Relevant bibliographies by topics / Mainstream high school

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

Academic literature on the topic 'Mainstream high school'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Mainstream high school"

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Selesho, Jacob M. "Inclusion of High School Learners in the Mainstream: Ecological Niche." Anthropologist 14, no. 6 (November 2012): 539–43. http://dx.doi.org/10.1080/09720073.2012.11891279.

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Iacono, Teresa, Carol McKinstry, Elena Wilson, Kerryn Bagley, and Amanda Kenny. "Designing and Rating Options for Special School Expertise to Support Mainstream Educational Inclusion." Australasian Journal of Special and Inclusive Education 44, no. 1 (December 16, 2019): 15–27. http://dx.doi.org/10.1017/jsi.2019.16.

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AbstractThe Victorian Government, Australia, committed to deliver recommendations from a review of the Program for Students with Disabilities. We report on the implementation of Recommendation 7: to explore options for how special schools could become ‘centres of expertise’ to support inclusion in mainstream schools. Informed by evidence reviews of inclusive education practices and interviews of special and mainstream staff and parents, stakeholders were engaged in a forum to develop a range of options. A larger sample of stakeholders then completed a survey to evaluate them. Forum attendees were parents, education staff, and allied health professionals from special and mainstream schools. They worked in small groups to develop options, which were later grouped into 5 categories. These options were entered into an online survey for distribution to a wider group of stakeholders. Survey respondents were 142 stakeholders from special (71%) and mainstream primary and secondary schools (parents, education staff, and allied health professionals). They rated each option, such that 8 with high ratings for feasibility and acceptability were recommended to support inclusive mainstream education through utilisation of special school expertise. The final list of options focused on collaboration, development, and coordination of networks of special and mainstream schools, and building capacity and leadership to support mainstream schools to meet diverse student need.
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Cousins, Heather. "Upholding Mainstream Culture: The tradition of the American high school play." Research in Drama Education: The Journal of Applied Theatre and Performance 5, no. 1 (February 2000): 85–94. http://dx.doi.org/10.1080/135697800114212.

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Singh, Prakash. "Accounting Enrichment Program For Gifted High School Pupils: Self-Regulated Learning Strategies To Develop Our Future Business Leaders." International Business & Economics Research Journal (IBER) 12, no. 1 (December 22, 2012): 103. http://dx.doi.org/10.19030/iber.v12i1.7515.

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Recent research indicates that many teachers are not appropriately qualified to teach gifted pupils in the mainstream of high school education. Moreover, with the current global economic challenges, the cost of training teachers specifically to cater for gifted pupils in high schools can be astronomical. Researchers working with gifted populations concede that limited studies have been conducted thus far to examine gifted students expertise in using self regulated learning (SRL) strategies to assume ownership of their learning. An experiment was therefore conducted in South Africa with grade eleven pupils who were considered to be specifically gifted in Accounting. The main purpose of this experiment was to investigate whether gifted high school pupils had the ability to master subject matter of an advanced level on their own by using SRL strategies, to address the cost issues of providing teachers for them. In order to conduct this experiment, an enrichment program referred to as the Accounting Enrichment Program (AEP) in this study, was therefore developed. Findings of the empirical study strongly suggest that given the opportunity, gifted high school pupils in the mainstream of education can study an advanced level curriculum in Accounting by using SRL strategies. This significant finding connotes that SRL as an instructional strategy can address teacher deficits and consequently reduce the costs of providing specifically trained teachers for gifted pupils in the mainstream of high school education. This implies that SRL can be an important inclusion in the schools curriculum reform measures to develop our future business leaders.
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Kabasakal, Esma, Hilal Özcebe, and Umut Arslan. "Are the health needs of children with disabilities being met at primary schools?" Journal of Intellectual Disabilities 24, no. 4 (January 8, 2019): 448–58. http://dx.doi.org/10.1177/1744629518818657.

