Relevant bibliographies by topics / South High School

Contents

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

Academic literature on the topic 'South High School'

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

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Journal articles on the topic "South High School"

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Chu, Andrew, Samuel Fitzgerald, Michael Jebb, and Simon Lewis. "South Howick High School Development." New Zealand Journal of Geography 116, no. 1 (May 15, 2008): 1–8. http://dx.doi.org/10.1111/j.0028-8292.2003.tb00804.x.

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Lombard, W. "Building a robust athlete in the South African high school system." South African Journal of Sports Medicine 30, no. 1 (July 6, 2018): 1–3. http://dx.doi.org/10.17159/2078-516x/2018/v30i1a2933.

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In the modern era of school sport, schools are faced with important decisions on how best to structure their programs to fit in the growing number of tournaments into the schools sports calendars. Furthermore, school sport has taken on a more professional and competitive feel, with the possibility of winning cash prizes as well as the live TV coverage of various tournaments it is plausible to believe that the pressure on coaches to win at this level has increased when compared to 10 years back.The intention of this article is not to disparage the South African school sport system but rather to create an understanding of best practice when considering high school athletes. As it has been the authors experience through working with numerous highs school athletes and presenting to various schools and educators on this topic that the current system or lack thereof is possibly not athlete-centered which may be detrimental to their development down the line.
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Lombard, W. "Building a robust athlete in the South African high school system." South African Journal of Sports Medicine 30, no. 1 (July 6, 2018): 1–3. http://dx.doi.org/10.17159/2933.

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In the modern era of school sport, schools are faced with important decisions on how best to structure their programs to fit in the growing number of tournaments into the schools sports calendars. Furthermore, school sport has taken on a more professional and competitive feel, with the possibility of winning cash prizes as well as the live TV coverage of various tournaments it is plausible to believe that the pressure on coaches to win at this level has increased when compared to 10 years back.The intention of this article is not to disparage the South African school sport system but rather to create an understanding of best practice when considering high school athletes. As it has been the authors experience through working with numerous highs school athletes and presenting to various schools and educators on this topic that the current system or lack thereof is possibly not athlete-centered which may be detrimental to their development down the line.
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Maluleke, Raymond Mkateko, Nadeem Cassim, and Anis Mahomed Karodia. "Challenges of School Governing Bodies towards School Performance : Khatisa High School , Mulamula High Primary School , Jim Yingwani High School and Thomas Mofolo High School ( South Africa )." Academic Journal of Research in Economics and Management 2, no. 11 (2016): 1–42. http://dx.doi.org/10.12816/0027160.

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Baharuddin, Usman, and Khadijah Binti Daud. "PRINCIPALS DISTRIBUTED LEADERSHIP PRACTICE OF SCHOOL PERFORMANCE IN JUNIOR HIGH SCHOOL (SMP) SOUTH SULAWESI INDONESIA." International Journal for Innovation Education and Research 2, no. 10 (October 31, 2014): 85–89. http://dx.doi.org/10.31686/ijier.vol2.iss10.250.

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This paper aims to identify the principals distributed leadership practice toward school performance in Junior High Schools, State of South Sulawesi, Indonesia by using quantitative methods. Quantitative data obtained from the questionnaire interviews of 540 respondents from among the teachers. There are four dimensions required for Junior High School principals derived from questionnaire data with the respondent that the vision mission and goals of the school, the school culture, the sharing of responsibilities and leadership practices. The results showed that the culture of the school is the most dominant dimension that can affect school performance and distributed leadership has positive relationship in improving school performance. This means that if the principals perform well in school leadership the school performance can also be improved. Dimensions must be available on the school principals themselves to discharge their duties, especially in leadership activities to improve the performance of schools in South Sulawesi.
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Klein, Thomas. ""Facing History" at South Boston High School." English Journal 82, no. 2 (February 1993): 14. http://dx.doi.org/10.2307/819697.

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Khanal, Jeevan, Freya Perry, and Sae-Hoon Park. "Leadership practices of principals of high-performing community high schools: Evidence from Nepal." Educational Management Administration & Leadership 48, no. 6 (October 29, 2019): 1026–45. http://dx.doi.org/10.1177/1741143219884076.

