Relevant bibliographies by topics / Sogeri National High School

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

Academic literature on the topic 'Sogeri National High School'

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

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Journal articles on the topic "Sogeri National High School"

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Joo, Myungkook, and Jeounghee Kim. "National High School Graduation Rate." Education and Urban Society 48, no. 2 (April 7, 2014): 126–50. http://dx.doi.org/10.1177/0013124514529328.

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Eberly, Donald J. "National Service and the High School." NASSP Bulletin 73, no. 516 (April 1989): 53–60. http://dx.doi.org/10.1177/019263658907351611.

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Powell, John W. "National High School Athletic Injury Registry." American Journal of Sports Medicine 16, no. 1_suppl (January 1988): S—134—S—166. http://dx.doi.org/10.1177/03635465880160s126.

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Gamoran, Adam, and William J. Carbonaro. "High School English: A National Portrait." High School Journal 86, no. 2 (2002): 1–13. http://dx.doi.org/10.1353/hsj.2002.0021.

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Mering, Aloysius, and Indri Astuti. "The Quality of Senior High School National School Examination Questions." Jurnal Ilmu Pendidikan 25, no. 1 (May 8, 2020): 16. http://dx.doi.org/10.17977/um048v25i1p16-26.

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The objective of this study was to obtain information about the quality of high school National Standard School Exam (USBN) questions in Pontianak in 2018/2019 academic year. To achieve this objective, the information excavated includes (a) the process of compiling questions (b) the test of the feasibility of the questions (c) the eligibility requirements of the questions (d) administering the exam (e) the examination system of the examination scripts (f) the reporting system, and (g) the correlation of values report cards and high school USBN grades in Pontianak with UN scores. This study employed a descriptive method. The selection of high school samples used as data sources was done by random sampling and purposive sampling. Data were gathered through documentation, interviews, and questionnaires. The data were then analyzed with descriptive statistics and correlational studies. The results showed that, in the high school USBN questions in Pontianak City, (1) there were still stages in the process of drafting "not done", (2) empirical tests before the compilation of the final questions "had not been done," (3) administering the "already" applied exams as UN procedures, (4) manuscript examination system is implemented manually, (5) reporting of exam results by respective subject teachers, and (6) correlation of report card grades and high school USBN scores in Pontianak with "mostly" low "UN scores "and even in certain" negative "schools. It means that report cards and USBN scores cannot be used to predict UN results.
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Schnirring, Lisa. "High School Association Declines National PPE Form." Physician and Sportsmedicine 27, no. 1 (January 1999): 25–26. http://dx.doi.org/10.3810/psm.1999.01.618.

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Sumaludin, M. Maman. "NATIONAL IDENTITY IN HIGH SCHOOL HISTORY BOOK." JURNAL PENDIDIKAN ILMU SOSIAL 26, no. 2 (December 30, 2017): 139. http://dx.doi.org/10.17509/jpis.v26i2.8887.

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This study aims to analyze national identity in history textbook at the level of senior high school. History textbooks contain material that influenced by ideology which closely related to national identity. The ideology is shown as a manifestation of the nation through history textbooks. The method used to find out the discourse of national identity in textbooks using Fairclough critical discourse analysis to analyze the contents and discourses of national identity in history textbooks. The results showed that the influence of the government is very strong on sample of history textbook. The influence is seen from the planting of the state ideology as a form of government obligation in an effort to shape the character and personality of the nation. In addition, it is done to strengthen national identity through education.
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Kominski, Robert. "Estimating the National High School Dropout Rate." Demography 27, no. 2 (May 1990): 303. http://dx.doi.org/10.2307/2061455.

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Hash, Phillip M. "The National High School Orchestra 1926—1938." Journal of Research in Music Education 57, no. 1 (April 2009): 50–72. http://dx.doi.org/10.1177/0022429409333376.

