Trends in Secondary School Art Emphasis..... Middle and Junior High School

Art Education ◽  
1976 ◽  
Vol 29 (2) ◽  
pp. 10 ◽  
Author(s):  
David W. Baker
Keyword(s):  
High School ◽  
Secondary School ◽  
Junior High School ◽  
Junior High

General mathematics in the secondary school—II

1954 ◽  
Vol 47 (3) ◽  
pp. 167-179
Author(s):  
William David Reeve
Keyword(s):  
High School ◽  
Secondary School ◽  
Junior High School ◽  
Junior High ◽  
Introductory Course ◽  
Order Of Presentation ◽  
Central Purpose

The reorganized modern junior high school, constituting grades 7, 8, and 9, now offers some kind of a general introductory course in mathematics. The content, methods of teaching, and order of presentation of topics may vary from place to place, but the great central purpose is fairly uniform.

‘Normally I should belong to the others’: Young people’s gendered transcultural competences in creating belonging in Germany and Canada

Childhood ◽  
2010 ◽  
Vol 17 (2) ◽  
pp. 163-180 ◽  
Author(s):  
Irina Schmitt
Keyword(s):  
High School ◽  
Young People ◽  
Secondary School ◽  
Empirical Research ◽  
Junior High School ◽  
Junior High

Young people create differentiated models of belonging. Their strategies reflect contexualized competences — the capacity to understand and negotiate the influence of national frameworks in specific situations. Theories that understand belonging as processual and intersectional offer useful frameworks with which to analyse this. This article uses data from empirical research with young people in a German secondary school and a Canadian junior high school to highlight young people’s situated competences and their critique of the respective frameworks of belonging.

Requiem for junior high school. Case study - lower secondary school exam 2012

2020 ◽  
Vol XI (4(33)) ◽  
pp. 181-200
Author(s):  
Marek Piotrowski
Keyword(s):  
High School ◽  
Secondary School ◽  
Junior High School ◽  
Junior High ◽  
Sources Of Information ◽  
Lower Secondary School ◽  
School Students ◽  
And Mathematics ◽  
Examination Board ◽  
New Education

The article has critically assessed the information sent to the public, including teachers, on the results of external examinations contained in the Central Examination Board (CEB) reports. Basing on the analysis of two sources of information decoded from the CEB reports and the analysis of the database containing the results of examinations, 93% of lower secondary school students, it has been showed that about half of the population "failed" the lower secondary school exam in science and mathematics. Therefore they should not continue their high school education. The analysis of data decoded from the CEB report is in line with the results obtained from 93% of students. Therefore, it is advisable to conduct similar analyzes of contemporary CEB reports on students achievement after the new primary school which is operating in the new education system after liquidation of junior high schools.

A Tentative Program of Junior High-School Mathematics

1917 ◽  
Vol 10 (2) ◽  
pp. 85-93
Author(s):  
C. B. Walsh
Keyword(s):  
High School ◽  
Secondary School ◽  
Junior High School ◽  
Junior High ◽  
School Mathematics ◽  
Unstable State ◽  
High School Mathematics ◽  
Secondary School Mathematics ◽  
State Of Affairs

The statement is axiomatic and perhaps trite that the teaching of secondary-school mathematics is in a state of unrest. This condition has been aggravated, if not caused, by excessive criticism and this unstable state of affairs is reflected by the numerous new courses of study. It is consequently as inevitable as it is probably desirable that our curriculum in mathematics is to be reconstructed.

scholarly journals The Comparison of Conceptual Understanding Between Secondary School Students and Pre-Service Physics Teacher in Direct Current Electric Circuit

2019 ◽  
Vol 15 (2) ◽  
pp. 80-86
Author(s):  
D D Nooritasari ◽  
M Rahmadiyah ◽  
S Kusairi
Keyword(s):  
High School ◽  
Secondary School ◽  
Direct Current ◽  
Junior High School ◽  
Secondary School Students ◽  
Junior High ◽  
Senior High School ◽  
School Students ◽  
Electric Circuits ◽  
Physics Teacher

This study is aimed to compare the understanding of the concepts of secondary school students (junior and senior high school) and pre-service physics teachers in direct current electric circuits. This research was survey research using the quantitative descriptive method. The results showed that there were no significant difference among the junior high school, senior high school, and pre-service physics teacher students with the categories classified as sufficient for junior high school and pre-service physics teacher. However, senior high school students were still relatively weak. The difficulties were found in interpreting formulas and conceptual errors. This research provides practical benefits to the concept of electrical circuits, especially about the low mastery of student’s concepts. The same mistakes at every level of education showed that there are misconceptions that are difficult to eliminate. It is needed to have more effort to master the concept deeply.