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Empirical studies of school leadership in South Asia are limited. This qualitative study examines the ways in which principals in three award-winning community high schools enact leadership practices in their specific contexts in Nepal. The results reveal that the principals used multiple frames of leadership and were proactive towards reforms. High levels of interest, collaboration, prohibition of political activities inside the school, approachability for parents, recruitment of high-quality teachers and innovative programmes proved to be critical for success. This study has implications for how principals enact their role to transform low-performing schools into high-performing schools within a short period.
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Latjani, Tusutrisno S. Dj, Achadi Budi Santosa, and Suyata Suyata. "Participatory Management of School Operational Assistance Funds Program in the State Junior High School, South Tinombo." World Journal of Social Science Research 6, no. 4 (September 18, 2019): p471. http://dx.doi.org/10.22158/wjssr.v6n4p471.

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This study aimed to investigate one of the policies of the Indonesian government in helping poor people to obtain an education through BOS (Indonesian: Bantuan Operasional Sekolah/the School Operational Assistance Funds Program). This program had raised students and student guardians suspicion due to the lack of transparent management. This study was conducted at two schools, the State High School SMPN 1 and SMPN Satap1, using a qualitative approach with descriptive techniques. The results indicated that community involvement in the management of BOS funds was quite effective. The management was in the form of direct involvement in school development meetings, preparation of RKAS (Rencana Kerja Anggaran Sekolah/School Activity and Budget Plans), and school committee meetings. Through the BOS meeting, the managers and those responsible for the BOS funds were appointed in a team which included the school principal, treasurer, teacher, and school committee. Disbursement of BOS funds was done every three months through the regional bank directly to schools for operational financing. The use of BOS funds always referred to the RKAS and required continuous supervision.
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An, Sera, and Kammila Naidoo. "Parental Involvement and Educational Achievement of South Korean High School Students." Journal of Family Diversity in Education 3, no. 3 (May 14, 2019): 62–87. http://dx.doi.org/10.53956/jfde.2019.128.

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Over the past few decades, South Korea, as a rapidly transforming society, has witnessed a massive drive for educational credentials. Some scholars suggest that South Korea has been gripped by an education fever that is leading to huge investments of economic and social capital to further young people’s educational interests. This article refers to a study of three high-achieving South Korean schools. Through the conducting of a survey among 206 school students, 71 teachers and 254 parents, the study aimed to identify the key factors deemed to be responsible for high educational achievement in the schools. Social capital and its physical, relational, structural, and cognitive dimensions presented the conceptual and analytical tools of the study. The findings suggest, after all dimensions are considered, that familial social capital and the nature of parental involvement are most definitive for students’ success. In this sense there is correspondence with James Coleman’s views on the importance of family background as significant in determining how students ultimately perform. However, there is also an indication that mothers and fathers involve themselves differently – and that boarding school students benefit from retaining some distance away from family. The article concludes by offering a set of general recommendations useful for policy-makers in any society seeking to enhance students’ educational achievements.
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Hardani, Rika, Dwi Hastuti, and Lilik Noor Yuliati. "Pornography Behavior of Junior High School Student." Journal of Child Development Studies 3, no. 1 (April 30, 2018): 15. http://dx.doi.org/10.29244/jcds.3.1.15-27.

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<p> </p><p> </p><p><strong>Abstract.</strong> The purpose of research is to identify the pornography behavior ofJunior High School student. We used cross-sectional study as research design. Locations were taken by purposive in South Tangerang city conducted in four junior high school. Schools were selected purposively based on the recommendation of the Ministry of Education in South Tangerang. Participants used are 600 children, boys 278 and girls 322 children. Data were collected by questionnaires filled out by participants.</p><p>The pornography behavior of junior high school student that have been studied are viewing pornographic web, reading books or comics that contain pornographic pictures, hearing or saying things porn, think of things related to pornography. This study also want to know the things that encourage the child to thepornographic behavior and the diference pornography behavior between boys and girls.</p><p>The results showed that the behavior of pornography on boys is higher than girls. The pornography behavior on boys and girls there are no statistically significant differences (p value = 0:03 *, p &lt;0.05).</p><p><em>Key words :pornography behavior, junior high school student, internet influence</em></p>
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Dissertations / Theses on the topic "South High School"

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Olivier, Charleine. "School libraries in former model c high schools – the case of the Framesby high school media centre." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/19795.

