Relevant bibliographies by topics / State secondary school

Contents

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

Academic literature on the topic 'State secondary school'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "State secondary school"

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Abril, Carlos R., and Brent M. Gault. "The State of Music in Secondary Schools." Journal of Research in Music Education 56, no. 1 (April 2008): 68–81. http://dx.doi.org/10.1177/0022429408317516.

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The purpose of this study was to profile secondary school music programs in the United States and investigate principals' perceptions of those curricula. A survey form was sent to 1,000 secondary school principals, yielding a 54% response rate. That form was designed to answer the following questions: What is the profile of secondary music programs in the United States? How effective do principals think music programs are in helping students attain specific learning outcomes and broad educational goals? To what degree do certain variables (e.g., standardized tests, teachers, parents) impact a given music program? Ninety-eight percent of respondents indicated that their schools offered music courses, yet 34% required music. There were significant differences in the diversity of course offerings based on school socioeconomic status profiles. Standardized tests and No Child Left Behind were thought to have the most negative impact on music programs.
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Osaro, Ngechuwa Gladys, and Ebiwari Wokekoro. "Stakeholders Roles in Improving the Current State of Public Secondary Schools Infrastructure in Rivers State, Nigeria." International Journal of Social Sciences and Humanities Invention 5, no. 3 (March 10, 2018): 4503–8. http://dx.doi.org/10.18535/ijsshi/v5i3.05.

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The study ascertained the roles of stakeholders in improving the current state of public secondary school infrastructures in Rivers State, Nigeria. The purpose of this paper is to assess the current state of public secondary school infrastructures and to ascertain the functions of each stakeholder as to solving the problems in terms of sustaining and maintaining schools insfrastructures. This study sampled 120 stakeholders in selected 6 public secondary schools built in 1970’s in 6 Local Government Areas of the state with purposive sampling method Questionnaires were administered to the 120 sampled but 78 questionnaires were retrieved representing 65% response rate and the collected data were analyzed using descriptive statistical tools. The findings showed that 70% of respondents admitted that the existing conditions of the schools were in a deplorable state. The result also showed that inadequate funding, lack of government intervention, lack of maintenance, delayed maintenance, vandalism, neglect, no sense of ownership by stakeholders, lack of community’s involvement, and overcrowding as the factors influencing the present condition of existing school infrastructures. It is observed that the public secondary schools are in a deplorable state of dilapidation that needed collective efforts of various stakeholders to improve them. This paper concludes that if proper attention is given to school infrastructures by the stakeholders there will be improvements in the public secondary school buildings in Rivers State and the study proposes a multi-stakeholders function framework for the proper maintenance of public schools infrastructure to eradicate the existing poor conditions.
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Putri, Mika Nusa, Muhammad Kristiawan, and Rohana Rohana. "MAPPING PRINCIPAL’S COMPETENCY OF SECONDARY SCHOOL." INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW 2, no. 2 (May 2, 2020): 151–59. http://dx.doi.org/10.33369/ijer.v2i2.10961.

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This research aimed at describing the competencies of the Principal in State Secondary school in Banyuasin Regency, it can be mapped the right program given to optimize it. This study was mixed method. The results obtained the competencies of principals in State Secondary schools Banyuasin Regency have moderate managerial competency; entrepreneurship competencies are mostly included in the medium criteria; Supervision competencies in the medium category. Overall, most of the principals have good competency.
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Morenike, Olaseni Vivian. "The Practice of School-Based Management in Ondo State Public Secondary Schools: Implication of School Location." American International Journal of Social Science Research 4, no. 2 (July 14, 2019): 88–93. http://dx.doi.org/10.46281/aijssr.v4i2.352.

