Our New School Population: Facts for Colleges and Secondary Schools

1956 ◽  
Vol 7 (3) ◽  
pp. 160
Keyword(s):  
Secondary Schools ◽  
New School ◽  
School Population

EDUCATIONAL TIDBITS

PEDIATRICS ◽  
1991 ◽  
Vol 88 (5) ◽  
pp. A57-A57
Author(s):  
J. F. L.
Keyword(s):  
High School ◽  
Elementary School ◽  
Secondary Schools ◽  
Private Schools ◽  
Private School ◽  
Catholic Schools ◽  
Religious Schools ◽  
School Students ◽  
School Population ◽  
Private High School

Of an estimated 46 million students enrolled in elementary and secondary schools in fall 1989, about 12 percent were at private schools. More than half of private school students attend Catholic schools, while about a third are enrolled in other religious schools. Nonsectarian schools account for 14 percent of the private-school population. Most private school students are enrolled in elementary school, while a sixth attend private high school. About a third attend private schools that combine elementary and secondary.

scholarly journals The role of the principal in the management of teacher stress in selected secondary schools in Chatsworth

2002 ◽  
Author(s):  
◽  
Magesvari Govender
Keyword(s):  
Secondary Schools ◽  
Work Performance ◽  
Negative Impact ◽  
Teacher Stress ◽  
Working Hours ◽  
School Management ◽  
Fund Raising ◽  
School Level ◽  
New School ◽  
Deployment Time

South Africa has been undergoing political change and this has impacted on education. There have been major shifts in education policy, structures and curriculum. Stakeholders in education and teachers, in particular, have had to cope with this new reality. As a result of the changes in education, teachers have been confronted with a variety of problems such as fewer resources, an increase in working hours and having to perform numerous administrative and fund-raising tasks. New school management structures have been established, class sizes have been altered and Outcomes-based Education has been introduced. Poor working conditions, increased workload, role conflict and ambiguity, the threat of redundancy and re-deployment, time pressures and pupil problems are additional stressors that teachers find themselves exposed to at school. These are but some of the stressors that have contributed towards teachers experiencing stress at school and which have impacted negatively on their work performance. However, at both the Education Department level as well as at school level, very little appears to be done to address the problem of teacher stress despite the negative impact that teacher stress has on the work performance of teachers. In order for schools to function efficiently and effectively, school management authorities will have to devise appropriate strategies to manage teacher stress. This study is confined to those aspects of teacher stress that impact negatively on teacher performance and that are within the scope of the principal's responsibilities at school. It Page vii investigates whether teacher stress is a management issue by examining its impact on the work performance of teachers at school, identifies school-based and school-related stressors and presents a set of recommendations that can be used by school principals to manage teacher stress in secondary schools.

Directed Segments of the School Population

1947 ◽  
Vol 40 (8) ◽  
pp. 391-392
Author(s):  
Veryl Schult
Keyword(s):  
High Schools ◽  
Secondary School ◽  
Secondary Schools ◽  
Mathematics Curriculum ◽  
Turn Of The Century ◽  
College Preparatory ◽  
School Population ◽  
Growing Pains ◽  
Mathematics Curricula

During the tremendous growth of secondary schools since the turn of the century, they have been suffering from unavoidable growing pains. When enrollments in high schools doubled and redoubled in decade after decade, how could the curriculum keep abreast of this growth? What could be done about keeping the mathematics offerings up-to-date? Mathematics curricula did not keep up to the changes in secondary school populations, and even today we find many high schools offering only the traditional college-preparatory sequence of the mathematics curriculum of a century ago. The study of mathematics has often been surrounded by a halo of vague superiority, or a sort of aristocracy. Some teachers have perpetuated such foolishness by trying to impress students with their own mystic ability to do mathematical tricks and to expound profound mathematical truths.

scholarly journals Establishing Inclusion in a New School: The Role of Principal Leadership

2010 ◽  
Vol 20 (2) ◽  
Author(s):  
James Ryan
Keyword(s):  
Principal Leadership ◽  
Inclusive Practices ◽  
Inclusive Leadership ◽  
New School ◽  
School Population ◽  
Role Of Principal ◽  
Second Year

This article describes a study that documents the attempts of administrators of a new school to introduce and sustain inclusive leadership and program arrange-ments over the course of the first 3 years of the school’s life. The data illustrate that while they were able to succeed on a number of levels, they also encountered a number of challenges. Principal among these were the departure of the first principal after the second year, a rapid increase in the school population, as well as the challenges that accompany most schools when they attempt to implement inclusive practices.

