scholarly journals Board 167: First Year Experience from RET Site: Incorporating Engineering Design and Manufacturing into the High School Curriculum

2020 ◽  
Author(s):  
Weihang Zhu ◽  
Xuejun Fan ◽  
Julia Yoo ◽  
Dorothy Sisk ◽  
Nicholas Brake ◽  
...  
Keyword(s):  
High School ◽  
Engineering Design ◽  
School Curriculum ◽  
First Year Experience ◽  
First Year ◽  
High School Curriculum ◽  
Design And Manufacturing

Editorial comment: As we read

1967 ◽  
Vol 14 (7) ◽  
pp. 547-548
Author(s):  
James E. Inskeep
Keyword(s):  
High School ◽  
Elementary School ◽  
Junior High School ◽  
Junior High ◽  
School Teacher ◽  
School Curriculum ◽  
First Year ◽  
High School Mathematics ◽  
High School Curriculum ◽  
Basic Ideas

The modern elementary school teacher deals easily with number sentences, inequalities, and other basic ideas for expressing the characteristics of number relationships. Such an expression as 4 + □ = 7 is common in most primary-grade classrooms. Ideas of negative integers are not unfamiliar to the elementary school pupil. Solution sets cover many a junior high school mathematics class chalkboard. These ideas are not difficult and seem quite natural in the context of the elementary- junior high school curriculum. But, when I went to school, we called it algebra! And we called it algebra in the first year of high school! No sooner.

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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