The Content Analysis of the Textbooks Payamhay-e-Asemani (Heavenly Messages) and Din va Zendegi (Religion and Life) of Secondary high School Based on the Components of Michael Burba’s Theory of Moral Intelligence: The Shannon’s Entropy Method

The aims of this study was to investigate attitudes toward physical education and class preferences of Turkish secondary and high school students related to gender and age. The participants were 302 female (Mage = 13.11 ± 0.79) and 332 male (Mage = 13.14 ± 0.69) students from secondary school education aged 12 to 14 and 290 female (Mage = 16.48 ± 0.86) and 316 male (Mage = 16.42 ± 0.90) student from high school aged 15 to 17. A total of 1240 students voluntarily participated in this study. The Attitudes Toward Physical Education Scale (ATPES) was applied. ANOVA was used to determine differences in attitude toward PE between students from secondary and high schools and between girls and boys. In order to test differences in PE class preferences of students with regard to school context and gender, chi square analysis was conducted. Men scores of ATPES for secondary school and high school girl and boy students were determined 3.95 point, 4.01 point, 3.40 point and 3.77 point, respectively. Generally of secondary school students (%66.6) preferred coed physical education class, while generally of high school students (%69) preferred single-sex physical education class. This research verifies that attitudes towards physical education and PE class preferences change according to gender and age. SUMMARY Purpose and significance: The aims of this study was to investigate attitudes toward physical education and class preferences in Turkish secondary and high school students related to gender and age. In spite of the growth in the studies on the effectiveness of PE, sport science literature that have investigated students' attitudes toward PE and on PE class preferences according to age and gender are limited. Methods: The study was conducted during the 2006-2007 fall semester. Participants consisted of 1240 students from seven secondary and six high general schools of Bursa/Turkey. In this study, coeducational secondary and high schools were selected. The participants were 302 girls (Mage = 13.11 ± 0.79) and 332 boys (Mage = 13.14 ± 0.69) aged 12 to 14 from secondary education schools and 290 girls (Mage = 16.48 ± 0.86) and 316 boys (Mage = 16.42 ± 0.90) aged 15 to 17 from high schools. Two data collection instruments were administered. In the first section of the first personnel information, participants provide demographic related information such as age, grade, and gender. In the second section participants were asked: Which PE class do you prefer? Coed PE or Single sex The second instrument is the Attitude Toward PE Scale for Turkish students. Results: Findings of this study indicated a significant gender difference in high school students attitudes toward PE (F = 29.361; p 0.05 . The attitude scores of secondary school boys and girls respectively was (M = 4.01) and (M = 3.95). In addition, the attitude scores of secondary school boys (M = 4.01) were significantly higher (F = 26.245; p<0.05) than those of high school boys (M = 3.77), and the attitude scores of secondary school girls (M = 3.95) were significantly higher (F = 33.752; p<0.05) than those of high school girls (M = 3.40). In order to test differences in PE class preferences of students with regard to school context and gender, chi square analysis was conducted. Significant differences in PE class preferences were found between students from secondary and high schools (E 2 = 62.634; p <0.05). Most of the students from secondary schools (66.6%) preferred single-sex PE, whereas nearly most of the students from high schools (69%) preferred coed PE. Discussion and Conclusions: This research verifies that attitudes towards physical education and PE class preferences change according to gender and age. Secondary school students show more positive attitudes towards physical education than high school students. Boys show more positive attitudes than girls. In addition secondary school students preferred single-sex PE, whereas high school students preferred coed PE. In order to improve the attitudes of girls towards physical education, Ministry of National Education have to make some changes in physical education course curriculum. This change has to be from competitive physical education course model to a model that encompasses life-time sport, health, physical fitness, and well-being. Physical education course curriculums should be re-arranged to enable students to obtain necessary knowledge, skills and attitudes for a healthy and happy daily life. Moreover, all students must have the confidence and skills to continue physical activities in their future lives.

Tarama modelinde betimsel bir calisma olan bu arastirmada, lise ogrencilerinin okullarinin yasam kalitesine iliskin algilarinin incelenmesi amaclanmistir. Arastirmanin orneklemi, Adana Ili merkez ilcelerindeki alt, orta ve ust sosyo-ekonomik duzeydeki genel liselerden yansiz olarak belirlenen alti lisedeki 478 ogrenciden olusmaktadir. Verilerin toplanmasinda, arastirmacilar tarafindan gelistirilen Liselerde Yasam Kalitesi Olcegi (LISEYKO) kullanilmistir. Verilerin analiz edilmesinde aritmetik ortalama, standart sapma dagilimlarinin incelenmesinin yani sira t-testi ve varyans analizleri yapilmistir. Analizler sonucunda, ogrencilerin okullarindaki yasam kalitesini genel olarak orta duzeyde olarak algiladiklari, kiz ve erkek ogrencilerin okul yasam kalitesi algilari arasinda onemli farkliliklar olmadigi, ust sosyo – ekonomik duzeydeki liselerde okul yasam kalitesinin daha yuksek oldugu ve sinif duzeyi yukseldikce ogrencilerin liselerindeki yasam kalitesini daha olumlu algiladiklari sonucuna ulasilmistir.

