A Brief List of Mathematical Books Suitable for Libraries in High Schools and Normal Schools

1925 ◽  
Vol 18 (8) ◽  
pp. 477-489
Keyword(s):  
High Schools ◽  
Secondary Schools ◽  
Applied Mathematics ◽  
Foreign Languages ◽  
Ordinary Sense ◽  
Normal Schools ◽  
Teachers College ◽  
The Many

The following brief list is prepared to meet the many requests which come to Teachers College for information as to books for the use of teachers of mathematics or suitable for libraries in high schools and normal schools. An effort has been made to select a few books which will he helpful to students and teachers in such schools, but it must be understood that numerous other works are eminently worthy of having a place in such a list. No books in foreign languages have been included, but the department of mathematics of Teachers College will gladly give information relating to such books to any who may inquire. Except in the field of applied mathematics, no books have been included which are, in the ordinary sense of the term, textbooks for secondary schools. The prices given are subject to change, but are approximately correct.

Hotz Algebra Scales in the Pacific Northwest

1925 ◽  
Vol 18 (7) ◽  
pp. 418-427
Author(s):  
Walter Crosby Eells
Keyword(s):  
High School ◽  
High Schools ◽  
Secondary Schools ◽  
Annual Meeting ◽  
Pacific Northwest ◽  
The Other ◽  
Normal Schools ◽  
Inland Empire ◽  
The Pacific ◽  
Standard Tests

As a result of an address on “Standard Tests in Mathematics” given by the author at the annual meeting of the Inland Empire Council of Teachers of Mathematics at Spokane in April, 1924, a committee on “Standard Tests in Mathematics in the High Schools of the Pacific Northwest” was appointed. He was made chairman, the other members being Professor J. E. Buchanan, Cheney Normal School, representing the normal schools; and Miss Anna Whitney, Yakima High School, representing the secondary schools.

scholarly journals DAMPAK SISTEM ZONASI DALAM PERMENDIKBUD NO. 20 TAHUN 2019 DI KABUPATEN PAMEKASAN

2020 ◽  
Vol 7 (2) ◽  
pp. 319-347
Author(s):  
Mohammad Nurul Huda ◽  
Ach. Khoiri
Keyword(s):  
Public Schools ◽  
High Schools ◽  
School Level ◽  
Educational Institutions ◽  
High School Level ◽  
Admission Process ◽  
New Students ◽  
The Many ◽  
Level Of Understanding ◽  
The Impact

Regulation of the Minister of Education and Culture Number 20 of 2019 concerning Amendments to the Regulation of the Minister of Education and Culture Number 51 of 2018 concerning the Admission of New Students in Kindergartens, Elementary Schools, Junior High Schools, Senior High Schools, and Vocational High Schools is a guideline for public schools from kindergarten to high school level to implement the Zoning system for the admission process of new students.The purpose of this research is to find out and analyze the effectiveness of the enactment of the minister of education and culture regulation number 20 of 2019 for schools, students, and parents / guardians in Pamekasan. This research uses empirical methods or non-doctrinal research. This type of research was chosen because the subject of the research plan seeks to trace and study the impact of the enactment of the minister of education and culture regulation number 20 of 2019 for schools, students, and parents in Pamekasan.Of the 220 respondents, divided from teachers, parents / guardians and students, the results of the respondents' level of understanding of the Zoning system PPDB really understood. Schools disobedience to PPDB Zoning system are private schools and schools that are under the auspices of the Ministry of Religion. In addition, the ineffectiveness of the PPDB Zoning system in Pamekasan Regency is the result of the many educational institutions that are under the auspices of Islamic boarding schools.

Enrollment in the Foreign Languages in the Secondary Schools and Colleges of the United States

Hispania ◽  
1929 ◽  
Vol 12 (4) ◽  
pp. 431
Author(s):  
Alfred Coester ◽  
Carleton A. Wheeler ◽  
V. A. C. Henmon ◽  
Hayward Keniston ◽  
C. M. Purin ◽  
...  
Keyword(s):  
United States ◽  
Secondary Schools ◽  
The United States ◽  
Foreign Languages

Exit Strategies: How Low-Performing High Schools Respond to High School Exit Examination Requirements

2013 ◽  
Vol 115 (1) ◽  
pp. 1-23 ◽  
Author(s):  
Jennifer J. Holme
Keyword(s):  
High School ◽  
High Schools ◽  
At Risk Students ◽  
Negative Consequences ◽  
Exit Examination ◽  
Teachers College ◽  
High School Exit ◽  
Curriculum Instruction ◽  
Study Sites