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The aim of this study was to provide current information about the health profile and needs of mainstreamed primary school children with disabilities and special educational needs during their school hours. The Study population is composed of students with special educational needs and disabilities attending mainstream primary schools located in three selected Turkish districts with low, moderate, and high socioeconomic status and literacy rates separately. Parents of 404 students from 72 primary schools constituted the research sample. The study showed that 13.4% of the students with disabilities had chronic illnesses and 8.9% had health problems requiring access to emergency medical care when the condition recurs (such as epileptic seizures, fainting, or falling). Of the students with disabilities, 39.9% usually or sometimes needed medical care during school hours in the previous week. Health needs of nearly half of the students with disabilities were met at school. Special health needs and risks of children with disabilities also continue at school along with other possible health concerns.
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Hirsch, Christian R., Glenda Lappan, and Harold L. Schoen. "Implementing the Standards: Transition to High School Mathematics." Mathematics Teacher 82, no. 8 (November 1989): 614–18. http://dx.doi.org/10.5951/mt.82.8.0614.

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The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) proposes a common core of mainstream mathematical topics that all high school students should have the opportunity to learn. The need for such a reconceptualization of the curriculum is dramatically documented in the NRC report Everybody Counts (MSEB and National Research Council 1989). But the success of the proposal hinges to a large degree on the nature of mathematical experiences in the transition years, grades 7-8.
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Begeer, Sander, Elian Fink, Sandra van der Meijden, Frits Goossens, and Tjeert Olthof. "Bullying-related behaviour in a mainstream high school versus a high school for autism: Self-report and peer-report." Autism 20, no. 5 (August 3, 2015): 562–71. http://dx.doi.org/10.1177/1362361315597525.

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Dodds, Agnes E., Jeanette A. Lawrence, Kellie Karantzas, Abi Brooker, Ying Han Lin, Vivienne Champness, and Nadia Albert. "Children of Somali refugees in Australian schools: Self-descriptions of school-related skills and needs." International Journal of Behavioral Development 34, no. 6 (July 6, 2010): 521–28. http://dx.doi.org/10.1177/0165025410365801.

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We examined self-descriptions of children of Somali refugee families in Australian primary schools, focusing on how children’s school-related skills and needs relate to the interpretive frames of mainstream and ethnic cultures. Three groups of Grade 5 and 6 children (Somali, Disadvantaged, Advantaged) made choices among school-related skills, and rated feelings and needs for the transition to high school. Findings indicate a general goodness of fit between emphases of the mainstream culture and Somali children’s choices (sport, maths), while reflecting some values of their ethnic interpretive frames (rejecting art, music). Gender stereotypic differences did not interact with culture. Children’s computer-based choices provide a basis for bringing together studies of development and acculturation, and for differentiating between refugee status and socio-economic disadvantage.
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Giaschi, Peter. "Time, Timing, Timetabling: Critical Elements of Successful Graduation of High School ESL Learners." TESL Canada Journal 18, no. 1 (October 31, 2000): 17. http://dx.doi.org/10.18806/tesl.v18i1.897.

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As we begin the new millennium, it is clear that the classrooms of today are unlike those of the past. The most visible change has been the diversity now present in our high schools, reflected in the large numbers of students who are learning English as a second language. These students are in the process of developing English language proficiency at the same time as they are pursuing high school graduation requirements. School administrators can apply what is known about the process of developing English language proficiency when making decisions about deployment of staff and building their school timetable. When time, timing, and timetabling converge in a school plan that permits the development of English language proficiency while ESL students are in the mainstream, the success of ESL students can be greatly enhanced.
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Roessingh, Hetty. "Adjunct Support for High School ESL Learners in Mainstream English Classes: Ensuring Success." TESL Canada Journal 17, no. 1 (October 26, 1999): 72. http://dx.doi.org/10.18806/tesl.v17i1.881.

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The demographic profile of Alberta is changing rapidly. As the new millennium approaches, new patterns of immigration to Canada, and hence Alberta, are emerging and are forcing educators to rethink the goals of ESL instruction. The current wave of immigrants has expectations for academic success. Educational attention must be focused on programmatic responses that will ensure that ESL learners develop the level of English language proficiency necessary for academic success in high school and post-secondary study. Adjunct ESL instruction that complements the demands of high school English literature courses can result in the development of English language proficiency, and in turn academic success for ESL learners.
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Dissertations / Theses on the topic "Mainstream high school"

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Grandison, Karen Joy. "School refusal : from short stay school to mainstream." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1517/.

