Journal articles: '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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Abstract. 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.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.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 <0.05).Key words :pornography behavior, junior high school student, internet influence

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Tran, Henry, Jessica McCormick, and Trang Thu Nguyen. "The cost of replacing South Carolina high school principals." Management in Education 32, no. 3 (March 27, 2018): 109–18. http://dx.doi.org/10.1177/0892020617747609.

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The purpose of this study is to examine the costs of replacing high school principals. The technique for cost estimation used is the ‘ingredients method’ and is based on the economic principle of opportunity cost. It is the recommended form of cost analysis by experts in the field. Within this study, the ingredients method systematically identifies all the resources required to replace high school principals, and attaches prices to each of those ingredients. The systematic nature of the method allows for costs to be measured and compared across studies. Data were obtained from executive-level human resource management across six South Carolina public school districts. Costs of high school replacement varied by district (ranging from $10,413.03 to $51,659.27), with the sample average equating to $23,974.29. The methodology used in this study can be replicated across the globe to estimate the cost of replacing school leaders.

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Budhiningtias Winanti, Marliana, and Muhammad Dhiyauddin. "Aplikasi Nilai Online, Pembayaran SPP dan Absensi Berbasis Website Di SMP Islam Al-Ikhlas Jakarta Selatan." Jurnal Manajemen Informatika (JAMIKA) 9, no. 2 (December 17, 2019): 132–39. http://dx.doi.org/10.34010/jamika.v9i2.2528.

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Lack of publications to deliver online value information makes Al-Ikhlas Islamic Junior High School has a weakness in disseminating information to parents in Al-Ikhlas Islamic Junior High School South of Jakarta in the publicized value for children - her son, because the conventional media used by teachers Al-Ikhlas Islamic Junior High School South of Jakarta only form of notes on ledger Master Data Master. Data collection methods used were observation and interviews, with observation and interviews are expected to obtain sufficient data for the manufacturing of value-line application will be made for Al-Ikhlas Islamic Junior High School south of Jakarta. The approach used is object-oriented approach (Object Oriented). By designing a web-based online application value in SMP Islam Al-Ikhlas South Jakarta, is expected to improve efficiency and streamline the process of accessing information and maximize the delivery of academic information which will be aimed at students, teachers and parents. With value-based online application he designed the website in Al-Ikhlas Islamic Junior High School South of Jakarta, is expected to also school - other schools will make this application in every school.

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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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Sefora, Sharonrose. "Storytelling: Career identities of South African high school learners." Journal of Psychology in Africa 30, no. 1 (February 28, 2020): 80–85. http://dx.doi.org/10.1080/14330237.2020.1722366.

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Stead, Graham B., Catherine Els, and Nadya A. Fouad. "Perceived Career Barriers among South African High School Learners." South African Journal of Psychology 34, no. 2 (June 2004): 206–21. http://dx.doi.org/10.1177/008124630403400203.

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Asran, Mastar. "Leadership of Headmaster and Work Motivation in Elementary School Partner with Undergraduate Program at PGSD FKIP UNTAN." JP2D (Jurnal Penelitian Pendidikan Dasar) UNTAN 1, no. 1 (February 6, 2018): 20. http://dx.doi.org/10.26418/jp2d.v1i1.3.

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This research aims to describe the relationship of school leadership to work motivation of teachers in primary school Partners PGSD Prodi S1 FKIP UNTAN District of South Pontianak Pontianak. The method used in this study is a correlation research method, forms of survey research. The results were obtained (1) Leadership Head Elementary School Guidance and Counseling Program Partners S1 PGSD UNTAN in the District of South Pontianak Pontianak City at 4.59 with criteria "very high" (ST). (2) Motivation of teachers in Primary Schools Program Partners SI PGSD FKIP UNTAN in the District of South Pontianak, Pontianak City at 4.44 with the criteria of "very high" (ST). (3) The relationship of school leadership to work motivation of teachers in Primary Schools Program Partners SI PGSD FKIP UNTAN in the District of South Pontianak Pontianak City 0.64 with the criteria " moderate correlation”.

