Elimination from the Public Secondary Schools of the United States: A "Study of 11,224 Public High Schools," Based upon the Reports of the United States Commissioner of Education for the Years 1912, 1913, 1914, and 1915

This study aimed at identifying the organizational climate at the Jordanian public high schools and its relation to the teachers' job performance. The sample of the study consisted of (100) high school principals, who were chosen using the stratified random technique, and three teachers who work with each of those 100 principals, who were chosen randomly, during the academic year 2016-2017.The findings of the study indicated that both of the organizational climate and job performance at public high schools in Jordan was medium. Furthermore, the results indicated a statistically significant positive correlative relationship at (α=0.05) between the level of the organizational climate in the public secondary schools in Jordan and the level of teachers' job performance in these schools. Accordingly, the two researchers recommend that the Ministry of Education should improve the organizational climate in secondary schools in Jordan and hold training courses for principals in this field.

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Reappraisals of the Academy Movement

History of Education Quarterly ◽

10.1111/j.1748-5959.2001.tb00085.x ◽

2001 ◽

Vol 41 (2) ◽

pp. 216-224 ◽

Cited By ~ 1

Author(s):

Kim Tolley ◽

Nancy Beadie

Keyword(s):

United States ◽

Nineteenth Century ◽

Large Scale ◽

The United States ◽

Public High Schools ◽

Colonial Era ◽

Educational Discourse ◽

The Public ◽

Historical Significance ◽

History Of

The presence of academies in the United States spans roughly three centuries. Originating in the colonial era, academies spread across the country by mid-nineteenth century. Such institutions generally served students between the ages of eight and twenty-five, providing a relatively advanced form of schooling that was legally incorporated to ensure financial support beyond that available through tuition alone. According to one contemporary source, by 1850 more than 6,100 incorporated academies existed in the United States, with enrollments nine times greater than those of the nation's colleges. Nineteenth-century supporters portrayed academies as exemplars of the nation's commitment to enlightenment and learning; opponents argued that they were harmful to the public interest. Those in favor of a large-scale system of public high schools dismissed academies as irrelevant and outmoded institutions. The culmination of this controversy is well known, because it is reiterated in every secondary text on the history of American education. As a widespread system of public higher schooling supplanted the academies in the twentieth century, private and independent schools dropped out of the mainstream of American educational discourse. The following essays seek to recover something of the long history of academies in the United States and to reconsider the historical significance of these institutions in society.

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Report of the Committee on the Status of Physical Education in Public Normal Schools and Public High Schools in the United States

American Physical Education Review ◽

10.1080/23267224.1910.10650269 ◽

1910 ◽

Vol 15 (6) ◽

pp. 453-454 ◽

Cited By ~ 1

Author(s):

Luther Halsey Gulick

Keyword(s):

United States ◽

High Schools ◽

Physical Education ◽

The United States ◽

Public High Schools ◽

Normal Schools ◽

The Status

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The Case for Latin

PMLA ◽

10.2307/2699191 ◽

1964 ◽

Vol 79 (4-Part2) ◽

pp. 3-10 ◽

Cited By ~ 3

Author(s):

William Riley Parker

Keyword(s):

United States ◽

High Schools ◽

Secondary School ◽

Scientific Knowledge ◽

The United States ◽

Foreign Languages ◽

Public High Schools ◽

American Education ◽

Mass Education ◽

The Future

In the “good old days” in the United States, as in Europe, which supplied the model, anyone who went to a secondary school and college studied Latin as a matter of course. Even in the first years of this century, when a half million students were enrolled in all our public high schools, fully half of them were still studying Latin. Those days are gone, and will never return. To regret their passing is to regret both mass education and mankind's phenomenal increase in scientific knowledge. Moreover, our world has shrunk while America's role in it has grown, and lately our society has recognized the increasing relevance of studying modern foreign languages. What, then, is the future place of Latin in American education? As one who long ago was taught both Latin and Greek, I want to try to answer this question as candidly and as objectively as I can.

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