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School attendance is a high profile issue at both national and local levels, and links have been made between poor attendance and low attainment, poor employment outcomes and antisocial behaviour (Reid 1999, 2002). This small scale research study focuses on a group of young people referred to as school refusers, who experience difficulties attending school associated with anxiety and emotion. This small scale, case study based research revolves around five young people who have been reintegrated into mainstream school following a period at a Short Stay School (PRU) for key stage 3 and 4 pupils with mental health and medical needs. In addition to the young people, participants include their mothers, the learning mentor from the Short Stay School and a mentor from the receiving mainstream school. Findings underline the heterogeneous nature of cases and an experience of school refusal associated with intense emotions for the young people and their parents. Change associated with school and home factors are implicated in school refusal as are factors including social anxiety, bullying, the child/parent dynamic and characteristics of the young person. School refusal is a long term matter requiring ongoing support even after reintegration.
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Douglass, Michael. "What are the practices and attitudes regarding high exclusions in a secondary mainstream school?" Thesis, University of Sheffield, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505450.

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This study attempts to understand the practices and attitudes regarding the high numbers of students who are excluded on fixed term and permanent bases from an 11-18 secondary school in Derbyshire. The research process will use a case study approach that aims to understand the underlying reasons for the high exclusion rates and consider how the school culture needs to change in order to reduce these exclusions. The case study approach will look at the practices and attitudes towards exclusions through the voices of a range of school stakeholders using semistructured interviews, questionnaires, data studies, group discussion around behaviour and observations of students labelled as having Social. Emotional and Behavioural Difficulties - SEBD.
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O'Brien, Jason L. "High school social studies teachers' attitudes towards the inclusion of ELL students in mainstream classes." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002082.

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Lenssen, Emily Bucknor. "High school English teachers and ELLs in the mainstream : perceptions, accomodations and supports for their work in an era of standards-based reform /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7561.

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Phillips, Janet Moira. "The lived experiences and support needs of a mainstream high school learner with a speech-flow difficulty." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86205.

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Thesis (MEd)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: The aim of this study was to better understand the lived experiences of a learner in a mainstream high school, who is experiencing a speech-flow difficulty, in order to gain insight into how best to support such a learner within an inclusive classroom. The theoretical framework on which this study was based is the bio-ecological model, inclusive education, positive psychology, resilience as well as developmental psychology, specifically the developmental phase of adolescence. The purpose of this was to view the learner holistically, taking into account all of the positive support structures in her life, especially, her levels of resilience, whilst taking cognisance of the fact that she is in the adolescent developmental phase, within a mainstream high school. Inclusive classrooms should ideally be structured in such a way that they accommodate a learner’s specific individual learning needs. The methodology employed in this study was based on a basic qualitative research approach, and viewed through an interpretive paradigmatic lens. Purposive sampling was used to select a learner who was experiencing a speech-flow difficulty. Various methods of data collection were employed, such as: a semi-structured interview with the learner and her mother, diary entries from the learner, a timeline of the learner’s life drawn by the learner herself, the researcher’s observations (both in the classroom and during a break time), as well as the researcher’s own reflective notes. Documents were also made available to the researcher, and these were the learner’s school reports, the learner’s speech therapy workbook, as well as a report on the learner from her speech therapist. This data was analysed through a qualitative coding process. The research findings indicated that the learner had various experiences, both positive and negative, within all spheres of her life. The majority of her experiences were positive, as the learner had strong support structures in her life, in the form of her mother, her friends, her sound academic capabilities, as well as her level of resilience. The learner is also currently receiving positive intervention in the form of speech therapy, where she is learning various strategies in order to assist her with her speech-flow difficulty. However, there are few factors that make the learner feel uncomfortable, especially in the classroom. The researcher has thus recommended ways in which educators can better support learners who are experiencing speech-flow difficulties within their classroom.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om die geleefde ervaringe van ʼn leerder in ʼn hoofstroomskool, en wat ʼn spraakvloeiversteuring ervaar, te probeer verstaan. Die doel hiermee was om insig te verkry in hoe so ʼn leerder ondersteun kan word binne ʼn inklusiewe klaskamer. Die teoretiese raamwerk waarop hierdie studie berus is die bio-ekologiese model, inklusiewe onderwys, positiewe sielkunde, veerkragtigheid, sowel as ontwikkelingsielkunde, spesifiek die adolessente ontwikkelingsfase. Die mikpunt was om die leerder holisties te beskou, deur al die positiewe ondersteuningstrukture in haar lewe in ag te neem veral haar vlakke van veerkragtigheid, terwyl die feit dat sy haar in die adolessente ontwikkelingsfase bevind, en in ʼn hoofstroomskool is, verder lig op haar ervaringe kan werp. Inklusiewe klaskamers behoort dus in so ʼn mate gestruktureer te wees dat individuele behoeftes van leerders in ag geneem word. Die navorsingsmetodologie in hierdie studie het berus op ʼn basiese kwalitatiewe benadering, en beskou deur ʼn interpretatiewe paradigmatiese lens. ʼn Doelgerigte steekproef is gebruik om ʼn leerder te identifiseer wat ʼn spraakvloeiversteuring ervaar. Verskeie metodes van data-insameling is gebruik, byvoorbeeld semi-gestruktureerde onderhoude met die leerder en haar moeder, dagboekinskrywings van die leerder, ʼn tydlynoefening wat die leerder van haarself geteken het, die navorser se waarnemings (binne die klaskamer sowel as op die speelgrond), asook die navorser se reflektiewe notas gedurende die proses afgeneem. Dokumente is beskikbaar gestel aan die navorser, naamlik die leerder se skoolrapporte, haar werkboek wat sy gedurende spraakterapie sessies gebruik, sowel as ʼn verslag deur die spraakterapeut wat die deelnemer tans konsulteer. Die data is geanaliseer met behulp van ʼn kwalitatiewe koderingsproses. Die navorsingsbevindinge dui ʼn verskeidenheid van ervarings (positief sowel as negatief) aan wat die leerder binne al die areas van haar lewe ondervind. Die meerderheid van haar ervaringe is positief, aangesien sy sterk ondersteuningsstrukture in haar lewe het, veral haar moeder, haar vriende, haar sterk akademiese vermoeëns sowel as haar veerkragtigheid. Die leerder ontvang ook tans ʼn baie positiewe intervensie van ʼn spraakterapeut, waar sy ʼn verskeidenheid strategieë aanleer, wat haar help om die spraakvloeiversteuring mee te hanteer. Daar is egter ʼn paar faktore wat haar ongemaklik maak, veral in die klaskamer. Die navorser kan dus ‘n verskeidenheid van riglyne aanbeveel waardeur leerders met spraakvloeiversteurings ondersteun kan word binne die klaskamer.
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Edmondson, Suzanne Marie. "An interpretive phenomenological analysis of the lived experiences of young people with a moderate hearing loss attending mainstream secondary school." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7829/.

