Relevant bibliographies by topics / Language arts. Education, Secondary. Educational technology

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

Academic literature on the topic 'Language arts. Education, Secondary. Educational technology'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Language arts. Education, Secondary. Educational technology"

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Elbert, Jamie, Dr Jillianne Code, and Dr Valerie Irvine. "iPads on Practicum: Perspective of a Student-Teacher." Arbutus Review 4, no. 1 (2013): 1–18. http://dx.doi.org/10.18357/tar41201312703.

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Educators are embracing technology as a key to transforming learning for the 21st century. As the 21st century learning movement emphasizes the development of skills that are seen as uniquely relevant to the modern world, in the educational community, many are looking to technology, such as tablets, as a tool to modernizing classrooms. This research presents a case study of a participatory action research project, where participants provide input into the research process, examining the experiences of a secondary education level student-teacher implementing iPads during practicum. For two week
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P Woodrich, Megan, and Yanan Fan. "Google Docs as a Tool for Collaborative Writing in the Middle School Classroom." Journal of Information Technology Education: Research 16 (2017): 391–410. http://dx.doi.org/10.28945/3870.

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Aim/Purpose: In this study, the authors examine how an online word processing tool can be used to encourage participation among students of different language back-grounds, including English Language Learners. To be exact, the paper discusses whether student participation in anonymous collaborative writing via Google Docs can lead to more successful products in a linguistically diverse eighth-grade English Language Arts classroom. Background: English Language Learners (ELLs) make up a considerable portion of elementary and secondary public school students, as language and ethnic diversity has
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Meilani, R. Sri Martini, and Yasmin Faradiba. "Development of Activity-Based Science Learning Models with Inquiry Approaches." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (2019): 86–99. http://dx.doi.org/10.21009/10.21009/jpud.131.07.

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This study aims to develop an activity-based science learning model with an inquiry learning approach for early childhood that can be used to increase the sense of curiosity and scientific thinking in children aged 5-6 years. This research was conducted with research and development / R & D research methods. Data was collected through interviews, observations, questionnaires, pre-test and post-test for children. Data analysis using paired t-test. The results showed that children were interested and enthusiastic in the learning process by using a science-based learning model with the inquir
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Coelho, Patrícia Margarida Farias, Marcos Rogério Martins Costa, and Rodrigo Otávio dos Santos. "EDUCATION, TECHNOLOGY AND CREATIVE INDUSTRY: A CASE STUDY OF WATTPAD." Cadernos de Pesquisa 49, no. 173 (2019): 156–81. http://dx.doi.org/10.1590/198053146172.

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Abstract This article investigates the use of Wattpad application, launched in 2006, in upper secondary Portuguese language classes as an educational tool for reading and writing texts. This study has two objectives: (i) to present the main usability characteristics of Wattpad and (ii) to propose possible implementation actions of the application as a didactic-pedagogical tool in upper secondary education. To this end, we present a case study in which we assessed the first and the latest written productions on Wattpad platform of 22 sutdents aged 15 to 17 years, attending the 1st year of upper
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Bazylev, V. N., and N. P. Dutko. "Digital Education: Cloud Technology at a Lesson of the Russian Language." Russian language at school 81, no. 3 (2020): 7–12. http://dx.doi.org/10.30515/0131-6141-2020-81-3-7-12.

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The aim of the article is to describe the principles of cloud technology and the scope of its use at a lesson of the Russian language in a polylingual class. Following the analysis of scientific and methodological literature on digital education, new technologies are suggested which have been introduced in a new type of handbook – a course navigator. The authors present a model to construct a course «Theatrical readings» for primary and secondary schoolchildren. The methodical constructor is oriented not only on reading as a kind of speech activity but also on material visualization and audio
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Good, Thomas L., and Ricky L. Slavings. "Male and Female Student Question-Asking Behavior in Elementary and Secondary Mathematics and Language Arts Classes." Journal of Research in Childhood Education 3, no. 1 (1988): 5–23. http://dx.doi.org/10.1080/02568548809594783.