Background Over the past several decades, a significant number of states have either adopted or increased high school exit examination requirements. Although these policies are intended to generate improvement in schools, little is known about how high schools are responding to exit testing pressures. Purpose This study examined how five low-performing high-poverty high schools responded to the pressures of Texas’ exit testing policy. The goal of this study was to understand how schools responded to the pressures of Texas’ exit testing system (in terms of curriculum, instruction, and supports for low-achieving students) and how educators reconciled those pressures with other accountability pressures that they faced. Research Design This study employed qualitative case study design. Five low-performing high schools were sampled within the state of Texas, each of which served large concentrations of at-risk students. A total of 105 interviews were conducted across the five case study sites over the course of 2 years (2008–2009). Conclusions This study found that the Texas exit testing policy created a misalignment between educator and student-level accountability, which had particularly negative consequences for struggling students. The findings of this study suggest a need for policy makers to reconsider the assumptions on which exit tests are based and to more closely consider the goal of exit testing systems in the context of, and in relation to, the larger systems of accountability in which they are embedded. Acknowledgments The research reported herein was supported by a grant from the Spencer Foundation. The author would like to thank the editors of Teachers College Record, as well as the anonymous reviewers, for their helpful feedback on the manuscript. The author would also like to thank Meredith Richards and Rebecca Cohen for their assistance with data collection for the project.

scholarly journals Why Secondary Schools Do Not Implement Far-Reaching Smoke-Free Policies: Exploring Deep Core, Policy Core, and Secondary Beliefs of School Staff in the Netherlands

2019 ◽  
Vol 26 (6) ◽  
pp. 608-618 ◽  
Author(s):  
Michael Schreuders ◽  
◽  
Bas van den Putte ◽  
Anton E Kunst
Keyword(s):  
The Netherlands ◽  
Secondary Schools ◽  
Personal Autonomy ◽  
Core Beliefs ◽  
Advocacy Coalition ◽  
Free School ◽  
Staff Members ◽  
Time Space ◽  
The Many ◽  
Secondary Beliefs

Abstract Background Secondary schools that implement smoke-free policies are confronted with students who start smoking outside their premises. One solution is to complement smoke-free policies with prohibitions for all students to leave the school area during school hours, technically making school hours a smoke-free period. However, there are strikingly few Dutch secondary schools that implement this approach. This study explores why staff members in the Netherlands decide not to implement smoke-free school hours for all students. Method We interviewed 13 staff members, with different functions, from four secondary schools. The analysis was informed by the Advocacy Coalition Framework (ACF) to delve into the values, rationales, and assumptions of staff with the aim to identify deep core, policy core, and secondary beliefs. Results We identified six beliefs. Two deep core beliefs are that schools should provide adolescents the freedom to learn how to responsibly use their personal autonomy and that schools should only interfere if adolescents endanger or bother others. Three policy core beliefs identified included the following: that smoking is not a pressing issue for schools to deal with; that schools should demarcate their jurisdiction to intervene in adolescents’ lives in time, space, and precise risk behavior; and that implementing smoke-free school hours would interfere with maintaining positive student-staff relationships. One secondary belief identified was that smoke-free school hours would be impossible to enforce consistently. Conclusion This paper was the first to demonstrate the many beliefs explaining why schools refrain from voluntary implementing far-reaching smoke-free policies.

De Behoeften aan Moderne Vreemde Talen en Differentiatie in Doelstellingen Voor Vreemde-Talenonderwijs

1977 ◽  
Vol 3 ◽  
pp. 58-71
Author(s):  
Maria Oud-de Glas
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Technical Schools ◽  
Different Types ◽  
Actual Use ◽  
Language Needs ◽  
The University

At the Institute for Applied Sociology of the University of Nijmegen, an investigation into foreign language needs of several groups in Dutch society has been carried out in 1975 through 1977. Questionnaires were submitted to these different groups, e.g. to former pupils of secondary schools. The questionnaire consisted mainly of a list of 24 descriptions of situations in which foreign languages are used. In these descriptions the significant features of language situations are systematically varied. For each situa-tion we asked if and how frequently it occurs and if the knowledge of the languages learnt is sufficient for this kind of situation. The results of the investigation show large differences in language needs (defined as actual use of the foreign language and shortcomings in the knowledge of that language in certain situations) both between the former pupils of the different types of secondary schools as well as between the languages most commonly taught in Dutch schools, French, German and English. More specifically it was found that the actual use of foreign languages occurs more frequently among former pupils of certain vocational schools (especially technical schools) than among former pupils of general secondary schools. French appears to be used less frequently than German and English. English is used by a somewhat larger group than German, but this does not hold for all groups. Former pupils of technical schools use German as much as English. The resulting data can be used to choose objectives for foreign language teaching. There is however no simple and direct way from language needs to objectives. In choosing objectives on the basis of findings on language needs, one will have to decide which measure of language needs is taken into account and how this measure (or these measures) is (are) used. If we decide for example to take the size of the group that has actually used a foreign language in one of the situations as a criterion for the choice of that situation as a part of the objectives of language teaching, we will then have to decide where we draw the line between situations that are and situations that are not important enough to be chosen. In other words, we have to decide how large the group of language users must be. It is evident that there is no shorter way from language needs to objectives than a carefully argued choice of measures and of the use of these measures.

Sign in / Sign up

Export Citation Format

Share Document