and learners’ role, as well as the teachinglearning settings.
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Berry, Robert Q., and Matthew R. Larson. "The need to catalyze change in high school mathematics." Phi Delta Kappan 100, no. 6 (February 25, 2019): 39–44. http://dx.doi.org/10.1177/0031721719834027.

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Results on the National Assessment for Education Progress and the Program for International Student Assessment show that high school mathematics instruction is past due for a redesign. Despite calls for reform going back at least four decades, the structure of math instruction has remained largely the same. In April 2018, the National Council of Teachers of Mathematics released Catalyzing Change in High School Mathematics: Initiating Critical Conversations to promote discussion of the changes needed. Robert Berry and Matthew Larson, current and past presidents of NCTM, describe the arguments within this report, asserting that the math curriculum needs to help students understand the mathematics that’s part of daily life, that tracking of students and teachers should be abandoned, that instruction should involve all students as doers of math, and that all students should experience a common curriculum.
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Dissertations / Theses on the topic "High need school"

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Chau, Suet-fong. "A study on contemporary principal competencies : what principals need to know : as perceived by secondary school teachers /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25751967.

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Szetela, Michelle. "The need for first-year composition in the high school classroom." Thesis, Long Island University, The Brooklyn Center, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10590821.

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This thesis critically evaluates the essence of First Year Composition (FYC) and establishes the benefits a composition course would offer high school students. The intended purpose is to assess the feasibility of teaching FYC in the high school classroom and to consider views from the perspectives of students, teachers, and scholars in order to formulate a comprehensive conclusion. One key dispute in composition studies is whether students who write compositions as critical thinking assignmenfts actually become better critical writers and thinkers. Proponents argue that this method establishes better writing and thinking skills among college and university students, while critics argue that since these skills do not necessarily transfer to other courses and/or disciplines, FYC should either be abolished or largely revised. This thesis suggests that the benefits of FYC clearly outweigh the problems many have cited and that key mitigation measures can be used to improve FYC courses.

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Robles, Stephanie Zamora. "Equity for English Learners: Latin@ Leadership in High-Need Middle Schools." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703351/.

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The purpose of this qualitative, multiple case study was to explore the practices and behaviors of successful Latin@ principals in high-need Texas middle schools focusing on the following three areas: learning, leadership, and context. Varying qualities of leadership essential for leading high-need middle schools coupled with contextual factors such as policy and community were examined. More importantly, this research sought how successful Latin@ leaders promoted a culture of learning in high-need middle schools with a focus on English learners (ELs). High-need schools are defined as those presenting a context that challenges the success of students. The study on leadership in high-need schools focuses on an investigation of strategies principals in these schools may employ and determining ways in which high-need school leaders are prepared and supported. Factors affecting the condition in high-need schools may include: (a) student and community characteristics (e.g., ethnic minorities, mobility, poverty, non-native language speakers), (b) student performance (e.g., math and reading scores, graduation rates, attendance), and (c) other factors (e.g., teacher and leader turnover, staff morale, student engagement). The context of schools matters and effective leaders in high-need schools must be able to lead using contextually appropriate responses. Two Latina principals serving in high-need middle schools, in Texas, enhanced organizational and individual performance that fostered a culture of learning and equity for ELs as they supported teachers and created inclusive learning environments for students and families.
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Chau, Suet-fong, and 周雪芳. "A study on contemporary principal competencies: what principals need to know : as perceived by secondaryschool teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962828.

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Tang, Pui-kwan, and 鄧佩君. "Voice problems of secondary school teachers and the need for preventative education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206591.