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The practice of School-Based Management (SBM) has been widely liked to variety of wide positives in schools and increasingly acceptable in major developed and developing nations, however, the disposition and acceptance of the SMB policy remained unclear in Ondo State, Nigeria. In Nigeria, there is paucity of literature addressing the role of school location in the practice of SBM policy. This study, therefore examined the practicality of SBM in public secondary schools in Ondo State and the implication of school location. Descriptive survey design was adopted by the study. Key players from sixty (60) public secondary schools in Ondo State participated in the current study using purposive sampling techniques. In determine the efficiencies and effectiveness of School-Based Management Committees, participant were opened to Effective School-Based Management Index (E-SBM-INDEX). The instrument reported a strong overall Cronbach alpha of 0.97, while the subscales factors entails, power decentralization (α =.92); facilities obligation (α =.73); monitoring and evaluation (α =.65); recruitment and retrenchment (α =.85); and financial obligation (α =.71). Information on socio-demographic factors and geographical location of schools were also obtained from the participants. Descriptive analysis and T-Test of independent sample were used to analyze data and accepted at P < 0.05. Respondents’ mean age was 49.5±11.5 years. It was revealed that 35% of the public schools engaged practice effective SBM in Ondo State, while 65% of public schools engaged were practicing ineffective SBM. Furthermore, It was revealed that there was significant difference in the practice of SBM in rural and urban public secondary schools in Ondo State (T (58) = 26.60; P < 0.01), such that, public secondary schools located in the rural area ( = 75.20, SD = 1.80) practice effective SBM’s policy than counterparts located in the urban area ( = 34.97, SD = 02.67). Majorly the practice of SBM in public secondary school remained ineffective in Ondo State. The practice of SBM in rural and urban public secondary schools in Ondo State is significantly different. Public secondary schools located in the rural area of Ondo State practice effectively SBM’s policy than public secondary schools located in the urban area of Ondo State. It is recommended that the government should be pro-active in creating an enabling environment in terms of policy upon which SBM can be practice effectively and efficiently.
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Valentine J, Owan. "School-Community Relationship and School System Effectiveness in Secondary Schools in Cross River State." World Journal of Vocational Education and Training 1, no. 1 (2019): 11–19. http://dx.doi.org/10.18488/journal.119.2019.11.11.19.

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Uzoamaka, Emegwa Tina Uzoamaka. "Principals’ Learning Resources Managerial Practices for Implementing Entrepreneurship Studies in Public and Private Secondary School in Anambra State, Nigeria." International Journal of Innovative Science and Research Technology 5, no. 6 (June 26, 2020): 311–15. http://dx.doi.org/10.38124/ijisrt20jun162.

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The purpose of this study was to ascertain principals’ learning resources managerial practices for the implementation of entrepreneurship studies in public and private secondary school in Anambra State. One research question and one hypothesis guided the study. This study was conducted in public and private secondary school in Anambra State. The descriptive survey research design was adopted for this study. The population for this study is 16,727 respondents made up of 481 principals and 9,697 teachers from the 481 private secondary schools and 256 principals and 6,293 teachers from the 256 public secondary schools in Anambra state. The sample size for this study is 1,332 respondents drawn from public and private secondary schools in Anambra state. The multi-stage sampling technique was utilized to arrive at the sample size. The first stage involved randomly drawing three education zones out of the six education zones in Anambra state. Accordingly, Aguata, Awka, and Nnewi zones were drawn using simple random sampling technique balloting with replacement. The second stage involved the use of proportionate stratified sampling technique to draw 74 secondary schools from the three education zones, consisting of 26 public and 48 private secondary schools. Each zone was regarded as a stratum. From each stratum, 10% of principals and teachers were sampled from the public and private secondary schools in the stratum. Researcher-developed instrument was the instrument for data collection. The validity of the instrument was determined using three lecturers. The reliability of the questionnaire was determined using respondents from Enugu State
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Yemisi, Babalola, Akinwumi Olajumoke, and Alegbeleye Gabriel. "INFLUENCE OF RECORDS MANAGEMENT PRACTICES ON ADMINISTRATIVE EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN LAGOS STATE, NIGERIA." International Journal of Development Strategies in Humanities, Management and Social Sciences 11, no. 1 (March 25, 2021): 13–29. http://dx.doi.org/10.48028/iiprds/ijdshmss.v11.i1.02.