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Salloum, Serena J., Emily M. Hodge, and Susanna L. Benko. "State educational agencies in an uncertain environment: Understanding state provided networks of English Language Arts curricular resources." education policy analysis archives 28 (August 17, 2020): 125. http://dx.doi.org/10.14507/epaa.28.4494.

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Rapid adoption of the Common Core State Standards (CCSS), the Race to the Top (RTTT) competition, and backlash around these policies created widespread uncertainty among state educational agencies (SEAs). SEAs may have not had a clear direction about how to support standards implementation in a new context, and therefore, may have looked to their professional networks, their geographic neighbors or other highly regarded SEAs, or other sources for information and resources to guide their decisions about where to send teachers for information about standards. Drawing on institutional theory (Mey
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Kosel, Christian, Ilka Wolter, and Tina Seidel. "Profiling secondary school students in mathematics and German language arts using learning-relevant cognitive and motivational-affective characteristics." Learning and Instruction 73 (June 2021): 101434. http://dx.doi.org/10.1016/j.learninstruc.2020.101434.

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Dyka, Natalia, and Oleksandra Glazova. "USE OF VISUALIZATION TECHNOLOGIES IN DISTANCE LEARNING OF THE UKRAINIAN LANGUAGE IN INSTITUTIONS OF GENERAL SECONDARY EDUCATION." Continuing Professional Education: Theory and Practice, no. 4 (2020): 75–82. http://dx.doi.org/10.28925/1609-8595.2020.4.9.

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The article highlights the features of the use of visualization technologies during distance learning of the Ukrainian language in general secondary education. Scientific works on the coverage of the outlined problem in them are analyzed. It is proved that an effective learning tool, a productive methodological tool for intellectual development of students is the visualization of educational material. The peculiarities of the preparation of educational information are determined, which in a visually accessible for perception and understanding form can provide students with basic or necessary i
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Almurzayeva, Bibigul, Orynkul Shunkeeva, and Altanai Zhaltapova. "Contemporary forms of education assessment in organizations of Kazakhstan." Przegląd Wschodnioeuropejski 8, no. 2 (2018): 193–205. http://dx.doi.org/10.31648/pw.3580.

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The article considers the development dynamics of the assessment system in Kazakhstan’s educational institutions. The analysis of educational results in school-university system is presented: Aktobe Regional State University named after K. Zhubanov and specialized Aktobe secondary school No 25. The most acceptable assessment form in higher education system is credit one, interpreted by Kazakhstan scientists taking into account the national education policy based on the scientific principles of synergy. The score-rating assessment technology was designed for the secondary school within the fram
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Dissertations / Theses on the topic "Language arts. Education, Secondary. Educational technology"

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Lewis, Elizabeth. "Secondary English teachers' perspectives on the incorporation of new literacies in their pedagogy." Related electronic resource:, 2008. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Keller, Jessica. "Will's Words: Using Language-Learning Technology to Teach Shakespeare in the Classroom." Kent State University Honors College / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1556983934107981.

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Joyce, Rachael Lauren. "SMARTPEN TECHNOLOGY AND NOTE-TAKING STRATEGY ON ACHIEVEMENT FOR STUDENTS WITH DISABILITIES IN SECONDARY ENGLISH CLASSES." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/412212.

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Special Education<br>Ph.D.<br>This study was designed to evaluate the effects of a note-taking intervention using the Livescribe 4GB Echo SmartpenTM assistive technology on students’ notes and lecture comprehension, with an emphasis on content, vocabulary skills, and total words written. Students both with and without disabilities, including Specific Learning Disability, in 9th grade English Language Arts classes participated in this study. Students with disabilities may struggle with slower processing speed and poor working memory skills, which reduces the quality of their notes. Students in
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Coyle, Victoria C. "The predictive value of reading frequencies in digital and print formats on eighth grade English language arts outcomes." Thesis, State University of New York at Albany, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3620209.