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Voice problems are common among teachers due to their job characteristics. Thus, the quality of teaching, daily communication, emotion would be adversely affected. However, the past studies mainly focused on primary school and preschool teachers. There is lack of investigation on voice problems of secondary school teachers. Moreover, the need for voice use training for secondary school teachers was not addressed in the past. This study investigated the prevalence of voice problems in secondary school teachers in Hong Kong and the need for preventive education. A questionnaire was decided with domains in demographics, job natures, impact on voice disorders, risk factors, history of seeking help because of voice problems, view on different treatment options and opinion towards the need of voice protection training. Subjects were recruited from four local secondary schools in Hong Kong. 85 questionnaires were collected and analyzed. The results showed a high prevalence of voice disorders (75%) among secondary school teachers. Also it revealed different levels of impact on work performance, emotion and daily communication. Laryngitis was the only risk factor found to be significantly correlated with the voice disorder. On the other hand, the rate of seeking professional help and their knowledge about voice rehabilitation were low. Most of the respondents realized the need for voice protection training. It suggested that the voice problems of secondary school teachers should be highlighted and more voice protection information and voice training should be provided.
published_or_final_version
Surgery
Master
Master of Medical Sciences
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Duncan, Jacqueline Ng. "What Teachers in a High-Performing High School Need to Effectively Manage Workplace Stress| An Evaluation Study." Thesis, University of Southern California, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747400.

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While teacher stress is a topic that has been widely explored, there is a lack of research that focuses on teacher stress at high-performing schools. This study used Clark and Estes' gap analysis framework to examine what knowledge, motivation, and organizational resources teachers at a high-performance high school need to effectively manage workplace stress. Analysis of evidence from one-on-one interviews and researcher constructed documents revealed that while teachers had declarative knowledge of workplace stress and coping, they lacked the procedural and metacognitive knowledge needed to apply what they know. Furthermore, lack of self-efficacy and attainment value impeded teachers’ ability to manage workplace stress, especially in the face of high-performing expectations and work demands within a high-performing culture and setting. Lastly, inadequate resources also served as barriers to effective workplace stress management. To address these knowledge, motivation, and organizational needs, a comprehensive workplace stress management program that includes training, communities of practice, and peer model partnerships was recommended.

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Edwards, Chester Roy. "Designing Innovative Alternatives to Traditional High Schools: What Leaders Need to Know." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1036.

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The need for new and innovative alternatives to traditional high schools has never been greater. Never designed to graduate all students on time, traditional high schools and their high dropout rates have remained unchanged for the last 30 years. Improving secondary schooling for all young people is a worthwhile social and educational objective. Many school leaders want to create alternative high schools but may lack the knowledge of what to do, nor may they have a comprehensive design process to follow. The research question explored in this dissertation is: What do leaders in education need to know to design innovative alternatives to traditional high schools? This dissertation studied four aspects or assumptions that school leaders should understand when designing alternatives to traditional high schools: (a) consider all of the elements of successful alternative high schools, (b) start over conceptually when designing a new alternative high school, (c) use regional accreditation standards as a framework for design, and (d) begin design with the end in mind for program evaluation. Research literature topics of alternative education, organizational leadership, school accreditation standards, and program evaluation were reviewed. The research conducted was theoretically and practically grounded in Bridges and Hallinger's (1995) Problem-Based Learning (PBL) and Borg and Gall's (1989) Research and Development (R&D) Cycle. The product of the research conducted in the R&D cycle was a process for designing alternative high schools. Qualitative and quantitative data collected from school leaders and designers during field tests was analyzed to improve a prototype of an alternative high school design process. An effective process that is ready for dissemination was the result of this research. A larger implication of the application of this process will be the improvement of high school experiences for all students through the creation of new designs for innovative forms of secondary schooling.
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Ye, Yincheng. "The Effect of Working Conditions on Teacher Effectiveness: Value-added Scores and Student Perception of Teaching." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/71655.

