Taking the Temperature of the Secondary SchoolsEvaluation of Secondary Schools: General Report on the Methods, Activities, and Results of the Cooperative Study of Secondary School Standards.Educational Temperatures, 1940 Edition: A Series of Scales for Exhibiting the Results of Evaluation of a Secondary School, to Be Used with the 1940 Editions of "Evaluative Criteria" and "How to Evaluate a Secondary School". Walter Crosby EellsEvaluative Criteria, 1940 Edition: To Be Used with the 1940 Editions of "How to Evaluate a Secondary School" and "Educational Temperatures".How to Evaluate a Secondary School, 1940 Edition: A Manual to Accompany the 1940 Editions of "Evaluative Criteria" and "Educational Temperatures".Evaluation of a Secondary School Library, 1938 Edition.Evaluation of Secondary Schools: Supplementary Reprints Dealing with Special Phases of the Work and Results of the Cooperative Study of Secondary School Standards.

1940 ◽  
Vol 48 (3) ◽  
pp. 229-232
Author(s):  
G. W. Rosenlof
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Library ◽  
Cooperative Study ◽  
General Report ◽  
Evaluative Criteria

scholarly journals The Impact of Covid-19 Pandemic ‘Lockdown’ on Reading Engagement of Selected Secondary School Students in Nigeria

2021 ◽  
Vol 3 (1) ◽  
pp. 45-55
Author(s):  
Ibitola Oluwatoyin Adigun ◽  
Fadekemi Omobola Oyewusi ◽  
Kolawole Akinjide Aramide
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Online Survey ◽  
School Library ◽  
School Libraries ◽  
Reading Engagement ◽  
School Students ◽  
Significant Difference ◽  
The Impact

Several studies have decried the non-existence of functional school libraries in many primary and secondary schools in Nigeria. This inadequacy in school libraries made it extremely difficult for school librarians to foster the culture of reading in students through school library use and reading promotional activities. Moreover, library hours are not included in the school time table in many of the secondary schools in Nigeria. Thus, reading engagement has been on the decline among secondary school students in the country. Despite these challenges, some studies suggested that students will spend more time reading if they have more spare time. Therefore, this study investigated selected secondary school students’ reading engagement during the COVID-19 pandemic school lockdown. It was assumed that the availability of time during the period would motivate students to read since schools were closed and movement was restricted. The study adopted an online survey instrument (Questionnaire) administered to the students over 3-month period (April - June 2020). This instrument was adopted because there was total closure of schools throughout the country, thus the only means students could be reached at the time was through online. The questionnaire was sent to individual students and school online groups. Thus, the study was limited to students with information technology gadgets and online presence. The result revealed that there was no significant difference in the duration of time students spent reading during the lockdown and when school was in session. It also revealed that students read textbooks to prepare for examinations and to keep sound academically.

The Eight-Year Study and Progressive Education Cooperative Studies

2020 ◽  
Author(s):  
Craig Kridel
Keyword(s):  
Professional Development ◽  
United States ◽  
Secondary School ◽  
Secondary Schools ◽  
General Education ◽  
Progressive Education ◽  
The United States ◽  
Cooperative Study ◽  
Post Secondary ◽  
American Southeast

During the 1930–1940s, the Progressive Education Association’s Eight-Year Study ushered in an era of secondary school experimentation, establishing an organizational process (the cooperative study) and introducing a research methodology (implementative research) for educational renewal. Cooperative studies embraced a democratic ideal that participants would work together for a greater good and maintained a fundamental belief that a diversity of perspectives, coupled with open discourse, would serve to better develop educational practices. Although no unified theory was established for cooperative study, activities focused on problem-solving were intended to expand teachers’ abilities rather than to establish a single method for the dissemination of educational programs. Implementative research was grounded in a faith in experimentation as an “exploratory process” to include gathering, analyzing, interpreting, and discussing data, and sought to determine the validity (in contrast to reliability) of programmatic interventions. Drawing on 1930s progressive education high school practices, more than a hundred selected secondary and post-secondary schools throughout the United States—public and private, large and small, Black and White, rural and urban—participated in national and regional cooperative studies, funded primarily by the Rockefeller Foundation’s General Education Board. Experimental projects included the Progressive Education Association’s Eight-Year Study (1930–1942), consisting of 30 sites with 42 secondary schools (and 26 junior high schools) throughout the United States; the Association of Colleges and Secondary Schools of the Southern States’ Southern Study (1938–1945), consisting of 33 White secondary schools in the American Southeast; the American Council of Education’s Cooperative Study in General Education (1938–1947), consisting of 25 colleges throughout the United States; and the Association of Colleges and Secondary Schools for Negroes’ Secondary School Study (1940–1946), consisting of 17 Black secondary schools in the American Southeast. These cooperative studies served to explore and further develop progressive education practices at the secondary and post-secondary school level. The intent of the 1930s–1940s cooperative study projects was to develop school programs that would attend to the interests and needs of adolescents without diminishing students’ chances for further education. Guided by “Eight-Year Study progressivism,” cooperative study staff placed great trust in the ability of teachers to address complex issues, belief in democracy as a guiding social ideal, and faith in thoughtful inquiry to create educational settings that nourished both students and teachers. Based on these fundamental themes, many cooperative study schools adopted what became a distinctive view of progressive education with correlated and fused core curricula, teacher–pupil planning, cumulative student records, and summer professional development workshops. Notions of “success” for these projects prove difficult to ascertain; however, innovative forms of curriculum design, instructional methodology, student assessment instruments, and professional development activities arose from these programs that served to influence educational theory and practice throughout the mid- and late-20th century. Perhaps equally important, cooperative study, along with implementative research, displayed the importance of educational exploration and school experimentation, implicitly asserting that a healthy school was an experimental school.