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Ncontsa, Vusumzi Nelson, and Almon Shumba. "The nature, causes and effects of school violence in South African high schools." South African Journal of Education 33, no. 3 (August 2, 2013): 1–15. http://dx.doi.org/10.15700/201503070802.

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Magidi, Mufaro, Rinie Schenk, and Charlene Erasmus. "HIGH SCHOOL LEARNERS’ EXPERIENCES OF GANGSTERISM IN HANOVER PARK." Southern African Journal of Social Work and Social Development 28, no. 1 (July 22, 2016): 69–84. http://dx.doi.org/10.25159/2415-5829/1351.

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The culture of gang violence has become deeply entrenched in South Africa. The present study explored the experiences of non-gang school-going adolescents regarding gangs and gangsterism in Hanover Park in the Western Cape. A qualitative exploratory approach was used. Data collection instruments were focus group discussions supported by qualitative semi-structured interviews involving 18 adolescents between the ages of 16 and 18 from two secondary schools in Hanover Park, Cape Town. The data were thematically analysed. The results have shown that the presence of gangs affects the learners’ school attendance, restricts their mobility, increases bullying at school and seriously disrupts family and community life.

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Padilla, George, Federico Guerra, and Roberto Zamora. "Effective School Practices in Title I Schools Exceeding Educational Expectations (E3)." International Journal of Educational Reform 29, no. 2 (November 27, 2019): 103–22. http://dx.doi.org/10.1177/1056787919886582.

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A research study was designed and conducted to identify effective school characteristics and strategies of high-performing, high-poverty schools. Four High-Performing Reward schools in South Texas that demonstrated longitudinal academic success were selected to study. We developed an 11 effective school characteristics model including school processes from the effective school research literature as the framework for the study. A mixed-research study was designed to collect data from professional school staff, and principals related to the 11 effective characteristics, their processes, and strategies used by the schools. An area of improvement identified among these already high-performing schools was parental engagement.

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Pandang, Abdullah, Soli Abimanyu, Alimuddin Mahmud, and Sulaiman Samad. "Factors Affecting Competence of School Counselors in South Sulawesi." Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling 4, no. 2 (March 17, 2019): 145. http://dx.doi.org/10.26858/jpkk.v4i2.8657.

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This article aims at exploring the profile of school counsellor’s competency in South Sulawesi, Indonesia, and factors that affected it. The study used quantitative approach, involving four independent variables, age, work experience, educational background, and professional certification experience of the school counsellor, and one dependent variable, the score of the competency test. The population of the study was 1949 school counsellors who took competency test administered by the Ministry of Education and Culture in 2015. There were 322 samples taken using proportional random sampling technique, representing school counsellors from SMP (junior high school), SMA (senior high school), and SMK (vocational schools). The result of the study showed that the average score of the competency test was still below the minimum standard set by the Government. The study also presented that there was a negative influence between age and the score, and positive influence between educational background and teacher certification program, and the results of competency test. Yet, it was found there was no significant influence between working experience and the results of competency test.

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Yoon, Jaehee, and Heesook Son. "Factors Associated with School Nurses’ Triage Competency in South Korea." International Journal of Environmental Research and Public Health 18, no. 16 (August 5, 2021): 8279. http://dx.doi.org/10.3390/ijerph18168279.

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This study examined the factors associated with triage competency among school nurses in South Korea. Using a convenience sampling method, 386 school nurses employed in elementary, middle, or high schools completed a cross-sectional survey that included a modified version of the Triage Competency Scale for emergency room nurses. Information regarding experience working in schools and hospitals, education level, school types, age, emergency nursing care certifications, school locations, and serious emergency experience at school was collected. Analyses were performed using SPSS version 25.0, independent t-tests, analyses of variance, Spearman’s correlation, and ordinal logistic regression. Triage competency was higher for school nurses who were employed in metropolitan regions (odds ratio [OR] = 1.63, p = 0.017) and had serious emergency experience (OR = 1.76, p = 0.008). As the participants’ experience at schools or hospitals increased by one year, their triage competency score increased by 2% (OR = 1.02, p = 0.037) and 14% (OR = 1.14, p < 0.001), respectively. These findings could be used to develop policies and educational programs that promote school nurses’ triage competency. Further, they suggest the importance of establishing an organizational support system to develop guidelines and a feedback system to improve school nurses’ triage competency.

