21st Century Career Centers in Mississippi High Schools

2009 ◽  
Author(s):  
Shelley Bock
Keyword(s):  
High Schools ◽  
21St Century ◽  
Career Centers ◽  
Mississippi High Schools

An Overview of Changes in Jamaica’s Secondary Education System (1879-2017)

2021 ◽  
Vol 42 (1&2) ◽  
pp. 139-156
Author(s):  
Loraine D. Cook
Keyword(s):  
High School ◽  
High Schools ◽  
21St Century ◽  
Large Body ◽  
Secondary Data ◽  
Lower Income ◽  
Ministry Of Education ◽  
Colonial Era ◽  
Post Colonial ◽  
Early 21St Century

Using a post-colonial lens, this paper describes the changes and constants in Jamaica’s educational system between the 19th and the early 21st century using academic literature and secondary data from the Ministry of Education. High schools initially emerged in Jamaica for the upper and middle classes only, based on the families’ income level, thus excluding children from the lower income bracket. Over time, breaking the glass ceiling for lower-income students became more possible as education included students moving from elementary to high school based on merit. This still restricted a large body of lower-income students who needed the tools and merit for success in the exit examination to high schools. In the 21st century there is more direct intervention in the Jamaican school system through funding and policies that change the high school education structure available to lower-income families, making it more possible for upward mobility on the social ladder. While there may be legacies of the colonial era, Jamaica has made significant strides in moving away from her turbulent past.

21ST CENTURY AND THE IMPACT OF LIGHTING ON THE DESIGN OF HIGH SCHOOLS

2019 ◽  
Author(s):  
Kelsey Brown ◽  
Rafael Gonzalez-Matousek ◽  
Mariah Malherek ◽  
Cas McDowell ◽  
Vibhavari Jani
Keyword(s):  
High Schools ◽  
21St Century ◽  
The Impact

Ahead of Schedule: A History of Early College High Schools

2020 ◽  
Vol 104 (2) ◽  
pp. 125-140
Author(s):  
Meghann Walk
Keyword(s):  
High Schools ◽  
21St Century ◽  
Early College ◽  
Early College High Schools ◽  
Associate's Degree ◽  
History Of ◽  
The Relationship ◽  
The U.S

This history examines the relationship between 21st century early college high schools and a longer tradition of adolescents attending college, uncovering powerful roots, distinctive breaks, and reforged alliances. Why did these schools, designed so students earn up to an associate’s degree before graduation, come into being when and where they did? How have they—and the movement behind them—developed over the course of two decades? The essay closes with a consideration of the contemporary funding landscape and where early college high schools currently fit in the U.S. educational terrain.

scholarly journals Interdisciplinary STEM through Engineering Design-based Reasoning

2018 ◽  
Vol 8 (3) ◽  
pp. 60
Author(s):  
Robert Mayes ◽  
Bryon Gallant ◽  
Emma Fettes
Keyword(s):  
United States ◽  
High Schools ◽  
Middle Schools ◽  
Engineering Design ◽  
Learning Outcomes ◽  
21St Century ◽  
Teaching Practices ◽  
The Real ◽  
Reasoning Abilities ◽  
Stem Programs

Interdisciplinary STEM programs are in demand for United States middle schools (ages 11 to 13 years) and high schools (ages 14 to 18). The Real STEM Project collaborated with 12 schools to develop and implement such programs. We open with a description of the project, including the 21st century STEM reasoning abilities that were proposed as learning outcomes for the STEM programs. We then focus on one of the five reasoning abilities, engineering design-based reasoning, since engineering often serves as a driver for STEM programs. An exemplar of engineering design as a driver for STEM from one of the participating teacher’s classrooms is provided, and a summary of teaching practices supporting interdisciplinary STEM is drawn from the example.

scholarly journals Evaluation of information technology certificate programs in terms of 21st century skills

2019 ◽  
Vol 16 (4) ◽  
pp. 998-1013
Author(s):  
Hasan Çakır ◽  
Ömer Delialioğlu ◽  
Emre Özgül
Keyword(s):  
High Schools ◽  
21St Century ◽  
21St Century Skills ◽  
Information Technologies ◽  
English Summary ◽  
Skill Levels ◽  
Certificate Program ◽  
Certificate Programs ◽  
Certification Programs ◽  
High Level