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<p> The increased availability of technology in Western culture has resulted in an increased use of technology among adolescents in both academic and personal settings. In the U.S., adolescents use technology to communicate, access information, create and distribute products on a daily basis. More importantly, this increase in technology has resulted in many more reasons and opportunities to read. It is unclear, however if increased reading in these new digital modes are related to increased scores on traditional academic assessments. This study used an archival data set to investigate rel
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Abbas, Bridget. "Urban English Language Arts Teachers’ Stories of Technology Use: A Narrative Inquiry." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6163.

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Technology use in high-minority, low-income middle school ELA classrooms is defined by traditional instructional practices (Applebee & Langer, 2013; Attewell, 2001; Boser, 2013; Cuban, 2001; Lankshear & Knobel, 2008), barriers to access (O’Dwyer et al., 2005; Purcell et al., 2013; Warschauer & Matuchniak, 2010), and inequalities in use (Banister & Reinhart, 2011; Beers, 2004; Gorski, 2009; Makinen, 2006; Powell, 2007; Reinhart et al., 2011; Dijk, 2003, 2006; Warschauer et al., 2004). This characterization, or grand narrative, of technology use is echoed and challenged by this narrative inquiry
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Macy, Michelle. "Technology Use as Transformative Pedagogy: Using Video Editing Technology to Learn About Teaching." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3227.

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Within the paradigm of Sociocultural Theory, and using Activity Theory as a data-gathering and management tool, this microgenetic case study examined the processes - the growth, change, and development - engaged in by student-teachers in a foreign language education program as they worked together to complete an activity. The activity involved digital video recording and editing, mediators which were intended to facilitate the iterative review of and subsequent reflection and action upon the content of the video during its creation. By investigating the process of contextual interaction betwee
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Bado, Niamboue. "Video Games and English as a Foreign Language Education in Burkina Faso." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395498334.

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Hsiang, Yung-Lai Michelle. "Technology-Assisted-Reflection: A Study of Pre-service Teacher Education in Middle School Language Arts and Social Studies and Secondary English Education and Social Studies." NCSU, 1999. http://www.lib.ncsu.edu/theses/available/etd-19991001-144519.

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<p>The purpose of this quasi-experimental research was to examine a new approach to information delivery and communication within Teacher Education courses. Advanced technologies in the Internet, Listserv, E-mail, NetForum and electronic forms were integrated, and the learning was guided by the clinical analysis/reflection and structured self-evaluation in a differentiated environment to promote individual development in both cognition and ethics.A cluster sample of sixty-eight pre-service teachers enrolled in the Introduction to Teaching Humanities and Social Sciences course in the Spring of
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Ducher, Jeannie. "Experiences of Foreign Language Teachers and Students Using a Technology-Mediated Oral Assessment." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3542.

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The development of the speaking skill at the lower levels of proficiency is seldom assessed as a matter-of-fact in the foreign language classroom, for reasons of impracticality and difficulty of implementation. Although the practice of the speaking skill is an important part of current approaches to the teaching of foreign languages, issues of time and logistics often prohibit the direct evaluation of the skill in a manner consistent with best practices, which purport that practice and assessment must be closely aligned, and that students benefit from self-evaluation and teacher feedback. Clas
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Crossan, Sue. "The perceptions and experiences of immigrant teachers with regard to the literacy requirements of the New Zealand secondary school curriculum a thesis submitted to the Auckland University of Technology University in partial fulfillment [sic] of the requirements for the degree of Master of Arts (MA) in Applied Language Studies, 2009 /." Click here to access this resource online, 2008. http://hdl.handle.net/10292/661.

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Thesis (MA--Applied Language Studies) -- AUT University, 2009.<br>Includes bibliographical references. Also held in print (viii, 104 leaves ; 30 cm.) in the Archive at the City Campus (T 373.110086910993 CRO)
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Books on the topic "Language arts. Education, Secondary. Educational technology"

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International Society for Technology in Education., ed. English language arts units for grades 9-12. International Society for Technology in Education, 2008.

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Meeting the standards in using ICT for secondary teaching: A guide to the ITT NC. RoutledgeFalmer, 2004.

