Journal articles: 'Sogeri National High School'

1

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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2

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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JCE staff. "ACS National Meeting: Programming for High School Teachers." Journal of Chemical Education 86, no. 8 (August 2009): 912. http://dx.doi.org/10.1021/ed086p912.

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12

Murphy, Harry. "High School Students Receive National Recognition for Archaeology." Anthropology News 37, no. 4 (April 1996): 4. http://dx.doi.org/10.1111/an.1996.37.4.4.3.

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13

White, Gregory B., Dwayne Williams, and Keith Harrison. "The CyberPatriot National High School Cyber Defense Competition." IEEE Security & Privacy Magazine 8, no. 5 (September 2010): 59–61. http://dx.doi.org/10.1109/msp.2010.166.

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14

Benera, Valentyna. "ANNIVERSARY OF THE NATIONAL SCHOOL." Scientific bulletin of KRHPA, no. 11 (2019): 150–54. http://dx.doi.org/10.37835/2410-2075-2019-11-19.

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The full-fledged establishment of a national school is underpinned the deployment of a network of regional educational institutions of all levels and forms - from primary to higher. Kremenets page in the history of Ukrainian education - rich, bright and noticeable both the timeline of the functioning of educational institutions and the life-giving of representatives of the pedagogical pantheon. In the register of educational institutions, operating in the south of Volyn, Kremenchug and Kremenets, near the school- a branch of the Kyiv-Mohyla Academy, Volyn High School and Volyn Lyceum, The Theological Seminary and the Kremenets Lyceum, other schools of yesteryear, The honorary place belongs to the Ukrainian high school named after Ivan Steshenko in Kremenets. It is the 100th anniversary since its opening that All-Ukrainian scientific readings have been timed "The formation of education in Kremenchug: a look through the centuries" held in Reading Room of our Academy Library. Co-organizers of the readings were Kyiv National University. Taras Shevchenko, Rivne MESU. academician Stepan Demianchuk, State Archives of Ternopil Oblast and Scientific and Pedagogical the staff of the Kremenets Humanitarian-Pedagogical Academy Taras Shevchenko.

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15

Akers, Cindy L., Paul R. Vaughn, and Jacqui D. Haygood. "High School Agricultural Communications Competencies: A National Delphi Study." Journal of Agricultural Education 44, no. 4 (December 2003): 1–10. http://dx.doi.org/10.5032/jae.2003.04001.

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Blamey, Katrin L., Carla Kay Meyer, and Sharon Walpole. "Middle and High School Literacy Coaches: A National Survey." Journal of Adolescent & Adult Literacy 52, no. 4 (December 1, 2008): 310–23. http://dx.doi.org/10.1598/jaal.52.4.4.

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17

Glenn A., Miller, Rafer Lutz, Jaeho Shim, Karen Fredenburg, and John J. Miller. "A National Study of Nonrenewal in High School Coaching." Journal of Physical Education, Recreation & Dance 77, no. 7 (September 2006): 40–45. http://dx.doi.org/10.1080/07303084.2006.10597906.

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18

Chapman, F. "NUFFIELD BURSARIES: A NATIONAL SCHEME FOR HIGH SCHOOL STUDENTS." Cell Biology International 26, no. 9 (September 2002): 837–40. http://dx.doi.org/10.1016/s1065-6995(02)90949-2.

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19

Ferraz, Gleice, and Flavia Rezende. "Physics teachers' perspectives on High School national curriculum policies." Ciência & Educação (Bauru) 20, no. 2 (April 2014): 497–515. http://dx.doi.org/10.1590/1516-73132014000200015.

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This study aimed to identify, in the context of an activity developed in online course for continuing education and from the theoretical approach of Mikhail Bakhtin, the discursive appropriation of PCNEM by high school physics teachers who work in different regional realities. The analysis indicated a positive perspective by teachers related to PCNEM, in addition to full accordance with the main path indicated by the legislation: the contextualized teaching. Despite the differences between educational regions we could not identify explicit signs of how these differences impacted the appropriation of terms found in PCNEM. The silence of teachers in relation to non-methodological aspects of physics teaching shapes their perspectives and also emphasizes the concern for didactic transposition of the content required by the curriculum, leaving out the question of why we have this curriculum and not other.