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Nur, Abdi Hashi, Ali Abdi Farah, and Omar Mohamed Warsame. "Education Quality of Best Public High Schools in South and Central Somalia." International Journal of Education and Information Technologies 15 (July 20, 2021): 147–56. http://dx.doi.org/10.46300/9109.2021.15.15.

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The purpose of this study was to explore what nine high school principals did to outperform other schools in the South and Central regions of Somalia. The study highlighted the high school principals’ perception of maintaining education quality concerning curriculum, instruction, and assessment. The study focused on the admission process, teaching, and learning performances of the top nine high schools in South and central Somalia. The methodology of this Qualitative study was descriptive phenomenology. The research design and approach were semi-structured open-ended interview protocol that comprised eight interview questions. Purposeful sampling was the sampling method. Nine principals participated in the study and provided the research data regarding the education quality of nine high schools in Somalia. All nine principals in this study maintained their high schools' education quality using a rigorous admission process. They utilized a government-developed official curriculum. Five principals reported that they employed specialist instructors, while six stated that their students actively participated in the learning process during class time. However, all the participants reported that smartphones hindered student learning. A slight majority of five principals (56%) stated that parental interventions were vital to schools' overall learning achievements. Somalia's public schools are far behind in utilizing effective educational technology. The technological literacy of the teachers is vital to effectively employ the accessible educational technology, which encouraged students to incorporate modern technologies in their learning activities successfully. Rigorous admission process, efficient curriculum, instruction, effective instructional materials, employing professional instructors, and active learning are all important components to maintain education quality.

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a, Feriyansyah, Koderi b, Idham Kholid, Yetri Hasan, and Deden Makbuloh. "THE STRATEGIC MANAGEMENT AT STATE VOCATIONAL HIGH SCHOOL 2 KALIANDA,SOUTH LAMPUNG, INDONESIA." International Journal of Advanced Research 8, no. 12 (December 31, 2020): 142–47. http://dx.doi.org/10.21474/ijar01/12135.

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The increasingly fierce competition mechanism inspired this research in vocational high schools in Indonesia.The State Vocational High School (SMK Negeri) 2 Kalianda, South Lampung, lacked facilities and human resources that can support students success. It also lacked the motivation to face the era of the industrial revolution 4.0. This phenomenon is interesting to explore. This research aimed to illustrate the strategic management of the school. The research was an interpretive paradigm by employing the descriptive qualitative method. The research data were obtained from the principal, curriculum representatives, teachers, education personnel, and school committees. The data collecting techniques employed were observations, interviews, and documentation. Based on the research, it was found that (1) the strategic formulation done by SMK Negeri 2 Kaliandaconsisted of vision and mission, SWOT analysis, short, medium and long term planning, as well as determining strategic superiority that can be categorized as good, but the development of educational facilities (infrastructure) still needs to be optimized. 2) Strategic implementation was ineffective, especially in utilizing information systems and linking employee competencies with educational institutions performance. Those problems were causedby the mismatch between work performancesandthe roles, considering the limited allocation and operations. 3) Strategic evaluation can be categorized as reasonably good, which covered monitoring the results of strategic planning and implementation, measuring individual and school performance, and determining improvement steps.

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Nichols, Henry James, and Anthony Brown. "High school learners perceptions on the teaching of LGBT content in South African schools." International Journal of Learning and Change 1, no. 1 (2020): 1. http://dx.doi.org/10.1504/ijlc.2020.10032131.

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Pertiwi, Indah. "Transformation of Middle Mathematics Learning With Character Education Online in South Tangerang." Daya Matematis: Jurnal Inovasi Pendidikan Matematika 8, no. 3 (December 11, 2020): 237. http://dx.doi.org/10.26858/jdm.v8i3.16622.