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Research indicates that children with hearing loss face a number of difficulties academically, socially and emotionally. Although there has been much research with the severe to profound deaf population there has been little research into the life experiences of children with moderate hearing loss who attend mainstream secondary schools. This research sought to address this by examining the experiences of five Year nine children with moderate hearing loss. Data was gathered through semi-structured interviews in the young person’s school setting and was analysed using Interpretative Phenomenological Analysis. Although each participant had unique experiences there seemed to be a number of common themes arising including; coping and support, social acceptance, self-concept and confidence, auditory factors and teachers and learning. This study indicates that young people with moderate hearing loss continue to face social, emotional and academic challenges. With educational psychologists regularly visiting schools there appears to be a role for them in increasing deaf awareness and checking that young people with a hearing loss are receiving the necessary support.
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Puttock, Robin Leigh Ziegenbalg. "Empathetic Design: How Elementary School Environments Designed to Reduce Stress can Foster Inclusion of High Functioning Autistic Children." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/83865.

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All people experience stress in their environments. The specific causes of stress vary from person to person as does one's ability to cope with each stressor. This thesis introduces the concept of Empathetic Design, a design strategy possible only when empathy for the inhabitant is achieved by the designer. An Empathetic Designer is able to identify environmental stressors and can employ appropriate design strategies that reduce stress. Though this strategy is meant to be applicable for all people in all environments, the scope of this thesis focuses on the design of elementary school environments. Specifically, the scope is limited to how Empathetic Design can reduce stress and foster the inclusion of high functioning autistic children in a mainstream educational environment. This thesis combines current learning theory and autism research with a visual exploration of building types from six periods of American school design. The hope is to create Empathetic Designers who will inform design of future elementary school facilities.
Master of Architecture
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Roome, Timothy. "Exam stress experienced by GCSE students in a mainstream secondary school : perceptions of the effects on wellbeing and performance." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8595/.