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This dissertation presents a quantitative study of the effects of multiple aspects of working conditions on teacher effectiveness as measured by value-added scores and student perceptions of teaching. The data were derived from the 2009-2010 Teacher Working Condition Survey and Student Perception Survey in Measures of Effective Teaching (MET) Project. Using the structural equation modeling and other related methods, several models of teacher effectiveness were estimated. The results supported that instruction and classroom related working conditions at school played important role in effective teaching and student achievement gains in English language arts and mathematics. It was found that, after controlling for teachers' education degree and experience, instructional practice support had significant effect on teachers' value-added scores. Moreover, Classroom autonomy and support for student conduct management were found to have indirect effect on teacher value-added score mediated through the students' perceptions of teaching. In addition, student perceptions of teaching was found to be significantly worse in high-need schools than schools serving fewer minority students or students from low-incoming families, but teacher value-added score was not significantly different between the high versus low needs schools. The findings of the study significantly contributed to a better understanding of the effects of working environment and how these are related to teacher performance. The study has both theoretical and practical significance; it provided critical evidence that can be used by policy makers to promote teachers' performance, especially in high-needs schools.
Ph. D.
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Gargiulo, Vincent J. "Assessment of K-12 educators' awareness and need for online self-publishing services in the classroom /." Online version of thesis, 2009. http://hdl.handle.net/1850/10981.

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Bloxom, Joan, and University of Lethbridge Faculty of Education. "What they need : delivery of career development to grade twelve students." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003, 2003. http://hdl.handle.net/10133/144.

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Rapidly changing social and economic conditions can impart significant challenges to high school career decisions. Recent career education initiatives have been structured to support this school-to-work and school-to-post-secondary education transition. The student needs assessment focus of study allows a unique insight into the availability, delivery, and effectiveness of high school career programs. This research provides data from a nineteen-item Comprehensive Career Needs Survey, administered to 888, Southern Alberta grade 12 students. The results profile the student responses to questions on career plans after high school the meaning of occupation and career, career choice, reasons for career choice the importance of career planning, factors of encouragement and discouragement in career plans, and what would be most helpful in career plans. Questions on career hlep included the availability, use, and helpfulness of high school services, curriculum and resources, the peple helpful to career, the confidence in career plans after high school and the preferred work location. The results of this study suggest grade 12 students value career plans and the resources both people and informational, to support transitions. These students voice the need to have passion for career, and report a wide range of occupational choices. The large majority who plan post-secondary education or training expressed the need for diverse but specific career development services to support success in career. High school career development resources are available but the efficacy data suggest their under utilization or reports of not being fully helpful to career plans. An important finding is that career resources are used in the school setting but not the community. The results of this study have implications for the delivery of high school career programs and the development of the public policy on career services.
x, 149 leaves ; 29 cm.
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Books on the topic "High need school"

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Office, Great Britain Welsh. Schools need governors. Cardiff: Welsh Office, 1992.

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Barton, Paul E. Chasing the high school graduation rate: Getting the data we need and using it right. Princeton, NJ: Policy Information Center, Educational Testing Service, 2009.

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Barton, Paul E. Chasing the high school graduation rate: Getting the data we need and using it right. Princeton, NJ: Policy Information Center, Educational Testing Service, 2009.

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Barton, Paul E. Chasing the high school graduation rate: Getting the data we need and using it right. Princeton, NJ: Policy Information Center, Educational Testing Service, 2009.

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Sabir, Hussain Kh, and Academy of Educational Planning and Management (Pakistan), eds. Need assessment of secondary school teachers in-service training. Islamabad: Academy of Educational Planning and Management, Ministry of Education, 2008.

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M, Robinson Dennis, Steinberg Eve P, and Robinson Jacqueline 1950-, eds. Everything you need to score high on the SSAT and ISEE: High school entrance exams. 7th ed. New York, NY: Macmillan USA, 1998.

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Morin, Louis-Philippe. Do college-bound high school students need an extra year? evidence from Ontario's 'double cohort'. Bonn, Germany: IZA, 2007.

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Torn, David. Brilliant secondary school teacher: What you need to know to be a truly outstanding teacher. New York: Pearson, 2011.

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Inc, ebrary, ed. We need to talk about Kevin. 5th ed. London: Serpent's Tail, 2006.

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We need to talk about Kevin. New York: Perennial, 2004.

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Book chapters on the topic "High need school"

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Hungwe, Kedmon. "In-School Reform in High-Need Schools." In High-Need Schools, 37–46. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-705-4_3.

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Vaughn-Shavuo, Fayth. "Innovation in School Reform." In High-Need Schools, 19–36. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-705-4_2.

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Thornburg, Devin, and Anne M. Mungai. "Teachers in High-Need School Reform." In High-Need Schools, 109–30. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-705-4_7.

