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Relevant bibliographies by topics / New Utrecht High School

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Academic literature on the topic 'New Utrecht High School'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2025

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Journal articles on the topic "New Utrecht High School"

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van Reeuwijk, Martin. "The Standards Applied: Teaching Data Visualization." Mathematics Teacher 85, no. 7 (1992): 513–18. http://dx.doi.org/10.5951/mt.85.7.0513.

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As part of the project Design, Development and Assessment in Mathematics Education, I spent four weeks at Whitnall High School in Milwaukee, Wisconsin, testing a booklet on descriptive statistics called Data Visualization (Freudenthal Institute 1989). This textbook was developed in 1989 by the Freudenthal Institute's Research Group on Mathematics Education of the University of Utrecht in the Netherlands in cooperation with Gail Burrill of Whitnall High School. Especially written for this project, the booklet is based on the NCTM's Curriculum and Evaluation Standards (1989) and on the philosoph

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Muhammed, Emir AKYOL, and Zekavet KABASAKAL Hatice. "Examining Academic Flow Levels of High School Students According to Different Variables." ISPEC International Journal of Social Sciences & Humanities 7, no. 2 (2023): 348–62. https://doi.org/10.5281/zenodo.7986534.

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This study aims to investigate the relationship between academic flow levels of high school students and academic self-efficacy, self-regulation and school engagement. 893 high school students participated in this survey study, which aims to determine the relationships between the predetermined variables. Flow Scale in the Academic Context (FSAC), Academic Self-efficacy Scale (ASES), Self-regulation Scale (SRS) and Utrecht School Engagement Scale (USES) were administered to the participants. The data obtained were analyzed using correlation coefficient calculations, independent sample t test a

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Giraldo, Alejandra, Margarita Hernández-Restrepo, and Pedro W. Crous. "New plectosphaerellaceous species from Dutch garden soil." Mycological Progress 18, no. 9 (2019): 1135–54. http://dx.doi.org/10.1007/s11557-019-01511-4.

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Abstract During 2017, the Westerdijk Fungal Biodiversity Institute (WI) and the Utrecht University Museum launched a Citizen Science project. Dutch school children collected soil samples from gardens at different localities in the Netherlands, and submitted them to the WI where they were analysed in order to find new fungal species. Around 3000 fungal isolates, including filamentous fungi and yeasts, were cultured, preserved and submitted for DNA sequencing. Through analysis of the ITS and LSU sequences from the obtained isolates, several plectosphaerellaceous fungi were identified for further

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Aprilia, Eka Dian, and Oshan Katiara. "WORKPLACE SPIRITUALITY AND WORK ENGAGEMENT AMONG HIGH SCHOOL TEACHERS IN BANDA ACEH." Jurnal Psikologi 19, no. 1 (2020): 61–71. http://dx.doi.org/10.14710/jp.19.1.61-71.

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Work engagement is vivacious for teachers to improve and maintain the quality of education. One of the factors that can improve work engagement is workplace spirituality. The study aimed to determine the relationship between workplace spirituality and work engagement of High School teachers. This study used a quantitative method with a cluster random sampling technique and the sample size was based on Isaac and Michael table with a 5% error level with 120 participants who work as civil servant High School teachers in Banda Aceh. The scales used in this study are an adaptation of Workplace Spir

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Sorrenti, Luana, Concettina Caparello, Carmelo Francesco Meduri, and Pina Filippello. "The Mediating Role of School Refusal in the Relationship Between Students’ Perceived School Atmosphere and Underachievement." European Journal of Investigation in Health, Psychology and Education 15, no. 1 (2024): 1. https://doi.org/10.3390/ejihpe15010001.

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Studies have shown that the school atmosphere perceived by students can play a key role in promoting their well-being and success in school. No study to date has analyzed whether the students’ perceived school atmosphere might contribute to school refusal (SR), which in turn might reduce students’ engagement and promote underachievement. A cross-sectional study was conducted with 528 Italian high school students (Mage = 16.08, SD = 1.38; 50.8% males, 47% females, and 2.3% not declared), with the aim of assessing the role of the mediation of SR (Anxious Anticipation, Difficult Transition, Inter

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De Bodt, Saskia. "Borduurwerkers aan het werk voor de Utrechtse kapittel- en parochiekerken 1500-1580." Oud Holland - Quarterly for Dutch Art History 105, no. 1 (1991): 1–31. http://dx.doi.org/10.1163/187501791x00047.