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This study aims to describe the implementation of character education in mathematics learning in junior high schools in South Tangerang along with its supporting and inhibiting factors. This research is an evaluation research, using quantitative and qualitative approaches. The evaluation model used in this research is the sustainability evaluation model (discrepancy model). The subjects in this study were 18 junior high schools in South Tangerang to follow quantitative data and 6 junior high schools in South Tangerang to collect qualitative data. Data were collected through student questionnaires, teacher questionnaires, interviews, documentation and observation. Data were analyzed using quantitative quantitative analysis and categorization, while qualitative data were analyzed using qualitative descriptive analysis. The results of the evaluation can be removed as follows: First, the implementation of character education in mathematics learning in junior high schools in South Tangerang is in the poor category. Second, the supporting factors include: (1) vision and mission of the school; (2) there is a school agreement related to character building through learning; (3) support from school principals and vice principals; (4) good cooperation between the school environment and school members; (5) the condition of students who have good character basics; and (6) examples of positive teacher behavior as role models. While the inhibiting factors include: (1) teachers do not have an adequate understanding of the concept of character education, especially implementation in mathematics learning, and (2) teachers still experience difficulties in identifying values character of basic competence in mathematics; (3) teachers have not been able to properly implement integrated character education in mathematics learning; (5) incomplete facilities and infrastructure; (6) Teachers have difficulty implementing character education in courageous learning; (7) teachers have difficulty assessing character education in a bold manner; and (8) documentation of student attitudes is still weak

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Gamede, Vangeli Wiseman. "Cultural implications for learners’ effectiveness as governors of schools in rural South Africa." South African Journal of Education, no. 40(3) (August 31, 2020): 1–8. http://dx.doi.org/10.15700/saje.v40n3a1655.

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The South African Schools Act, 84 of 1996, articulates the establishment of School Governing Bodies, which authorises stakeholders such as parents, educators and learners to participate actively in decision-making processes pertaining to school governance. The Act further stipulates that learners, through the Representative Council of Learners, should be afforded full opportunity to participate in crucial decisions by the broader governing body. The reason for undertaking the study reported on here was triggered by the concern raised by various authors about the high level of ineffectiveness of learners as governors of schools in South Africa. This study explored and analysed the significance of culture in relation to learners’ effectiveness as governors of schools in rural South Africa. A qualitative research approach, based on a purposive sampling method and interviews, was espoused by engaging members of the Representative Council of Learners in certain selected high schools of the Harry Gwala district in KwaZulu-Natal. The findings of the empirical study investigation divulged that culture was one of the main impediments to learners’ effective school governance in the rural South African setting. The study recommends the intervention of the Department of Education, with the view of creating an environment conducive to active learner participation in school governance in rural areas.

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Donald, D., and L. Green. "Perceived Reasons For High School Underachievement In Four Historically Separate South African School Systems." Southern African Journal of Child and Adolescent Mental Health 7, no. 1 (January 1995): 19–30. http://dx.doi.org/10.1080/16826108.1995.9632453.

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Wajuihian, Samuel Otabor. "Characteristics of astigmatism in Black South African high school children." African Health Sciences 17, no. 4 (January 8, 2018): 1160. http://dx.doi.org/10.4314/ahs.v17i4.25.

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Hynes-Dowell, Marya, Pedro Mateu-Gelabert, Helena Maria Taunhauser Barros, and Jorge Delva. "Volatile Substance Misuse Among High School Students in South America." Substance Use & Misuse 46, sup1 (May 24, 2011): 27–34. http://dx.doi.org/10.3109/10826084.2011.580192.

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King, Gary, Tamika D. Gilreath, Ellen Humphrey Albert, and Alan J. Flisher. "Smoking among high school male students in rural South Africa." Journal of Substance Use 16, no. 4 (December 7, 2010): 282–94. http://dx.doi.org/10.3109/14659890903513475.

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Choi, Jung-ah. "Disrupting the Discourses of High School Dropouts in South Korea." Educational Practice and Theory 26, no. 2 (January 1, 2004): 21–33. http://dx.doi.org/10.7459/ept/26.2.03.

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Mateus, Antonio Domingos, Chux Gervase Iwu, and Charles Allen-Ile. "Skills Shortage in South Africa: Perspectives from High School Educators." Anthropologist 18, no. 2 (September 2014): 491–504. http://dx.doi.org/10.1080/09720073.2014.11891567.