Clinical Technique, Tacit Resistance: Progressive Education Experimentation in the Jim Crow South

2019 ◽  
Vol 59 (2) ◽  
pp. 227-256 ◽  
Author(s):  
William G. Wraga
Keyword(s):  
African American ◽  
Secondary School ◽  
Secondary Schools ◽  
General Education ◽  
Progressive Education ◽  
American Education ◽  
Cooperative Study ◽  
African American Education ◽  
Historical Perspectives ◽  
School Study

Around 1940, the Southern Association Study in Secondary Schools and Colleges and the Secondary School Study of the Association of Colleges and Secondary Schools for Negroes implemented cooperative educational experimentation in the American South. This was a progressive education method for improving schools exemplified in the national Eight-Year Study. The research detailed here reconstructs the work of the two southern studies as it occurred in tandem and in connection with the Eight-Year Study and the General Education Board. The white Southern Study utilized the progressive cooperative study as a clinical technique largely divorced from democratic ideals. The black Secondary School Study leveraged the progressive cooperative study as a means to democratize African American education in the South. The findings reported here confirm and complement conclusions in the historiography of African American education, extend historical perspectives on the Eight-Year Study, and contribute to an understanding of how progressive education was interpreted and translated into practice.

scholarly journals Low Levels of Teacher Information Literacy Awareness and Collaboration Between Librarians and Teachers in Information Literacy Instruction

2018 ◽  
Vol 13 (3) ◽  
pp. 88-90
Author(s):  
Ruby Warren
Keyword(s):  
Northern Ireland ◽  
Secondary School ◽  
Secondary Schools ◽  
Standardized Testing ◽  
Information Literacy ◽  
Staff Member ◽  
School Library ◽  
Teaching Staff ◽  
Library Staff ◽  
Axial Coding

A Review of: McKeever, C., Bates, J., & Reilly, J. (2017). School library staff perspectives on teacher information literacy and collaboration. Journal of Information Literacy, 11(2), 51-68. https://doi.org/10.11645/11.2.2187 Abstract Objective – Researchers sought to determine school library staff perspectives on the information literacy knowledge held by secondary school teachers, and teacher relationships with the library. Design – Interviews analyzed with thematic and axial coding. Setting – Secondary schools in Northern Ireland. Subjects – 21 schools across Northern Ireland were selected as a sample, including urban, rural, integrated, grammar, and secondary schools. 16 schools ultimately participated. Methods – Semi-structured interviews were conducted with one library staff member at each selected secondary school. Interview audio and notes were transcribed and coded thematically both manually by the researchers and using NVivo. Categories were identified by open coding, then relationships identified via axial coding. Main Results – The majority (10 of 16) of library staff members interviewed expressed that they had not been asked about information literacy by teachers, and only one library staff member described a truly collaborative instructional relationship with teaching staff. The majority of staff expressed either that teachers were familiar with concepts related to information literacy but did not know the name for them, or, that they thought information literacy was entirely unfamiliar to teachers at their school. Staff frequently cited competing priorities (for example, standardized testing) and limited class time as potential causes for teachers not focusing on information literacy concepts. Conclusion – Both cultural and policy changes need to be made in schools to prioritize information literacy as a core competency for both students and teachers. The researchers call for greater intra-school collaboration as a means to achieve this cultural change.

scholarly journals Reading Practices of Secondary Schools Teenagers

2021 ◽  
Author(s):  
Natália Maria Antunes Caseiro
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Library ◽  
Reading Practices ◽  
Group Approach ◽  
Real Effects ◽  
Realistic Approach ◽  
Reading Styles

A dispassionate approach concerning the reading practices of secondary school teenagers is the main goal of this study, regarding a particular school library. It’s based on three methodologies of observation: by collecting evidence of pupils’ presence in a school library; by holding an inquiry about their reading and leisure practices and by questioning some young people’s personal statements which escape a sociological and group approach. Through these supports of investigation, we can delineate a new scenery of teenager’s reading practices: they read but in a different way, different from the adults’ habits. The understanding of these ways of reading establishes the role of the school library in the promotion of reading styles and allows a more realistic approach to its real effects.

scholarly journals Analytical Evaluation of the School Library Home Page in Japanese Secondary Schools

2021 ◽  
Author(s):  
Mieko Nagakura
Keyword(s):  
High School ◽  
Secondary School ◽  
Secondary Schools ◽  
Information Literacy ◽  
Junior High School ◽  
School Library ◽  
Home Page ◽  
School Level ◽  
High School Level ◽  
Junior High School Level

The content analyses of 151 school library home page in Japanese secondary schools were carried to examine their possibility and effectiveness as an instructional tool for information literacy development of the students. The possibility was proved, but the effectiveness was not verified by this study. The contentwise, secondary school library home page was informative, cultural, and instructive. The contents on junior high school level were mostly informative, while the contents on integrated junior/senior and senior high school levels were informative as well as instructive. Link collections were the most powerful features of school library Website.

scholarly journals Status of Non-Government Secondary School Libraries in Bangladesh

2019 ◽  
Author(s):  
Zakir Hossain
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Online Survey ◽  
School Library ◽  
School Libraries ◽  
Reading Materials ◽  
The Status ◽  
Library Development ◽  
Online Catalogue

The focus of this survey is to investigate the status of secondary school libraries in Bangladesh. From the online survey, 91 responses were received. In general, the survey revealed that a significant number of secondary schools have a school library but lack of reading materials and inadequate funding are common. Most of the school libraries provide traditional services such as book lending, in-house book and newspaper reading and only a few have ICT facilities and services, for example, computer, internet and online catalogue search. The finding of this survey has original value and suggestions may help to resolve issues that may adversely impact school library development in Bangladesh.

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