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Administrative effectiveness in secondary schools is germane to making education relevant to the growth of the society.The operational processes and functions in school administration depend on the good management of the documented activities of the school programs, infrastructures, staff and students found in school records for successful executions. Previous studies found that school records were basically created in paper formats which ran into many volumes with the problems of inadequate storage and in-effective preservation methods among others, although the studies did not use the records life cycle in the appraisal of the records management practices. These reported poor records management practices made the retrieval of school records difficult and sometimes impossible resulting in in-effective school administration. This paper examines the influence of records management practices on administrative effectiveness in public secondary schools in Lagos State, Nigeria. Survey research design was adopted for this study and the instrument for data collection was a questionnaire administered on a sample size of360 administrative team members in public senior secondary schools in Lagos State, Nigeria. Data analysis was done using frequency counts and simple percentages to answer the research questions while regression analysis technique was employed to test he hypotheses. Research findings revealed that the schools have all the statutory and non- statutory records for proper and adequate administrative duties, the records management policy manual was available and the records management practices were based on the records life cycle in the public senior secondary schools in Lagos State. Additionally, the study found that the records creation stage was well managed while the maintenance and use stage were fairly managed and the disposition stage was poorly managed. Based on the findings, the study recommends the provision of equipment that would ensure that school records are properly stored, preserved and disposed to achieve best practices in records management for effective school administration.
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Atolagbe, Adedapo Adetiba, Olayiwola Raheef Oparinde, and Olubukola James Ojo. "Staff Relationship Strategies and School Effectiveness in Public Secondary Schools: Depicting Kwara State, Nigeria." African Journal of Inter/Multidisciplinary Studies 2, no. 1 (October 9, 2020): 103–13. http://dx.doi.org/10.51415/ajims.v2i1.845.

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This study examines the influence of staff relationship strategies adopted by school principals and their effectiveness in Kwara State Public Secondary Schools (KSPSS). The study population comprises principals and teachers from the 64 public secondary schools in Ilorin metropolis, where 20 were selected randomly. From each of the 20 schools, ten teachers were selected randomly using a convenience sampling method while the school principal and a vice principal in each sampled school were purposively selected. Questionnaires were used to obtain data from 240 respondents. The descriptive statistics technique was used to answer the research question while the hypotheses which were formulated were tested using Pearson Product-Moment Correlation. The result shows a high level of school effectiveness in Ilorin metropolis’ public secondary schools. Furthermore, the four hypotheses tested showed strong positive relationships between: communication and quality leadership, shared goals and school discipline, motivation and staff satisfaction, and career development or work balance and student academic performance. It was concluded that public secondary schools in Ilorin metropolis are effective and that a strong relationship exists between staff relationship strategies and school effectiveness. The study recommends that schools should improve on their organised environment to increase its contributions to school effectiveness.
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Atolagbe, Adedapo Adetiba, Olayiwola Raheef Oparinde, and Olubukola James Ojo. "Staff Relationship Strategies and School Effectiveness in Public Secondary Schools: Depicting Kwara State, Nigeria." African Journal of Inter/Multidisciplinary Studies 2, no. 1 (October 9, 2020): 103–13. http://dx.doi.org/10.51415/ajims.v2i1.845.

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This study examines the influence of staff relationship strategies adopted by school principals and their effectiveness in Kwara State Public Secondary Schools (KSPSS). The study population comprises principals and teachers from the 64 public secondary schools in Ilorin metropolis, where 20 were selected randomly. From each of the 20 schools, ten teachers were selected randomly using a convenience sampling method while the school principal and a vice principal in each sampled school were purposively selected. Questionnaires were used to obtain data from 240 respondents. The descriptive statistics technique was used to answer the research question while the hypotheses which were formulated were tested using Pearson Product-Moment Correlation. The result shows a high level of school effectiveness in Ilorin metropolis’ public secondary schools. Furthermore, the four hypotheses tested showed strong positive relationships between: communication and quality leadership, shared goals and school discipline, motivation and staff satisfaction, and career development or work balance and student academic performance. It was concluded that public secondary schools in Ilorin metropolis are effective and that a strong relationship exists between staff relationship strategies and school effectiveness. The study recommends that schools should improve on their organised environment to increase its contributions to school effectiveness.
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Efendi, Muhamad, Suryadi Suryadi, and Ma’ruf Akbar. "THE EFFECTS OF SCHOOL SELF-EVALUATION, QUALITY POLICY, QUALITY PLANNING, AND QUALITY IMPROVEMENT ON QUALITY ASSURANCE OF STATE JUNIOR SECONDARY SCHOOLS IN JAKARTA." Journal of Education Research in Administration and Management (JERAM) 2, no. 1 (January 10, 2018): 143. http://dx.doi.org/10.29061/jeram.v2i1.84.