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The purpose of this study was to document the history of the National High School Orchestra (NHSO), a select ensemble organized by Joseph E. Maddy under the auspices of the Music Supervisors' National Conference during the 1920s and 1930s. Research questions examined the orchestra's (1) origin, performances, and operation; (2) instrumentation and repertoire; (3) influence on music education; and (4) implications for modern practice. The first NHSO was assembled for the 1926 meeting of the Music Supervisors' National Conference in Detroit, Michigan. Initially led by Maddy, this ensemble was reorganized in 1927, 1928, 1930, 1932, and 1938. The NHSO helped promote instrumental music education through conference performances, radio broadcasts, and concerts presented throughout the country. This organization also demonstrated the potential of high school musicians and served as a basis for the NHSO Camp—the institution known today as the Interlochen Center for the Arts.
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Costa, Gilvan Luiz Machado. "HIGH SCHOOL IN PUBLIC HIGH SCHOOL IN BRAZIL: INEQUALITIES AND REGIONAL CHALLENGES." Revista Tempos e Espaços em Educação 11, no. 26 (June 28, 2018): 303–22. http://dx.doi.org/10.20952/revtee.v11i26.7376.

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This article approaches, in the five regions of Brazil, the universalization of High School, initial training and work conditions of teachers. The discussion was carried out based on educational indicators available at the National Research of Household Sample and the School Census. The analysis makes explicit disparities among the regions regarding to the universalization of access, most claimed in North and Northwest regions. Appropriate training has more requirements in Northwest and Central West regions. Similarly, better work conditions are most required in Central west, North and South. At the same time, it points, in the five regions, a context far from of the National Education Plan (2014-2024). It suggests that social quality of High School only will be a reality with insurance of universalization to young people from 15 to 17 years old and with all the teachers socially valued. It also demonstrates dimensions silenced nowadays in the Law number 13.415/2017 and its bet on flexibility.
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Dissertations / Theses on the topic "Sogeri National High School"

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Hernandez-Mena, Lucas. "National product design competition for high school students." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/54533.

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Thesis (S.B.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 2009.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 26).
Sir Ken Robinson said, "We don't grow into creativity, we grow out of it or rather we're educated out of it."' Throughout my education I have found this statement to be true especially in it's relation to high school education in America. This lack of creativity-based education is the inspiration for this thesis work. As a high school student I was able to participate in a few robotics competitions, such as FIRST Robotics Competition, that enabled me to begin thinking creatively about problems. These competitions were focused on allowing students to gain engineering experience and inspiring them to pursue a degree in a science or technology field. However, the competitions tended to primarily attract students who are already interested in these fields. This thesis will propose and provide motivation for an Internet-centric, national product design competition for high school students that will teach and inspire the use of creativity for a wide range of students that have interests in many different fields. This document begins with highlighting and outlining the main competitions, programs, and classes that have been drawn on for the creation of this competition. Then, the main motivation and goals of the competition are outlined. Lastly the structure of the competition and the online community is described. The competition proposed in this thesis is perhaps a utopian ideal structure that requires further development and consideration before it can be implemented in the high school setting. Some future development includes surveying high school teachers on the practicality of such a competition in relation to their personal experiences with the interest level and capabilities of high school students.
(cont.) Also a large a part of the future work would include the development and testing of the online community as a portal for high school students to learn and share about product design. Lastly, future work will involve an intensive analysis of the financial requirements incorporated with the implementation of a competition of this nature.
by Lucas Hernandez-Mena.
S.B.
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Ruffin, Santee C. "A national study of the urban high school principalship." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54408.

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This study was conducted to obtain the views and recommendations of urban high school principals regarding the principals themselves, their schools, students and communities, and the professional growth needs of the principals. The study will also serve as a resource for the National Association of Secondary School Principals' Urban Schools Committee as it develops programs and activities to assist urban high school principals. Eight hundred fifteen of 1,259 urban high school principals responded to a survey. Descriptive research methodology was used in the study of the principals from the one hundred largest cities, according to population, in the nation. The majority of the principals were white males who averaged 50 years in age. There are more black and female high school principals in the urban districts (26% and 22.1% respectively) than there are in rural and suburban districts (3.8% and 12% respectively). These principals view student absenteeism as the greatest hindrance to academic achievement. They believe they have moderate authority over what takes place in their buildings and tend to be satisfied with their positions. The urban principals believe their students' academic competencies are average to below average. They also believe 80% or more of the students are having their needs met by teachers who they consider to be above average. The majority (74.5%) are members of NASSP. The results of the study indicate NASSP should initiate professional growth programs that bring recognition to urban high school principals and meet their unique needs.
Ed. D.
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Parmenter, Lynne K. "Becoming international in a Japanese junior high school : an ethnographic study." Thesis, Durham University, 1997. http://etheses.dur.ac.uk/1635/.