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V, Ebenezer Jazlin, ed. English language arts and reading on the Internet: A resource for K-12 teachers. Prentice Hall, 2001.

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V, Ebenezer Jazlin, ed. English language arts and reading on the Internet: A resource for K-12 teachers. 2nd ed. Pearson/Merrill/Prentice Hall, 2005.

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Wolsey, Thomas DeVere. Transforming writing instruction in the digital age: Techniques for grades 5-12. The Guilford Press, 2012.

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Education, Ontario Ministry of. Le curriculum de l'Ontario, 9e et 10e année: Éducation artistique, 1999. The Ministry, 1999.

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Education, Ontario Ministry of. Le curriculum de l'Ontario, 9e et 10e année: Éducation technologique, 1999. The Ministry, 1999.

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Education, Ontario Ministry of. Le curriculum de l'Ontario, 9e et 10e année: Sciences humaines et sociales, 1999. The Ministry, 1999.

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Education, Ontario Ministry of. Le curriculum de l'Ontario, 9e et 10e année: Affaires et commerce, 1999. The Ministry, 1999.

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Education, Ontario Ministry of. Le curriculum de l'Ontario, 9e et 10e année: Sciences, 1999. The Ministry, 1999.

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Book chapters on the topic "Language arts. Education, Secondary. Educational technology"

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Kurz, Terri L., Barbara Bartholomew, Amanda Sibley, and Scott Fraser. "Contextualizing Algebraic Word Problems through Story Using Technology." In Cases on Technology Integration in Mathematics Education. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6497-5.ch020.

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Using stories in mathematics helps students situate mathematics within a context. This chapter presents an activity for the integration of stories and word problems into an algebra course designed for pre-service teachers. The pre-service teachers designed and created stories using technology (digital cameras and PowerPoint) to support algebraic explorations at the elementary and secondary levels based on the Common Core Standards. A balance of technology, language arts, and mathematics content is possible with these stories. The activity can be extended beyond the university classroom by guiding secondary students in creating their own algebraic stories in the classroom.
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Rodesiler, Luke, and Barbara G. Pace. "Preparing Pre-Service Secondary English Language Arts Teachers to Support Literacy Learning with Interactive Online Technologies." In Teacher Education Programs and Online Learning Tools. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1906-7.ch017.

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In this chapter, the authors present the framework and methods they employ to integrate online learning opportunities into an English teacher education program at a large, public university in the southeastern United States. The authors focus on their efforts to extend pre-service secondary English language arts teachers’ understandings of what constitutes literacy and what counts as text in the secondary English language arts classroom in a blended technology- and media literacy-focused methods course, a required component of a three-semester English Education Master’s degree program. Specifically, the authors document the ways they nudge pre-service teachers to consider the kinds of literacy events they might design and the types of literacy practices they might promote to support literacy learning with interactive online technologies and popular media in English language arts classrooms.
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Woodall, Maya Kristine. "Beyond Apps and Activities." In Advances in Educational Technologies and Instructional Design. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5805-8.ch002.

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This chapter examines the importance of intentionally planning with an instructional framework to leverage the use of technology. The author provides an integration framework to support middle and secondary language arts teachers. The author shares how she has refined the process of using mobile phones in her classroom. Initially, her focus was on trying new mobile applications in her language arts classroom by adding technology to existing lessons or adapting lessons to use with the mobile application. Next, she became more strategic, examining student thinking and actions throughout a daily workshop lesson and developing and applying a resource guide for mobile applications specifically geared for each lesson segment of class: opening, work period, and closing. No longer focused on application fit or application first, the author shares the transformative power of deliberately planning for the use of technology: a practice that has improved her clarity and amplified student learning.
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Xu, Lihua, Read Diket, and Thomas Brewer. "Bringing the Arts as Data to Visualize How Knowledge Works." In Big Data. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9840-6.ch075.