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THE EFFECTS OF SCHOOL SELF-`EVALUATION, QUALITY POLICY, QUALITY PLANNING, AND QUALITY IMPROVEMENT ON QUALITY ASSURANCE OF STATE JUNIOR SECONDARY SCHOOLS IN JAKARTA MUHAMAD EFENDI Education Management Study Program, postgraduate faculty, State University of Jakarta, Indonesia ABSTRACT The purpose of this study is to find out the effects of school self-evaluation, quality policy, quality planning, and quality improvement on the quality assurance of State Junior Secondary Schools in Jakarta. The population of this study is two hundred and eighty nine state junior secondary schools. Empirical data was drawn from the research sample were collected by using questionnaires that have been checked for validity and reliability distributed to one hundred and sixty five state junior secondary schools. The data was analyzed using statistical package for social science (SPSS V.20) and Microsoft Excel package and it was presented in tables and bar graphs. The results of this study revealed: 1) Three factors have a significant direct positive effect on quality assurance are quality policy, quality planning, and quality improvement of State Junior Secondary Schools in Jakarta. 2) School self-evaluation has a significant direct positive effect on quality policy, quality planning, and quality improvementof State Junior Secondary Schools in Jakarta.3) The Quality policy has a significant direct effect on quality planning, and quality planning has a significant direct effect on quality of State Junior Secondary Schools in Jakarta. The researcher recommended the deployment of a culture of school self-evaluation activities, and all stakeholder play an active role in supporting the quality policy established by the school leadership and implement the quality plan as planned and educators to always improve the quality of learning and teaching in order to improve the quality of education in school. Keywords: Quality assurance, School Self-evaluation, Quality policy, Quality planning, Quality improvement.
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Dissertations / Theses on the topic "State secondary school"

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Seeli, F. D., and A. M. Rambuda. "MANAGING INEFFECTIVE SECONDARY SCHOOLS AT LEJWELEPUTSWA DISTRICT IN THE FREE STATE PROVINCE." Interim : Interdisciplinary Journal, Vol 13, Issue 1: Central University of Technology Free State Bloemfontein, 2014. http://hdl.handle.net/11462/283.

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This study reports the findings of the masters studies on management styles that are adopted in effective secondary schools and examined how the effect of participative management styles could positively change the status of ineffective secondary schools. Two hundred educators and five school principals were sampled for the study. Questionnaires and semi-structured interviews were used to collect the data for the study. The respondents argued that their school principals adopted democratic, transformational, situational, and behavioural styles of management. They further believed that the adoption of participative management styles would positively change the status of ineffective secondary schools. They argued that by adopting democratic, transformational, situational and behavioural styles of management will encourage educators to: i) develop effective teaching and learning in their classrooms as they will be highly motivated; ii) adopt participative teaching methods that encourage learners to take part in classroom activities with confidence; and, iii) adopt team teaching which contributes to better performance in the classroom.
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Bruen, Charles James. "Secondary school computing in the State of New Jersey /." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11586102.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1994.
Includes tables and appendices. Typescript; issued also on microfilm. Sponsor: Bruce R. Vogeli. Dissertation Committee: J. Philip Smith. Includes bibliographical references (leaves 110-116).
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Hunt, Janet Joy. "Adults working with autistic children in a state secondary school." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438381.

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Koenig, Dagmar. "Czech teachers as "bearers of change" : teacher inspiration and attitudes toward change in secondary state and non-state schools /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7774.

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Francis, Rick. "Secondary school principals' perception, attitude, and knowledge of religious activities in Missouri public schools /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974628.

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Greenwood, Susan Lindsley. "A Study of Washington Secondary Principals' Perceptions of Effective Dropout Prevention Policies and Programs." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/1191.