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In the UK education system, an ‘audit culture’ has led to pressures being placed on students to achieve high grades in their GCSEs (Torrance, 2004). It has been suggested that schools are required to achieve good academic results and look after their students’ wellbeing, causing a conflict in relation to public examinations, such as GCSEs (Putwain, 2009). School staff support both performance and wellbeing by preparing students for exams. However, research suggests that there is a danger that many underperform, or are negatively affected (emotionally) by exam stress, or both (Putwain, 2007). The aims of this research were to explore the views of students who had recently taken GCSE exams. The research aimed to gain an understanding of how Year 12 students felt their GCSE experiences affected their wellbeing and performance, what factors contributed to or alleviated their levels of exam stress, and whether theories such as Achievement Goal Theory (Elliot and McGregor, 2001) could be used to explain the individual differences in levels of exam stress. The research questions were explored using semi-structured interviews and Interpretative Phenomenological Analysis. Findings and conclusions provided ways to improve the support for students during their GCSEs, improving academic performance and wellbeing.
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Harrison, Robert S. (Robert Seidel). "A Comparison of the Relative Effectiveness of Mainstream Versus Pullout Treatment Programs in Addressing the Needs of At-Risk Students." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc279002/.

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The purpose of the study was to compare the relative benefits of treating at-risk students, those considered to be potential dropouts, by separating them into special classes at a separate facility—a pullout program—versus having them remain in regular classes with periodic supplemental counseling based upon individual needs—a mainstream program. To carry out the purpose of the study, students enrolled in the two types of treatment programs were compared in respect to retention in school, attendance, academic achievement based upon pretest and posttest scores, report card grades, and attitude toward school.
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Hutchins, Roger Clive. "High achieving pupils' experiences of assessment for learning in a mainstream junior school : a qualitative case study drawing on perspectives from psychoanalytic theories." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10018009/.

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Assessment for Learning (AfL) remains a controversial and a significant aspect of education across the world, with both opportunities and dangers being presented as this strategy moves from being a radical new initiative to becoming routine. Investigating children’s experiences of AfL with a group of higher achieving pupils in a junior school in England, consideration is given to their cognitive responses to AfL, their personal psychological responses and their experiences of AfL in interaction with their teachers. Theoretical positioning is primarily drawn from the psychoanalytic concepts of Donald Winnicott – creativity and compliance, True and False Selves and the potential space. Lesson aims, success criteria, feedback, self-assessment and peer assessment are viewed through the eyes of the children with results which both support and challenge underlying formative assessment theory. Contributions to knowledge include the effects of the routinization of AfL; the necessity of taking into account the impact of the educational context in any study of AfL; the selective use that pupils make of AfL strategies; and the importance of taking the age, maturity and experience of pupils into account when examining the effectiveness and impact of AfL strategies in the classroom. These assessment strategies are being developed within a context of ‘assessment as measurement’ where ‘learning’, ‘progress’ and ‘improvement’ are regarded by pupils and staff alike as taking place when increasingly higher national curriculum levels in maths and English are being achieved by the children. The danger of routinization is apparent as pupils employ the assessment strategies they have been taught and have experienced throughout their school careers in a mechanical and instrumentalist way. As one pupil said, ‘It’s a bit like cleaning your teeth in the morning. It’s something you just do.’
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Books on the topic "Mainstream high school"

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Schools, Great Britain Inspectorate of. Promoting high achievement for pupils with special educational needs in mainstream schools. London: HMSO, 1996.

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Marsh, Sandra. Performance differences between special education and mainstream high schools students after failure on a problem solving task. Sudbury, Ont: Laurentian University, Department of Psychology, 1995.

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Pedroza, Ludim. Latin Music Studies at Texas State University. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190658397.003.0007.

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The Latin Music Studies (LMS) area at the Texas State University School of Music offers degree-granting programs with concentrations in mariachi and salsa. Such programs are still rare in mainstream US institutions of higher education. LMS founder John Lopez has recently developed a minor in mariachi, which in conjunction with the professional degree in music education provides students with fundamental skills in mariachi ensemble management, pedagogy, performance, and creative musicianship. The history of the minor in mariachi at Texas State University and the prominent presence of mariachi in middle schools and high schools suggest a future wherein the mariachi ensemble in Texas may enter the standard ensemble trio of the choir, band, and orchestra.
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Dierenfield, Bruce J., and David A. Gerber. Disability Rights and Religious Liberty in Education. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043208.001.0001.