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The study explored the changing role of libraries/media centres at ex-Model C (now Section 21) high schools in the Nelson Mandela Metropole (NMM), focussing on a case study of the Framesby High School (FHS) media centre in Port Elizabeth. Model C schools originated in the 1990s, just before the transition to democratic rule in 1994, when White, or House of Assembly schools were given a choice of three school governing models, namely, fully-private Model A schools, Model B state schools and semi-private Model C schools. Model C schools would receive state subsidies of about 50%, with the balance raised through school fees. A major research purpose was to present a comprehensive description of the current ex- Model C school library context and how these influenced the service orientation and intended core functions of school librarians, such as teaching information literacy, providing academic support and promoting general literacy and reading. The FHS media centre service was further described with an aim of providing functional library/media centre management guidelines, applicable to high school libraries/media centres in similar ex-Model C school situations, or any libraries that could find such guidelines useful. This qualitative FHS media centre case study was based on the FHS media centre manager’s personal observation as participative action researcher and further supported by literature, an interview and questionnaire feedback from FHS educators and respondents from selected NMM ex-Model C high school libraries. By comparing historical and existing national and provincial school library issues, conclusions were reached regarding macro- and micro-school library contexts, for example, the effect of having no national policy, the support roles of school management and governing bodies, the influence of digital media and the position of school librarians. School librarian concerns, including their roles, qualifications, service conditions and professional status, especially within Section 21 schools, were considered with the high school library and librarian’s contribution towards curriculum outcomes and life-long learning. With specific reference to ex-Model C schools, the absence of a library policy also resulted in diverse levels of school management and school governing body recognition of the school library/media centre. This impacted on the school librarian’s role in curriculum support and information literacy teaching as well as the availability of funds, infrastructure and resources. It is recommended that government should address the supply of library facilities, services and posts for school librarians and assistants. Lack of governmental action is maintaining the growing divide between ex-Model C schools and disadvantaged schools, while the lack of school library services also has a negative influence on literacy and pass rates, especially in poorer regions, like the Eastern Cape. In the light of the vast difference between the results of ex-Model C schools and other schools in the Eastern Cape, these schools and their library services could provide a benchmark towards improving educational contexts in the province.
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Mokhele, Reitumetse. "Perceptions of school climate: a comparative study of a former white and a black South African high school." Master's thesis, Faculty of Commerce, 2020. http://hdl.handle.net/11427/32821.

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School climate is a determinant of academic performance, as supported by evidence in developed countries. However, there are limited studies from developing countries to test this hypothesis. The few studies that have attempted to explore this topic are often limited to educators. Studies in South Africa show this limitation, hence the motivation to explore school climate from the students' perspective. This study is focused on students' perception of school climate and how it impacts their academic lives. Two schools from the Western Cape Province were used as case studies. They were Pinelands and Langa High Schools, institutions that are distinct in terms of their history, location, resources, demographics and academic performance. The results of the study revealed that most students do not feel safe physically and emotionally in the school environment. In a multiracial school, the main concern is around interpersonal relationship, particularly the level of social support received from teachers; while in a black and disadvantaged school, the concerns are around institutional environment relating to the physical environment and facilities in school. Additionally, students from the privileged school had more emotional concerns, and did not believe that teachers supported them socially, while those from the disadvantaged school had physical safety concerns but believed that their teachers are supportive both academically and socially. The study concludes with a recommendation for future studies to consider more than two schools, expand the geographical scope, employ rigorous data collection, and assess multi-stakeholder perceptions of school climate and the link it has to academic performance so as to improve reliability and generalisability of the findings.
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August, Thozama Ncediwe. "Improving school management systems of low pass rate of high schools in the PE school district." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/12571.