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AbstractThe article starts by taking stock of research into North and South Netherlandish professional embroidery in the sixteenth and seventeenth centuries. Such embroidery, which was rarely or never signed, and much of which has been lost, has hitherto been studied largely on stylistic grounds and grouped around noted schools of painting. Classifications include 'circle of Jacob Cornelisz van Oostsanen', for instance, or 'Leiden school/influence of Lucas van Leyden'. The author advocates a more relative approach to such classification into schools. She suggests that only systematic archive r

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Skaalvik, Einar M., and Sidsel Skaalvik. "Teacher Self-Efficacy and Perceived Autonomy: Relations with Teacher Engagement, Job Satisfaction, and Emotional Exhaustion." Psychological Reports 114, no. 1 (2014): 68–77. http://dx.doi.org/10.2466/14.02.pr0.114k14w0.

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When studied separately, research shows that both teacher self-efficacy and teacher autonomy are associated with adaptive motivational and emotional outcomes. This study tested whether teacher self-efficacy and teacher autonomy are independently associated with engagement, job satisfaction, and emotional exhaustion. 2,569 Norwegian teachers in elementary school and middle school (719 men, 1,850 women; M age=45.0 yr., SD=11.5) were administered the Norwegian Teacher Self-Efficacy Scale, the Teacher Autonomy Scale, the Utrecht Work Engagement Scale, the Teacher Job Satisfaction Scale, and the Ma

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Cacciamani, Stefano, Donatella Cesareni, Caterina Fiorilli, and Maria Beatrice Ligorio. "Teachers’ Work Engagement, Burnout, and Interest toward ICT Training: School Level Differences." Education Sciences 12, no. 7 (2022): 493. http://dx.doi.org/10.3390/educsci12070493.

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Teachers’ work engagement is associated with positive outcomes regarding work-related well-being. Conversely, burnout menaces teachers’ work and attitudes toward professional development. As indicated in the literature, burnout can influence teachers’ work engagement. Considering the impact of ICT on school activities, interest toward ICT training can also affect teachers’ work engagement. The present study aims to explore the differences among different school levels concerning work engagement, burnout, and interest toward ICT training. Furthermore, we study the extent to which teachers’ burn

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Michels, Berenice I., and Harrie M. C. Eijkelhof. "High-school students engaging with researchers within a pre-university programme: Motivations and experiences." Research for All 2, no. 1 (2018): 43–61. http://dx.doi.org/10.18546/rfa.02.1.05.

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For students, the transition between secondary school and higher education can be problematic. Their prior knowledge may be insufficient, they may lack the right attitude or not have enough skills for university. Especially gifted students often lack challenges to remain motivated. Moreover, it is not easy for secondary school students to get a good picture of a variety of further studies. For their teachers, it is difficult to keep students informed about actual research in science and technology, as they are not in touch with this research on a regular basis. In this paper, we report about e

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Mullen, Carol A., and Elaine C. Sullivan. "The New Millennium High School: tomorrow's school today?" International Journal of Leadership in Education 5, no. 3 (2002): 273–84. http://dx.doi.org/10.1080/13603120210122529.

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Dissertations / Theses on the topic "New Utrecht High School"

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Jantz, Carrie. "Transition programs for new high school students." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/CJantzPartI2006.pdf.

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Grindstaff, Seth. "New Criticism—Not So New to Tennessee’s High School English Teachers." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3408.

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When Tennessee Department of Education adopted Common Core in 2010, Tennessee implemented New Critical ideas associated with the college classroom, but did not present this connection to English teachers. Comparing high school education reforms like A Nation at Risk (1983) and TNCore to the New Critical works of Cleanth Brooks, T. S. Eliot, John Crowe Ransom, Robert Penn Warren, William Wimsatt and Monroe Beardsley, reveals that New Criticism is the literary method grounding current ELA education reform. Referencing Deborah Appleman’s Critical Encounters in Secondary English (2015), Diana Ravi

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Arnold-Massey, Helen P. Baker Paul J. "Retention of new teachers in high performing high poverty schools." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1273119641&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181240377&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on June 7, 2007. Dissertation Committee: Paul Baker (chair), Amee D. Adkins, Joseph Pacha, Ronald L. Cope. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.

