A procedure in presenting special methods of teaching high school subjects

1931 ◽  
Vol 8 (5) ◽  
pp. 305-307
Author(s):  
Homer L. Humke
Keyword(s):  
High School ◽  
School Subjects

Orosensory Perception, Speech Production, and Deafness

1973 ◽  
Vol 16 (2) ◽  
pp. 257-266 ◽  
Author(s):  
Milo E. Bishop ◽  
Robert L. Ringel ◽  
Arthur S. House
Keyword(s):  
High School ◽  
Speech Production ◽  
Poor Performance ◽  
Normal Hearing ◽  
The Other ◽  
Functional Disorders ◽  
Form Discrimination ◽  
School Subjects ◽  
Oral Form ◽  
Similarities And Differences

The oral form-discrimination abilities of 18 orally educated and oriented deaf high school subjects were determined and compared to those of manually educated and oriented deaf subjects and normal-hearing subjects. The similarities and differences among the responses of the three groups were discussed and then compared to responses elicited from subjects with functional disorders of articulation. In general, the discrimination scores separated the manual deaf from the other two groups, particularly when differences in form shapes were involved in the test. The implications of the results for theories relating orosensory-discrimination abilities are discussed. It is postulated that, while a failure in oroperceptual functioning may lead to disorders of articulation, a failure to use the oral mechanism for speech activities, even in persons with normal orosensory capabilities, may result in poor performance on oroperceptual tasks.

scholarly journals Feeling emotions for others that they don’t feel: Agency appraisals and vicarious anger

2020 ◽  
Author(s):  
Joshua Daniel Wondra
Keyword(s):  
High School ◽  
High School Student ◽  
The Other ◽  
Emotional Experiences ◽  
School Subjects ◽  
The Difference

How do people feel emotions for someone else? This has been studied asempathy—feeling the same emotion that someone else feels. But people also feel emotions for someone else that the other person doesn’t feel, such as feeling angry for someone who is sad. We use appraisal theories to predict that people feel an emotion for someone else when they appraise that person’s situation differently. According to appraisal theories, people react to misfortunes with anger if they are caused by another person, but not if the cause is impersonal, and we predicted that this would also be true in feeling emotions for another person, regardless of what the other person feels. In two studies, subjects learned about a disadvantaged high school student who applied to college and was rejected from every school. Subjects felt angrier when they learned that the student’s friend caused the bad outcome than when the student made a well-intentioned mistake, but they did not think the student felt angry. The difference in subjects’ anger was mediated by changes in appraisals of agency. The student believed the rejections were caused by bad circumstances and felt sad in both conditions. The results extend research on empathy and other vicarious emotional experiences by supporting appraisal as a process that is involved in feeling emotions for other people.

Tests in the High School Subjects.

2006 ◽  
pp. 131-141
Author(s):  
Sidney L. Pressey ◽  
Luella Cole Pressey
Keyword(s):  
High School ◽  
School Subjects

Intelligence as a Factor in the Election of High-School Subjects

1922 ◽  
Vol 30 (6) ◽  
pp. 452-455
Author(s):  
S. R. Powers
Keyword(s):  
High School ◽  
School Subjects

Relative Difficulty of High-School Subjects

1939 ◽  
Vol 47 (2) ◽  
pp. 95-100
Author(s):  
L. G. Osborn
Keyword(s):  
High School ◽  
Relative Difficulty ◽  
School Subjects

Correlations among Tests of High-School Subjects

1935 ◽  
Vol 43 (3) ◽  
pp. 198-201 ◽  
Author(s):  
J. Wayne Wrightstone
Keyword(s):  
High School ◽  
School Subjects

scholarly journals The Relationships between High School Subjects in terms of School Satisfaction and Academic Performance in Mexican Adolescents

2019 ◽  
Vol 16 (18) ◽  
pp. 3494 ◽  
Author(s):  
Raúl Baños ◽  
Antonio Baena-Extremera ◽  
Antonio Granero-Gallegos
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Physical Education ◽  
School Satisfaction ◽  
Educational Systems ◽  
School Students ◽  
Satisfaction Scale ◽  
School Subjects ◽  
Academic Grades

Adolescents’ academic performance and the way it is related to their subjective wellbeing are issues of great interest across educational systems. The purpose of this study was to ascertain how satisfaction with high school subjects can predict school satisfaction and academic performance in Mexican students. The sample consisted of 457 high school students in the Baja California and Nuevo León states in Mexico (247 boys, 210 girls); their mean age being 14.10 (SD = 0.84). We used a questionnaire featuring a subject satisfaction scale, an intrinsic school satisfaction scale, and one related to academic grades. We used descriptive analyses, correlations, and structural regression models. In terms of results, the high satisfaction and academic performance levels in physical education, Spanish and English are worth highlighting. Geography and history are the most relevant predictors of academic grades, while Spanish predicts school satisfaction and physical education predicts boredom. In conclusion, satisfaction with mathematics, Spanish, and English are strong predictors of satisfaction (SATF), and the latter in turn predicts Mexican high school students’ academic performance.

The Problem of a Non-College Preparatory Curriculum in Mathematics and Suggestions for Its Solution

1947 ◽  
Vol 40 (1) ◽  
pp. 8-13
Author(s):  
C. C. Fabing
Keyword(s):  
High School ◽  
High Schools ◽  
College Student ◽  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
Class I ◽  
College Preparatory ◽  
School Subjects ◽  
College Preparatory Curriculum ◽  
The Way

Most mathematics teachers have been aware that the non-college student has been neglected so far as getting his rightful share of mathematics has been concerned. In most instances the awareness was passed passed off with a shrug of the shoulders and the blame for not establishing these courses, passed onto some one else. The need has become so acute that the tail is wagging the dog and it would seem that some action may be taken to aid in solving the problem. If you will check the number of graduates in your high school and the number of these graduates who enter college, you will find that only about 15% of the group go on to college. It must be admitted then, that we have constructed our mathematics curriculum largely for the 15% and the remaining 85% have received little or no consideration in mathematics and most of that was a make shift, hit or miss proposition. In some high schools, it is possible for a pupil to graduate without being required to pursue any class in mathematics. If a search were made, I suspect that many more high schools are permitting this situation than we know. Mathematics teachers as a group are rather complacent and hold the dignity of their profession on a high plane. This is as it should be. Since we are supposed to know the meaning of facts as expressed in figures, then we must admit that 85% of a graduating class is a greater responsibility than 15% of the class. To reach 85% of the class, I hope that we will bestir ourselves from this smug complacency in academic mathematics and lend a helping hand to those who need, but seldom get any mathematics. We must become mathematical missionaries and carry the gospel truth to the majority who need aid in mathematics other than that prescribed for the selected few who go to college. We must show the way or continue to see school subjects with less concrete usefulness and more aggressive leaders reducing our mathematics time in the curriculum.

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