Beyond High School: Does the High School Economics Curriculum Make a Difference?

1994 ◽  
Vol 38 (1) ◽  
pp. 62-69 ◽  
Author(s):  
Jane S. Lopus ◽  
Nan L. Maxwell
Keyword(s):  
High School ◽  
Student Performance ◽  
School Curriculum ◽  
College Level ◽  
High School Curriculum ◽  
Economics Courses ◽  
The Relationship

Results from previous studies assessing the effect of high school economics courses on student performance in college economics courses have been inconclusive. We argue that this research fails to distinguish between high school economics courses that focus on traditional college macroeconomic and microeconomic topics and those that focus on less theoretical topics. We correct for this error by examining the relationship between the high school curriculum and knowledge of college-level economics. Although we find no evidence that students who studied high school economics are better equipped to study college economics than students who did not, we find that the curriculum does make a difference for students who have taken high school economics.

scholarly journals Relevansi Mata Kuliah Ekonomi Moneter di Universitas Muhammadiyah Palangkaraya dengan Kurikulum SMA Bidang Studi Ekonomi

2014 ◽  
Vol 9 (1) ◽  
pp. 1-8
Author(s):  
Iin Nurbudiyani
Keyword(s):  
High School ◽  
Monetary Economics ◽  
School Curriculum ◽  
Full Time ◽  
Research Subjects ◽  
High School Curriculum ◽  
Face To Face ◽  
Interview Method ◽  
Economics Courses ◽  
Economic Studies

This study aims to find out how far the suitability between the subjects of Monetary Economics at the Muhammadiyah University of Palangkaraya and the Year High School Curriculum includes material, the number of face-to-face hours available. In this study the author using an exploratory type of research, while collecting the required data using the documentation method and the interview method. The research subjects were Muhammadiyah Palangkaraya University and High School Economics Subject Teacher Muhammadiyah I Kota Palangkaraya. While the object is the Syllabus of Monetary Economics Courses and Teachers in the Field of Economic Studies. The results of the study showed: (1) the material in Monetary Economics at the FKIP Muhammadiyah University in Palangkaraya presented 60% by the provisions of the High School Curriculum in the field of Economics. If we look at the competencies in the course of Monetary Economics with three topics, there are 15 sub-topics. Whereas in the curriculum with 3 subjects there are 18 sub-topics in the same curriculum with the sub-subjects in the course of Monetary Economics there are 9 sub-topics, (2) The number of face-to-face hours provided in the syllabus is not in accordance with the number of face-to-face hours curriculum provisions, in the curriculum there are 18 sub-topics with a total time of 36 hours face to face. While in the course of Monetary Economics with 15 sub-topics with a full time of 14 hours face to face.

scholarly journals Estado da arte das pesquisas sobre ENEM no Brasil

2021 ◽  
Vol 3 (5) ◽  
pp. 2898-2907
Author(s):  
Dayse Marinho Martins
Keyword(s):  
High School ◽  
Data Collection ◽  
Educational System ◽  
School Curriculum ◽  
High School Curriculum ◽  
Digital Database ◽  
The Subject ◽  
The Relationship

Levantamento de pesquisas que abordam a percepção das relações entre o ENEM e o currículo do Ensino Médio brasileiro. Realizou-se revisão da literatura especializada sobre o tema, com levantamento de publicações dos últimos 15 anos, buscando identificar artigos em Língua Portuguesa, indexados acerca do tema. A coleta de dados ocorreu em novembro de 2018, com levantamento na base digital de dados da CAPES e da SCIELO com periódicos indexados no período de 2003 a 2018. A partir categorização das pesquisas, apresenta-se a descrição do material selecionado, analisando as peculiaridades dos artigos, tais como o tipo de pesquisa desenvolvida em cada um deles e a discussão empreendida sobre ENEM e Currículo do Ensino Médio no Brasil. A abordagem focada na relação entre ENEM e currículo do Ensino Médio caracteriza oportunidade relevante na perspectiva de compreender a adequação do sistema educacional brasileiro às proposições do exame no âmbito da sociedade globalizada.   Survey of research that addresses the perception of the relationship between ENEM and the Brazilian high school curriculum. A review of the specialized literature on the subject was carried out, with a survey of publications from the last 15 years, seeking to identify articles in Portuguese, indexed on the subject. Data collection took place in November 2018, with a survey in the digital database of CAPES and SCIELO with indexed journals in the period from 2003 to 2018. From the categorization of research, the description of the selected material is presented, analyzing the peculiarities of the articles, such as the type of research developed in each one of them and the discussion carried out on ENEM and High School Curriculum in Brazil. The approach focused on the relationship between ENEM and the high school curriculum characterizes a relevant opportunity from the perspective of understanding the adequacy of the Brazilian educational system to the exam's propositions within the scope of the globalized society.

A Statewide Examination of Secondary Special Education for Students with Mild Disabilities: Implications for the High School Curriculum

1987 ◽  
Vol 54 (2) ◽  
pp. 122-129 ◽  
Author(s):  
Andrew S. Halpern ◽  
Michael R. Benz
Keyword(s):  
High School ◽  
Special Education ◽  
High School Students ◽  
Special Education Teachers ◽  
School Curriculum ◽  
Sources Of Information ◽  
School Students ◽  
High School Curriculum ◽  
Mild Disabilities ◽  
Education Administrators

This article reports the partial findings of a statewide survey of high school special education programs for students with mild disabilities. The focus of this article is on the curriculum. Three sources of information were tapped for this study: (a) special education administrators, (b) high school special education teachers, and (c) parents of high school students with mild disabilities. The return rates were very high: 91%, 89%, and 45% of the three groups, respectively. Four basic topics concerning the curriculum were investigated: (a) its focus and content, (b) discrepancies between availability and utilization, (c) barriers to mainstreaming, and (d) conditions required for improvement. Both data and recommendations with respect to these topics are presented.

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