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Bang, EunJin, Sissy S. Wong, and Tonya D. Jeffery. "High School Students’ Stereotypic Images of Scientists in South Korea." Mevlana International Journal of Education 4, no. 1 (April 1, 2014): 96–112. http://dx.doi.org/10.13054/mije.13.58.4.1.

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Dolby, Nadine. "Making White: Constructing Race in a South African High School." Curriculum Inquiry 32, no. 1 (January 2002): 7–29. http://dx.doi.org/10.1111/1467-873x.00213.

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Maqsud, Muhammad. "Moral Orientation of Batswana High School Pupils in South Africa." Journal of Social Psychology 138, no. 2 (April 1998): 255–57. http://dx.doi.org/10.1080/00224549809600377.

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Hunt, Melissa K., and Derek R. Hopko. "Predicting High School Truancy Among Students in the Appalachian South." Journal of Primary Prevention 30, no. 5 (August 13, 2009): 549–67. http://dx.doi.org/10.1007/s10935-009-0187-7.

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Watson, Mark B., and Josef A. van Aarde. "Attitudinal career maturity of South African colored high school pupils." Journal of Vocational Behavior 29, no. 1 (August 1986): 7–16. http://dx.doi.org/10.1016/0001-8791(86)90025-4.

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HAN, SUNGHYUN, MINJA KIM CHOE, MYUNG-SUN LEE, and SUN-HEE LEE. "Risk-taking behavior among high school students in South Korea." Journal of Adolescence 24, no. 4 (August 2001): 571–74. http://dx.doi.org/10.1006/jado.2001.0411.

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Kim, Sahoon. "Comparative Analysis of United States and South Korean High School." Asia-Pacific Journal of Educational Management Research 5, no. 2 (August 30, 2020): 35–40. http://dx.doi.org/10.21742/ajemr.2020.5.2.05.

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Ngirishi, Harrison, and Sarah Bansilal. "AN EXPLORATION OF HIGH SCHOOL LEARNERS’ UNDERSTANDING OF GEOMETRIC CONCEPTS." Problems of Education in the 21st Century 77, no. 1 (February 14, 2019): 82–96. http://dx.doi.org/10.33225/pec/19.77.82.

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There is much concern in South Africa about the poor performance of learners in mathematics, particularly in geometry. The aim of this research was to explore the understanding of basic geometry concepts by grade 10 and grade 11 learners in terms of the van Hiele’s levels of geometry thinking. The participants of the research were 147 learners from three high schools in a rural area in the south of KwaZulu Natal, South Africa. The results showed that the learners had difficulties with problems involving definitions of geometric terms, interrelations of properties and shapes, class inclusion and changing semiotic representations. It was also found that most of the learners were operating at the visual and the analysis levels of the van Hiele levels of geometric thinking. It is recommended that teachers should provide learners with tasks that require movements between semiotic representations, and to also focus attention on improving learners’ skills in proving aspects of mathematical relations. Keywords: geometry, high school, van Hiele theory, class inclusion, mathematical proof, necessary and sufficient conditions.

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Owusu-Edusei, Kwame, Molly Espey, and Huiyan Lin. "Does Close Count? School Proximity, School Quality, and Residential Property Values." Journal of Agricultural and Applied Economics 39, no. 1 (April 2007): 211–21. http://dx.doi.org/10.1017/s1074070800022859.

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This study jointly estimates the impact of school quality and school proximity on residential property values in Greenville, South Carolina. While quality is found to be capitalized into residential property values, the degree of capitalization depends on school level and proximity to each school for which the house is zoned for attendance. In general, there is positive value associated with closer proximity to schools of all levels, and negative value associated with a significantly longer than average distance to schools. In terms of quality rankings, excellence at the elementary and high school levels has the strongest impact on property values.

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Kyei, Kwabena A. "Dropout in High Schools studentsâ€“Modeling a Case Study in the Vhembe District, Limpopo Province, South Africa." Journal of Education and Vocational Research 5, no. 2 (June 30, 2014): 65–72. http://dx.doi.org/10.22610/jevr.v5i2.154.