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20

Kiuhara, Sharlene A., Steve Graham, and Leanne S. Hawken. "Teaching writing to high school students: A national survey." Journal of Educational Psychology 101, no. 1 (February 2009): 136–60. http://dx.doi.org/10.1037/a0013097.

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21

Gambro, John S., and Harvey N. Switzky. "A National Survey of High School Students' Environmental Knowledge." Journal of Environmental Education 27, no. 3 (April 1, 1996): 28–33. http://dx.doi.org/10.1080/00958964.1996.9941464.

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22

Leet, Don R., and Jane S. Lopus. "Ten Observations on High School Economics Textbooks." Citizenship, Social and Economics Education 7, no. 3 (September 2007): 201–14. http://dx.doi.org/10.2304/csee.2007.7.3.201.

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This study focuses on the content of eleven high school economics textbooks currently being used throughout the United States. We reviewed them with regard to their attention to the Voluntary National Standards in Economics developed under the auspices of the National Council on Economic Education. In the process of our analysis we made ten observations about these texts, including the statement that these books fall into one of two categories: large, encyclopedic volumes which we label as ‘Comprehensive’ or shorter books aimed at a specific audience which we label as ‘Specialty’ textbooks. While many of the texts have specific shortcomings, we see that the majority of them include more material than the national standards require. Overall there is less variation in the quality of high school textbooks today than was seen in earlier generations of texts; and we argue that the majority of the current crop of comprehensive high school economics texts provides a solid introduction to the economics discipline.

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23

Fey, Jim, Sol Garfunkel, Diane Briars, Andy Isaacs, Henry Pollak, Eric Robinson, Richard Scheaffer, et al. "The Future of High School Mathematics." Mathematics Teacher 107, no. 7 (March 2014): 488–90. http://dx.doi.org/10.5951/mathteacher.107.7.0488.

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Countries that have made progress on international assessments of mathematics achievement have national consensus on goals and sustained commitment to change over time. The Common Core State Standards provide a framework for such effort in the U. S., if we focus on five key elements of curriculum, teaching, and assessment.

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24

G. Ouano, JV Jane, John Fritz Dela L. Torre, Wenaly I. Japitan, and Jerald C. Moneva. "FACTORS INFLUENCING ON GRADE 12 STUDENTS CHOSEN COURSES IN JAGOBIAO NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL DEPARTMENT." International Journal of Scientific and Research Publications (IJSRP) 9, no. 1 (January 12, 2019): p8555. http://dx.doi.org/10.29322/ijsrp.9.01.2019.p8555.

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25

Sumpada, Alief Imani. "Investigating Washback of National Standardized School Examination on Junior High School Students and Teachers." ELT Forum: Journal of English Language Teaching 8, no. 2 (November 30, 2019): 158–65. http://dx.doi.org/10.15294/elt.v8i2.32361.

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This final project aimed to investigate the washback of English National Standardized School Examination on Ninth Graders and Teachers. The research used descriptive qualitative method as its research methodology. The results showed that English National Standardized School Examination or Ujian Sekolah Berstandar Nasional (USBN) brought positive and negative effect. The students applied some learning strategies to develop their reading and writing skills to face English USBN. However, they gave less attention to listening and speaking skills. Also, the students focused to get good result on the examination because it determined their graduation and their higher level school. The teachers prepare the students to take the examination by taught the material more thoroughly. They used various sources and media to support the teaching and learning activities. However, they gave less attention on listening and speaking skills and lose instructional time. To summarize, there were trends of positive and negative washback of English USBN on the students and teacher at SMP N 1 Kertek in academic year of 2018/2019.