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Pedro, Joan Y. "Issues of Leadership in Successful School Reform." In High-Need Schools, 47–59. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-705-4_4.

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Uesaka, Yuri, Shun Saso, and Takeshi Akisawa. "How Can We Statistically Analyze the Achievement of Diagrammatic Competency from High School Regular Tests?" In Diagrammatic Representation and Inference, 562–66. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86062-2_57.

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AbstractOwing to the recent global changes in education goals, students nowadays need to achieve ‘key competencies’ in school. ‘Diagrammatic competency’ is an essential part of such competencies. To cultivate diagrammatic competency, it is necessary to evaluate teachers and students and provide feedback on the students’ degree of achieving diagrammatic competency. Regular school tests can provide useful opportunities for assessing such achievement. However, in such tests, Japanese high schools mainly focus on evaluating the understanding of learning contents rather than the development of competencies (such as diagrammatic competency). The current study was a collaboration between educational psychologists and a high school mathematics teacher. Together they modified a regular school test to incorporate tasks that require diagrammatic competency to solve them, thus enabling the assessment of such achievement. The study was conducted in an actual high school. The students’ performance was analyzed using cognitive diagnostic models [1], which statistically estimate how well students have mastered the elements of cognitive abilities and skills required to solve problems, generating ‘attribute mastery probabilities’. The attribute mastery probabilities obtained demonstrated that students’ achievement of diagrammatic competency was insufficient, indicating a need for cultivating such competency in subject learning instruction provided in schools.
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Mirra, Carl. "The Emperor’s New Clothes are Accounting Straitjackets." In High-Need Schools, 1–18. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-705-4_1.

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Antony, Pavan John, and Xyanthe Nicole Neider. "Multicultural Issues." In High-Need Schools, 61–77. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-705-4_5.

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Patterson, Karen B., Janice Seabrooks-Blackmore, and Gwendolyn Williams. "Special Education Issues." In High-Need Schools, 79–108. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-705-4_6.

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Tino, Concetta. "The Voice of Teachers Involved in School-Work Alternance Programmes." In Employability & Competences, 151–61. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.23.

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Data from Censis 2011 highlighted worrying aspects of school dropouts (18%) and a NEET population increase (22.1%); the same elements were also highlighted by data from Cedefop (2014), where the issue of youth unemployment (21.7%) was also mentioned. In addition to this are the disappointing results from OCSE-Pisa surveys demonstrating that Italian educational institutions fail to provide young people with the skills they need to effectively solve real-life problems. In this scenario, at an Italian and European level, the importance of solving these problems is repeatedly underlined, with the creation of instruments to interconnect the world of education and the world of work. Within this process, School-Work Alternance (SWA) programmes can find a place. This study focuses on the strategic action of their key actors in creating effective partnerships with external organizations. Based on this assumption, the research question asked was: what specific functions do teachers play within School-Work Alternance programmes? Methodology: a qualitative methodological approach was used; data were collected through semi-structured interviews addressed to 14 high school teachers, and subsequently analysed using Atlas.ti software in order to record the significant core categories that emerged. Results: the data collected showed that within the SWA system yet to be defined, SWA teacher/tutors and coordinators in school contexts have played a significant role within School-Work Alternance programmes to date. Final remarks: teachers involved in School-Work Alternance programmes have a strategic position. These results have some practical implications at both educational/training and professional levels
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Grace, Michael. "High School Improvisation." In Teaching School Jazz, 123–36. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190462574.003.0012.