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South Africa experiences a significant amount of dropouts of high school learners every year. Only about 45% of learners who start primary school in a given year write matriculation examinations after 10 years of schooling. A high dropout rate deprives the country of well-informed and competent future leaders. This study looks at the factors that underlie dropout in high schools in the Vhembe district. A random sample of 5 villages was selected from 25 villages which have high schools. A census of high school dropouts in these 5 villages was conducted. About 660 dropouts were obtained and interviewed. Applying regression modeling, this study shows that poor performance, attitude, punishment and pregnancy are the factors affecting dropout in Vhembe, and recommends that educators encourage learners to develop positive attitude to school work and also give extra assistance to under-performing learners, and sex education be given with seriousness to reduce unwanted pregnancies.

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Tee, J., F. Lebatie, K. Till, and B. Jones. "Injury incidence and characteristics in South African school first team rugby: A case study." South African Journal of Sports Medicine 29, no. 1 (October 24, 2017): 1–7. http://dx.doi.org/10.17159/2078-516x/2017/v29i1a2931.

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Background: Despite its apparent popularity, participation in the sport of rugby union is accompanied by a significant risk of injury. Concerned parties have recently questioned whether this risk is acceptable within school populations. This is difficult to assess within the South African schools’ population as no recent longitudinal injury studies exist.Objectives: To determine the training habits, rugby-related exposure and injury risk within a population of South African high school first team rugby players.Methods: Training and match exposure in both school and provincial competition were examined and the resultant injuries were longitudinally observed for the duration of a South African high school rugby season.Results: Match (79, 95%CI 52-105 injuries/1 000 h) and training (7, 95%CI 3-11 injuries /1000h) injury incidences were demonstrated to be greater than previously reported incidences in similar populations in England and Ireland. Weeks where players were exposed to both school and provincial competition (34, 95%CI 19-49 injuries /1 000 h) had significantly (p<0.05) greater injury incidences than during school competition alone (19, 95%CI 12-26 injuries /1 000 h).Conclusion: The injury risk demonstrated was greater than expected and represents reasons for concern. Possible reasons for the high injury incidence recorded may be the frequency of games played within the season, and the overlap of school and provincial competitions. It should be noted that these results were taken from one school over one season and might not be representative of the incidence of school rugby injuries overall. However, this research demonstrates the need for a multischool longitudinal study within South African schools rugby to determine the overall risk.

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Mahadea, Darma, Shaun Ramroop, and Temesgen Zewotir. "Assessing entrepreneurship perceptions of high school learners in Pietermaritzburg, KwaZulu-Natal." South African Journal of Economic and Management Sciences 14, no. 1 (March 23, 2011): 66–79. http://dx.doi.org/10.4102/sajems.v14i1.59.

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Although South Africa achieved positive economic growth rates since the advent of democracy in 1994, the formal sector has not been able to absorb the annual increasing number of job-seekers on the market and solve the unemployment problem. The exercise of entrepreneurship, through business formations and expansions, is regarded as a vehicle for job creation and output expansion. According the Global Entrepreneurship Monitor (GEM) reports, South Africa’s level of early stage total entrepreneurial activity (TEA) is rather low relative to other countries at a similar level of development. This is partly owing to skills and resource limitations. If more individuals could realistically be exposed to practical entrepreneurship education at the secondary school level, South Africa’s base for entrepreneurial capacity can be enhanced. This study uses quasi logistic regression to examine the probability of secondary school learners, in Pietermaritzburg, the capital of Kwazulu-Natal province in South Africa, to start their own business in the future. It also probes the association between the socio-economic attributes of these learners and entrepreneurship. On the basis of a survey of 275 senior school learners from 5 schools, the regression results indicate that gender, ethnic background and having a role model as well as acquiring personal skills to run one’s own business are significant factors influencing an individual’s propensity to venture into small firm self-employment in the future. Black learners are perceived to have a significantly greater disposition to enter into business than other groups, and male scholars are found to have a greater probability of starting their own business than female. As potential entrepreneurs do not necessarily come exclusively from a business family background, the supply of effective entrepreneurship can be augmented, if more young individuals with the relevant skills endowment can start opportunity firms and necessity ventures.