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In 1988, Sandi and Larry Zobrest became agents in the struggle for disability rights when they sued a suburban Tucson, Arizona, school district to obtain public funding for the signed language interpreter their deaf son Jim needed in high school. Such funding would have been unproblematic under the Education for All Handicapped Children Act (later retitled the Individuals with Disabilities Education Act) if Jim went to a public high school, but they were intent on his attending a Roman Catholic school. The law was unclear on the legality of public money assisting students with disabilities to attend religiously affiliated schools, but it had long been a general principle of interpretation of the Establishment Clause of the First Amendment in the U.S. Supreme Court that governments must be cautious about dispensing public resources to religious institutions. Their successful lawsuit represents a classic American clash of rights. This history of the Zobrests’ lawsuit begins well before they went to court. The narrative extends back to Jim’s birth in 1974, a pediatrician’s diagnosis of deafness, and the efforts of his parents, who are not deaf, to seek resources for their son’s education prior to high school. It analyzes their desire to mainstream Jim for preparation for life in the hearing world, not in the Deaf community, and the succession of choices they made to that end.
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Kachun, Mitch. Crispus Attucks Meets Jim Crow. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199731619.003.0005.

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As Jim Crow segregation came to define black Americans’ place in the nation by the end of the nineteenth century, American memory also became largely segregated. African Americans continued to hold Attucks in high regard, but his name was invoked far less frequently in mainstream popular culture and historical scholarship. As white America all but abandoned its concern for the basic welfare and rights of black citizens, a black hero like Crispus Attucks had little chance to enter the heroic pantheon of the nation. School textbooks, mainstream popular culture, and white Americans in general virtually erased Attucks from the story of the American Revolution. African Americans kept his memory alive in history books, public commemorations, and memorial acts like the naming of children and community organizations.
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Ofsted, ed. Promoting high achievement: For pupils with special educational needs in mainstream schools. London: HMSO, 1996.

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Sutton, Adrian P. Concepts of Materials Science. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192846839.001.0001.

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This short book describes ten fundamental concepts – big ideas – of materials science. Some of them come from mainstream physics and chemistry, including thermodynamic stability and phase diagrams, symmetry, and quantum behaviour. Others are about restless atomic motion and thermal fluctuations, defects in crystalline materials as the agents of change in materials, nanoscience and nanotechnology, materials design and materials discovery, metamaterials, and biological matter as a material. A cornerstone of materials science is the idea that materials are complex systems that interact with their environments and display the emergence of new science from the collective behaviour of atoms and defects. Great attention is paid to the clarity of explanations using only high school algebra and quoting the occasional useful formula. Exceptionally, elementary calculus is used in the chapter on metamaterials. It is not a text-book, but it offers undergraduates and their teachers a unique overview and insight into materials science. It may also help graduates of other subjects to decide whether to study materials science at postgraduate level.
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Hollis-Brusky, Amanda, and Joshua C. Wilson. Separate but Faithful. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190637262.001.0001.

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While the Christian Right has long voiced grave concerns about the Supreme Court and cases such as Roe v. Wade, until recently its cultivation of the resources needed to effectively enter the courtroom had paled in comparison with its efforts in more traditional political arenas. A small constellation of high-profile leaders within the Christian Right began to address this imbalance in earnest in the pivot from the twentieth to the twenty-first century, investing in an array of institutions aimed at radically transforming American law and legal culture. Separate But Faithful is the first in-depth examination of these efforts—their causes, contours, and consequences. Drawing on an impressive amount of original data from a variety of sources, the book examines the conditions that gave rise to a set of distinctly “Christian Worldview” law schools and legal institutions. Further, the book analyzes their institutional missions and cultural makeup and evaluates their transformative impacts on law and legal culture to date. Separate But Faithful finds that this movement, while struggling to influence the legal and political mainstream, has succeeded in establishing a resilient Christian conservative beacon of resistance: a separate but faithful space from which to incrementally challenge the dominant legal culture by training and credentialing, in the words of Jerry Falwell, “a generation of Christian attorneys who could . . . infiltrate the legal profession with a strong commitment to the Judeo-Christian ethic.”
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Cooper, John. Pride Versus Prejudice. Liverpool University Press, 2003. http://dx.doi.org/10.3828/liverpool/9781874774877.001.0001.