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This study examined what Washington high school principals perceive to be the most effective dropout prevention policies and programs. The population included all public high schools in the State of Washington. Five questions were posed: 1. (a) What preventative measures, intervention programs or student services designed to enhance environmental and personal factors are perceived to have reduced dropout rates? (b) Does the availability of those services and programs account for a significant difference in the actual dropout rates? 2. (a) What personal/psychological factors characterize potential dropouts? (b) Do these identifying characteristics account for a significant variance in the actual dropout rates? 3. (a) What environmental factors influence dropout rates in the schools? (b) Do these factors account for a significant variance in the actual dropout rates? 4. What intervention programs or student services are available in the sample? 5. What demographic factors in the sample schools significantly affect dropout rates? The study incorporated both quantitative and qualitative methodology. Ninety six questionnaires were returned for a response rate of 64 percent. The survey gathered information about each school's demographics, opinions about potential dropouts' identifying characteristics, opinions about the school environment availability of services and programs in each building and district, and which programs they felt to be the most effective, ranking the top ten from a list of twenty possible programs, policies, or services. Six schools were visited and their principals were interviewed to get additional information about their programs and effectiveness. Data was statistically analyzed using ANOVA, multiple regression, and paired comparisons. The policies, services, and programs felt to be most effective were: In-house progressive discipline, vocational programs, a written building attendance policy, out-of-building alternative programs, cooperative work programs, freshman bonding programs, small group advisories, in-building alternative programs, a written district attendance policy, a required life skills class, honors courses, and alcohol/drug-related programs. Available programs accounting for a variance in actual dropout rates were: Monetary incentives, child care facilities, English taught as a second language, honors courses, and parent effectiveness programs. Identified personal characteristics accounting for a variance in actual dropout rates were: Working full-time, low self-esteem, parents' background, low grades, teen pregnancy, and being of a racial minority. Environmental factors accounting for a variance in actual dropout rates were: High parent and community involvement with the school, self-esteem classes and small-group advisories, and the Excellence reform. Demographic factors accounting for a variance in actual dropout rates were: economic stability, gender of principal, and use of free school lunch. The research suggests that those programs and practices accounting for a variance in actual dropout rates should be examined for their interaction of involved factors. If the discussed personal and environmental factors are present, those effective interactive practices should be implemented in order to reduce dropout rates.
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Mphunngoa, Molatoli Ezekiel. "Perception of some secondary school educators towards inclusive education in Maokeng." Thesis, Bloemfontein : Central University of Technology, Free State, 2008. http://hdl.handle.net/11462/115.

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Thesis (M. Ed.) - Central University of Technology, Free State, 2008
The purpose of this study is to investigate the perceptions of secondary school educators towards inclusive education in Maokeng.”Inclusive education defined as schools, centres of learning and educational systems that ensure that all children learn and participate” (Van Rooyen & De Beer, 2006). Two secondary schools were chosen for this study, with eight respondents who are mainstream educators. There were four male educators and four female educators in the sample. The qualitative methodology, in particular Textual Orientation Discourse Analysis (TODA), was used as the tool to obtain information from the respondents. The respondents, as educators at secondary schools, were selected according to their level of education, experience at work, their age and the way that they perceive inclusive education in secondary schools. The main finding shows that there are educators who favour inclusive education and there are those who are not in favour of inclusive education. Some contributing factors for not being in favour were reported as, lack of information regarding inclusive education, the time factor, lack of resources, inadequate knowledge and skills of educators, need for training, lack of teacher support, efficiency of the support teacher, disruptive and unchallenged learners and their impact on schools. Given the above findings and conclusion, the study recommends that educators should be sufficiently supported by well informed para-professionals, in order to make inclusive education a success. Resources should be well distributed to various institutions where inclusive education is going to be instituted. Government experts should work in collaboration with experts from the university with regard to the attainment of skills, in order to improve the work of educators at schools, particularly those who work with disabled learners. At school level, specialized educators and those who are able to identify learners with problems should be hired. The number of educators needs to increase, in order to reduce large numbers of learners in each class, which will enable educators to reach each learner.
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Campbell, Jeffery R. "High school teachers' knowledge of legal parameters regarding church/state issues." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280132.

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This study considered the nature of a disconnect that appears to exist between high school teachers' understanding of church/state legal parameters and actual church/state legal parameters in the public school context. A survey was given to the 175 high school teachers in a Southwestern high school district. 115 teachers (approximately 66%) from each of the two high schools in the district responded. The survey described thirty-three church/state scenarios in the public school context and teachers were asked to indicate whether they thought scenarios characterized situations that were constitutionally appropriate, constitutionally inappropriate, or whether they didn't know. It was concluded that respondents in this sample had considerable misperceptions about church/state legal parameters. Rather than disclosing what specific topics were least and most understood, it was found that teachers classified scenarios sometimes correctly and sometimes incorrectly within the same topic area. Consideration of these findings in light of communications theory, particularly as it pertains to theories of Supreme Court influence, suggests that teachers' knowledge of church/state legal parameters could be more accurately described as a set of cognitive heuristics (rules of thumb), as opposed to a deep understanding of case law. Narrative responses and analysis of specific church/state topic areas also lent credence to this conclusion. Potential kinds of heuristics emerging in the data were also considered. Implications for teacher training teachers were discussed. Areas for future research were suggested.
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Alye, D. S. "The management role of the secondary school principals in Benue State, Nigeria." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356157.