scholarly journals Reconstruction and greening of general educational institutions

2021 ◽  
Vol 1 (98) ◽  
pp. 270-280
Author(s):  
L. Strelchuk ◽  
V. Omelianova
Keyword(s):  
Secondary Schools ◽  
Educational Institution ◽  
Antibacterial Properties ◽  
Educational Institutions ◽  
New School ◽  
Air Content ◽  
Satisfactory Condition ◽  
Common Lilac ◽  
Green Areas ◽  
Light Ions

The problem of landscaping of schools today is quite acute, as greenery around educational institutions serve a functional purpose: sanitary - hygienic, protective, architectural – artistic, fire, recreational, educational. They reduce dust and air content of chemicals, noise levels, improve the microclimate of areas and premises, enrich the air with oxygen, phytoncides and light ions, soften the radiation and thermal regime, and have antibacterial properties. But, unfortunately, on the territory of most secondary schools green plantations were formed mostly spontaneously, which have now lost their purpose and need reconstruction, renovation, optimization taking into account the environmental conditions of the area around the school. Therefore, the project of reconstruction and landscaping of the secondary school №46 was just in time. The research was conducted during 2020–2021, as a result of which the climatic features, the current state of green areas of the educational institution were established, and also woody, bushy and flowering plants that are currently in satisfactory condition were identified, such as: ash-leaved maple (American) (Acer negundo L.), common lilac (Syringa vulgaris L.), scots pine (Pinus sylvestris L.), common rosehip (Rosa canina L.), european forsythia (Forsythia europaea Vahl.), yucca plant (Yucca filamentosa L.) and yellow daylily (Hemerocallis flava L.), privet (Ligustrum vulgare L.). However, their condition today remains unsatisfactory, so they need reconstruction and restoration, as well as sanitary pruning and topiary. Taking into account all factors, as well as taking into account the available range of plants for landscaping new school areas, and for the reconstruction of existing ones, we have identified, selected and recommended the following species range of plants: Hydrangea arborescens (Hydrangea arborescens L.), Thunberg's barberry (Berberis thunbergii L.), Vinca minor (Vinca major L.), Norway maple (Acer platanoides L.). Using just such a species composition and following the above recommendations, you can completely restore the green areas of the school, as well as create new, more modern forms of landscaping of secondary schools

Some Implications of Population Growth for Senior Secondary School Enrolments

1973 ◽  
Vol 17 (2) ◽  
pp. 181-191
Author(s):  
Barry A. Sheehan
Keyword(s):  
Secondary School ◽  
Research Evidence ◽  
Age Group ◽  
New School ◽  
Expanded Group ◽  
School Population ◽  
System A ◽  
Post War ◽  
Senior Secondary ◽  
Made In

The marked post-war expansion in the secondary school population is explained by both the growth in the overall population and by the heightened aspirations and expectations which have resulted in an increasing rate of retention. It is here demonstrated on the basis of a number of apparently tenable assumptions that in the approaching decades both tendencies will continue to put heavy strains upon the school system. A strong case can be put for an appeal to demographers to apply themselves to the problems of educational planning. The area of greatest growth and greatest uncertainty is the 15–18 age group. This is largely a ‘new’ school population, coming from a different socio-economic stratum than the pre-war 8–10 per cent of the age-group from middle-class educated homes who were generally destined for university, or for a predetermined career, and may have very different expectations. Many important policy decisions must be made in relation to this expanded group, but the research evidence available and upon which these can be based, is fragmented and scanty. It is to help alleviate this situation that the research project from which this report is an early product is directed.

Eye hazards among a dental school population

1977 ◽  
Vol 41 (9) ◽  
pp. 573-574
Author(s):  
MS Needleman ◽  
DK McLaughlin ◽  
G Orner ◽  
RD Mumma
Keyword(s):  
Dental School ◽  
School Population

Susceptibility and immunity to hepatitis B and rubella in a dental school population

1984 ◽  
Vol 48 (4) ◽  
pp. 208-210
Author(s):  
PG Fotos ◽  
RW Miller ◽  
WL Graham ◽  
DC Bowers
Keyword(s):  
Hepatitis B ◽  
Dental School ◽  
School Population
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