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van Zyl, André, Elizabeth M. Webb, and Jaqueline E. Wolvaardt. "Striving for equity: Life orientation resources in South African high schools." South African Journal of Education 41, no. 1 (February 28, 2021): 1–10. http://dx.doi.org/10.15700/saje.v41n1a1830.

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As a school subject, life orientation (LO) aims to improve learner well-being, but a lack of classroom resources may be a barrier. We investigated whether classroom resources were equally available for LO educators in fully funded (no-fee) and partially funded (fee-paying) high schools in Tshwane South, South Africa. In this analytical cross-sectional study, LO representatives completed questionnaires about the availability of resources in their schools. Sixty-seven LO representatives completed the questionnaire. No-fee and fee-paying schools had the same availability of government resources and textbooks, but no-fee schools had less access to audio-visual equipment and printed materials. Representatives from both categories of schools were least satisfied with the availability of resources for the topic: Health. In contrast, they thought that the resources for non-health related topics such as career and skills-development were adequate. Representatives from no-fee schools were less satisfied with physical education resources (U (56) = -2.29, p = 0.02). The government’s efforts to redress inequity is evident in the availability of basic resources. However, a lack of health resources is a source of concern in a society that has a quadruple burden of disease.

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Manona, Wendy. "An Empirical Assessment of Dropout Rate of Learners at Selected High Schools in King William’s Town, South Africa." Africa’s Public Service Delivery and Performance Review 3, no. 4 (December 1, 2015): 164. http://dx.doi.org/10.4102/apsdpr.v3i4.102.

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This study investigated and analysed factors responsible for high dropout rate of learners at selected high schools in King William’s Town District, Province of the Eastern Cape. The aim of the study is provide an understanding into inherent problems of early exit of learners in the education sector, which impede the long-term production of professionals with bright future. The main findings of this study revealed that multiple motives, associated with individual characteristics of dropouts and social problems emanating from their family background and influence of the community, prompted learners to dropout. Moreover, learner dropout is inter alia caused by social factors such as lack of resources, the effect of poverty, orphans at school, the distance between the school and the community, drug abuse, pregnancy and HIV and AIDS prevalence in schools, gangsterism and learning barriers. The results of this research suggest that the government should make resources available with regard to scholar transport, school nurses to provide education awareness programmes in relation to early pregnancies, HIV and AIDS infection to improve attendance rate. The Department of Social Development should provide information with regard to benefits available to orphaned learners. The government should ensure sustainable provision of the school nutrition programme to alleviate hunger and poverty. School management should effectively regulate the behaviour of learners to promote discipline in schools so that substance abuse is eliminated.

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Kyei, Kwabena A., and T. Maboko. "Performance of High School Students in Vhembe District." Journal of Economics and Behavioral Studies 8, no. 1(J) (April 5, 2016): 50–57. http://dx.doi.org/10.22610/jebs.v8i1(j).1205.

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Despite the attempts by South African government to make education accessible to all by introducing free food and free textbooks at the primary school level, there is still high failure rate in mathematics and science in high schools in the country. This study makes attempt to establish some factors that affect the performance of students, especially in science subjects in high schools in the Vhembe district in the Limpopo province. A survey was conducted in 17 high schools randomly sampled in the Vhembe district. Purposive sampling was used to get the grade 11 and 12 students and their teachers. About 700 students, 70 teachers and 17 principals were interviewed. The study concludes that the overall pass rate is 70% but the rate in mathematics and science is hardly 40%; and the key factors affecting performance are lack of laboratory for practical, awards, shuffling and textbooks. The study recommends that science laboratories be built in schools, textbooks be supplied in good time and teachers to motivate students by giving awards.

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Bills, Andrew, and Nigel Howard. "Social inclusion education policy in South Australia: What can we learn?" Australian Journal of Education 61, no. 1 (February 3, 2017): 54–74. http://dx.doi.org/10.1177/0004944116689165.