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Bohn, Chad M. "Predicting Bullying Among High School Students Using Individual and School Factors: Analysis of a National Survey." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/886.

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Being bullied has been recognized as a problem within the U.S. school systems. Individuals who have been bullied physically, verbally, relationally, or electronically typically suffer from mental health problems as a result. As it has been shown that males are more at risk for being bullied, it is important to understand what variables can predict males being bullied in order to design appropriate preventions and interventions to curb bullying in the schools. Four forms of school bullying behaviors among U.S. adolescent males and their association with type of bullying, school environment, and school performance and engagement variables were examined. Data were examined from the National Crime Victimization Survey School Crime Supplement. A sample of 1,636 males ages 14 to 18 was used from the survey. A series of logistic regression analyses were performed for each type of bullying (physical, verbal, relational, and cyber) and school environment (presence of gangs, guns, graffiti, drugs, and number of school safety measures in place) and school performance and engagement predictors (grades, extracurricular activity engagement, truancy, and number of fights). Linear regression analyses were also used to look at all the predictor variables and the frequency of each type of bullying. Results: The R2 values for the logistic regression analyses were quite small. However, trends could be observed from the odds ratios showing that fighting, drug availability, and graffiti were predictive of all four forms of bullying. The linear regression analyses also produced small R2 values. Effect plots were created to identify which significant variables had a greater effect on the frequency of being bullied. Conclusion: Schools should focus on removing graffiti and drugs from the schools. Prevention work should be used to help students find alternative ways to deal with problems other than resorting to fighting. Problems with reliability and validity of the survey are also discussed.
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Knowles, Coury Matthew. "HISTORICAL COMPARISON OF FLORIDA AND NATIONAL TITLE IX COMPLIANCE TRENDS IN HIGH SCHOOL SPORTS FROM 1985-2005." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3211.

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The purpose of this study was to compare the Title IX compliance trends of high school sports in Florida over the past two decades (1985-2005) against national trends. The literature review discusses: the historical events leading to Title IX, the administrative implementation of Title IX, the legal perspective of Title IX, and the impact of Title IX on gender equity in sports. The study was conducted between January and June, 2007. The data focused on: male and female participants in high school sports in Florida, the numbers of male and female participants in high school sports across the nation, and enrollment figures of high schools in both Florida and the nation. The results indicate there was no significant difference between national Title IX compliance trends and Florida Title IX compliance trends in high school sports during 1985 through 2005. In fact, there was widespread non-compliance with the substantial proportionality of Title IX, with some improvements in compliance over time. Future research should focus on other strategies to comply with Title IX.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Curriculum and Instruction EdD
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Teague, Barbara A. (Barbara Ann). "An Assessment of Arkansas Middle school/Junior High School Art Programs Using National Art Education Association Standards." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331828/.

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The purpose of the study was to make an assessment of Arkansas middle school/junior high art programs using National Art Education Association standards. Data were collected from questionnaires, curriculum guides, and school visitations. Participating in the study were 127 schools enrolling 53,502 students of which 14,755 (28%) were taking art classes. For comparisons, the state was divided into five regions.
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Fortune, Joanne C. "Teenage attitudes/practices toward the School Breakfast Program and the National School Lunch Program at James Monroe High School, Fredericksburg, Virginia." Thesis, This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-02132009-172645/.

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Moquin, Jaime R. "A comprehensive literature analysis of why the American high school curriculum needs national structure." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008moquinj.pdf.

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Drinnon, Rebecca Lee. "Teacher Beliefs and the Instructional Practices of National Board Certified High School English Teachers." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1999.