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Cantres, Dianah. "School-Wide Factors in New York State High School Counseling Program Readiness." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1378.

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While current accountability regimes in U.S. public education focus on the job performance of individual school professionals, research in industrial/organizational psychology has established the importance of system-wide factors for organizational outcomes. The purpose of this study was to identify school-wide factors that predict guidance program readiness in New York State high schools. This nonexperimental, quantitative study was based on a survey sample of 97 guidance counselors in New York State. Multivariariate analyses of variance showed that two school-wide independent variables-urban

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Marsh, Louise, and n/a. "Physical aggression among high school students in New Zealand." University of Otago. Dunedin School of Medicine, 2008. http://adt.otago.ac.nz./public/adt-NZDU20080710.115418.

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Recent New Zealand (NZ) research found rates of physical fighting and weapon carrying among high school students in Dunedin were equal to that of rates for the United States (US). The NZ Government has identified violence as a priority health issue. However, NZ is lacking information on the prevalence of the problem, and the identification of factors which may provide clues for prevention. The current understanding of the social context in which physical aggression takes place, has focused on risk factors that are present in the adolescents� ecological frame. Emerging protective factors are in

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Cheung, Chun-ming. "New roles of school principals in school-based management reform : a comparative study /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2224914X.

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Van, Buren Cassandra Jean. "High technology learning at "The school that business built" : perceptions of education at New Technology High School /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Cheung, Chun-ming, and 張俊明. "New roles of school principals in school-based management reform: a comparative study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961502.

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Owusu, Kofi Acheaw. "Assessing New Zealand high school science teachers' technological pedagogical content knowledge." Thesis, University of Canterbury. Educational Studies and Leadership, 2014. http://hdl.handle.net/10092/9254.

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Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers’ TPACK was assessed through an online survey. The data and its analysis revealed that New Zealand’s high school science teachers in general had a high perception of their understanding of TPACK and its related constructs. Science teachers had high mean scores on all the constructs on a five- point Likert scale except technological knowledge. There is thus an indication that science teachers in New Zealand perceiv

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LaSorella, Kathleen S. "Women in the New Testament lesson plan for high school students /." Chicago, IL : Catholic Theological Union at Chicago, 2008. http://dx.doi.org/10.2986/tren.033-0858.

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Books on the topic "New Utrecht High School"

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D, Marsh David, and Codding Judy B. 1944-, eds. The new American high school. Corwin Press, 1999.

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Fraser, W. H. New high school French grammar. Copp, Clark, 1995.

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Nelson, Blake. The new rules of high school. Speak, 2004.

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Renfrow, Dean. Connecticut final report for East Hartford High School, Norwalk High School, Hartford High School, New London High School, Sheridan Alternative School, Domus Foundation, 1998-99 school year. D.L. Renfrow, 1999.

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J, Klein Emily, and Riordan Meg, eds. Going to scale with new school designs: Reinventing high school. Teachers College Press, 2009.

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KOCHTA, CAROL. Rhodes Preparatory High School: N/a. Xlibris Corporation, 2005.

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1954-, Smith Robert W., ed. Time for change: New visions for high school. Hampton Press, 2006.

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Educational Resources Information Center (U.S.), ed. The new urban high school: A practitioner's guide. The Company, 1998.

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Minnesota Higher Education Coordinating Board. Trends and projections of new high school graduates in Minnesota. The Board, 1991.

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Hatori, Bisco. Ouran High School host club. VIZ Media, 2011.

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Book chapters on the topic "New Utrecht High School"

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London, Herbert. "Barbarism in a New York High School." In The Broken Apple. Routledge, 2023. http://dx.doi.org/10.4324/9781003419112-85.

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Liao, Boqin, Juan Yang, and Yannan Shao. "New Curriculum Structure of High School in China." In International Conference on Science Education 2012 Proceedings. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-54365-4_8.

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Lee, Gregory, Howard Lee, and Roger Openshaw. "The Comprehensive Ideal in New Zealand: Challenges and Prospects." In The Death of the Comprehensive High School? Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230608788_10.

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Stern, Walter C. "The Hidden Politics of High School Violence." In New Perspectives on the History of the Twentieth-Century American High School. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79922-9_10.

