A Democratic Ideal for High Schools

1930 ◽  
Vol 112 (8) ◽  
pp. 186-188
Author(s):  
Ferdinand Kertes
Keyword(s):  
High Schools ◽  
Secondary Education ◽  
Mental Capacity ◽  
Democratic Ideal

The author enters a strong plea for a secondary education recognizing diverse kinds of ability. He warns against an attempt at stratification of pupils according to imaginary grades of mental capacity. He regards determinism as a mask for aristocracy. This article deserves thoughtful perusal by every educator.

Students, Schools, and Enrollment in Science and Humanity Courses in Israeli Secondary Education

1997 ◽  
Vol 19 (4) ◽  
pp. 339-353 ◽  
Author(s):  
Hanna Ayalon ◽  
Abraham Yogev
Keyword(s):  
Social Sciences ◽  
High Schools ◽  
Secondary Education ◽  
Ethnic Group ◽  
School Policy ◽  
Individual Characteristics ◽  
Academic Track ◽  
Multi Level ◽  
Humanities And Social Sciences ◽  
Level Analysis

This article examines the deteriorating status of the humanities and social sciences versus mathematics and the sciences in the curriculum of Israeli high schools. We examine this tendency by conducting a multi-level analysis of the effect of school and individual characteristics on inequality in curriculum specialization on a sample of academic-track 12th-graders in 1989. The main findings are (a) more able students, males, and members of the privileged Jewish ethnic group in Israel tend to specialize in mathematics and the sciences, and (b) students’ characteristics are the major determinant of course-taking in mathematics and the sciences, whereas school policy is central regarding the humanities and social sciences. The article discusses social implications of the findings.

Understanding inequality in public school admission in urban China

2015 ◽  
Vol 4 (4) ◽  
pp. 434-447 ◽  
Author(s):  
Jing Liu
Keyword(s):  
High Schools ◽  
Secondary Education ◽  
Public School ◽  
Urban Areas ◽  
Junior High ◽  
Urban China ◽  
Junior High Schools ◽  
Power Relationships ◽  
Education Development ◽  
Content Type

Purpose – The purpose of this paper is to apply analysis of public discourses on Ze Xiao to explore and interpret the power relationships shaping inequality in admission to public junior high schools in urban China. Design/methodology/approach – This study first introduces the rise of Ze Xiao as an educational phenomenon in China. It then elucidates power relationships in public school admission by analyzing continuities and changes in stakeholders’ interaction in public school admission. It concludes by discussing educational reform for equal public school admission in urban China. Data were collected from written and spoken texts about public school admission, including newspaper articles from the 1980s to the 2000s, policy documents and interviews with relevant stakeholders. Findings – Findings demonstrate that multi-layered power relationships caused diverse inequalities in admission to public secondary education in urban China. These are represented by political and institutional privileges and an imbalance in education development during the social transition from a profit-driven approach in the 1990s to a balance-centered one after 2000. Arguably, there is a necessity to further promote a systematic reform to terminate the privileges and imbalance for an equal and balanced public secondary education in urban China post-2015. Originality/value – This study attempts to make a contribution toward reconstructing the meaning of inequality in admission to public junior high schools in urban areas by revealing the power relationships among stakeholders constituted through their interactions in public education during the different stages of socio-economic development in urban China.

Whiter Algebra?—A Challenge and a Plea

1930 ◽  
Vol 23 (2) ◽  
pp. 104-125
Author(s):  
William Betz
Keyword(s):  
United States ◽  
High Schools ◽  
Secondary Education ◽  
The United States ◽  
Traditional Curricula ◽  
Set Up

Four million boys and girls are now enrolled in the high schools of the United States. These young Americans are housed in approximately 25,000 public and 2,800 private high schools. They are being taught by at least 200,000 teachers. These impressive figures alone are perhaps sufficient to explain why the old machinery of education is breaking down. Of necessity, outworn practices are being discarded. Everywhere there is an atmosphere of expectancy, of change and suspense. "What next in secondary education?" has become a slogan that reaches into every nook and corner of the educational edifice. The traditional curricula are being revamped. New objectives are being set up and methods of teaching are being readjusted.

scholarly journals There is Art in Science and Science in Art

2005 ◽  
Vol 13 (2) ◽  
pp. 36-37
Author(s):  
Thomas H. Saunders
Keyword(s):  
High Schools ◽  
Secondary Education ◽  
Educational Philosophy ◽  
Early Education ◽  
Self Esteem ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Education Experience