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This mixed-methods study explored the instructional methods that accomplished high school English teachers use in their classrooms to improve understanding of how those methods are influenced by the teachers' beliefs. A survey regarding classroom practices and beliefs was sent to 313 National Board Certified Teachers (NBCTs) in English Language Arts--Adolescence and Young Adulthood across the United States with a response rate of 50.8%. From these data, I analyzed the variety and frequency of practices experienced teachers use and the beliefs that influence teachers' instructional decisions. I then conducted follow-up interviews and classroom observations with selected survey participants from North Carolina, Tennessee, Kentucky, and Ohio and explored further the beliefs and motivations of those teachers who were both typical and outlying according to their survey responses. The study found that factors such as school setting, educational level, and gender had little impact on teachers' instructional strategies, although a relationship was found between gender and approach to teaching literature. The study also found that reading instruction dominated the classroom instruction of those teachers, with writing instruction a distant second. In addition, those NBCTs were found to be teachers who developed positive relationships with students, created student-centered classrooms, challenged students academically, and were dedicated to being lifelong learners. In the end, 3 distinct teacher types were identified: teachers who focus on English as a discipline, teachers who focus on more generalized educational goals, and teachers who focus on their students' emotional well-being. However, the study suggests that all the teachers who participated in the study formed a fairly homogenous group regardless of their differences and that teachers' own educational experiences in school played a more significant role in determining their classroom behaviors than did their educational beliefs.
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Croft, Vaughn E. "A national study to determine the characteristics of technological literacy for high school graduates." Diss., Virginia Tech, 1989. http://hdl.handle.net/10919/37295.

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Books on the topic "Sogeri National High School"

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Sogeri: The school that helped to shape a nation : a history, 1944-1994. Vermont, Vic: Research Publications, 2002.

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US GOVERNMENT. High School National Historic Site. [Washington, D.C: U.S. G.P.O., 1998.

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Cawelti, Gordon. High school restructuring: A national study. Arlington, Va. (2000 Clarendon Blvd., Arlington 22201): Educational Research Service, 1994.

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Sheley, Joseph F. High school youths, weapons, and violence: A national survey. [Washington, DC]: U.S. Dept. of Justice, Office of Justice Programs, National Institute of Justice, 1998.

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Association, National Science Teachers. A high school framework for national science education standards. Arlington, VA: National Science Teachers Association, 1995.

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Sheley, Joseph F. High school youths, weapons, and violence: A national survey. [Washington, DC]: U.S. Dept. of Justice, Office of Justice Programs, National Institute of Justice, 1998.

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Miller, Steve L. Economics and national security: Supplementary lessons for high school courses. Edited by Reppy Judith 1937- and Smart Terry L. Columbus, Ohio: Mershon Center, the Ohio State University, 1987.

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Credentials), GED Testing Service (Center for Adult Learning and Educational. Alignment of national and state standards: A report. Washington, DC: General Educational Development Testing Service, 1999.

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GED Testing Service (Center for Adult Learning and Educational Credentials). Alignment of national and state standards: Executive summary. Washington, DC: The Service, 1999.

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Canada. Dept. of Employment and Immigration. A national stay-in-school initiative/ by the Department. Ottawa: Employment and Immigration Canada, 1990.

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Book chapters on the topic "Sogeri National High School"

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Clark, J. Spencer. "The Extracurriculum of Shortridge High School." In Local Civics with National Purpose, 77–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65581-5_6.

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Clark, J. Spencer. "Civic Education at Shortridge High School." In Local Civics with National Purpose, 59–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65581-5_5.

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Wingenter, Anne M. "Benito Mussolini in Italian High School Textbooks." In Globalisation and Historiography of National Leaders, 73–88. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-024-0975-8_5.

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Johnson, Shaun, and Tim Slekar. "United Opt Out National and the Resistance of High-Stakes Standardized Testing." In Digital Networking for School Reform, 23–35. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137430748_3.

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de Castro Rodrigues, Diego, Márcio Dias de Lima, Marcos Dias da Conceição, Vilson Soares de Siqueira, and Rommel M. Barbosa. "A Data Mining Approach Applied to the High School National Examination: Analysis of Aspects of Candidates to Brazilian Universities." In Progress in Artificial Intelligence, 3–14. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-30241-2_1.

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Benfield, Richard W. "Future directions." In New directions in garden tourism, 156–68. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789241761.0156.

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Abstract In this chapter the future of garden tourism is examined. Botanic gardens have multiple roles but principally education, environmental, and recreation, and it is under these three roles that garden tourism's future is evaluated. Case studies are presented of (1) the National Botanic Garden of Wales as a floral resource for pollinating insects; and (2) the high school botany teaching program of the Fairchild Tropical Botanic Garden in Coral Gables, Florida, USA.
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Benfield, Richard W. "Future directions." In New directions in garden tourism, 156–68. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789241761.0011.