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What is the essence of jazz improvisation? Performing jazz musicians will answer in many ways, but there is one guiding principle, which is widely accepted, especially when teaching beginners: express the tonality of the piece. Tonality includes the basic key, and any other keys in the composition, and the chords within those keys, which need to be addressed in a recognizably tonal fashion. The active process of improvisation is tonicization. To tonicize a piece with improvisation is to play closely related scale tones, chord tones, and melodic and harmonic structures which amplify those chord progressions and express the form of the composition. This chapter outlines a sequential process whereby jazz teachers can provide students with the tools to successfully express the tonality of compositions that use II min7 → V7 → I Maj7 (II-7 V7 I∆7) chord changes and their alterations with major, minor, dominant, bebop scales and chord tones. Exercises for learning these scales and chord tones are presented, as well as a step-by-step process for showing students how to apply those scales, chord tones, and bebop permutations appropriately to II-7 V7 I∆7 chord progressions and 12-bar blues progressions with increasing levels of sophistication.
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Conference papers on the topic "High need school"

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Kholili, Ma'rifatin Indah, and Edy Legowo. "Junior High School Students' Need and Problem Assessment Instrument." In ICLIQE 2020: The 4th International Conference on Learning Innovation and Quality Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3452144.3452218.

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Wijayanti, Septiana, and Joko Sungkono. "Need Analysis on Developing Teaching Instruments of Mathematics for Senior High School." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.71.

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ZAIM, M., Mukhaiyar MUKHAIYAR, and Mentari SYAHRIATI. "The Need for Authentic Assessment for Speaking Skills at Junior High School." In Fifth International Seminar on English Language and Teaching (ISELT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iselt-17.2017.18.

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Hanum, Fathikah Fauziah, Kokom Komalasari, and Iim Siti Masyitoh. "The Need of Instructional Media Online for Senior High School Students in Civic Education." In Proceedings of the Annual Civic Education Conference (ACEC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/acec-18.2018.37.

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Mamesah, Michiko, Hilma Fitriyani, Happy Karlina Marjo, and Karta Sasmita. "Need Analysis in Developing Drug Abuse Prevention Module for High School Guidance Curriculum Services." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.64.

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Prastawa, Singgih, Muhammad Akhyar, Gurnahadi Gurnahadi, and Suharno Suharno. "Need Assessment of Experiential Learning to Improve Student Competency of Vocational High School Students." In Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icoie-18.2019.72.

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Sukarni, Semi. "A Need Analysis for ESP-content Materials for Accountancy Programme at Vocational High School." In Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Semarang, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.27-4-2019.2285343.

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Al-thani, Noora, Jolly Bhadra, Nitha Siby, Enas Elhawary, and Azza Saad. "Innovative Tool to Educate High School Students through Research Based Learning." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0260.

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The need for enhanced engagement of school students for better behavioral outcomes in line with scientific learning and acquisition of science process skills have continually incited educators to strategize innovative teaching approaches. Meanwhile, innovations and research from the scientific community has consistently been prioritized, demanding highly skilled STEM labor in the global market, henceforth challenging educators to brace the next generation with high proficiency in STEM fields. The research study focuses on an out of school approach that caters to the industrial demands in STEM workforce, henceforth acquainting the high school students with research methodology for improving their technical efficiency and intellectual capacity in problem solving and critical thinking. The study program was conducted on 208 students from public schools in Qatar, who participated in 68 research projects, each project being engaged by a group students during a period of 2 months at Qatar University research laboratories. The performance of participants were analyzed by mixed methods implementing both quantitative data based on questionnaires and qualitative data based on feedback interviews from research mentors, schoolteachers and the participant students. The results of the program yielded positive outcomes from the stakeholders as the school students gained competences exhibited by under-graduate or graduate students like research self-efficacy, research skills and aspirations for scientific careers, accomplishing the objectives of the program. This study program henceforth was successful in bridging the gap between high school and university, as the participant students had an advantage in confidence over their peers in university laboratories and technical writing assignments.
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Karsiwan, Wawan, and Diding Nurdin. "Development Management of Teachers’ Competence based on School Need (A case study of development management of teachers’ competence in elementary school and junior high school)." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.14.

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English, Kenneth W., Kevin F. Hulme, and Kemper E. Lewis. "Engaging High School Women in Engineering Design Using Cyberinfrastructure." In ASME 2008 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/detc2008-49896.