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Kim, Rakhun. "Artificial Intelligence in Enhancing Korean High School Students’ English Skills." In New Language Learning and Teaching Environments. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-83561-2_5.

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Beal, Catherine, and Helen Waters. "Beads of life for transition to high school." In Relational Practice: New Approaches to Mental Health and Wellbeing in Schools. Routledge, 2024. http://dx.doi.org/10.4324/9781003451907-18.

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Middleton, Stuart. "Secondary/Tertiary High School, Changing Student Experiences Through VET." In Reshaping Vocational Education and Training in Aotearoa New Zealand. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12168-5_11.

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White, Mathew A. "Understanding High School Students’ Perceptions of Wellbeing: A Qualitative Study." In New Research and Possibilities in Wellbeing Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-5609-8_4.

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Wollert, David. "CRISPR for the High School Classroom." In Learning Materials in Biosciences. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-73734-3_3.

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What You Will Learn in This Chapter With the unraveling of the mechanism for CRISPR-Cas systems in Streptococcus pyogenes in 2012, the application of the basic knowledge to gene editing revolutionized life science research. The newest gene technology method brings with it the promise of new cures for genetic diseases, bringing us ever closer to truly personalized medicine. It’s a fascinating and potentially controversial topic that will capture the interest of your high school students. Fortunately, there are now plenty of CRISPR-related resources available, including wet-labs that allow stude

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Ylimaki, Rose M., and Lynnette A. Brunderman. "A New Approach to School Development." In Evidence-Based School Development in Changing Demographic Contexts. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76837-9_2.

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AbstractIn this chapter, we further explore and contextualize school development amidst the tensions between contemporary policies and the educational needs of students. We conceptualize school development as a process that mediates among tensions that result in a Zone of Uncertainty. We then describe our application of school development in the Arizona Initiative for Leadership Development and Research (AZiLDR). Content was initially drawn from findings from the International Successful School Principalship Project (ISSPP) exploring leadership in high-needs, culturally diverse schools and rel

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Conference papers on the topic "New Utrecht High School"

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Yavuz, Zeynep Ada, and Gülay Öztüre Yavuz. "HIGH SCHOOL STUDENTS' GENERATIVE AI LITERACY AND ETHICAL USE IN EDUCATION." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1351.

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Gerosa, Andrea. "INTRODUCING HIGH SCHOOL STUDENTS TO DIGITAL SYSTEMS, STIMULATING A SUSTAINABILITY MINDSET." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1659.

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Cabanas-García, Emmanuel, Magdalena Marciano-Melchor, Elvia Pérez-Soto, et al. "EARLY IMMERSION IN SCIENCE: HIGH SCHOOL STUDENTS IN PLANT BIOTECHNOLOGY PROJECTS." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1943.

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Sakellariou, Silvestra, and Euripides Hatzikraniotis. "ENHANCING HIGH SCHOOL STUDENTS' UNDERSTANDING OF KINEMATICS GRAPHS THROUGH A PEDAGOGICAL AGENT." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1009.

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De Miguel, Laura, Carlos Lopez-Molina, Mikel Ferrero-Jaurrieta, Iosu Rodriguez-Martinez, and Asier Urio-Larrea. "A RESEARCH STUDY OF THE USE OF CHATGPT IN SPANISH HIGH SCHOOL." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0897.

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Sayas-Barberá, Estrella, Esther Sendra, Rosa Martínez, Miguel Angel Mas, Maria Del Carmen Perea, and Casilda Navarro. "FOOD SCIENCE FOR HIGH SCHOOL STUDENTS: A UNIVERSITY-HIGH SCHOOL COLLABORATIVE PROJECT." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1080.

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Hoeg, Darren. "New Materialisms in High School Science." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1689553.

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Pura, Jose Luis. "HIGH SCHOOL EXCELLENCE PROJECTS: A WAY TO INTRODUCE HIGH SCHOOL STUDENTS TO UNIVERSITY RESEARCH." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0543.

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Sebokova, Gabriela, and Jana Uhlarikova. "PERSONAL AND SOCIAL PREDICTORS OF SCHOOL BELONGING AMONG SECONDARY AND HIGH SCHOOL STUDENTS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0503.

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Vysoká, Jana. "SIMPLE MATHEMATIC MODELING IN HIGH SCHOOL TEACHING." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0874.

