Bibliografías temáticas / New Trier High School

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Literatura académica sobre el tema "New Trier High School"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 30 de enero de 2023

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Artículos de revistas sobre el tema "New Trier High School"

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Walstad, Pål Bødtker. "Debatforum: Ernst Triers Grundtvigresepsjon: Om dannelse og yrkesutdanning i Vallekilde". Grundtvig-Studier 58, n.º 1 (1 de enero de 2007): 247–57. http://dx.doi.org/10.7146/grs.v58i1.16521.

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Debatforum[Forum for debate]In the Forum for debate, readers are invited to respond to issues raised, or to raise new issues relative to the field of Grundtvig studies. Items submitted, preferably in the form of an article, may be of any reasonable length and in any of the languages usually accepted by the journal. Contributions in Grundtvig-Studier 2007 are written by Ove Korsgaard and Pål Bødtker Walstad.Unfortunately, due to a mistake during the editing of Professor, dr. p.d. Ove Korsgaard’s contribution “Hvordan erindres folkehøjskolens historie?” in Grundtvig-Studier 2006, certain sections were misplaced. As this may have caused confusion to the readers, we are reprinting the contribution in its original form. The editors of Grundtvig-Studier 2006 would like to apologise for the misprint. Debatforum: Ernst Triers Grundtvigresepsjon: Om dannelse og yrkesutdanning i Vallekilde[Forum for debate: Ernst Trier ’s Grundtvig reception: On general and vocational education at Vallekilde]By Pål Bødtker WalstadIn 1865 Ernst Trier, a young Danish theologian with a close relation to Grundtvig, established Vallekilde Folk High School. He developed a broad range of occupational education units, covering farming, seamanship and fishing, painting and arts, and, especially with the help of the carpenter and teacher Andreas Bentsen, Vallekilde Folk High School offered a variety of education within the field of crafts. Trier strove to maintain all the occupational education units among Vallekilde’s activities. Since, as he believed, each pupil was created in the image of God and therefore a unique human being, Trier wanted his school to “match” the individualities of the pupils. Grundtvig’s expression “Education and Proficiency for Life” (“Dannelse og Duelighed for Livet”) was by Trier interpreted as a folk high school including general as well as vocational education.
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Narayanan, Kishore, Benjamin M. Sagayaraj, Nidhi Sharma y Santosh Kumar Kamalakannan. "SCHOOL CHILDREN IN E-CAMPUS - NEW INSIGHT". Journal of School and University Medicine 09, n.º 02 (2022): 14–21. http://dx.doi.org/10.51546/jsum.2022.9202.

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Introduction: The current pandemic has affected the education of children in an unprecedented way. Children are not able to go to school and in a short span of time schools have tried to come up with online teaching methods which have not been validated. This study was undertaken to assess children's viewpoint on this new mode of teaching. Aims: The primary objective of the present study was to assess the clarity, logical flow and effectiveness of online teaching learning in middle school and high school students. The secondary objective was to assess the student satisfaction after 6 months of online teaching. We also wanted to identify the mental health of students after e-learning. Methodology: After obtaining consent from parents and school principal, a questionnaire on new learning method and the ease of understanding was shared with students in google form.Their responses were assessed in various dimensions. Results: Students felt lonely and tired at the end of e-learning sessions. They felt that they are missing on co-curricular and extracurricular activities. There was difficulty in falling asleep and missing of peer groups. Conclusions: E –learning is the need of the hour. Despite user ease and accessibility, e–learning cannot completely replace in-campus learning. Multiple aspects of student mental health are being compromised in a pure e-learning school. Blended learning is a useful modality and its implications remain to be analyzed.
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Gintings, Abdorrakhman, Andiko Nugraha Kusuma y N. S. Fathoni. "Students’ Learning Activities In Executing Policy Of Study From Home (SFH) As Response Over Covid-19 Pandemic". Advances in Social Sciences Research Journal 7, n.º 7 (19 de julio de 2020): 91–105. http://dx.doi.org/10.14738/assrj.77.8581.

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The Covid-19 pandemic has negatively affected human life. Indonesia Government issued policy on SFH (Study from Home) to respond this situation. This research tried to find out the effectiveness of implementation of that policy on the students both in state and private Junior High Schools (SMP), Senior High Schools (SMA), and Vocational High Schools (SMK). Data was collected from the distributed closed-ended and open-ended questions to 180 students in City of Serang, Banten Province, Indonesia. The scores ranged from minimum 1.00 as Very Poor and 5.00 as Very Good. The implementation of SFH resulted Mean score 2.7911, which was in Fair category. The independent T-Test with probability value 0.05 showed that there were no differences on performances of the school groups, except between the Junior High School (SMP) and Senior High School (SMA) with Vocational High School (SMK). The dominant problems were less various learning design, non-interactive learning, too much assignment, less optimum learning on practical courses for students of Vocational School, less experienced teacher in distance learning, less assistance by parents, and cost for using social media. To sum up, distance-learning SFH was not effectively executed for there were technical problems related to the unpreparedness of the stakeholders, including the government. It is recommended that the implementation of SFH is made lesson learned as the input to design the education providence in new normal era including methods, management, and funding.
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Makhrian, Andy. "Pengembangan Proses Pembelajaran SMK Melalui New Media di Kota Bengkulu". Jurnal Studi Jurnalistik 1, n.º 1 (10 de diciembre de 2019): 25–36. http://dx.doi.org/10.15408/jsj.v1i1.21759.