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Without a doubt, the current generation of secondary school students is very familiar with information technology. Text messaging, e-mail, and social networking websites are a normal means of communication. There is also increasing recognition of the need for diversification the engineering workforce and increasing the number of graduating engineers in the United States. This has created an opportunity to leverage leading edge Cyberinfrastructure in an outreach program targeting secondary school students. This paper demonstrates the implementation of a targeted outreach program that engages high school students in engineering design over a two-week period using state-of-the-art digital design repositories and motion simulation equipment.
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Reports on the topic "High need school"

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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
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Edwards, Chester. Designing Innovative Alternatives to Traditional High Schools: What Leaders Need to Know. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1036.

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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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O’Brien, Tom, Deanna Matsumoto, Diana Sanchez, Caitlin Mace, Elizabeth Warren, Eleni Hala, and Tyler Reeb. Southern California Regional Workforce Development Needs Assessment for the Transportation and Supply Chain Industry Sectors. Mineta Transportation Institute, October 2020. http://dx.doi.org/10.31979/mti.2020.1921.

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COVID-19 brought the public’s attention to the critical value of transportation and supply chain workers as lifelines to access food and other supplies. This report examines essential job skills required of the middle-skill workforce (workers with more than a high school degree, but less than a four-year college degree). Many of these middle-skill transportation and supply chain jobs are what the Federal Reserve Bank defines as “opportunity occupations” -- jobs that pay above median wages and can be accessible to those without a four-year college degree. This report lays out the complex landscape of selected technological disruptions of the supply chain to understand the new workforce needs of these middle-skill workers, followed by competencies identified by industry. With workplace social distancing policies, logistics organizations now rely heavily on data management and analysis for their operations. All rungs of employees, including warehouse workers and truck drivers, require digital skills to use mobile devices, sensors, and dashboards, among other applications. Workforce training requires a focus on data, problem solving, connectivity, and collaboration. Industry partners identified key workforce competencies required in digital literacy, data management, front/back office jobs, and in operations and maintenance. Education and training providers identified strategies to effectively develop workforce development programs. This report concludes with an exploration of the role of Institutes of Higher Education in delivering effective workforce education and training programs that reimagine how to frame programs to be customizable, easily accessible, and relevant.
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The Need for Subject Descriptors in Learning Disabilities Research: Preschool Through High School Years. Rockville, MD: American Speech-Language-Hearing Association, 1991. http://dx.doi.org/10.1044/policy.ps1991-00099.

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National report 2009-2019 - Rural NEET in Germany. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.nrde.2020.12.

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This report outlines in detail the situation of rural Youths Neither in Employment, nor in Education or Training (NEET) aged between 15 and 34 years old, over the last decade (2009-2019) in Germany. To do this, the report utilised indicators of: youth population; youth employment and unemployment; education; and, NEETs distribution. The characte-risation of all indicators adopted the degree of urbanisation as a central criterion, enabling proportional comparisons between rural areas, towns and suburbs, cities and the whole country. These analyses are further divided into age subgroups and, where possible, into sex groups for greater detail. The statistical procedures adopted across the different selected dimensions involve: des-criptive longitudinal analysis; using graphical displays (e.g., overlay line charts); and, the calculation of proportional absolute and relative changes between 2009 and 2013, 2013 and 2019, and finally 2009 and 2019. These time ranges were chosen to capture the in-dicators evolution before and after the economic crisis which hit European countries. All data was extracted from Eurostat public datasets. The analyses show that the rural youth population aged 15 to 24 years significantly increa-sed between 2009 and 2012 and then decreased slightly until 2019. The youth employment rate in Germany is generally increasing, and is at all times significantly higher in rural areas than in cities, towns and suburbs. The reverse trend applies to youth unemployment, which generally decreased in the observed period and which is at all times lowest in rural areas. A look at educational attainment levels showed a slight decline in rural areas of low educated persons between 2009 and 2019, while the proportion of rural youth with medium and high education slightly increased. At the same time, the proportion of early school leavers in rural areas after an increase until 2011, fell sharply and reached the 2009 level again by 2019. Be-ing 9% in 2019, it remains, at least in rural areas, slightly below the 10% target defined by the Europe 2020 strategy. Finally, the proportion of NEETs in Germany is lower in rural areas in all age classes and as a whole decreased significantly from 2009 to 2019.
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