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Maduagwu, Samuel Nwankwo. "Job Satisfaction of Secondary School Principals in the Rivers State of Nigeria." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331272/.

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This study addresses these questions: (1) What is the relationship between secondary school principals' job satisfaction and their ages, educational level, salary, and years of experience on the job, size of school, and location of school? and (2) What is the relationship between two instruments that measure job satisfaction--The Job Descriptive Index (JDI) and The Job in General (JIG).
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Books on the topic "State secondary school"

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Carr, Glenna D. State and local taxes: High school. Gainsville, Fla: Center for Economic Education, University of Florida, 1988.

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Goldin, Claudia Dale. Mass secondary schooling and the state: The role of state compulsion in the high school movement. Cambridge, MA: National Bureau of Economic Research, 2003.

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Morgan, Frank. State profiles of public elementary and secondary education, 1987-88. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, 1990.

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Walton, Christine. State legislation and high school reform. [Denver, Colo.]: National Conference of State Legislatures, 2005.

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Hargreaves, Andy. Change frames: Supporting secondary teachers in interpreting and integrating secondary school reform : final report. [Toronto: International Centre of Educational Change, OISE/UT], 2000.

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Sadler, Philip Michael. The initial knowledge state of high school astronomy students. Cambridge, Mass: Harvard University, 1992.

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Juna, Miluka, and Hertz Tom, eds. Declining secondary enrollment in Albania: What drives household decisions? Pittsburgh: Center for Russian and East European Studies, 2009.

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Hargreaves, Andy. The paradox of improvement and reform: Four schools' experience of Ontario's secondary school reform. [Toronto: International Centre of Educational Change, OISE/UT], 2000.

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Pennucci, Annie. Immigrant secondary students in Washington State: Population trends and high school diploma programs. Olympia, WA: Washington State Institute for Public Policy, 2007.

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Saskatchewan, Saskatchewan Education Training and Employment. Policy directions for secondary education in Saskatchewan: Ministers' response to the High School Review Advisory Committee final report. [Regina, Sask.?]: Saskatchewan Education, Training and Employment, 1994.

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Book chapters on the topic "State secondary school"

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Okano, Kaori. "State Care and Control in Japan: The Employment Guidance and Referral Process for Secondary School Leavers." In The State and Caring, 162–85. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-12755-9_8.

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Coles-Ritchie, Marilee. "Contradictory Discourse among Teachers, Administration, and the State: “Let’s Have a More Inclusive School Culture, Which Assimilates All Students”." In Inciting Change in Secondary English Language Programs, 33–49. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101074_3.

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Mythili, N. "Regional Diversity, School Leadership and Quality of Education in North-Eastern States." In Universal Secondary Education in India, 151–204. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5366-0_8.

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Liberali, Fernanda, Maria Cecília Magalhães, Maria Cristina Meaney, Camila Santiago, Maurício Canuto, Feliciana Amaral, Bruna Cababe, and Jéssica Aline Almeida Dos Santos. "Enhancing multimedia use in state secondary schools in São Paulo." In Global Youth in Digital Trajectories, 127–45. Abingdon, Oxon ; New York, NY : Routledge, 2017. | Series: Routledge research in information technology and society ; 19: Routledge, 2017. http://dx.doi.org/10.4324/9781315303239-9.

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Hubwieser, Peter. "Functions, Objects and States: Teaching Informatics in Secondary Schools." In Informatics Education – The Bridge between Using and Understanding Computers, 104–16. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11915355_10.

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Fomiškina, Jeļena, Eve Woogen, Ama Peiris, Somaia Abdulrazzak, and Emma Cameron. "Nurturing Every Learner’s Potential: Education Reform in Kenya." In Implementing Deeper Learning and 21st Education Reforms, 129–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_6.