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Education is a very important thing in human life. The progress of a nation is also determined by the progress of its education, the current education system has begun to follow the times, namely by using information technology, or information technology-based education. One of the information technology phenomena today is new media or new media. In the world of education, there is now aukonline education startup called quipper school. Quipper school tries to become the most complete online learning platform in indonesia that can be used not only for students but also for teaching staff.The only upper secondary education institution that uses quipper school media in the bengkulu city is currently state vocational high school 3. State vocational school 3 bengkulu city is a national standard school with an education system based on skills or skills. Through quipper school media teachers can provide information about lessons directly to groups of students at the same time without having to face to face directly.Thisstudyprovesthattheuseofquipperschoolmediahasasignificanteffectonthedevelopment of learning for students of smk negeri 3 kota bengkulu, then quipper school’s media display is very interesting, making students interested in using quipper school media in helping the learning process.
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Debchoudhury, Indira, Shannon M. Farley, Kristi Roods, Achala Talati y John Jasek. "E-cigarette Use Among Middle and High School Students in New York City Before and After Passage of Tobacco 21". Tobacco Use Insights 15 (enero de 2022): 1179173X2110659. http://dx.doi.org/10.1177/1179173x211065997.

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Introduction Despite declines in cigarette smoking in the US, electronic cigarette (e-cigarette) use has increased among middle and high school students. In 2014, New York City (NYC) implemented Tobacco 21 (T21) to prohibit sales to anyone under age 21. Our study goal was to measure the effectiveness of T21 on e-cigarette use. Methods We used the New York State (NYS) Youth Tobacco Survey—a biennial, school-based, self-administered survey. We explored middle (N = 5249) and high (N = 7296) school NYC students’ (male and female) current (past 30 days’) e-cigarette use from 2014 (pre-T21) to 2018 (post-T21). Results were compared with students in the rest of NYS (ROS). Bivariate and multivariable logistic regression analyses assessed correlates of e-cigarette use, beliefs about harmfulness, addictiveness, and susceptibility. Results NYC high school students’ current e-cigarette use increased from 2014 to 2018 (8.1% vs 23.5%, P < .001). Middle school students’ use increased between 2014 (4.8%) and 2016 (9.0%) yet reversed by 2018 (5.7%) (2014 vs 2018, P = .576). ROS middle school (2.2% vs 7.4%, P < .001) and high school (12.0% vs 29.3%, ( P < .001) use increased from 2014 to 2018. Willingness to try e-cigarettes among those who had never tried an e-cigarette was twice as high (AOR = 2.19, 95% CI = 1.15-3.17) among NYC high school students in 2018 compared with 2014. Conclusions E-cigarette use increased among NYC high school students despite T21. T21 may have reduced use among middle school students over time. Programs that denormalize e-cigarettes and policies that further restrict access are needed to decrease youth e-cigarette use.
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Rață, Bogdan-Constantin. "Practicing The Activities By Trial-Running Type During The Free Time To High School Students". GYMNASIUM XIX, n.º 1 (Supplement) (24 de junio de 2019): 18. http://dx.doi.org/10.29081/gsjesh.2018.19.1s.02.

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The trail-running activities are mainly for active people who love to exercise in mountain areas. Trail-running is a physically demanding sport, not any person being able to easily perform it. Being performed as running along a mountain track, trail-running is very attractive and beneficial to one's fitness and health. This research tried to reach two objectives: to widen the knowledge in regards to the new types of exercise, and to know how the high-schoolers perceive the spreading of the new sports. This research included 50 students from the National Colleges Ferdinand I and ”Gheorghe Vrânceanu” from Bacau. The research methods were: the bibliographical study, the observation, the statisticalmathematical method, and the graphical representation method. The conclusions highlight a reduced knowledge of the new sport, the trail-running, but also a possibility for a widening of the theoretical and practical knowledge.
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Henningsen, Hans. "Højskole i 150 år". Grundtvig-Studier 46, n.º 1 (1 de enero de 1995): 193–204. http://dx.doi.org/10.7146/grs.v46i1.16188.