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In this article, we interrogate the policy assumptions underlying a significant South Australian public education re-engagement initiative called Flexible Learning Options, formulated within South Australia’s social inclusion policy agenda, beginning in 2006. To this end, we applied Baachi’s ‘What’s the Problem Represented to be?’ policy analysis framework to a historical range of departmental Flexible Learning Options policy documents and evaluations to uncover how Flexible Learning Options (1) understands the problem of early school leaving, (2) defines the notion of being an ‘at risk’ young person and (3) interprets and enacts the intervention process for young people identified as ‘at risk’ of early school leaving. Our policy analysis indicates re-engagement in learning – as measured by improved retention – to be the key Flexible Learning Options policy driver, with schools ‘silently’ positioned as a significant part of the retention in learning problem. The Flexible Learning Options engagement in learning intervention directed at ‘high-risk’ students’ works to remove them from schools into places where personalised support and an alternative curriculum are made available. ‘Lower risk’ students are given a combination of in-school and off-school learning options. Our What’s the Problem Represented to be? analysis also reveals that (1) the notion of ‘risk’ is embodied within the young person and is presented as the predominant cause of early school leaving; (2) how the educational marketplace could work to promote Flexible Learning Options enrolment growth has not been considered; (3) schools are sidelined as first choice engagement options for ‘high-risk’ young people, (4) secondary school redesign and family intervention as alternative reengagement strategies have largely been ignored and (5) through withdrawal from conventional schooling, the access of many Flexible Learning Options to students to an expansive curriculum delivered by teachers within well-resourced school learning architectures has been constrained.

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Lamlani Khathi, Joseph. "Lived Experiences of Teachers on the Integration of Values Education in Learners in South African High Schools." African Journal of Development Studies (formerly AFFRIKA Journal of Politics, Economics and Society) 11, no. 1 (March 1, 2021): 147–67. http://dx.doi.org/10.31920/2634-3649/2021/v11n1a7.

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Value education is seen as one of the necessary tools for addressing moral deterioration in the South African society of today. The school is viewed as one of the key change agents in nurturing children into adulthood, where teaching of values can give the growing generation the needed moral development. The aim of this study is to explore teachers’ experiences on the integration of values education into learners in South African high schools. Kohlberg's Theory of Moral Development was used as a lens to understand the integration of values education in a semi-structured focus group interview with five purposively selected teachers from each school. A total of 25 teachers from five public schools in King Cethswayo district in KwaZulu-Natal province participated. The collected data was thematically analysed and themes were interpretively discussed. The findings revealed that teachers’ perception of values education affect its integration in schools. The role modelling of the learners by both teachers and parents is central to saving the society from moral decadence. However, limitations such as over crowded classes, single parenthood, and social media affect the effective integration of values education in schools. The study therefore, recommends mutual cooperation between the school and parents, the Department of Basic Education should provide adequate professional development training for teachers on the integration of values education, and schools should be provided with counselling psychologists to correct learners’ misbehaviours and promote effective integration of values education in schools.

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Senyametor, Felix, Anane Agyei, Vincent Mensah Minadzi, and Tahir Ahmed Andzie. "Sociocultural Variables Influencing Female Pupils’ School Dropout in the Asante Akim South Municipality of Ghana." European Scientific Journal, ESJ 17, no. 27 (August 31, 2021): 76. http://dx.doi.org/10.19044/esj.2021.v17n27p76.

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Educating the girl-child has witnessed an elevated influence of women in education, politics, health, industry and sports among others. Advancing girls’ education is probably the most cost-effective measure for an evolving country like Ghana and other nations to enrich womanhood. Sadly, the girls’ education in Ghana appears to be on a downward trend due to their high school dropout rate. This study therefore investigated sociocultural factors influencing female school dropout -in the Asante Akim South Municipality of the Ashanti Region of Ghana. The descriptive design was employed for the study. A sample of 96, made up of 40 teachers and 56 female school dropouts was purposely selected out of a population of 3,543 from 10 public Junior High Schools. The questionnaire and structured interview were used for data collection. The results showed that some teachers’ negative attitudes, persistent teacher and peer sexual harassment of female students, teenage pregnancy and some cultural practices among others were causes of female school dropout. It was recommended that regular workshops be organized by the Ghana Education Service for Junior High School (JHS) teachers on how to professionally handle the girl-child in schools in the Asante Akim South Municipality to enable the girls stay in school thereby reducing their dropout.

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Journal articles on the topic 'South High School'

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