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Gilmore, S. A., N. E. Brown, and J. C. Hutchinson. "High School Student Perceptions Associated with Their Participation in the National School Lunch Program." Journal of the American Dietetic Association 98, no. 9 (September 1998): A67. http://dx.doi.org/10.1016/s0002-8223(98)00545-8.

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27

Catterall, James S. "Standards and School Dropouts: A National Study of Tests Required for High School Graduation." American Journal of Education 98, no. 1 (November 1989): 1–34. http://dx.doi.org/10.1086/443942.

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28

Selby, Judith. "Bundaberg North State High School ASSPA Committee: Experiencing Success at School and National Level." Australian Journal of Indigenous Education 27, no. 1 (July 1999): 20–27. http://dx.doi.org/10.1017/s1326011100001502.

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All of us are well aware of the problems faced by Indigenous students at the secondary school level. The intention of this article is to share a success story being experienced at Bundaberg North State High School in Queensland. How many of us can relate to the following anecdote?

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29

Lemos, Robson Rodrigues, Alexandre Leopoldo Golçalves, César Cardoso Santos, and Maykon Carlos Freitas. "Data visualization of the brazilian national high school exam: VisDadosEnem." Encontros Bibli: revista eletrônica de biblioteconomia e ciência da informação 23, no. 53 (September 6, 2018): 124–36. http://dx.doi.org/10.5007/1518-2924.2018v23n53p124.

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Hoje em dia, a partir da quantidade de dados disponíveis surgem situações em que a visualização da informação torna-se fundamental para o entendimento e interpretação dos dados. Dentro deste contexto, este estudo tem como objetivo relacionar e explorar, através de técnicas de visualização, dados abertos educacionais em um contexto multidisciplinar. Para tal, foi desenvolvida uma aplicação web para visualização de dados do exame nacional Brasileiro do ensino médio (ENEM). Neste estudo foram utilizados os microdados do ENEM, a partir do portal Brasileiro de dados abertos. Como resultado das análises comparativas realizadas sobre os dados, por estados, regiões e tipos de escolas, foram observados quais estados obtiveram as maiores e menores médias do ENEM em relação às médias nacionais. Por exemplo, no estado de Santa Catarina os alunos oriundos de escolas particulares obtiveram 12.70% acima da média nacional para este tipo de escola e a menor média de idade dos alunos inscritos correspondendo a 21,6 anos de idade. A aplicação web de visualização possibilitou uma análise comparativa sobre o conjunto de dados do ENEM e a exploração de possibilidades de visualização que seriam dificilmente possíveis de realizar por meio de representações tradicionais.

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30

Davis, Jeff C., Ronald O. Ragsdale, and Arden P. Zipp. "Performance of high school students on National Chemistry Olympiad examinations." Journal of Chemical Education 66, no. 11 (November 1989): 922. http://dx.doi.org/10.1021/ed066p922.

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31

SELTZER, RICHARD. "Atlanta High School Students Edge Houston, Win National Science Bowl." Chemical & Engineering News 72, no. 22 (May 30, 1994): 19. http://dx.doi.org/10.1021/cen-v072n022.p019.

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32

Camiré, Martin, Meredith Rocchi, and Kelsey Kendellen. "Profiling the Canadian High School Teacher-Coach: A National Survey." International Sport Coaching Journal 3, no. 2 (May 2016): 145–55. http://dx.doi.org/10.1123/iscj.2015-0110.

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Each academic year, a large number of teachers voluntarily assume coaching positions in Canadian high schools and thus undertake the dual role of teacher-coach. To date, much of the scholarship on teacher-coaches has been conducted with small samples of participants and as such, the conclusions that can be drawn about the status of the Canadian teacher-coach are limited. The purpose of the current study was to profile the Canadian high school teacher-coach using a national sample. A total of 3062 teacher-coaches (males = 2046, 67%) emanating from all Canadian provinces and territories completed a questionnaire examining personal background and work conditions. Results indicated that aspects of teacher-coaches’ personal background significantly influenced the benefits and challenges they perceived from coaching as well as the recommendations they suggested to improve their coaching experience. The recommendations put forth by the teacher-coaches to improve their work conditions must be earnestly considered by school administrators to ensure the long-term viability of the Canadian high school sport system, which is largely sustained by dedicated volunteers.