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150 Years of the Folk High School- Books around a JubileeBy Hans HenningsenWith the book »Rødding Folk High School 1844 - 1994«, Käthe Z. S. Pedersen and John Pedersen have provided an interesting contribution to the history of the folk high school. Thanks to Chr. Flor, the man behind the initiative to establish the school, Rødding Folk High School became an attempt to realize Grundtvig’s folk high school ideas from the 1830s more than any other school in the first hundred years of the folk high school movement. Among successive principals at Rødding it was above all Sofus Høgsbro who tried to continue Flor’s socially oriented line, but came up against difficulties from several sides. After the war in 1864, the principal and teachers decided to carry on the school at Askov, north of the new border.Another publication from the jubilee year is »Knowledge and Spirit - Ask Folk High School 1869 - 1994« by Thorkild C. Lyby, Doctor of Divinity. After the national disaster in 1864 folk high schools sprang up everywhere, some of them sustained, first and foremost, by the need of the peasants for education and social and political equality, others also by the revivals and the educational ideas of Grundtvig and Kold. The schools that were named after Lars Bjømbak, Viby near Aarhus, belonged to the first category. The »Bjømbak« schools did not have the spirit of the time on their side, as the Grundtvigians had. But politically, the »Bjømbak«s were more class-conscious than the Grundtvigians.The goal was the uprising of the peasantry. As this goal was gradually being approached, the justification for this type of folk high school disappeared. The Association of Folk High Schools in Denmark celebrated the jubilee with a publication by Professor Gunhild Nissen, Doctor of Pedagogics: »Challenges to the Folk High School«. The main view is that the folk high school, which should concern itself with universal matters, was hampered by the alliance with the peasantry and allowed itself to be restricted culturally by the Christian world picture as determined by the revivals. The folk high school proved incapable of opening up towards the young people of modem urban culture, and it failed when the democratic wave of the 60s included the question of student influence, which for example showed itself in the Askov controversy around 1970, which is dealt with in detail in the book.An important post-war innovation within the folk high school was Krogerup Folk High School, established in 1946. This is the subject of the book »Hal Koch and Krogerup Folk High School«, written by the former Minister of Economic Affairs, Poul Nyboe Andersen. Krogerup was a modem attempt to create a folk high school on the immediate inspiration of Grundtvig’s folk high school model. But Krogerup turned out to be a disappointment to its founder and first principal, Professor of Theology Hal Koch.In the political associations and youth organizations that Hal Koch had appealed to, tbe belief in the importance of a national community spirit and the enthusiastic faith in dialogue as the mainstay of democracy did not for long survive the War and the Occupation.However, nothing has contributed more than Hal Koch’s Krogerup work to the transplantation of Grundtvig’s idea of the dialogue and the national community feeling to the modem democratic society.
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Omar, Luqman Sleman. "Using Ordinal Logistic Regression Analysis in Evaluating Teachers’ Performance Level of High Schools (12th grades) in Kurdistan Regional Government". Journal of University of Raparin 6, n.º 2 (22 de octubre de 2019): 57–77. http://dx.doi.org/10.26750/vol(6).no(2).paper4.

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The Ministry of Education – Kurdistan Regional Government (MOE-KRG) currently depends only on the students’ grades in the evaluation of the teachers’ performance level in all subjects as low, medium, or high performance. Relying just on one variable to determine teacher’s performance is not fair and this problem must be resolved statistically through finding new proposed statistical model. Therefore, this study tries to find some variables that are available in MOE-KRG for all high schools in order to use them in the proposed model to predict teachers’ performance level instead of the old one. This study aims to predict teacher’s performance level of high schools (12th grades) in KRG who teach Kurdish subject, and also analyze the effects of variables that have impact on the evaluation of teachers’ performance level depending on the data that are available in the MOE-KRG. In this paper Ordinal Logistic Regression (OLR) method is used to find a proposed model for evaluating teachers’ performance in Kurdish subject using the data of all scientific high schools in KRG (646 high schools). The teachers' status was analyzed by selecting nine variables related to the high schools: sector (governmental or non-governmental), geographic location, type of education, status of school (exemplary, non-exemplary), gender of student, year of school establishment, number of classes, number of teachers and student’s average marks in Kurdish subject. It is concluded that four of these variables (student’s average in Kurdish subject, number of classes, geographical location and status of school) have significant effects on teachers' evaluation in 12th class of scientific high schools, and the overall percentage of correct classification is about 87%, it that means the Ordinal logistic regression model has an ability to predict teacher’s performance level very well.
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Cankovic, Sonja, Snezana Ukropina, Vesna Mijatovic-Jovanovic, Tatjana Tamas, Olja Niciforovic-Surkovic y Dusan Cankovic. "Prevalence of tobacco smoking and electronic cigarette use among the high school students in Novi Sad". Medical review 71, n.º 11-12 (2018): 349–54. http://dx.doi.org/10.2298/mpns1812349c.