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Professional audiences, scholars, and researchers bring varied experiences and expertise to the acquisition of new understandings and to problem solving in visual art and literary contexts. The same breadth of experience and learning capability was found for students at eighth grade, sampled from the national population of students in the United States who were queried in the National Assessment of Educational Progress (NAEP) about formal knowledge, technical skills, and abstract reasoning in visual art and in language arts. This chapter explores statistical data relating to the presence of art specialists in the sampled eighth grade classrooms. In particular, schools with specialists in place varied in density across the country as is demonstrated through geographic mapping. Secondary analysis of NAEP restricted data showed that students in schools with art specialists performed significantly better than students in schools with other types of teachers, or no teacher. The authors surmise that art specialists conveyed something fundamental to NAEP 2008 Response scores. An aspirational model of assessment assumes broad audience clarity through knowledge visualization technology, via thematic mapping. The authors explore through analog Deleuze and Guattari's double articulation of signs in natural and programming languages and demonstrate through knowledge representation the means by which complex primary and secondary statistical data can be understood in a discipline and articulated across disciplines. This chapter considers NAEP data that might substantiate a general model of aspirational learning and associates patterns in perception discussed by researchers and philosophers.
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Xu, Lihua, Read Diket, and Thomas Brewer. "Bringing the Arts as Data to Visualize How Knowledge Works." In Handbook of Research on Maximizing Cognitive Learning through Knowledge Visualization. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8142-2.ch019.

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Professional audiences, scholars, and researchers bring varied experiences and expertise to the acquisition of new understandings and to problem solving in visual art and literary contexts. The same breadth of experience and learning capability was found for students at eighth grade, sampled from the national population of students in the United States who were queried in the National Assessment of Educational Progress (NAEP) about formal knowledge, technical skills, and abstract reasoning in visual art and in language arts. This chapter explores statistical data relating to the presence of art specialists in the sampled eighth grade classrooms. In particular, schools with specialists in place varied in density across the country as is demonstrated through geographic mapping. Secondary analysis of NAEP restricted data showed that students in schools with art specialists performed significantly better than students in schools with other types of teachers, or no teacher. The authors surmise that art specialists conveyed something fundamental to NAEP 2008 Response scores. An aspirational model of assessment assumes broad audience clarity through knowledge visualization technology, via thematic mapping. The authors explore through analog Deleuze and Guattari's double articulation of signs in natural and programming languages and demonstrate through knowledge representation the means by which complex primary and secondary statistical data can be understood in a discipline and articulated across disciplines. This chapter considers NAEP data that might substantiate a general model of aspirational learning and associates patterns in perception discussed by researchers and philosophers.
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Bandlien, Bjørn-Terje. "Composing on iPad as Middle Ground Education." In Music Technology in Education. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.108.ch9.

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In this article, I apply Biesta’s philosophical term “middle ground” as a theoretical basis for investigating music teaching where the students’ creative productions are part of their learning activities. The middle ground term illuminates how arts education depends on both incorporating the student’s desires and, at the same time, leading the student into encounters of responsibility with the material and socially-constructed world. I analyze how an educational design where secondary school students composed music with GarageBand on iPads can be characterized as middle ground education. The analysis is based on material from a microethnographic study in secondary school music lessons. From this, I discuss how middle ground education can be designed and propose the importance of students being given promotional challenges.
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Harkness, Nalungo Nsombi. "Technology in Education." In Diverse Learning Opportunities Through Technology-Based Curriculum Design. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5519-3.ch001.

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Education has been the cornerstone of growth and development in our society. Traditionally, parents sent their student off to a brick-and-mortal building where teachers infused knowledge into them. Mathematics, language arts, and science are some of the core curriculum in which teachers taught. However, education is continuously evolving. As we continue to develop as a society, so do our innovations in technology. Many school's chalkboards are replaced with the newest technology called Smart Boards. Pen and paper is replaced with writing software such as Microsoft Word documents. Instead of physically submitting assignments or homework to the teacher, students now submit their assignments and test through educational software programs such as Blackboard. Technology is redefining the way in which our students are educated and knowledge is obtained. This chapter will capture the different periods in history where schools utilized the technology of the day to educate students.
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Ajayi, Hannah O., Johnson O. Okewole, and Joshua O. Salami. "Early Childhood Teachers' Usage of Mobile Phones in English Language Arts Classrooms in Nigeria." In Advances in Educational Technologies and Instructional Design. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5805-8.ch006.