scholarly journals IMPLEMENTATION OF CURRICULUM 2013 AT SOCIAL STUDIES SUBJECT IN ISLAMIC PUBLIC SECONDARY SCHOOL OF MALANG 1

2017 ◽  
Vol 26 (2) ◽  
pp. 169
Author(s):  
Silvi Nur Afifah
Keyword(s):  
High School ◽  
Social Studies ◽  
Secondary School ◽  
Social Science ◽  
Science Teachers ◽  
Junior High School ◽  
Junior High ◽  
Public Secondary School ◽  
Scientific Approach ◽  
Descriptive Method

This study aims to determine the implementation of curriculum 2013 on subjects integrated Social Science in Malang 1 Islamic Public Junior High School. The research method used in this study is a qualitative approach with descriptive method. Collecting data has done through observation, interview and documentation study. The results showed that in general the implementation of Curriculum 2013 on Social Science subjects in Malang 1 Islamic Public Junior High School using an integrated scientific approach. Social Science teachers are still experiencing some obstacles and adjust to the real conditions in the field. This is evidenced in implementing learning Social Science teachers already using a scientific approach, but most of the integrated Social Science only occurs in the classroom so do not provide concrete learning experiences for students.

The Next Step for The Administrator in Junior High School Mathematics

1922 ◽  
Vol 15 (1) ◽  
pp. 28-29
Author(s):  
Joseph K. van Denbuhg
Keyword(s):  
High School ◽  
Secondary School ◽  
Junior High School ◽  
Junior High ◽  
Point Of View ◽  
School Mathematics ◽  
Experienced Teachers ◽  
New Work ◽  
High School Mathematics ◽  
The One

From the administrators’ point of view the next step in administration of high school mathematics is that of clearing the minds of many old and experienced teachers of the idea that there can be no improvement in secondary school courses in mathematics. As I see it this is the one great barrier to the advancement of the new work.

scholarly journals La perception des enseignants et des élèves sur l’examen normalisé et le contrôle continu pour la matière de science de la vie et de la terre

2021 ◽  
Vol 17 (20) ◽  
pp. 110
Author(s):  
El Janous Youssra ◽  
Laafou Mohamed ◽  
Jannati-Idrissi Rachid ◽  
Madrane Mourad
Keyword(s):  
High School ◽  
Secondary School ◽  
Junior High School ◽  
Life Science ◽  
Standardized Test ◽  
Junior High ◽  
Earth Science ◽  
National Level ◽  
Continuous Assessment ◽  
High School Certificate

Pour obtenir le certificat d’études primaires, secondaires collégiales ou secondaires qualifiants l’élève doit passer un examen normalisé au niveau régional ou au niveau national, dans les différentes matières enseignées. Dans cet article, nous avons traité les notes de la matière science de la vie et de la terre de l’examen normalisé et de contrôle continu. Cette étude menée auprès de 267 enseignants de cette matière (SVT), répartis sur un nombre important des établissements (secondaire collégiale, secondaire qualifiant), vise à comparer entre les notes du contrôle continu et les notes de l’examen normalisé régional et national, réaliser un diagnostic et une analyse de la réalité des notes obtenues dans la matière de SVT au secondaire collégial ou qualifiant, et identifier les perceptions des enseignants ainsi que des élèves sur les notes obtenues. L’ensemble des résultats de cette recherche permet de déterminer le niveau de l’échec scolaire dans cette matière.   To obtain the primary school, junior high and high school certificate, the student must pass a standardized test at a regional or at a national level in the various taught subjects. In this article, we have covered the life science and earth science subject marks of both the standardized exam and continuous assessment. This study, conducted among 267 teachers of this subject (SVT), spreading over a large number of establishments (junior high school, secondary school), aims to compare the scores of the continuous assessment and the scores of the regional and national standardized examination, to achieve a diagnosis and analysis of the reality of the grades obtained in the SVT subject in college secondary or qualifying secondary, and to identify the perceptions of teachers of this subject as well as students on the obtained grades. All the results of this research allowed us to determine the level of failure in this subject.

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