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Introduction. Smoking is the leading preventable cause of mortality in the world. The World Health Organization estimates that annually more than seven million lives are lost worldwide due to smoking-related diseases. The aim of the study was to examine lifetime use of tobacco and electronic cigarettes, using patterns in the last 30 days, and to determine cigarette availability among the first grade high school students in Novi Sad. Material and Methods. The cross-sectional study was conducted among the first grade public high school students in Novi Sad. The study sample included 1.067 participants (587 girls and 480 boys), born in 2002. The survey used the questionnaire of the European School Project on Alcohol and other Drugs. Results. Of the examined sample, a total of 40.1% of high school students in Novi Sad have at least tried smoking cigarettes during their lifetime, girls significantly more often (p=0.001). With no gender difference, 20% of students smoked at least one cigarette in the month preceding the survey. Every seventh student (13.9%) tried their first cigarette at the age of 13 or younger, girls significantly more often (p=0.001). A little less than one fifth of the examinees (18.4%) tried electronic cigarettes. In the month preceding the survey, every twelfth examinee used electronic cigarettes (8.1%). Conclusion. Monitoring the prevalence of tobacco use in young people, especially new tobacco products, indicates the need for continuous and intensive activities in the field of health promotion with implementation of effective tobacco control measures.
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Kneeshaw, Stephen, Richard Harvey, D'Ann Campbell, Robert W. Dubay, John T. Reilly, James F. Marran, Ann W. Ellis et al. "Book Reviews". Teaching History: A Journal of Methods 10, n.º 2 (4 de mayo de 2020): 82–96. http://dx.doi.org/10.33043/th.10.2.82-96.

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Robert William Fogel and G. R. Elton. Which Road to the Past? Two Views of History. New Haven and London: Yale University Press, 1983. Pp. vii, 136. Cloth, $14.95. Review by Stephen Kneeshaw of The School of the Ozarks. Emmanuel LeRoy Ladurie. The Mind and Method of the Historian. Translated by Sian Reynolds and Ben Reynolds. Chicago: University of Chicago Press, 1981. Pp. v, 310. Paper, $9.95. Review by Richard Harvey of Ohio University. John E. O'Connor, ed. American History/ American Television: Interpreting the Video Past. New York: Frederick Ungar Publishing Company, 1983. Pp. 463. Cloth, $17.50; Paper, $8.95. Review by D' Ann Campbell of Indiana University. Foster Rhea Dulles & Melvyn Dubofsky. Labor in America: A History. Arlington Heights, Illinois: Harlan Davidson, Inc., 1984. 4th edition. Pp. ix, 425. Cloth, $25.95. Paper, $15.95. Review by Robert W. Dubay of Bainbridge Junior College. Karen Ordahl Kupperman. Roanoke: The Abandoned Colony. Totowa, New Jersey: Rowman & Allanheld, 1984. Pp. viii, 182. Cloth, $24.95; Paper, $12.50. Review by John T. Reilly of Mount Saint Mary College. Kevin O'Reilly. Critical Thinking in American History: Exploration to Constitution. South Hamilton, Massachusetts: Hamilton-Wenham Regional High School, 1983. Pp. 86. Paper, $2.95. Teacher's Guides: Pp. 180. Paper, $12.95; Kevin O'Reilly. Critical Thinking in American History: New Republic to Civil War. South Hamilton, Massachusetts: Hamilton-Wenham Regional High School, 1984. Pp. 106. Paper, $2.95. Teacher's Guide: Pp. 190. Paper, $12.95. Review by James F. Marran of New Trier Township High School, Winnetka, Illinois. Michael J. Cassity, ed. Chains of Fear: American Race Relations Since Reconstruction. Westport, Connecticut: Greenwood Press, 1984. Pp. xxxv, 253. Cloth, $35.00. Review by Ann W. Ellis of Kennesaw College. L. P. Morris. Eastern Europe Since 1945. London and Exeter, New Hampshire: Heinemann Educational Books, 1984. Pp. 211. Paper, $10.00. Review by Thomas T. Lewis, Mount Senario College. John Marks. Science and the Making of the Modern World. Portsmouth, New Hampshire: Heinemann Educational Books, Inc., 1983. Pp. xii, 507. Paper, $25.00. Review by Howard A. Barnes of Winston-Salem State University. Kenneth G. Alfers, Cecil Larry Pool, William F. Mugleston, eds. American's Second Century: Topical Readings, 1865-Present. Dubuque, Iowa: Kendall/ Hunt Publishing Co., 1984. Pp. viii, 381. Paper, $8.95. Review by Richard D. Schubart of Phillips Exeter Academy. Sam C. Sarkesian. America's Forgotten Wars: The Counterrevoltuionary Past and Lessons for the Future. Westport, Connecticut: Greenwood Press, 1984. Pp. xiv, 265. Cloth, $29.95. Review by Richard Selcer of Mountain View College. Edward Wagenknecht. Daughters of the Covenant: Portraits of Six Jewish Women. Amherst: University of Massachusetts, 1983. Pp. viii, 192. Cloth, $17.50. Review by Abraham D. Kriegel of Memphis State University. Morton Borden. Jews, Turks, and Infidels. Chapel Hill and London: University of North Carolina Press, 1984. Pp. x, 163. Cloth, $17.95. Review by Raymond J. Jirran of Thomas Nelson Community College. Richard Schlatter, ed. Recent Views on British History: Essays on Historical Writing Since 1966. New Brunswick: Rutgers University Press, 1984. Pp. xiii, 524. Cloth, $50.00. Review by Fred R. van Hartesveldt of Fort Valley State College. Simon Hornblower. The Greek World, 479-323 B.C. London and New York: Methuen, 1983. Pp. xi, 354. Cloth, $24.00; Paper, $11.95. Review by Dan Levinson of Thayer Academy, Braintree, Massachusetts. H. R. Kedward. Resistance in Vichy France. New York: Oxford University Press, 1978. Paper edition 1983. Pp. ix, 311. Paper, $13.95. Review by Sanford J. Gutman of the State University of New York at Cortland.
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Tesis sobre el tema "New Trier High School"

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Jantz, Carrie. "Transition programs for new high school students". [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/CJantzPartI2006.pdf.