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Abstract In Kenya, a broad education reform was implemented after recognizing that the current system was not aligned with the country’s vision of producing globally competitive learners with competencies for the twenty-first century. The implementation process began with a pilot in 2017 and is planned to continue through 2028. In addition to the introduction of a competency-based curriculum, key components of the reform are a commitment to achieving a 100% transition from primary to secondary school by eliminating exam-based barriers to transition and a provision of a wide range of pathways for students to follow. Under the vision of “Nurturing Every Learner’s Potential”, the reform is grounded in the idea that learning should be active and individualized rather than teacher-centric and that schools – including secondary schools – are a place for developing a wide range of competencies and behaviors in addition to the traditional academic skills. In doing so, the government of Kenya seeks to reframe deeply-held cultural perspectives on education’s purpose and content. Such cultural shifts will require significant outreach and training efforts to achieve the buy-in from both families and teachers, and at this stage, it remains to be seen whether these efforts will succeed.
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Seabrook, Ruth, and Vanessa Grafham. "What Is the Current State of Play for Food Education in English Secondary Schools?" In Contemporary Issues in Technology Education, 45–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39339-7_4.

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Milson, Andrew J., and Joseph J. Kerski. "United States of America: Rugged Terrain and Fertile Ground for GIS in Secondary Schools." In International Perspectives on Teaching and Learning with GIS in Secondary Schools, 305–13. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2120-3_34.

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Simmons, Bora. "Excellence in Environmental Education for Elementary and Secondary Schools in the United States." In Schooling for Sustainable Development Across the Pacific, 79–98. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8866-3_4.

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Adamu, Abdalla Uba. "Science Education as a Development Strategy in Nigeria: a Study of Kano State Science Secondary Schools." In Educational Innovation in Developing Countries, 61–91. London: Palgrave Macmillan UK, 1991. http://dx.doi.org/10.1007/978-1-349-13104-4_4.

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Conference papers on the topic "State secondary school"

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Legistia, Yulan Tiarni. "Strategy of Islamic Boarding School Based State Islamic Secondary School Development." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.87.

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Mališová, Daniela, and Jana Štrangfeldová. "EVALUATION OF EFFICIENCY IN SECONDARY EDUCATION." In Sixth International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/limen.s.p.2020.111.

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The state of Slovak education is influenced by several negative factors. In terms of human capital, we have seen the decline of pupils for demographic reasons and lack of interest in the work of teachers. This paper aims to evaluate the efficiency of secondary education on the example of selected secondary schools. The main method of the paper is multicriteria analysis. The subject of research is the efficiency of selected secondary schools. The 10 Business Academies attended by pupils aged 15-19 years and established in the Banská Bystrica and Žilina self-governing regions will be the subject of research. For the analysis we use panel data collected for the school years 2013/2014 - 2017/2018. The contribution of the paper is to create an evaluation of the efficiency of the surveyed schools and to propose solutions for schools that achieved below-average results. The findings may serve as a basis for assessing the efficiency of the Business Academies for comparison with competitors, as well as for the founders of these secondary schools.
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English, Kenneth W., Kevin F. Hulme, and Kemper E. Lewis. "Engaging High School Women in Engineering Design Using Cyberinfrastructure." In ASME 2008 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/detc2008-49896.

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Without a doubt, the current generation of secondary school students is very familiar with information technology. Text messaging, e-mail, and social networking websites are a normal means of communication. There is also increasing recognition of the need for diversification the engineering workforce and increasing the number of graduating engineers in the United States. This has created an opportunity to leverage leading edge Cyberinfrastructure in an outreach program targeting secondary school students. This paper demonstrates the implementation of a targeted outreach program that engages high school students in engineering design over a two-week period using state-of-the-art digital design repositories and motion simulation equipment.
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Gesinde, Abiodun, Olurotimi Akanni, and Omolola Rotimi. "INFLUENCE OF DRUG ABUSE ON INDISCIPLINE ACTS IN SCHOOLS AS PERCEIVED BY SECONDARY SCHOOL STUDENTS IN IBADAN, OYO STATE, NIGERIA." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1458.

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Oluwafemi Ogundokun, Moses. "Effect of Emotional Intelligence Training and Transactional Analytic Psychotherapy on School Adjustment of Students Transiting to Secondary School in Oyo State, Nigeria." In International Academic Conference on Education. Acavent, 2019. http://dx.doi.org/10.33422/iaceducation.2019.11.661.

