Hotz Algebra Scales in the Pacific Northwest

1925 ◽  
Vol 18 (7) ◽  
pp. 418-427
Author(s):  
Walter Crosby Eells
Keyword(s):  
High School ◽  
High Schools ◽  
Secondary Schools ◽  
Annual Meeting ◽  
Pacific Northwest ◽  
The Other ◽  
Normal Schools ◽  
Inland Empire ◽  
The Pacific ◽  
Standard Tests

As a result of an address on “Standard Tests in Mathematics” given by the author at the annual meeting of the Inland Empire Council of Teachers of Mathematics at Spokane in April, 1924, a committee on “Standard Tests in Mathematics in the High Schools of the Pacific Northwest” was appointed. He was made chairman, the other members being Professor J. E. Buchanan, Cheney Normal School, representing the normal schools; and Miss Anna Whitney, Yakima High School, representing the secondary schools.

Sound Off!: Two High School Mathematics Curricular Paths—Which One to Take?

2009 ◽  
Vol 102 (8) ◽  
pp. 568-570
Author(s):  
Robert Reys ◽  
Rustin Reys
Keyword(s):  
High School ◽  
High Schools ◽  
School Mathematics ◽  
The Other ◽  
High School Mathematics ◽  
Specific Subject ◽  
Course Sequences ◽  
Organizational Choice ◽  
Mathematics Course

High schools are requiring students to complete more years of mathematics in order to graduate (Reys et al. 2007). This requirement raises several questions for schools, teachers, students, and parents. In particular, what mathematics should students study, and how should that mathematics be organized? High school mathematics programs today use two different mathematics course sequences. One sequence focuses each course on a specific subject (algebra, geometry, algebra, or precalculus), while the other integrates mathematical strands throughout each course. Choosing between subject-based and integrated course sequences stimulates discussions about-and often controversy over—which organizational choice is best and for whom.

Perception of Illness among Secondary School Pupils in South Africa: Malaria, Tuberculosis, HIV/AIDS, and Alcoholism

2001 ◽  
Vol 88 (3) ◽  
pp. 847-848 ◽  
Author(s):  
Karl Peltzer
Keyword(s):  
South Africa ◽  
High School ◽  
High School Students ◽  
Secondary School ◽  
Secondary Schools ◽  
The Other ◽  
Northern Province ◽  
School Students ◽  
Gradual Onset ◽  
Hiv Aids

The study investigated beliefs of 121 high school students in Grade 11 about people who are ill with malaria, tuberculosis, HIV/AIDS, and alcoholism. The sample of Black pupils were chosen at random from two rural secondary schools in one region in the Northern Province of South Africa. Analysis indicated that HIV/AIDS was clearly distinguished from the other three illnesses by being seen as the least easily cured, having the most gradual onset, being the most contagious, showing the least look of illness, and the patients being likely those most blamed for their illness.

Strategic Trials of Educ@TIon, the Telecom Italia Solution for Cooperative Digital Learning

2013 ◽  
pp. 117-128
Author(s):  
Giovanna Chiozzi ◽  
Giovanni Nassi
Keyword(s):  
High Schools ◽  
Secondary Schools ◽  
Data Management ◽  
Open Source ◽  
School Administration ◽  
The Other ◽  
Application Framework ◽  
Digital Learning ◽  
Teachers And Students ◽  
Academic Year

Educ@tion is an application framework available to teachers, students, and headmasters, based on the integration of open source modules and specific developments of Telecom Italia, which do not require licensing costs. It is made up of a range of innovative didactic applications, which are integrated with an advanced solution for dashboard data management and school administration. The prototype is being tested in several Italian primary and secondary schools. During the academic year 2010/2011, Telecom Italia has run two trials in particular in two Italian high schools (one in Naples and the other in Trent). During these experiences teachers and students have tested the innovative module of editorial mash up, for the collaborative aggregation of multimedia didactic materials. Both schools have highlighted a major student feeling of involvement, their increased enthusiasm for the school and a higher rate of grades in the classes that had been involved in the digital activities.