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This book chronologically details the lives and professional experiences of Jewish professional figures, demonstrating the obstacles they faced and the status they achieved. The book begins by detailing the influx of Jews into medical schools after 1914 and the problems these Jewish medical students faced. Finding employment was problematic. Afraid of antisemitic claims that Jews were flooding the market, the leaders of Anglo-Jewry even tried in the 1930s to dissuade young Jews from becoming doctors and lawyers. In this context, the book also considers the position of refugee doctors before and during the Second World War. The establishment of the National Health Service in 1948 resulted in fundamental changes, particularly in the way in which consultants were selected, and this permitted Jewish doctors to enter specialties from which they had previously been excluded. The book summarizes the careers of many prominent Jewish doctors. The experience of Jews in the legal profession, both as solicitors and barristers, is examined in similar detail. The persistence of an anti-Jewish bias in the inter-war period limited opportunities for Jews and dissuaded them from entering the law. After the war, major changes in the economy and legal system allowed Jewish law firms to expand rapidly, challenging the dominance of the City law firms in the commercial world. Many of these firms consequently began to admit Jewish partners for the first time. From the late 1960s, Jews were also promoted in increasing numbers to position on the High Court Bench. As well as giving a detailed picture of these mainstream developments the book also looks at the careers of Jewish communist, socialist, and maverick lawyers.
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Book chapters on the topic "Mainstream high school"

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Araujo, Carlos Fernando, Eduardo Jesus Dias, and Marcos Andrei Ota. "The Tablet Motivating Mathematics Learning in High School." In Mobile as a Mainstream – Towards Future Challenges in Mobile Learning, 42–51. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13416-1_5.

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Gwee, Susan, and Hwee Leng Toh-Heng. "Using Mobile Devices to Help High School Students Improve Their Oral Presentation Skills." In Mobile as a Mainstream – Towards Future Challenges in Mobile Learning, 365–76. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13416-1_35.

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Ahmed, Sohaib, and David Parsons. "A Comparative Analysis in Evaluating ‘ThinknLearn’ from Science Educators and High School Students Perspectives." In Mobile as a Mainstream – Towards Future Challenges in Mobile Learning, 228–37. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13416-1_22.

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Dierenfield, Bruce J., and David A. Gerber. "Into the Mainstream." In Disability Rights and Religious Liberty in Education, 45–73. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043208.003.0003.

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Chapter 2 examines the Zobrests’ decision-making as they sought opportunities among various school systems available to them for mainstreaming their deaf son, Jim. We follow Jim’s education from the Arizona School for the Deaf and the Blind to the Catalina Foothills public schools in suburban Tucson and analyze the Zobrests’ decision to remove Jim from the public schools and place him in Salpointe Catholic High School. The general attraction of Roman Catholic schools in the cultural and social climate of the 1980s is discussed, as is the expectation that a Catholic high school would offer a deaf-friendly educational and social environment. Jim’s IEPs, his performance in school, and his social situation, as the only deaf student in each educational setting, are analyzed.
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Amos, Yukari Takimoto. "Somali High School English Language Learners in Difference Blindness." In Immigration and Refugee Policy, 238–58. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8909-9.ch014.

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This study investigated how five Somali high school immigrant students who were English language learners at a predominantly white high school perceived the mainstream teachers' teaching. The findings reveal that the participants were not accommodated, not given support, and rejected by the mainstream teachers who lacked appropriate training in second language acquisition theories and ESL pedagogy and who endorsed difference blindness. The teachers also ignored and sanctioned any differences the participants brought to school. The teachers' practices ironically resulted in emphasizing differences instead of minimizing, and ultimately caused the participants to feel stigmatized, racialized, and marginalized.
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Amos, Yukari Takimoto. "Somali High School English Language Learners in Difference Blindness." In Intercultural Responsiveness in the Second Language Learning Classroom, 106–26. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2069-6.ch007.

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This study investigated how five Somali high school immigrant students who were English language learners at a predominantly white high school perceived the mainstream teachers' teaching. The findings reveal that the participants were not accommodated, not given support, and rejected by the mainstream teachers who lacked appropriate training in second language acquisition theories and ESL pedagogy and who endorsed difference blindness. The teachers also ignored and sanctioned any differences the participants brought to school. The teachers' practices ironically resulted in emphasizing differences instead of minimizing, and ultimately caused the participants to feel stigmatized, racialized, and marginalized.
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Abbate, Louis. "Willie Ross School for the Deaf and Partnership Campus: A Dual-Campus Model of Co-Enrollment." In Co-Enrollment in Deaf Education, 257–76. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190912994.003.0013.