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Grindstaff, Seth. "New Criticism—Not So New to Tennessee’s High School English Teachers". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3408.

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When Tennessee Department of Education adopted Common Core in 2010, Tennessee implemented New Critical ideas associated with the college classroom, but did not present this connection to English teachers. Comparing high school education reforms like A Nation at Risk (1983) and TNCore to the New Critical works of Cleanth Brooks, T. S. Eliot, John Crowe Ransom, Robert Penn Warren, William Wimsatt and Monroe Beardsley, reveals that New Criticism is the literary method grounding current ELA education reform. Referencing Deborah Appleman’s Critical Encounters in Secondary English (2015), Diana Ravitch’s The Death and Life of the Great American School System (2010), and questionnaires completed by Tennessee teachers, this study tracks New Criticism’s influence from the college classroom to the high school classroom. Presenting English teachers the history behind what and how they teach will equip them to explain their methodology to students.
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Arnold-Massey, Helen P. Baker Paul J. "Retention of new teachers in high performing high poverty schools". Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1273119641&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181240377&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on June 7, 2007. Dissertation Committee: Paul Baker (chair), Amee D. Adkins, Joseph Pacha, Ronald L. Cope. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.
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Cantres, Dianah. "School-Wide Factors in New York State High School Counseling Program Readiness". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1378.

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While current accountability regimes in U.S. public education focus on the job performance of individual school professionals, research in industrial/organizational psychology has established the importance of system-wide factors for organizational outcomes. The purpose of this study was to identify school-wide factors that predict guidance program readiness in New York State high schools. This nonexperimental, quantitative study was based on a survey sample of 97 guidance counselors in New York State. Multivariariate analyses of variance showed that two school-wide independent variables-urbanization of school location and counselor-student ratio-predict scores on guidance program readiness, measured using the American School Counselor Association Readiness Survey. This instrument assesses program readiness on seven subscales-community support, leadership, guidance curriculum, staff/time use, counselor's beliefs and attitudes, counselor's skills, district resources-and overall program readiness. Because prior research shows that this instrument predicts guidance program effectiveness, the findings of the present research have important implications for school reform debates. Specifically, it would appear that school-wide factors significantly influence guidance program outcomes, calling into question the adequacy of accountability systems based on the job performance of individual guidance counselors and other education professionals. This research contributes to a growing body of evidence in support of the whole system paradigm of school reform, which seeks to improve both individual and system outcomes through system transformation.
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Marsh, Louise y n/a. "Physical aggression among high school students in New Zealand". University of Otago. Dunedin School of Medicine, 2008. http://adt.otago.ac.nz./public/adt-NZDU20080710.115418.

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Recent New Zealand (NZ) research found rates of physical fighting and weapon carrying among high school students in Dunedin were equal to that of rates for the United States (US). The NZ Government has identified violence as a priority health issue. However, NZ is lacking information on the prevalence of the problem, and the identification of factors which may provide clues for prevention. The current understanding of the social context in which physical aggression takes place, has focused on risk factors that are present in the adolescents� ecological frame. Emerging protective factors are increasingly being recognised as major determinants that can moderate the adverse effects of risk factors. However, little research into protective factors has been conducted in NZ. The aim of this thesis was to investigate physical aggression among adolescents in NZ. This was explored through four in-depth studies: i) a national survey of secondary school principals and counsellors ii) focus groups with students in Otago; iii) an online survey with students in Otago and iv) a survey with teachers in Otago. The national survey of secondary school principals and counsellors points to a degree of concern about physical violence in NZ. One in ten reported fights occurred frequently, and over a quarter of principals and over one third of counsellors reported that at least one student at their school had been caught carrying a weapon. Focus groups with Otago adolescents indicated that fights often began as verbal disagreements escalating to physical fights, that a fight should be defined as serious as opposed to a play fight; and differences were also found between fighting at school and outside of school. Participants suggested that items may be reported as weapons, even though they are not being carried for such purposes. Previous estimates of aggressive behaviours may have been unjustifiably high and possibly hid signifcant differences in the nature of the aggression being reported. A quantitative cross-sectional online survey was undertaken with Otago secondary school students, and confirmed that physical aggression among NZ adolescents is a significant problem. Mutivariate analyses identified the school as an important factor in the social system of adolescents; in particular feeling safe, not feeling alienated and being treated fairly. The results highlighted the need to concentrate on strategies that improve students� positive engagement with school as a means to reduce physical aggression. The final study of Otago secondary school teachers showed that while teachers did not consider physical aggression as a major problem in their schools, they did report frequent occurrences of physical fighting. Respondents also reported some teachers experienced significant physical aggression from students. Physical aggression among NZ adolescents is a significant public health problem that needs addressing. This behaviour impacts directly on the education offered to students, the safety of the environment in which learning takes place, and the stress of the work place for teachers. This thesis has identified school engagement as the most promising protective factors for young people against involvement in physical aggression.
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Cheung, Chun-ming. "New roles of school principals in school-based management reform : a comparative study /". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2224914X.