The study aimed to determine problems encountered by Religious Vocational Secondary School and other Secondary School students in physical education and sports and to compare these problems according to school type and gender. A questionnaire named Problems encountered in attending to physical education and sports activities developed by the researchers was applied. A Religious Vocational Secondary School selected with random method in Sakarya Province and a Secondary School selected from other Secondary Schools was determined for the research. Questionnaire form was applied to 400 volunteer students in total. Frequency analysis and Chi-square analysis were used. It was found out that male students encountered with more problems than female students regarding their school lives, organizations and institutions and families. Moreover, problems regarding school lives in Religious Vocational Secondary School and other Secondary School students had similarities; however, problems regarding organizations and institutions as well as families were experienced more frequently in other Secondary Students than Religious Vocational Secondary School students. In conclusion, male students and other Secondary School students experience problems in every field and they express these problems more frequently as they attend physical education and sports more than female students and Religious Vocational Secondary School s tudents do.

To reduce the risk of COVID-19 infection, transmission and illness during the pandemic, the Department for Education (DfE) issued guidance to schools. However, research on how the school community perceives the impact of the COVID-19 mitigation measures outlined remains limited. This qualitative study aims to explore the effects of school closures and in-school mitigation measures on daily school life, as well as their impact on mental health and wellbeing from the perspective of English secondary school staff and students. Participants were purposively sampled from English secondary schools serving diverse communities participating in the COVID-19 Mapping and Mitigation in Schools study (CoMMinS). Selection ensured representation of staff roles and student demographics. Semi-structured interviews were conducted remotely, and data analysed thematically. Interviews took place between January and August 2021 with participants from five secondary schools (20 staff and 25 students). Both staff and students reported significant disruption to school life, with four themes identified: (1) teaching and learning impact, (2) social impact, (3) safeguarding impact, and (4) and mental health and wellbeing impact. Findings highlight widespread negative effects across every aspect of school life, for both staff and students. This study suggests that COVID-19 mitigation measures in UK secondary schools led to a sense of loss and uncertainty as well as increased self-reported stress among both staff and students.

In his reflections on the realities of being young in postwar America, Paul Goodman warned in 1956 that living and learning under capitalist societies would stay “desperately hard” for youth so lon...

The study focuses on the accessibility of instructional material for effective teaching in secondary (high) schools in Eleme, Rivers State, Nigeria. The population of the study consisted of 450 teachers from eight secondary (high) schools using a structured research questionnaire. The questionnaires were administered to 78 teachers from eight secondary (high) schools. Percentages (%) and frequency counts were used to assess the data that had been obtained. The numerical values of the estimated % of the response options’ values served as the basis for the decision. Any item with a % score of 50 or higher was considered to be accessible (available), whereas % values lower than 50 were considered to be unavailable. The analysis's findings indicated that these secondary (high) schools had a poor supply of instructional materials for efficient instruction. The little teaching resources that were provided were insufficient, and the teachers either could hardly use them or did not know how to use them, so they were rarely used. The research also revealed that teaching without instructional resources is ineffective; thus, for efficient teaching and learning, teachers should make the most of the instructional materials that are already accessible. The study suggests that the government set aside enough money in the budget to increase access to teaching resources across the board for all public secondary (high) schools. This study recommends more investigation into how teachers utilize instructional resources for efficient teaching and learning. Hence, it is believed that this findings from this study will attempt to bring solutions to the inaccessibility and underuse of instructional resources in teaching and studying in high schools. Keywords: Academic performance; Learning; Student; School; Teaching

What Do Principals Do? provides a comprehensive and expansive look into a high school principal’s job. Rather than a survey asking principals how much time they spend on various tasks, this work provides empirical evidence of exactly what a principal does every day of the year and how much time he spends doing it. Based on the results of a three-year longitudinal study conducted by a California High School Principal of the Year (Association of California School Administrators, 2012), this book reveals precisely what a principal does, when he does it, and how much time he spends doing it. The study identifies 72 discrete tasks performed by principals and examines how much time (disaggregated by day, week, month, and year) they spend on each of those 72 tasks.The results of the data collection are the foundation of the book. The findings are supplemented with explanations and analyses that reveal the workings of K-12 education and give readers a glimpse of life in a comprehensive high school. This is a must read for everyone considering a life in public school administration. The author, Dr. Jonathan Hurst, the longest running principal in Elsinore High School’s 130-year history, provides insightful commentary and relevant anecdotes from a rich and rewarding career served in a large comprehensive high school in Southern California.This book provides detailed, quantitative evidence and an explanation for just what a principal does and how much time he spends doing it. In the process, it demonstrates the requisite skills for effective school governance, administrative multi-tasking, and productive principal behavior. Data collected covers three years and encompasses over 20,500 tasks and 7,500 hours of work. This is a useful augmentation to existing administrative credential course readings as it provides evidence for what the research and authors are saying and demonstrates those skills, procedures, and operations that are an everyday part of a school administrator’s job. But the appeal for What Do Principal’s Do? goes beyond those seeking knowledge about educational administration. Besides the facts and figures about how a principal spends his time, Dr. Hurst offers explanations for why and how the time is spent, and he provides insight into the educational scene. This book has appeal for students in teacher education programs, because it explains school communities and life in a school system, and that also makes it appealing to the lay person or parent who wants to understand how schools work.