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Abstract In this chapter the future of garden tourism is examined. Botanic gardens have multiple roles but principally education, environmental, and recreation, and it is under these three roles that garden tourism's future is evaluated. Case studies are presented of (1) the National Botanic Garden of Wales as a floral resource for pollinating insects; and (2) the high school botany teaching program of the Fairchild Tropical Botanic Garden in Coral Gables, Florida, USA.
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Gomendio, Montse. "Spain: The Evidence Provided by International Large-Scale Assessments About the Spanish Education System: Why Nobody Listens Despite All the Noise." In Improving a Country’s Education, 175–201. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_9.

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AbstractILSAs show that student performance in Spain is lower than the OECD average and has shown no progress from 2000 until 2011/2012. One of the main features is the low proportion of top performers. During this long period of stagnation, the education system was characterized by having no national (or standardized regional) evaluations and no flexibility to adapt to the different needs of the student population. The fact that the system was blind and rigid, plus the lack of common standards at the national level, gave rise to three major deficiencies: a high rate of grade repetition, which led to high rates of early school leaving, and large differences between regions. These features of the Spanish education system represent major inequities. However, PISA findings were used to reinforce the misguided view that the Spanish education system prioritized equity over excellence. After the implementation of an education reform, some improvements in student performance took place in 2015 and 2016. Unfortunately, the results for PISA 2018 in reading were withdrawn for Spain, apparently due to changes in methodology which led to unreliable results. To this date, no explanation has been provided raising concerns about the reliability and accountability of PISA.
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Attila Papp, Z., and Eszter Neumann. "Education of Roma and Educational Resilience in Hungary." In Social and Economic Vulnerability of Roma People, 79–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_6.

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AbstractOriginally, the concept of resilience refers to one’s capacity to cope with unexpected shocks and unpredictable situations. Originating from ecological theories, the approach has gained ground in social sciences. In the context of education, the concept has been applied to explain how disadvantaged students can overcome structural constraints and become educationally successful and socially mobile (Werner, E. E., Vulnerable but invincible: a longitudinal study of resilient children and youth. McGraw-Hill, New York, 1982; Masten A. S., American Psychologist 56: 227–238, 2001; Reid, R., Botterrill L. C., Australian Journal of Public Administration 72:31–40, 2013; Máté, D., Erdélyi Társadalom 13:43–55, 2015).This paper is based on the analysis of the Hungarian National Assessment of Basic Competences (NABC) database which has been conducted annually since 2001. We created a typology of school resilience based on the schools’ social and ethnic profile as well as their performance indicators. We defined those schools resilient which over perform others with similar social intake, and we also identified irresilient schools which underperform others with similar social intake. The school types were created by correlating the socio-economic status index (SES) and school performance.Since the NABC database provides us with data on the estimated rate of Roma students in each school, it is possible to take into account the schools’ ethnic intake in the analysis of resilience. We conducted statistical analyses to compare the performance of resilient and irresilient schools in the light of the ratio of Roma students. Finally, we seek answers to the question whether ethnic segregation correlates with school achievement in Hungary. We could identify some crucial institutional factors contributing to resilience (or school success) in the case of schools with relatively high proportion of Roma students.
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Li, Xiao-ming. "“Track (Dis)Connecting”: Chinese High School and University Writing in a Time of Change." In Writing and Learning in Cross-National Perspective, 49–87. Routledge, 2017. http://dx.doi.org/10.4324/9781351225700-2.

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Conference papers on the topic "Sogeri National High School"

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Maltseva, Svetlana M. "Gender Differences In National Values Of High School Students In Russia." In International Scientific Forum «National Interest, National Identity and National Security». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.02.02.76.

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Hamiseno, Giri Sarana, Handaru Catu Bagus, Fahmi, Rahmah Zulaiha, Haryo Susetiyo, and Abdul Rahman. "Processing National Examination Result for Junior High School, Senior High School and Vocational School in Indonesia." In International Conference on Educational Assessment and Policy (ICEAP 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210423.063.

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Peker, Yesem, Lydia Ray, and Stephanie da Silva. "Online Cybersecurity Awareness Modules for College and High School Students." In 2018 National Cyber Summit (NCS). IEEE, 2018. http://dx.doi.org/10.1109/ncs.2018.00009.