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Van, Buren Cassandra Jean. "High technology learning at "The school that business built" : perceptions of education at New Technology High School /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Cheung, Chun-ming y 張俊明. "New roles of school principals in school-based management reform: a comparative study". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961502.

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Owusu, Kofi Acheaw. "Assessing New Zealand high school science teachers' technological pedagogical content knowledge". Thesis, University of Canterbury. Educational Studies and Leadership, 2014. http://hdl.handle.net/10092/9254.

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Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers’ TPACK was assessed through an online survey. The data and its analysis revealed that New Zealand’s high school science teachers in general had a high perception of their understanding of TPACK and its related constructs. Science teachers had high mean scores on all the constructs on a five- point Likert scale except technological knowledge. There is thus an indication that science teachers in New Zealand perceived themselves as being able to teach with technology effectively. Correlation analysis revealed that all six constructs correlated significantly with TPACK (also referred to as TPCK). Multiple and stepwise regression analyses revealed that Technological Pedagogical Knowledge (TPK) and Technological Content Knowledge (TCK) made statistically significant unique contributions to Technological Pedagogical Content Knowledge (TPCK). Pre-registered teachers indicated that their levels of TCK and Pedagogical Content Knowledge (PCK) were lower than more experienced teachers. This implied that recently graduated teachers found it difficult to appropriate the affordances of technology to affect the content they taught. Also, these recently graduated teachers lacked the experience to represent content in a format that made it comprehensible to their learners. The contextual factors that influenced teachers’ use of technology as well as teachers’ TPACK levels were investigated through multiple embedded case studies of six teachers who were regular users of technology in their teaching. The case studies revealed that science teachers used technology to support inquiry learning in a wide range of ways in lower levels of high school but mostly to clarify concepts and theories when it came to the senior level of high school. Teachers demonstrated different levels of expertise and engagement in the use of technology for transferring different types of knowledge from one teaching and learning context to another and for addressing differences amongst learners. This signalled that science teachers’ TPACK apparent developmental levels shifted depending on the context of the assessment requirements of the students. This is a major finding in this study because although previous researchers have assumed that context influences teachers’ TPACK characteristics and development, this study provides evidence of how specific aspects of context influences teachers’ TPACK. This evidence shows examples of how the development of an individual’s TPACK can be considered as dynamic where the interacting constructs and characteristics shift and change based on the context. The recommendations from this study propose that teacher education programmes should ensure that there is a focus on teaching preservice teachers how to appropriate the affordances of technology to teach specific content instead of teaching one technology skills based course. The evidence from this study indicates that teachers in New Zealand schools use collegial approaches in the use of technology. Therefore professional learning programmes should target groups of teachers in the same school or cluster of schools rather than targeting individual teachers. This will enable teachers to share ideas and provide leadership for their colleagues in terms of how to use technology. Again, technology related professional development programmes should move away from enriching teachers’ technological skills to emphasising how teachers can appropriate the affordances of technology in their classroom practices to meet their instructional goals as well as students’ learning outcomes. There is a consequent obligation for teacher educators, educationists and stakeholders to enable teachers to understand how best to harness the increased knowledge retrieval capacity that Information and Communication Technology affords, its information sharing abilities as well as the capacity to engage young people to act as experimenters, designers and creators of knowledge.
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LaSorella, Kathleen S. "Women in the New Testament lesson plan for high school students /". Chicago, IL : Catholic Theological Union at Chicago, 2008. http://dx.doi.org/10.2986/tren.033-0858.

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Libros sobre el tema "New Trier High School"

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1946-, Boyer Bruce Hatton, ed. The great Chicago trivia & fact book. Nashville, Tenn: Cumberland House, 1996.

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American primacy and multilateral cooperation. Chicago, Ill: Prairie Institute for Economic Growth & Freedom, 2006.

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Siegel, Deborah. Sisterhood, interrupted: From radical women to girls gone wild. New York: Palgrave Macmillan, 2007.

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Levy, B. S. Montezuma's Ferrari-- and other adventures. Oak Park, Ill: Think Fast Ink, 1999.

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Sisterhood, interrupted: From radical women to grrls gone wild (and why our politics are still personal) / by Deborah Siegel. New York: Palgrave, 2007.

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Haas, Carolyn. Big book of fun: Creative learning activities for home and school, ages 4-12. 2a ed. Chicago, IL: Chicago Review Press, 1987.

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Haas, Carolyn. My own fun: Creative learning activities for home and school, ages 7-12. Chicago, IL: Chicago Review Press, 1990.

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Bovaird, Anne Elizabeth. Goodbye USA--Hola México! Hauppauge, NY: Barron's, 1994.