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The DoE is structured in such a way that in all the provinces there are Districts which are formed by clusters. The performance of each province is measured according to that of the different Districts. This District performance reflects back to the schools in the clusters where they are found. Everyone is keen to know which District will be the top performer in the Grade 12 results in the Eastern Cape; because this is where performance of each school is measured. In the past years it was sad to notice that the Eastern Cape schools have had a very low pass rate. The DoE (PE) District has a challenge to change the situation in which the province finds itself. This research seeks to address the challenges encountered by the schools which are not able to improve their pass rate. It focuses on the school management systems of low pass rate schools; and how can they be modified. It is vitally important to manage the organisation or institution in a way which will optimize performance. That is the reason for discussing and debating the way school management is operated in the high pass rate schools, so that differences between the two categories of schools are noted and good strategies are utilised in low pass rate schools. For the PE District to improve; the schools in the circuits must improve in their performance. Each circuit is allocated an Educational Development Officer (EDO). It is the duty of the EDO to monitor and evaluate the schools in their circuits. These departmental officials have to ensure that schools are managed well; that is, that the school management systems are functioning properly. They need to assist the schools in any way they can, in order to improve the performance of the schools. This research study seeks to bring forward the challenges faced by the low performing schools so that every stakeholder in the schools and in the DoE is on board to improve the situation. Improvement in the circuit will help the province to enhance its overall performance.
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Mathaba, Phindile Charity. "School bullying of learners at Mshini High School in Kwazulu-Natal -South Africa." Thesis, University of Zululand, 2014. http://hdl.handle.net/10530/1439.

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A thesis submitted to the Faculty Arts in partial fulfilment of the requirements for the Degree of Masters of Arts in Community Work in the Department of Social Work at the University of Zululand, South Africa, 2014
The previous researchers suggested that school bullying is high in South Africa, especially in high schools. The researcher is motivated by seeing a large number of schools in South Africa who experience school bullying in different forms. The researcher of the study reviewed previous dissertations and thesis which indicated that schools with high levels of reported incidents of bullying have lower passing rates when compared with schools with less reported cases of bullying. This study is built on the groundwork of reviewing the findings of previous researchers about school bullying; so it is due to those regards that made the researcher decided to conduct the study of this nature. The research was designed to investigate school bullying of learners at Mshini High School in KwaZulu-Natal: South Africa. The sample was taken from grade 10 learners at Mshini High School and a simple random sample of 30 participants was used. A questionnaire with 40 closed-ended questions was used as a tool for gathering information from participants. The participants were both males and females. A quantitative programme of data analysis was used in the study. Data was analysed and presented through the use of descriptive statistics which involves tabulations and graphs; thus to find the results of the study. The name of the school that the researcher used was a pseudo name. The researcher used the pseudo name “Mshini High School” to maintain confidentiality. The researcher discovered the answers for the key questions of the study, and the objectives of the study had been achieved since the researcher discovered what was being investigated. According to the findings of the study school bullying is defined as a psychological attack that cause distress and fear, demanding the lunch box from other learners, an intimidation intended to cause harm, a repeated aggressive behaviour and a physical attack on the school ground that includes an imbalance of power. The findings suggest that school bullying did exist at Mshini High School because of the evidence and facts that the majority of participants stated that they did know of schoolmates who had been bullied. The researcher ascertained that school bullying had been reported at Mshini High School since a high percentage of participants confirmed that they knew someone in their school who had reported the incident of being bullied. The findings indicates that school bullying at Mshini High School had been reported to different people by learners and the high rate of participants had reported school bullying to their friends. Lastly, the researcher discovered that the most common type of bullying that occurred at Mshini High School was pushing.
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Laughton, Lorraine Rosemary. "Teacher-stress in South African state high schools." Thesis, Rhodes University, 1985. http://hdl.handle.net/10962/d1005865.

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Masinga, Kate Poppy. "A school-based violence prevention programme for high school learners in Tshwane South District Gauteng Province." Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/60388.

