The Social Core of the High-School Curriculum

1918 ◽  
Vol 26 (1) ◽  
pp. 7-17
Author(s):  
Herbert G. Lull
Keyword(s):  
High School ◽  
School Curriculum ◽  
High School Curriculum ◽  
The Social

Causes for Failure in Senior High School Mathematics and Suggested Remedial Treatment

1934 ◽  
Vol 27 (8) ◽  
pp. 409-411
Author(s):  
Barnet Rudman
Keyword(s):  
Social Sciences ◽  
High School ◽  
School Curriculum ◽  
Foreign Languages ◽  
High School Mathematics ◽  
Mathematical Skills ◽  
High School Curriculum ◽  
School Subjects ◽  
The Social ◽  
The Many

Pupils fail in algebra and geometry because they do not apply themselves, because they have poor study habits, because they are unable or unwilling to give sustained attention, because they lack special preparation—they fail, in short, as a result of the many negative influences that militate against achievement everywhere in the high school curriculum. So, too, does inadequate teaching take its toll in the exact sciences as it does in the social sciences or foreign languages. That the percentage of failures is generally higher in mathematics than in other high school subjects is probably due not to additional specific causes but rather to the nature of mathematical skills on which the same causes are apt to leave more profound and far-reaching effects.

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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