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Haas, Carolyn. Look at me: Creative learning activities for babies and toddlers. 2a ed. Chicago, IL: Chicago Review Press, 1987.

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Monks, Robert A. G. Power and accountability. [New York, NY]: HarperBusiness, 1991.

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Liao, Boqin, Juan Yang y Yannan Shao. "New Curriculum Structure of High School in China". En International Conference on Science Education 2012 Proceedings, 85–92. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-54365-4_8.

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Lee, Gregory, Howard Lee y Roger Openshaw. "The Comprehensive Ideal in New Zealand: Challenges and Prospects". En The Death of the Comprehensive High School?, 169–84. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230608788_10.

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Stern, Walter C. "The Hidden Politics of High School Violence". En New Perspectives on the History of the Twentieth-Century American High School, 237–75. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79922-9_10.

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Middleton, Stuart. "Secondary/Tertiary High School, Changing Student Experiences Through VET". En Reshaping Vocational Education and Training in Aotearoa New Zealand, 191–207. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12168-5_11.

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Kemper, Jascha y Michael Brinkmeier. "Person-Thing-Orientation and the Choice of Computer Science Courses in High School". En Informatics in Schools. New Ideas in School Informatics, 175–88. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33759-9_14.

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Jacinto, Gonçalo, Paulo Infante y Claudia Pereira. "Application of Item Response Theory to Mathematics High School Exams in Portugal". En New Advances in Statistical Modeling and Applications, 265–74. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05323-3_26.

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Liu, Limei, Weiming Gao, Litao Dong, Dongmei Yu y Jianhui Cao. "The New Method of Managing Teaching Archives in High Learning School". En Frontiers in Computer Education, 273–77. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27552-4_41.

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Steele, Kyle P. "What Is the Twentieth-Century American High School? An Introduction". En New Perspectives on the History of the Twentieth-Century American High School, 1–12. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79922-9_1.

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Coleman-Tempel, Lauren Elizabeth. "Shifting Public Perceptions of Wichita’s Southeast High School, 1957–2000". En New Perspectives on the History of the Twentieth-Century American High School, 277–309. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79922-9_11.

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Novitasari, F., A. A. Arifin, A. Nadhianty, D. D. Anggi y A. Purnomo. "The problems of teaching social studies at junior high school during COVID-19 crisis". En Exploring New Horizons and Challenges for Social Studies in a New Normal, 99–103. London: Routledge, 2022. http://dx.doi.org/10.1201/9781003290865-19.

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Actas de conferencias sobre el tema "New Trier High School"

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Sayas-Barberá, Estrella, Esther Sendra, Rosa Martínez, Miguel Angel Mas, Maria Del Carmen Perea y Casilda Navarro. "FOOD SCIENCE FOR HIGH SCHOOL STUDENTS: A UNIVERSITY-HIGH SCHOOL COLLABORATIVE PROJECT". En International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1080.

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Hoeg, Darren. "New Materialisms in High School Science". En 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1689553.

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Pura, Jose Luis. "HIGH SCHOOL EXCELLENCE PROJECTS: A WAY TO INTRODUCE HIGH SCHOOL STUDENTS TO UNIVERSITY RESEARCH". En 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0543.

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Sebokova, Gabriela y Jana Uhlarikova. "PERSONAL AND SOCIAL PREDICTORS OF SCHOOL BELONGING AMONG SECONDARY AND HIGH SCHOOL STUDENTS". En International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0503.

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Vysoká, Jana. "SIMPLE MATHEMATIC MODELING IN HIGH SCHOOL TEACHING". En 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0874.

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Chernin, Semen M. "New multipass systems in high resolution spectroscopy". En High Resolution Molecular Spectroscopy: 11th Symposium and School, editado por Alexander I. Nadezhdinskii, Yu V. Ponomarev y Leonid N. Sinitsa. SPIE, 1994. http://dx.doi.org/10.1117/12.166273.

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Tsagdi, Sofia y Konstantinos Theologou. "A VISUAL CONTENT ANALYSIS OF SCHOOL IMAGES AND SIGNS: THEIR EFFECT ON HIGH SCHOOL STUDENTS". En International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v2end039.

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Bajtoš, Ján. "PREFERRED MOTIVES OF SCHOOL CHEATING FROM THE PERSPECTIVE OF TEACHERS AND HIGH SCHOOL STUDENTS". En 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0118.

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Saad, Doaa y Igor Verner. "A ROBOTICS WORKSHOP APPROACH FOR MOTIVATING MIDDLE SCHOOL SENIORS TO STUDY HIGH SCHOOL PHYSICS". En 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1186.

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Basford, Letitia. "“This School Saved my Life”: How one Innovative Charter High School Succeeds with Dropout Recovery". En 2nd International Conference on New Approaches in Education. GLOBALKS, 2020. http://dx.doi.org/10.33422/2nd.icnaeducation.2020.03.137.