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The study explored the use of mobile phones by the early childhood teachers of English language arts (ELA) in Nigeria. Descriptive survey design was used using an online survey to assess early childhood teachers' use of the mobile phone in their classrooms. Ninety-eight teachers who responded to the instrument online formed the sample for the study. The instrument entitled Mobile Phones in ELA Classrooms' Questionnaire (MP-ELA-CQ) was used to collect data for the study. Data were analyzed using percentage and Pearson Moment Correlation Coefficients. Results indicated that teachers—both preservice and in-service—need regular training in technology and education to help them effectively utilize mobile phones in their classrooms.
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Mitchell, Donna Mathewson. "Expanding Opportunities in Teacher Education." In Teacher Education. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch045.

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Initial teacher education has a critical role in preparing future teachers. In an era of increasing distance education, an additional challenge is to effectively prepare pre-service teachers who connect with higher education in an online environment. The diversity of the higher education student cohort studying by distance is significant and can easily be rendered invisible through the ‘facelessness' of digital technology. In addressing this challenge, this chapter outlines an innovative program undertaken in two secondary visual arts curriculum subjects delivered in distance mode in a graduate-entry teaching course. The innovation models a practice-based partnership involving higher education and community and culminates in a professional student exhibition. Outcomes include: positive student experience; high levels of achievement; increased civic consciousness and involvement; meaningful integration of cross-curriculum perspectives; and sustained focus on teaching practice. The program provides an example of an integrated use of technology to enhance university teaching and learning with the aim of informing future K-12 educational possibilities.
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Allen, Christopher, and David Richardson. "The role of educational technologists in the provision of language courses in higher education: a case study." In CALL and complexity – short papers from EUROCALL 2019. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.978.

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In recent years, schools, municipalities, and universities have made increasing use of educational technologists (edtechs) to support teaching staff in the delivery of technology-based courses in face-to-face, blended, or purely online formats. This paper is a case study focusing on the types of training and support provision provided by three edtechs within the arts and humanities faculty of a large provincial university in southern Sweden. The edtechs also identify a number of obstacles in the way of developing Information and Communication Technology (ICT) and computer assisted language learning expertise among teaching staff.
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Conference papers on the topic "Language arts. Education, Secondary. Educational technology"

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Ortiz-Colón, Ana María, Rafael Castellano-Almagro, Javier Rodríguez-Moreno, and Miriam Agreda Montoro. "INITIAL AND IN-SERVICE TRAINING FOR SECONDARY SCHOOL TEACHERS TO IMPLEMENT PROJECT-BASED LEARNING (PBL)." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end040.

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The continuous evolution of technology, the gradual abandonment of the industrial society and the increasingly standardised inclusion of emerging methodologies in the teaching and learning processes have a significant impact on the quality and way of life of the people involved in them, making it necessary to integrate them in detail into the education system itself through initial and ongoing teacher training. This paper reflects on the initial university training that new Secondary Education teachers receive on new methodologies, specifically Project Based Learning (PBL), as well as the ongo
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Cost, Diana, Jessica Chin, Ibrahim Zeid, Claire Duggan, and Sagar Kamarthi. "Effective Use of Engineering in Teaching Secondary STEAM Courses: A Robotics Course Example." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-62569.

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Global Learning Charter Public School (GLCPS) is an urban secondary school located in the city of New Bedford, Massachusetts. GLCPS educates students in grades 5–12. It is a Title I school with over 74% of the student population on free and reduced lunch. Historically, only 60% of students graduating from New Bedford move on to postsecondary education. It is the goal of our school to change this and increase the number of students entering post secondary education and more specifically to increase their interest in STEAM (science, technology, engineering, arts, and math) fields. GLCPS provides
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