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Ementa, Christiana Ngozi. "Gender Disparity in Enrollment and Academic Performance of Secondary School Students in Commerce in Anambra State, Nigeria." In 7th International Conference on Gender Studies: Gender, Space, Place & Culture. Eastern Mediterranean University, 2019. http://dx.doi.org/10.33831/gspc19/77-94/05.

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Viatonu, Olumuyiwa, Olusegun Adesanya, Charles Illo, Shamusideen Lasisi, Idris Salami, Ola-Michael Ojewunmi, Gbemisola Oyetunji, Abedeen Suluka, Bolayemi Alaka-Osinowo, and Adeyemi Ayanwole. "A SURVEY OF THE USE OF MOBILE PHONES AMONG SENIOR SECONDARY SCHOOL STUDENTS IN LAGOS STATE, NIGERIA." In 40th International Academic Conference, Stockholm. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.040.067.

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Anagbogu, German, and Matthew Achigbe. "TEACHER VARIABLES AND THE SKILL OF EXAMINATION ADMINISTRATION AMONG SECONDARY SCHOOL TEACHERS IN CROSS RIVER STATE, NIGERIA." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1282.

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Ugwu, Ugochi, and Samuel Okeke. "ASSESSMENT OF ICT USAGE AMONG SECONDARY SCHOOL COMPUTER TEACHERS AND STUDENTS IN NSUKKA EDUCATION ZONE OF ENUGU STATE, NIGERIA." In International Conference on Education. The International Institute of Knowledge Management - TIIKM, 2019. http://dx.doi.org/10.17501/24246700.2018.4206.

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ilham, Riska, Happy Fitria, and Missriani. "Leadership of the Principal in Building the Character of Students in State Secondary School 1 Lempuing Jaya OKI Regency." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.244.

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Reports on the topic "State secondary school"

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Goldin, Claudia. Appendix to: "How America Graduated from High School, 1910 to 1960", Construction of State-Level Secondary School Data. Cambridge, MA: National Bureau of Economic Research, June 1994. http://dx.doi.org/10.3386/h0057.

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Lichand, Guilherme, Carlos Alberto Dória, Onicio Leal Neto, and João Cossi. The Impacts of Remote Learning in Secondary Education: Evidence from Brazil during the Pandemic. Inter-American Development Bank, June 2021. http://dx.doi.org/10.18235/0003344.

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The goal of this paper is to document the pedagogic impacts of the remote learning strategy used by an state department of education in Brazil during the pandemic. We found that dropout risk increased by 365% under remote learning. While risk increased with local disease activity, most of it can be attributed directly to the absence of in-person classes: we estimate that dropout risk increased by no less than 247% across the State, even at the low end of the distribution of per capita Covid-19 cases. Average standardized test scores decreased by 0.32 standard deviation, as if students had only learned 27.5% of the in-person equivalent under remote learning. Learning losses did not systematically increase with local disease activity, attesting that they are in fact the outcome of remote learning, rather than a consequence of other health or economic impacts of Covid-19. Authorizing schools to partially reopen for in-person classes increased high-school students test scores by 20% relative to the control group.
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Goldin, Claudia, and Lawrence Katz. Why the United States Led in Education: Lessons from Secondary School Expansion, 1910 to 1940. Cambridge, MA: National Bureau of Economic Research, August 1997. http://dx.doi.org/10.3386/w6144.

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Habyarimana, James, Ken Ochieng' Opalo, and Youdi Schipper. The Cyclical Electoral Impacts of Programmatic Policies: Evidence from Education Reforms in Tanzania. Research on Improving Systems of Education (RISE), September 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/051.

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A large literature documents the electoral benefits of clientelistic and programmatic policies in low-income states. We extend this literature by showing the cyclical electoral responses to a large programmatic intervention to expand access to secondary education in Tanzania over multiple electoral periods. Using a difference-indifference approach, we find that the incumbent party's vote share increased by 2 percentage points in the election following the policy's announcement as a campaign promise (2005), but decreased by -1.4 percentage points in the election following implementation (2010). We find no discernible electoral impact of the policy in 2015, two electoral cycles later. We attribute the electoral penalty in 2010 to how the secondary school expansion policy was implemented. Our findings shed light on the temporally-contingent electoral impacts of programmatic policies, and highlight the need for more research on how policy implementation structures public opinion and vote choice in low-income states.
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