The purpose of this study is to determine the effectiveness of an IT certificate program that contributes to the career development of individuals in terms of gaining 21st century skills, given the increasing competitive conditions of globalization process and developments in Information Technologies (IT). This study covers the Cisco Certified Network Associate (CCNA) Certificate Program in Vocational and Technical High Schools in collaboration with Cisco Networking Academy, one of the important institutions among IT certification programs. This certificate program provides training to students in the department of information technologies and electrical-electronics technologies in vocational high schools in order to meet the labor demands in the field of computer networks technology in Turkey. This certificate program is a comprehensive study starting in 2011-2012 academic year and completed in two years. However, the scope of this study is limited to the comparison of demographic characteristics and 21st century skill levels of students participating and non-participating in the certificate program. The study was conducted with 1453 students and the majority of these students were male. According to the findings of the study, it was concluded that the students who participated in the certificate program had a high level of skills in terms of 21st century skills. In addition, there was no effect of gender among students participating in technology-based certificate programs. ​Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Küreselleşme sürecinin artan rekabetçi koşulları ve Bilgi Teknolojilerinde (BT) yaşanan gelişmeler göz önüne alındığında, bireylerin kariyer gelişimlerine katkı sağlayan sertifika eğitim programlarının 21. yüzyıl becerilerinin kazandırılması bakımından ne derece etkili olduğunun ortaya konması bu çalışmanın amacını oluşturmaktadır. Bu çalışmada, BT sertifika eğitim programları arasında önemli kuruluşlardan biri olan Cisco Networking Academy işbirliği ile Mesleki ve Teknik Liselerde gerçekleştirilen Cisco Certified Network Associate (CCNA) Sertifika Programı ele alınmıştır. Bu sertifika programı, Türkiye’deki bilgisayar ağları teknolojisi alanındaki işgücü taleplerini karşılamak maksadıyla meslek liselerinin bilişim ve elektrik-elektronik teknolojileri alanlarındaki öğrenciler için eğitimler düzenlemektedir. Bu sertifika eğitim programının değerlendirilmesi 2011-2012 eğitim-öğretim yılında başlayan ve iki yılda tamamlanan kapsamlı bir çalışmadır. Ancak mevcut çalışmanın kapsamı, eğitim programının birinci yılında sertifika programına katılan öğrenciler ile katılmayan öğrencilerin demografik özellikler ve 21. yüzyıl beceri düzeyleri bakımından karşılaştırılması ile sınırlıdır. Araştırma toplamda 1453 öğrenci ile gerçekleştirilmiş olup bu öğrencilerin çoğunluğu erkeklerden oluşmaktadır. Çalışmanın bulgularına göre, sertifika programına katılan öğrencilerin katılmayan öğrencilere göre 21. yüzyıl becerileri bakımından birçok düzeyde yüksek becerilere sahip oldukları ve teknoloji ağırlıklı sertifika eğitim programlarına katılan öğrenciler arasında cinsiyete bağlı dezavantajlı grupların oluşmadığı sonucuna ulaşılmıştır.

CONVERGENCE OF LITERARY CONTINENTS

2020 ◽  
Vol 2020 (31) ◽  
pp. 182-204
Author(s):  
Mykola Zymomrya ◽  
Nataliia Naumenko
Keyword(s):  
High Schools ◽  
20Th Century ◽  
21St Century ◽  
Academic Language ◽  
Powerful Factor ◽  
Literary Process ◽  
History Of ◽  
Textual Material

This article represents an analysis of the specifications of elucidating Ukrainian literary process in the first and second thirds of the 20th century, as shown by Professor Yuriy Kovaliv in his “History of Ukrainian Literature. The end of the 19th — the beginning of the 21st century” (sixth and seventh volumes out of 10 volumes planned). The significant textual material in Yu. Kovaliv’s interpretation may become not only a subject to diversely study at philological high schools, but also a powerful factor of scientific enquiries. Since being examined under nontrivial angle and thereinafter described by precise academic language without any overusing of terms, it can serve a base to further researches of Ukrainian literature in the trend of fulfillment of so-called “whitespots” that were so peculiar for the period chosen.

TRAUMA INFORMED DESIGN IN 21ST CENTURY HIGH SCHOOLS

2020 ◽  
Author(s):  
Haley Hartman ◽  
Hannah Milks ◽  
Taylor Schallles ◽  
Vibhavari Jani
Keyword(s):  
High Schools ◽  
21St Century ◽  
Trauma Informed

Educating students for an outdated world

2017 ◽  
Vol 99 (2) ◽  
pp. 46-52
Author(s):  
Steven Wolk
Keyword(s):  
High School ◽  
Elementary School ◽  
High Schools ◽  
21St Century ◽  
Test Scores ◽  
Teaching Practices ◽  
Detailed Account ◽  
Civic Life ◽  
Public High Schools ◽  
The Many

Ten years ago, in Kappan, the author published a detailed account of the old-fashioned and unengaging instruction used at his son Max’s Chicago elementary school. Now he updates readers with a reflection on Max’s high school years, describing a curriculum and teaching practices that desperately need an overhaul. Thanks to its competitive entrance requirements, Max’s high school attracts students with stellar test scores, which has given it a reputation as one of best public high schools in the country. But when the author looked carefully to see what actually goes on there, he found scant evidence that the school is preparing students to think critically, read deeply, participate in civic life, or meet the many challenges of the 21st century.

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