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33

DeAngelis, Karen J. "The Characteristics of High School Department Chairs: A National Perspective." High School Journal 97, no. 2 (2013): 107–22. http://dx.doi.org/10.1353/hsj.2013.0027.

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34

Ashack, Kurt A., Kyle A. Burton, Teresa R. Johnson, Dustin W. Currie, R. Dawn Comstock, and Robert P. Dellavalle. "Skin infections among US high school athletes: A national survey." Journal of the American Academy of Dermatology 74, no. 4 (April 2016): 679–84. http://dx.doi.org/10.1016/j.jaad.2015.10.042.

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35

Xuan, Binh Nguyen Thi. "A View of Teaching Writing Ability at High-School: An Effect of the National High-School Graduation Examinations." International Journal of Advanced Scientific Research and Management 6, no. 5 (May 16, 2021): 11. http://dx.doi.org/10.36282/ijasrm/6.5.2021.1807.

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36

Toritsuka, Yukiyoshi, Shigeto Nakagawa, Maki Koyanagi, Junya Sado, Ken Nakata, Takashi Masatomi, Kenji Hayashida, and Takahiro Ochi. "Shoulder and elbow evaluation of pitchers in National High School Baseball Invitational Tournaments and National High School Baseball Championships from 1993 to 2016 in Japan." Journal of Orthopaedic Science 25, no. 3 (May 2020): 423–27. http://dx.doi.org/10.1016/j.jos.2019.06.006.

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37

Snelling, Anastasia M., Casey Korba, and Alyvia Burkey. "The National School Lunch and Competitive Food Offerings and Purchasing Behaviors of High School Students." Journal of School Health 77, no. 10 (December 7, 2007): 701–5. http://dx.doi.org/10.1111/j.1746-1561.2007.00254.x.

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38

Fokin, Iurii Georgievich. "Russian model of high school teachers training." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2016): 43–59. http://dx.doi.org/10.51314/2073-2635-2016-4-43-59.

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Based on a review of psychological differences graduates activity and postgraduate education of students from master students training offered methodological update the structure of higher education levels with the addition of an entry-level qualification for teachers of general cultural and methodological training. The combination of national traditions high school in the beginning of XX with activity-learning theory of the XXI century, it allows for truly new Russian model of teacher training for schools.

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39

Burrow-Sanchez, Jason J., and Adriana L. Lopez. "Identifying Substance Abuse Issues in High Schools: A National Survey of High School Counselors." Journal of Counseling & Development 87, no. 1 (January 2009): 72–79. http://dx.doi.org/10.1002/j.1556-6678.2009.tb00551.x.

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40

Santos, Luiz Ricardo Oliveira, Jailton De Jesus Costa, and Rosemeri Melo e. Souza. "HIGH SCHOOL NATIONAL EXAMINATION AND ITS IMPLICATIONS FOR ENVIRONMENTAL SCIENCE TEACHING." Revista Eletrônica em Gestão, Educação e Tecnologia Ambiental 21, no. 3 (December 20, 2017): 232. http://dx.doi.org/10.5902/2236117028954.

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41

Kim, Jung-Woo. "Changes and Improvements of ‘literature’ in 2015 national high school curriculum." Korean Literature Education Research 55 (June 30, 2017): 47–83. http://dx.doi.org/10.37192/kler.55.2.

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Lee, Yong-Soon, Hye-Rim Park, and Hoo-Jo Hong. "Needs Assessment for National Curriculum Improvement of the Vocational High School." Journal of Curriculum and Evaluation 9, no. 2 (December 2006): 415–39. http://dx.doi.org/10.29221/jce.2006.9.2.415.