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A report released by the South African Council of Educators (SACE) (2011:12) reveals a grim picture on school safety and the shocking results showing that 1.8 million learners experienced violence at school. Eight years after the Human Rights Watch World Report (2008:164), sexual violence, corporal punishment; bullying, gang-related activities, and occasional murder continue to plague some South African schools. Violence against children and youth has reached endemic proportions in South Africa (Huisman, 2014:10). The goal of the study was to develop, implement and evaluate a school-based violence prevention programme with high school learners in Tshwane South District. The bio-ecological systems theory and a combination of practice approaches, namely: the developmental social work approach, the social and emotional learning (SEL) approach, character education (CE) and social cognitive and social competence perspective were utilised as theoretical frameworks for the study. The study was embedded within the pragmatic and critical research paradigms. The Intervention Research, Design and Development (D&D) model which is a sub-type of applied research, was utilised for the study. The exploratory convergent design was used, starting with the exploratory design and followed by the descriptive design (Creswell & Plano Clark, 2007:59). For the qualitative phase, the collective case study method was used to solicit in-depth views of learners on the school violence problem and interventions to address the problem (Creswell & Plano Clark, 2007:59). During the quantitative phase, the descriptive survey research design was employed to identify and describe the nature and aetiology of the phenomena of school violence (Onwuegbuzie & Leech, 2006:474) and to obtain quantitative data about the learners' opinions, attitudes, and experiences of school-based violence (Engel & Schutt, 2013:18). Concurrent multilevel sampling was employed (Sharp, Mobley, Hammond, Withington, Drew, Stringfield & Stipanovic, 2012:35), including both purposive and random sampling techniques (Teddlie & Yu, 2007:85). In developing the Triple T school-based violence prevention programme in collaboration with learners as service users, Lipsey's Theory-Based Programme Development and Evaluation Model was utilised (Lipsey, 1993:33). Mixed methods, namely a One-Group Pretest-Posttest design in combination with a focus group interview was used to evaluate the programme. The Triple T programme was effective in enhancing learners' knowledge of the nature, causes and impact of violence; their knowledge of moral values and ethical principles; their understanding that violence is a violation of human rights; the importance of caring, compassionate and supportive interpersonal relationships that are based on respect and UBUNTU principles; and increased their knowledge of conflict resolution and anger control strategies. Although some skills in problem-solving and decision-making were learnt, time constraints did not allow in-depth skills development. Furthermore, the use of ICT and role play was unproductive and there was a lack of preference for homework exercises. It cannot be confirmed that the programme has been effective in changing learners' attitudes and behaviours because change is a process and happens over time. Based on the study's findings, it is recommended that the programme be modified, improved, and then implemented and evaluated pertaining to the promotion of an anti-violence school culture and the prevention of violence.
Thesis (DPhil)--University of Pretoria, 2016.
Social Work and Criminology
DPhil
Unrestricted
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Meel, A. "Teenage pregnancy among high school girls in Mthatha, South Africa." Thesis, Walter Sisulu University, 2011. http://hdl.handle.net/11260/d1006969.

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Teenage pregnancy is an important health and social problem in South Africa. Despite declining trends of fertility rates in last two decades, the pregnancy among school girls remains steadily high in South Africa. Teenage pregnancy had negative impacts on various aspects of socio-economic well being of school girls. Aim: To determine the proportion of teenage pregnancy among high school girls and to identify the possible factors that influence teenage pregnancy in Mthatha region during the year 2009. Materials & Methods: This is an observational cross sectional, analytic study of teenage pregnancy conducted among high school teenage girls in the Mthatha region of South Africa. Result: A total of 1150 teenage girls from 15 to 19 years of ages responded from seven high schools in the Mthatha region of South Africa. In total 113 (10%) of teenage high school girls were currently mothers or had previously been pregnant. The proportions of those who had ever been pregnant increased significantly with age. The risk of falling pregnant among public high school teenage girls had two times higher compared to private high school teenage girls. Condoms were the most common method of contraception whereas the oral pills were the least common in practice. About half of teenage girls who had ever been pregnant had an abortion and of this one-third had had a backstreet/illegal abortion. The frequency of substance use was significantly higher among teenage girls who had ever been pregnant. A significant correlation was found between low socio-economic status, public schools and teenage pregnancy in this study. Conclusion: Teenage pregnancy is common among high school girls from 15 to 19 years of age in the Mthatha Region, South Africa. Poor socio-economic family conditions, lack of contraceptive use, early sexual maturation, risky behaviour, lack of knowledge about sexuality and reproductive health, multiple sexual partners and substance use were the common contributing factors of teenage pregnancy.
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Kumalo, Elizabeth Nomso. "Teacher leadership : a study in a township high school." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017349.