When a sixty thousand dollar microscope is used as a paint brush, neither science nor art are in trouble - but rather benefactors, witness to the fact that there can be "science in art" and "art in science."Arguably, except for a very few kids, our high schools are churning out hamburger helper generations, the product of a defective educational philosophy that believes that self esteem is more important than inspiring a tough academic regimen that leads to the pursuit of a science-focused secondary and post secondary education. Horses drink water because they want to, not because they were led to it. Kids pursue science and the achievement of excellence not because it is available, but rather because somewhere along their early education experience someone inspired their interest and curiosity.

scholarly journals Promotion of Healthy Eating in Spanish High Schools

Nutrients ◽  
2020 ◽  
Vol 12 (7) ◽  
pp. 1979
Author(s):  
Almudena Garrido-Fernández ◽  
Francisca María García-Padilla ◽  
José Luis Sánchez-Ramos ◽  
Juan Gómez-Salgado ◽  
Juan Diego Ramos-Pichardo ◽  
...  
Keyword(s):  
High Schools ◽  
Secondary Education ◽  
Healthy Eating ◽  
Eating Habits ◽  
Population Group ◽  
School Curriculum ◽  
Institutional Commitment ◽  
Cross Sectional ◽  
Obesity And Overweight ◽  
Healthy Eating Habits

Obesity and overweight are both public health problems, affecting increasingly younger populations. Promoting healthy eating should be a must in schools. Therefore, getting to know the eating habits of a population group as sensitive as adolescents and whether their schools apply an appropriate policy for their nutrition should be a priority. Therefore, the objective of this study was to discover whether the Secondary Education High Schools of Huelva and its province could be considered as centres that promote a healthy diet. A cross-sectional descriptive study was developed using a questionnaire comprising 39 indicators that were evaluated on 5 previously piloted subcategories of validated information. Data were obtained through a questionnaire presented to 200 key informants with four different profiles. The highest score for promoting healthy eating in the centres was related to the subcategory “School Curriculum”, whereas the lowest means were those related to the Community category. No practical activities such as outings or cooking workshops were carried out. The low participation in activities promoting healthy eating habits, research and health training must be highlighted. Little attention was paid to compliance and monitoring of school cafeterias. Most of the studied Secondary Education High Schools did not meet the requisites to be considered promoters of healthy eating habits. Only three of the studied centres can be considered healthy-eating promoters. Institutional commitment is needed to favour the intersectorality of the different agents implied and to provide teaching units and other teaching profiles with the necessary resources, training, and tools to achieve integral and protective teaching activities aimed at promoting students’ healthy eating habits.

University Students from Single-Sex and Coeducational High Schools: Differences In Majors and Attitudes at a Catholic University

2007 ◽  
Vol 31 (3) ◽  
pp. 282-289 ◽  
Author(s):  
Christie P. Karpiak ◽  
James P. Buchanan ◽  
Megan Hosey ◽  
Allison Smith
Keyword(s):  
High Schools ◽  
Secondary Education ◽  
Sex Education ◽  
First Year Students ◽  
College Majors ◽  
Single Sex ◽  
Catholic University ◽  
Gender Neutral ◽  
Coeducational High Schools ◽  
Egalitarian Attitudes

We conducted an archival study at a coeducational Catholic university to test the proposition that single-sex secondary education predicts lasting differences in college majors. Men from single-sex schools were more likely to both declare and graduate in gender-neutral majors than those from coeducational schools. Women from single-sex schools were more likely to declare gender-neutral majors, but were not different from their coeducated peers at graduation. A second study was conducted with a sample of first-year students to examine the correspondence between egalitarian attitudes, single-sex secondary education, and major choice. Egalitarianism was higher in students in nontraditional majors, but did not correspond in expected ways with single-sex education. Men from single-sex schools were less likely to hold egalitarian attitudes about gender roles, whereas women from single-sex and coeducational high schools did not differ in egalitarianism. Taken together, our results raise questions about the potential of single-sex high schools to reduce gender-stratification in professions.

scholarly journals Students’ Perceptions of Textbooks in Moroccan High Schools

2020 ◽  
Vol 3 (5) ◽  
pp. 56-59
Author(s):  
Sana Sakale
Keyword(s):  
High Schools ◽  
Secondary Education ◽  
Learning Process ◽  
Classroom Activities ◽  
Teaching Learning ◽  
Speaking Skills

The objective of this study is to reveal the different perceptions, practices and problems related to speaking skills in Moroccan secondary education in general. The sample of the study consisted of students coming from different schools in the academy of Rabat-Salè-Zemmour-Zaer area. The results revealed a discrepancy between classroom activities, textbooks activities and the objectives of the guidelines set for the teaching of speaking in Moroccan high schools. The results also showed that the thematic importance, thematic variety and the preference of listening-focused textbooks including listening to songs are found to be what students perceive to be their most significant inclinations. The study concluded with a number of pedagogical implications for the teaching/learning process.

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