Modern Curriculum Problems in the Teaching of Mathematics in Secondary Schools

1939 ◽  
Vol 32 (3) ◽  
pp. 118-128
Author(s):  
W. D. Reeve
Keyword(s):  
United States ◽  
High School ◽  
Secondary Schools ◽  
The United States ◽  
School Enrollment ◽  
The Other ◽  
The World ◽  
Teaching Of Mathematics

The United States has more children above fourteen years of age in school than all the other countries of the world. In many communities, we have sixty per cent and in a few cases as high as ninety per cent of the ten million pupils of eligible age in school. High school enrollment has grown five times as fast as the population in general. According to Douglass,

The Church of England in the Old Oregon Country

1953 ◽  
Vol 22 (3) ◽  
pp. 219-226
Author(s):  
Thomas E. Jessett
Keyword(s):  
Pacific Northwest ◽  
Church Of England ◽  
Nez Perce ◽  
Willamette Valley ◽  
Christian Missions ◽  
Foreign Missions ◽  
Methodist Church ◽  
Inland Empire ◽  
The Pacific ◽  
Eastern Washington

Most historians of the Pacific Northwest attribute the beginning of Christian missions in the old Oregon country to the appearance at St. Louis, Missouri, in the fall of 1831 of four Nez Perce Indians. According to Protestant sources these Indians were seeking the “Book of Life;” according to Roman Catholics they sought the “Blackrobes,” as the Jesuit missionaries were known. Some modern historians, unable to account for the Indians' interest in Christianity, have even asserted that they had no religious interest at all. The publicity given this event caused the Methodist Church to send out the Reverend Jason Lee in 1834, and the American Board of Commissioners for Foreign Missions to send out the Reverend Samuel Parker in 1835. As a result of these exploratory trips the Methodists established themselves in the Willamette Valley and the American Board sent Marcus Whitman, Henry Spalding and W. H. Gray in 1836 and Cushing Eells, Elkanah Walker and A. B. Smith in 1838 into the area of eastern Washington and Idaho now called the Inland Empire. The Roman Catholic priests, Fathers DeMers and Blanchet, arrived at Fort Vancouver in the fall of 1838.

The Association between Standards-Based Grading and Standardized Test Scores as an Element of a High School Reform Model

2015 ◽  
Vol 117 (11) ◽  
pp. 1-28
Author(s):  
Marty Pollio ◽  
Craig Hochbein
Keyword(s):  
High School ◽  
High Schools ◽  
School Reform ◽  
Secondary Schools ◽  
Test Scores ◽  
Standardized Test ◽  
The State ◽  
Standardized Test Scores ◽  
Grading Practices ◽  
Standards Based Grading

Background/Context From two decades of research on the grading practices of teachers in secondary schools, researchers discovered that teachers evaluated students on numerous factors that do not validly assess a student's achievement level in a specific content area. These consistent findings suggested that traditional grading practices evolved to meet the variety of educational stakeholder expectations for schools, teachers, and students. Purpose/Objective/Research Question/Focus of Study The purpose of this study was to examine the role of standards-based grading in a high school reform by assessing the relationships between differing grading approaches and standardized test achievement. Setting The study examined student performance from 11 high schools operating in a large metropolitan school district. Population/Participants/Subjects The sample of students included two cohorts of 1,163 and 1,256 11th grade students who completed an Algebra 2 course and the state standardized test. Intervention/Program/Practice Each of the high schools implemented a locally designed reform known as Project Proficiency. A key component of the reform included utilizing standards-based grading to assess student proficiency of the content. Research Design This study utilized a non-equivalent control group design and quantitative analyses to compare the association between classroom grades and standardized test scores. Data Collection and Analysis The data for the study included the students’ final grades, standardized test scores, and basic demographic information. Findings/Results Results indicated that the rate of students earning an A or B in a course and passing the state test approximately doubled when utilizing standards-based grading practices. In addition, results indicated that standards-based grading practices identified more predictive and valid assessment of at-risk students’ attainment of subject knowledge. Conclusions/Recommendations The article demonstrates the benefits of using standards-based grading in reforms attempting to improve the academic performance of secondary schools, but also notes how restriction of grades to mastery of standards will challenge educators’ perception of their abilities and students’ efforts. The article also notes the methodological limitations of prior grading research and suggests the need for more robust studies assessing grading practices, student achievement, and school performance.

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