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Informes sobre el tema "New Trier High School"

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Cohodes, Sarah, Sean Corcoran, Jennifer Jennings y Carolyn Sattin-Bajaj. When Do Informational Interventions Work? Experimental Evidence from New York City High School Choice. Cambridge, MA: National Bureau of Economic Research, enero de 2022. http://dx.doi.org/10.3386/w29690.

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Abdulkadiroglu, Atila, Parag Pathak y Alvin Roth. Strategy-proofness versus Efficiency in Matching with Indifferences: Redesigning the New York City High School Match. Cambridge, MA: National Bureau of Economic Research, abril de 2009. http://dx.doi.org/10.3386/w14864.

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Bibeault, Mark Leonide. Combined Modular Pumped Hydro Energy Storage Plus Solar PV Proposal for Rio Rancho High School, New Mexico. Office of Scientific and Technical Information (OSTI), agosto de 2015. http://dx.doi.org/10.2172/1212627.

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Foster, M. y D. Kratzer. New Mexico High School Supercomputing Challenge, 1990--1995: Five years of making a difference to students, teachers, schools, and communities. Progress report. Office of Scientific and Technical Information (OSTI), febrero de 1996. http://dx.doi.org/10.2172/233290.

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Chegwin, Valentina, Cynthia Hobbs y Agustina Thailinger. School Financing in Jamaica: An Exploration of the Allocation of School Resources. Inter-American Development Bank, diciembre de 2021. http://dx.doi.org/10.18235/0003880.

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Education spending has increased significantly in Latin America and the Caribbean over the last few decades and Jamaica is no exception. The country has prioritized education within its policy agenda, with spending consistently above the regions average for more than 10 years. Despite these efforts, closing existing learning gaps between advantaged and disadvantaged students has remained a challenge. This study examines how resources are allocated to Jamaican schools and explores ways to promote equity through adjustments in education spending. Findings suggest that lower socio-economic schools rely mainly on public funds, while most high socio-economic schools income comes from donations from different sources, which can be used more flexibly. Such contributions are not always quantifiable or consistently described in the MOEYIs registries, which distorts the equitable allocation of public resources. Moreover, the funding formula used by the MOEYI is relatively new and no impact evaluation studies have been carried out to measure if it effectively responds to equitable education opportunities across schools. More information on schools access to and sources of resources would allow the MOEYI to determine more accurately whether the funds allocated to each school are sufficient to meet their real needs.
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Lemos, Renata, Karthik Muralidharan y Daniela Scur. Personnel Management and School Productivity: Evidence from India. Research on Improving Systems of Education (RISE), febrero de 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/063.

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This paper uses new data to study school management and productivity in India. We report four main results. First, management quality in public schools is low, and ~2σ below high-income countries with comparable data. Second, private schools have higher management quality, driven by much stronger people management. Third, people management quality is correlated with both independent measures of teaching practice, as well as school productivity measured by student value added. Fourth, private school teacher pay is positively correlated with teacher effectiveness, and better managed private schools are more likely to retain more effective teachers. Neither pattern is seen in public schools.
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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Liudmyla I. Bilousova y Andrey V. Pikilnyak. E-learning resources for successful math teaching to pupils of primary school. [б. в.], septiembre de 2019. http://dx.doi.org/10.31812/123456789/3266.

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Ukrainian primary schools are undergoing significant changes as for Reform ‘New Ukrainian School’, it reflects rapid updating information technology and high level of children’ informational activity. Primary schools are basically focused on development subject knowledge and general study skills. One of the ways of their developing is to use tools and apps. There are the examples of using interactive tools and apps for teaching Math for young learners by teachers-to-be in the article. The article presents as well the experimental data about training teachers-to-be to use tools and apps. Interactive tools and apps provide real task variability, uniqueness of exercises, operative assessment of correction, adjustment of task difficulty, a shade of competitiveness and gaming to the exercises. To create their own apps teachers-to be use the tools that are the part of the integrated Microsoft Office package using designing environments, and other simple and convenient programs. The article presents experimental data about the results of training teachers-to-be to create apps. A set of criteria for creation apps was made and checked at the experimental research such as ability to develop apps, knowledge and understanding the functional capabilities of apps, knowledge of tools for creating apps and their functional capabilities, ability to select and formulate tasks for young learners, ability to assess adequately the quality of the developed apps.
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Chen, Sunny, Emily Schwartz, Cindy Le y Elizabeth Davidson Pisacreta. Right in Your Backyard: Expanding Local Community College Transfer Pathways to High-Graduation-Rate Institutions. Ithaka S+R, julio de 2021. http://dx.doi.org/10.18665/sr.315695.

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Each year, our country’s most selective four-year institutions invest significant resources to recruit talented high school students from across the country. Before the COVID-19 pandemic, admissions representatives traveled far and wide to convince these prospective students that the academic rigor, amenities, and opportunities at their institution are unparalleled. These students, mostly affluent and white, contemplate admission offers and consider moves to new locales to pursue their postsecondary plans. Yet, many of these selective institutions are overlooking a talented and diverse pool of students in their own backyard: transfer students from local community colleges.
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Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma y Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), abril de 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

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We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma y Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), abril de 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

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We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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