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Mhlongo, Cynthia Nonhlanhla. "The experiences of high school educators in dealing with substance abuse at uThungulu District Schools." Thesis, University of Zululand, 2018. http://uzspace.unizulu.ac.za:8080/xmlui/handle/10530/1636.

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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Masters in Educational Psychology in the Department Of Educational Psychology and Special Needs Education at the University of Zululand, 2018
The study examined the experiences of high school educators in dealing with substance abuse at uThungulu District schools. Data for the study was gathered through survey. A structured questionnaire was designed and used to obtain information from school educators who served as teachers and principals in selected schools. The descriptive design approach was employed in this study. Purposive sampling technique was employed to select five secondary schools in uThungulu Districts, while simple random sampling technique was used to select 176 educators from the five schools. The quantitative data collected through questionnaire were analysed using descriptive statistics of percentage and frequency counts. The results of the quantitative data were displayed as tables and graphs, followed by discussions of each result. The overall results revealed that substance abuse affects both mental and psychological wellbeing of learners, which later develops into poor academic performance. The Educators that participated in the study attested to this when they responded affirmatively that excessive use of drug affects physical coordination of learners in classes, mental disconnection, and permanent brain damage. The study recommends the inclusion of Education for Substance Abuse Avoidance and Treatment as part of the core subjects in South African schools, and such should be offered in local languages. In addition, interactive teaching methods such as brainstorming, open discussions, and role-playing are recommended for all learners, including those who abuse substance and those addicted. Lastly, the study recommends the engagement of the professional Guidance and Counsellors in the South African schools whose primary assignment would be to counsel learners not only on substance abuse but also on career choice and future professional guidance.
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Bryant, Michael Hugh. "A comparative analysis of factors contributing to the biblical worldview among High School students in the American Association of Christian Schools of Georgia, North Carolina, and South Carolina." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Books on the topic "South High School"

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Hawthorne, Peter. Historic schools of South Africa: An ethos of excellence. Cape Town: Pachyderm Press, 1993.

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Berardinelli, Steve. South Junior High School, Morgantown, West Virginia. [Atlanta, Ga.?]: U.S. Dept. of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, 1992.

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South Side High School Alumni Association (Fort Wayne, Ind.), ed. South Side High School: The first seventy-five years. Fort Wayne, Ind: South Side High School Alumni Association, Inc., 1996.

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Parr, David. Drug use among South Dakota high school students, 1985. Pierre, S.D. (523 E. Capital Ave., Pierre 57501-3182): Dept. of Health, Division of Alcohol and Drug Abuse, 1986.

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D, Jansen Jonathan, ed. Diversity High: Class, color, culture, and character in a South African high school. Lanham: University Press of America, 2008.

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Vandeyar, Saloshna. Diversity High: Class, color, culture, and character in a South African high school. Lanham: University Press of America, 2008.

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Great Britain. Department for Education. Her Majesty's Inspectorate. South Wirral High School: A report by H M Inspectorate. Stanmore: DFE, 1992.

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Conroy, Pat. South of Broad. London: Corvus, 2010.

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Conroy, Pat. South of Broad. New York, N.Y: Random House Audio, 2009.

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Southie won't go: A teacher's diary of the desegregation of South Boston High School. Urbana: University of Illinois Press, 1986.

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Book chapters on the topic "South High School"

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Kim, Young Chun. "High School Years." In Shadow Education and the Curriculum and Culture of Schooling in South Korea, 125–52. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-51324-3_6.

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Gephart, Martha A., and Victoria J. Marsick. "Leveling Up: How South Side High School Learned to Transform Itself." In Management for Professionals, 59–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-48642-9_5.

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Moon, Seungsook. "Disciplining High-School Students and Molding Their Subjectivity in South Korea: A Shift in Disciplinary Paradigm." In Challenges of Modernization and Governance in South Korea, 143–68. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4023-8_7.