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Reports on the topic "New Utrecht High School"

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Russell, Christina A., Juliet Diehl Vile, Elizabeth R. Reisner, Christina E. Simko, Monica B. Mielke, and Ellen Pechman. Evaluation of the New York City Out-of-School Time Initiative: Implementation of Programs for High School Youth. Policy Studies Associates, Inc., 2008. http://dx.doi.org/10.59656/yd-os0995.001.

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Cohodes, Sarah, Sean Corcoran, Jennifer Jennings, and Carolyn Sattin-Bajaj. When Do Informational Interventions Work? Experimental Evidence from New York City High School Choice. National Bureau of Economic Research, 2022. http://dx.doi.org/10.3386/w29690.

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Abdulkadiroglu, Atila, Parag Pathak, and Alvin Roth. Strategy-proofness versus Efficiency in Matching with Indifferences: Redesigning the New York City High School Match. National Bureau of Economic Research, 2009. http://dx.doi.org/10.3386/w14864.

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Brillantes, Karen Dominique, Aniceto Jr Orbeta, Kris Francisco-Abrigo, Erlinda Capones, and Justine Beatrice Jovellanos. Status of Senior High School Implementation: A Process Evaluation. Philippine Institute for Development Studies, 2019. https://doi.org/10.62986/dp2019.13.

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This study conducts a process evaluation to determine the extent of implementation of the Senior High School (SHS) program and identify best practices, issues, and areas for improvement. It looks at three specific components namely, program theory, service delivery and utilization, and program organization. To capture a wider range of school context and experiences related to the implementation of the SHS program, 25 schools were randomly chosen based on their size, tracks offered, as well as area classification. Focus group discussions (FGDs) and key informant interviews (KIIs) with program i

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Bibeault, Mark Leonide. Combined Modular Pumped Hydro Energy Storage Plus Solar PV Proposal for Rio Rancho High School, New Mexico. Office of Scientific and Technical Information (OSTI), 2015. http://dx.doi.org/10.2172/1212627.

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Bottoms, Gene, and Kathy O'Neill. Preparing a New Breed of School Principals: It's Time for Action. Southern Regional Education Board, 2001. http://dx.doi.org/10.59656/el-ls5162.001.

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Abrigo, Michael Ralph, and Aniceto Jr Orbeta. Senior High School: What Do Additional Years of Basic Education Schooling Buy? Philippine Institute for Development Studies, 2023. http://dx.doi.org/10.62986/pn2023.15.

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Written for the Second Congressional Commission on Education, this Policy Note summarizes new early evidence on the impact of the senior high school (SHS) program on the timing of school attendance and employment, quality of employment, and even marriage, fertility, and child health. It concludes that SHS graduates tend to have higher wages and more chances of employment in middle-skill occupations than junior high school graduates. It argues that although reverting to a K to 10 [Kindergarten to Grade 10] system or restricting SHS to college attendees might be financially beneficial in the sho

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Foster, M., and D. Kratzer. New Mexico High School Supercomputing Challenge, 1990--1995: Five years of making a difference to students, teachers, schools, and communities. Progress report. Office of Scientific and Technical Information (OSTI), 1996. http://dx.doi.org/10.2172/233290.

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Jaimovich, Analia. Institutional Architecture for School Improvement. Inter-American Development Bank, 2014. http://dx.doi.org/10.18235/0006302.

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In order to improve the quality of education, several countries in Latin America and the Caribbean are implementing institutional reforms that affect the roles and responsibilities of education management units at different levels (national, subnational, local, and school level). With the aim of contributing to the technical dialogue vis-à-vis these reforms, the Education Division of the Inter-American Development Bank has carried out a comparative analysis of the institutional architecture of five high-performing education systems: the Ontario Province in Canada, the Commonwealth of Massachus

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Elmore, Richard F., and Deanna Burney. Continuous Improvement in Community District #2, New York City. Inter-American Development Bank, 2002. http://dx.doi.org/10.18235/0011020.

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Community School District #2, in New York City, has been engaged in a long-term process of system-wide instructional improvement, now in its eleventh year. This process involves, among other things, heavy investments in professional development for teachers and principals that are focused on introducing and supporting specific instructional practices in literacy and mathematics, coupled with system-level and school-level accountability processes designed to assure high quality instruction in all schools and classrooms.

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