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This chapter describes a special form of co-enrollment, functioning across classrooms rather than within individual classrooms. The Willie Ross School for the Deaf and Partnership Campus combines a center-based school for the deaf with programming in local public schools, acknowledging the benefits of both. Within the Partnership’s elementary, middle, and high schools, deaf and hard-of-hearing (DHH) students can be taught either in a Willie Ross School for the Deaf (WRSD) classroom by a teacher of the deaf or a mainstream classroom, with both DHH and hearing peers, taught by a general education teacher with the support of WRSD staff. This model allows DHH students to move among the center-based campus, WRSD classrooms in the Partnership schools, and mainstream classrooms in those schools, as appropriate. The model thus emphasizes that inclusive education should be defined by the services provided, not by the location in which they are provided.
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Flor, Benjamina Paula G., and Leandra Carolina G. Flor. "Authentic Assessment Construction in Online Education." In Optimizing K-12 Education through Online and Blended Learning, 225–39. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0507-5.ch012.

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This chapter submits that conventional learning assessment models used in traditional classrooms cannot be employed in blended programs at the secondary education level. The tendency of high school students in online education is to adopt the path of least resistance or to cheat thinking that they cannot be caught. Constructing authentic assessment measures for online education should be crafted for teachers to ensure that students who graduate through this learning mode are competent. While examinations are to be conducted, test construction should differ. Online learners would prefer to apply what they have learned instead of the conventional assessments. This contribution aims to develop authentic assessment procedure for the Open High School Program of the Philippines (OHSP), a blended program offered by private high schools in the Philippines, funded by the Department of Education. The program aims to mainstream out-of-school youth, high school dropouts, or regular students who cannot afford to study on their own given their unfortunate circumstances in life. As adult learners, they have rich experiences that can be used in problem-based learning to understand the lessons more effectively. Hence, this study is anchored on the assumption that teachers in blended learning mode should employ a different learning assessment or unique to conditions of OSHP students.
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Benson, Janel E., and Elizabeth M. Lee. "First-Generation Students at Selective Colleges." In Geographies of Campus Inequality, 23–46. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190848156.003.0002.

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Chapter 2 provides a portrait of first-generation students who attend selective colleges by placing them in comparison with continuing-generation students, the dominant demographic group on these campuses. This chapter focuses on students’ high school backgrounds—the ways they get to college—and then discusses briefly the ways this background leads them into an initial institutional sorting process. While first-generation students share a similarly strong high school academic profile as their continuing-generation counterparts, they come of age within very different contexts. The authors show that some of these differences have implications for how first-generation students identify connections on campus during the first few weeks of college. Moreover, first-generation students find themselves in somewhat different campus geographies than continuing-generation at the end of their first year of college. First-generation are more likely to be Disconnected than their continuing-generation peers and less embedded in campus geographies connected to mainstream social life (Play Hard and Multisphere).
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Bingulac, Marija. "How a Positive Youth Development Framework Can Improve Lives of Excluded People." In Roma Minority Youth Across Cultural Contexts, 175–96. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190654061.003.0010.

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Roma continue to face numerous challenges in Serbia, including disproportionately high rates of illiteracy and school dropout, poverty, unemployment, and discrimination. The Serbian government has pursued education policies relevant for Romani children and youth, but implementation efforts have not resulted in educational inclusion nor in raising the economic situation of the Roma citizens. This chapter presents participatory evaluation results of an alternative educational program in Belgrade, Serbia, that uses the positive youth development (PYD) framework to assist marginalized Roma youth to enroll in the mainstream educational system. This mixed-method study consisted of in-depth interviews with 80 respondents and an empirical analysis of an original survey of financial well-being used to assess the overall impact of the program. Perhaps most importantly, the voices of the real experts on poverty and educational needs—the Romani youth and their families who have experienced these realities—personally are brought forth. One important finding highlights the need for both education and labor market policies to be designed and implemented in concert with each other and taking into account the need of Roma youth to contribute to families’ total income. Mainstream compulsory education can inadvertently hurt the Roma family who, with no expectations of long-term returns on educational attainment, view their son’s or daughter’s time in school as a loss of essential family income. These realities—a policy mismatch between what Roma need and government’s inclusion efforts—are explored in depth in this chapter.
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Reports on the topic "Mainstream high school"

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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