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Zakaria, Johannes N., and Hana Panggabean. "Comparison on Global Mindset of International and National High School Students." Asian Social Science 15, no. 2 (January 30, 2019): 70. http://dx.doi.org/10.5539/ass.v15n2p70.

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The role of Global Mindset for individual’s qualities which enable leaders to influence people and organizations from different cultures is evidently important for leadership effectiveness in diversity contexts. While leadership is considered as one of the key competences to predict organizational excellence, its developmental process can start from a young age. Therefore, it is important to develop Global Mindset for young people. However, studies on global mindset in educational context are rare to find in comparison to that in organizational context. Indonesian educational system has been enriched with schools which are characterized by globally oriented education system known as SPK (Collaborative Education Unit) since the last decade. The objective of this study is to compare global mindset level of high school students from international school (SPK) and national school (SPN-National Education Unit) in Greater Jakarta area. A global mindset scale was delivered to 132 students (N SPK = 59; SPN= 73). The independent sample t-test statistic was used and a significant difference of Global Mindset level between SPK and SPN students was found. The score of SPK Students is consistently higher than SPN students, both in general and dimensional levels. While presenting the Global Mindset profiles of both educational contexts, predetermining factors are discussed; in addition, recommendations about school curriculum and atmosphere to develop students’ Global Mindset are provided.

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44

SELTZER, RICHARD. "Los Angeles High School Team Scores Victory In National Science Bowl." Chemical & Engineering News 73, no. 20 (May 15, 1995): 36. http://dx.doi.org/10.1021/cen-v073n020.p036.

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45

Qudsyi, Hazhira, and Meiliza Irma Putri. "Self-efficacy and Anxiety of National Examination among High School Students." Procedia - Social and Behavioral Sciences 217 (February 2016): 268–75. http://dx.doi.org/10.1016/j.sbspro.2016.02.082.

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46

Zakirova, Alfia F., and Larissa A. Semenova. "FORMATION OF RUSSIAN NATIONAL IDENTITY OF HIGH SCHOOL STUDENTS: HERMENEUTICAL APPROACH." Education and science journal, no. 7 (January 1, 2015): 165–80. http://dx.doi.org/10.17853/1994-5639-2015-7-165-180.

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47

Travitzki, Rodrigo, Jorge Calero, and Carlota Boto. "What does the National High School Exam (ENEM) tell Brazilian society?" CEPAL Review 2014, no. 113 (December 31, 2014): 157–74. http://dx.doi.org/10.18356/5db107a1-en.

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48

Katz, Yaacov J., and Mirjam Schmida. "Religiosity of Students in the Israeli National‐Religious Comprehensive High School." British Journal of Religious Education 13, no. 2 (March 1991): 109–13. http://dx.doi.org/10.1080/0141620900130206.

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49

Ragland, Rachel G. "Teachers and Teacher Education in High School Psychology: A National Survey." Teaching of Psychology 19, no. 2 (April 1992): 73–78. http://dx.doi.org/10.1207/s15328023top1902_2.

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This study provides a description of high school psychology teachers. A questionnaire was distributed to high school principals and teachers throughout the U.S. Data were obtained on school demographics, curricula, and teacher characteristics, including academic and professional preparation and certification. A noteworthy finding was the personality-developmental orientation of most high school psychology courses. In addition, most schools have one psychology teacher, who teaches one psychology class in the social studies department. As undergraduates, most teachers majored in social studies and took general or educational psychology courses. Classroom techniques for teaching psychology were generally not covered in professional preparation. Implications and recommendations are presented.

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50

Wilson, Angene H. "A cross-national perspective on reentry of high school exchange students." International Journal of Intercultural Relations 17, no. 4 (September 1993): 465–92. http://dx.doi.org/10.1016/0147-1767(93)90005-s.

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Journal articles on the topic 'Sogeri National High School'

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