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Pattman, Rob, and Deevia Bhana. "Hair-Raising and Makeup Interviews with Young People in a High School: Gender, Race and Sexuality." In Gender, Sexuality and Violence in South African Educational Spaces, 203–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69988-8_9.

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Naidoo, Anthony V., Michelle Visser, Marietha de Wet, Stephan Rabie, Izanette van Schalkwyk, Michèle Boonzaier, Gideon de Bruin, Liezel Shirley, and Caitlin Venter. "A Group-based Career Guidance Intervention for South African High School Learners from Low-income Communities." In Handbook of Innovative Career Counselling, 665–85. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22799-9_37.

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Fyffe, Lindsay, Henk Coetzee, and Christian Wolkersdorfer. "Cost Effective Screening of Mine Waters Using Accessible Field Test Kits—Experience with a High School Project in the Wonderfonteinspruit Catchment, South Africa." In Uranium - Past and Future Challenges, 565–72. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11059-2_64.

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Lauderdale, Skyler. "Sexually Marginalized Youth in the South: Narration Strategies and Discourse Coalitions in Newspaper Coverage of a Southern High School Gay-Straight Alliance Club Controversy." In Queer Youth and Media Cultures, 86–97. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137383556_6.

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Francis, Dennis, and Aðalsteinn Haukstein Oddsson. "Creating a queer counter-space in high schools in Iceland and South Africa." In Schools as Queer Transformative Spaces, edited by Jón Ingvar Kjaran, 17–34. Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: Routledge research in educational equality and diversity: Routledge, 2019. http://dx.doi.org/10.4324/9781351028820-2.

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Kadowaki, Kaoru. "Japanese Native Speaker Teachers at High Schools in South Korea and Thailand." In Towards Post-Native-Speakerism, 97–112. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-7162-1_6.

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Zarifis, George K. "Active Citizenship Programmes for Unemployed Young Adults with Low Skills in Southern Europe: Participation, Outreach, and Barriers." In Young Adults and Active Citizenship, 19–35. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_2.

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AbstractThe development of policies and targeted initiatives that promote or support active participatory citizenship for vulnerable young adults with low skills has largely passed unnoticed in Southern Europe in the last decade. Despite the existing lifelong learning (LLL) strategies, most countries in the area do not place active citizenship for low-skilled young adults as a priority. This chapter is based on the results of the European research project EduMAP (Horizon 2020), and focuses on participation of unemployed young adults with low skills (hence early school-leavers) in educational activities that either focus or promote active citizenship in Southern Europe (Greece, Cyprus, Malta, Italy, Spain and Portugal). More specifically the chapter explains the reasons behind low participation rates among vulnerable young adults in the region. South European countries are not yet showing any favourable conditions for increasing participation of the low-skilled unemployed young adults in such programmes. Some of the countries that were hit by economic depression in particular, face –not necessarily for the same reasons– major barriers for implementing policies to increase the number of low-skilled young adults in active citizenship oriented courses. The chapter concludes that one of the problems in promoting active citizenship through adult education activities is that the programmes delivered in the region are still not competence-based. Adult education is not high in the value system, and therefore low skilled young adults do not appear motivated to obtain such skills and competences. A key challenge therefore is to deliver a service that simultaneously meets the needs of the learners, provides sufficient responses to the needs of the local societies, and stimulates further demand.
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Conference papers on the topic "South High School"

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Fatayan, Arum, Ivan Hanafi, and Eliana Sari. "School Based Management at Privat Islamic Junior High School at South Jakarta." In First International Conference on Technology and Educational Science. EAI, 2019. http://dx.doi.org/10.4108/eai.21-11-2018.2282035.

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Harris, Keith R. "INTEGRATING EARTH SCIENCES INTO HIGH SCHOOL SCIENCE COURSE PATHWAY." In 52nd Annual GSA South-Central Section Meeting - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018sc-310144.

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von Solms, S., W. S. Hurter, and J. Meyer. "A Sustainable Model for Problem Based Learning in a South African School." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-68075.