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Basova, Irina. "Educational Potential of English Textbooks for High School." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0099.

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Subur and Istania Widayati Hidayati. "Achievement Culture in National Examination at Junior High School." In 1st Borobudur International Symposium on Humanities, Economics and Social Sciences (BIS-HESS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200529.028.

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Negris, Olivia R., Audrey Brewer, Madeleine Kanaley, Dannielle Brown, Rajeshree Das, Alexander Xiao, and Ruchi S. Gupta. "Evaluating Self-Efficacy And Empowerment Levels Among Urban High School Students." In AAP National Conference & Exhibition Meeting Abstracts. American Academy of Pediatrics, 2021. http://dx.doi.org/10.1542/peds.147.3_meetingabstract.216.

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McDade, Jessica E., Hannah C. Deming, Maria Paulsen, Samara Jinks-Chang, Eileen M. Bulger, Monica S. Vavilala, Ali Rowhani-Rahbar, and Frederick P. Rivara. "Parent Attitudes Towards Stop the Bleed Training for High School Students." In AAP National Conference & Exhibition Meeting Abstracts. American Academy of Pediatrics, 2021. http://dx.doi.org/10.1542/peds.147.3_meetingabstract.105.

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Wuryanti, Sri. "INDONESIAN LANGUAGE NATIONAL EXAMINATION RESULTS FOR HIGH SCHOOL DEAF CHILDREN." In International Conference on Educational Assessment and Policy. Kementerian Pendidikan dan Kebudayaan, 2019. http://dx.doi.org/10.26499/iceap.v0i0.225.

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Hasmayni, Babby. "Prediction Of Junior High School National Examination Score On The Learning Achievement In High School Students In Medan." In Proceedings of the First Nommensen International Conference on Creativity & Technology, NICCT, 20-21 September 2019, Medan, North Sumatera, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.20-9-2019.2296598.

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Aziz, Ishak. "The Effect of National Standard Education Towards Student’s Character at Junior High School and Islamic Junior High School." In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.069.

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Reports on the topic "Sogeri National High School"

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Yarincik, Kristen. National Ocean Sciences Bowl in 2013: A National Competition for High School Ocean Science Education. Fort Belvoir, VA: Defense Technical Information Center, September 2013. http://dx.doi.org/10.21236/ada605142.

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Yarincik, Kristen, and Melissa Brodeur. National Ocean Sciences Bowl in 2014: A National Competition for High School Ocean Science Education. Fort Belvoir, VA: Defense Technical Information Center, March 2015. http://dx.doi.org/10.21236/ada616554.

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Manski, Charles. Academic Ability, Earnings, and the Decision to Become a Teacher: Evidence From the National Longitudinal Study of the High School Class of 1972. Cambridge, MA: National Bureau of Economic Research, January 1985. http://dx.doi.org/10.3386/w1539.

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Johnson, Mark, John Wachen, and Steven McGee. Entrepreneurship, Federalism, and Chicago: Setting the Computer Science Agenda at the Local and National Levels. The Learning Partnership, April 2020. http://dx.doi.org/10.51420/conf.2020.1.

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From 2012-13 to 2018-19, the number of Chicago Public Schools (CPS) high school students taking an introductory computer science course rose from three thousand per year to twelve thousand per year. Our analysis examines the policy entrepreneurship that helped drive the rapid expansion of computer science education in CPS, within the broader context of the development of computer science at the national level. We describe how actions at the national level (e.g., federal policy action and advocacy work by national organizations) created opportunities in Chicago and, likewise, how actions at the local level (e.g., district policy action and advocacy by local educators and stakeholders) influenced agenda setting at the national level. Data from interviews with prominent computer science advocates are used to document and explain the multidirectional (vertical and horizontal) flow of advocacy efforts and how these efforts influenced policy decisions in the area of computer science. These interviews with subsystem actors––which include district leaders, National Science Foundation program officers, academic researchers, and leaders from advocacy organizations––provide an insider’s perspective on the unfolding of events and highlight how advocates from various organizations worked to achieve their policy objectives.
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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, January 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.
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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, February 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.
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National report 2009-2019 - Rural NEET in Germany. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.nrde.2020.12.

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