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South Africa is currently facing an education dilemma with high numbers of youth unemployment and a growing specialized skills shortage in Science, Technology, Engineering and Mathematics (STEM). STEM problem based learning events, hosted by government and the corporate sector, has shown to improve science and technology literacy and to encourage the youth to pursue tertiary education in the field of science. Unfortunately, schools face a range of challenges which restricts them from participating in these learning methods, depriving learners of the advantages offered by problem based learning. This paper presents a model for the sustainable provision of STEM problem based learning opportunities in South African schools. The presented model is based on a two-team mentoring model which makes problem based learning sustainable in a South African school environments. The Shell Eco Marathon is in its third year, and the students that have passed through the program will now be progressing to university. The impact of this program, therefore, will be become evident by the success of the students’ studies in the near future.
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Kazeni, Monde, and Nosipho Mkhwanazi. "LIFE SCIENCES TEACHERS’ UNDERSTANDING, PERCEPTIONS AND ADOPTION OF INQUIRY-BASED SCIENCE EDUCATION IN SELECTED SOUTH AFRICAN HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end006.

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In recent years, Inquiry-Based Science Education (IBSE) has emerged as one of the most effective and beneficial science teaching practices for developing science concepts in learners and for motivating them in the study of science subjects. IBSE is a pedagogical practice that allows learners to develop key scientific ideas and to understand the natural world, using skills employed by scientists. Like most science school curricula around the world, the South African life sciences national curriculum (referred to as Curriculum and Assessment Policy Statement - CAPS), advocates for the adoption of IBSE. Despite the growing consensus about the cognitive and motivational benefits of IBSE, this pedagogical approach is seldom implemented by life science teachers, due to various factors. This qualitative research, involving a case study, explored the knowledge, perceptions, and adoption of IBSE by four life sciences high school teachers, conveniently selected from public schools around Johannesburg, in South Africa. Data were collected using semi-structured interviews, and the findings show that participating teachers have substantial knowledge and positive perceptions of IBSE. However, they are less inclined to adopting IBSE in their life science classrooms due to inhibiting factors. We recommend the training of life sciences teachers in effective way of abating the constraints of implementing IBSE effectively.
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Ajizah, Aulia, and Khairunnida Rahma. "The Development of A Handout on Eubacteria Concept for High School." In 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/seadric-17.2017.23.

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Guiamalon, Tarhata S., and Pembain G. Hariraya. "THE K-12 SENIOR HIGH SCHOOL PROGRAML: THE CASE OF LABORATORY HIGH SCHOOL, COTABATO CITY STATE POLYTECHNIC COLLEGE, SOUTH CENTRAL MINDANAO, PHILIPPINES." In ADVED 2020- 6th International Conference on Advances in Education. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.47696/adved.202074.

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Raghavjee, Rushil, and Nelishia Pillay. "An informed genetic algorithm for the high school timetabling problem." In the 2010 Annual Research Conference of the South African Institute of Computer Scientists and Information Technologists. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1899503.1899555.

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Li, Zhangpei, and Changun Park. "Initial Discussion on the 2015 Revised National High School Mathematics Curriculum of South Korea." In 2018 2nd International Conference on Management, Education and Social Science (ICMESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icmess-18.2018.363.

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Surahman, Ence, Zahid Zufar At Thaariq, Muhammad Qolbi, and Antoni Setiawan. "Investigation of the High School Teachers TPACK Competency in South Garut, West Java, Indonesia." In 6th International Conference on Education and Technology (ICET 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201204.089.

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Riwanda, Agus, Muhammad Ridha, M. Irfan Islamy, Sigit Priatmoko, Ani Cahyadi, and Samsul Susilawati. "Measuring E-Learning Readiness for Students of Islamic Senior High School at South Kalimantan." In International Conference on Engineering, Technology and Social Science (ICONETOS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210421.124.

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Reports on the topic "South High School"

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none,. Riverside High School (South Carolina) - Financing Profile. Office of Scientific and Technical Information (OSTI), January 2009. http://dx.doi.org/10.2172/1218291.

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South Carolina leads the way in developing a school mental health system. ACAMH, July 2020. http://dx.doi.org/10.13056/acamh.12514.

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Health hazard evaluation report: HETA-92-138-2258, South Junior High School, Morgantown, West Virginia. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control, National Institute for Occupational Safety and Health, September 1992. http://dx.doi.org/10.26616/nioshheta921382258.

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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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