ObjectivesUniversity academic achievement may be inversely related to the performance of the secondary (high) school an entrant attended. Indeed, some medical schools already offer ‘grade discounts’ to applicants from less...

This paper is focused on part of a wider research in which students' transition from rural primary school to secondary high schools was analyzed. The research identified aspects that facilitated or complicated the transfer to the new school. Tutorial action was one of the studied aspects because it was considered a relevant element. Tutorial´s objective is improving the education process through actions oriented towards facilitating students’ school life, taking into account both academic and personal aspects, all of them interacting in their learning process. Data collection was based on two case studies: 16 focus groups were made with students, teachers and families in two rural schools and their referential high schools. Findings describe the educational tutorial action during transition, its organization, the coordinated work, and specific actions made by tutors with students, families and teachers; and show certain differentiating features associated to the education context in each educational stage. Conclusions insist on the importance of coordination between schools and the necessity of taking care, especially during transition, of the socialization of students coming from rural areas. Furthermore, conclusions suggest that it is recommendable including transitional actions directed to facilitate the approach and introduction of families to the high school´s institutional body

ObjectivesFollowing on from a qualitative evidence synthesis,1 and forming the second phase of the INSCHOOL project, this unique large scale qualitative study aims to understand the secondary school experiences of...

Principles Basic to Education for Marriage and Family Life in the High School. The Committee on Education for Marriage and Family Life in the Schools. The National Council on Family Relations

This study was conducted to determine the aims and learning attainments of secondary school and high school students participating in science festivals. A case study approach which is one of the qualitative research methods was used in the research. This study was carried out in the science festival held in Elazığ, Turkey. The sampling consists of 39 students; 19 secondary school students and 20 high school students were selected on a voluntary basis from the secondary and high school students who were visitors of science festival. In the study, semi-structured interview form and demographic information form were used as data collection tool. Data were analyzed with content analysis. In this study, the aim of students participating in science festivals was acquiring new information, a sense of curiosity, applying the knowledge they acquire in everyday life, entering science competitions with new projects they develop from fresh ideas, and having an interest in science. Students express their learning attainments as acquiring new information, expanding their perspectives, learning about the uses of technology, using the information in daily life and exhibiting a positive attitude toward knowledge and nature. Key words: Science festival, secondary school, high school, students, learning attainments.

This study investigates the way traditional and alternative secondary public school organizations are structured to impact youths. Some studies have found that traditional secondary schools utilize inappropriate and outdated organizational elements and arrangements. Alternative schools with different organizational arrangements have been initiated in public school districts to institute school reform measures. The three goals of this study are to: (1) collate a large share of the literature on the function, social context and organizational characteristics of conventional and alternative secondary public school organizations, (2) explicate a theoretical framework or interrelated set of propositions of organizational principles regarding modern organizations, including secondary schools, and (3) describe and analyze one alternative high school in Colorado. The theoretical exploration of the literature and case study will address the following questions: (1) what organizational models do conventional and alternative high schools utilize? (2) What are the organizational elements of conventional and alternative secondary public schools? (3) What types of conventional and alternative secondary schools exist in urban areas? (4) How do conventional and alternative high school organizations bear up to the charges leveled against secondary education in America? (5) What are the organizational characteristics of the alternative school in Colorado? (6) What type of alternative school is Mountain Open High School (MOHS)? (7) How does MOHS measure up to the charges leveled against American secondary education? (8) How is MOHS similar or dissimilar to public secondary schools reviewed in the literature? Data for the exploration of the organizational characteristics of traditional and alternative secondary public schools include the following sources: (1) consultation with experts in the field, (2) in-depth literature review, and (3) historical and document analysis. Data for the case study include the following sources: (1) in-depth interviews with 13 student volunteers, the principal, and other staff, (2) field observations, and (3) historical and document analysis. The results show that traditional secondary public schools utilize a bureaucratic organizational framework but organizational characteristics of schools vary according to their function and student body composition. Also, alternative secondary schools exist under bureaucratic principles but differ according to their function and organizational arrangements. The case study of MOHS demonstrates one model with instituted school reform measures.

Father participation in child rearing is gaining its importance in the field of child development. Previous literature consistently suggests the importance of parental efficacy and educational support on children`s school life. However, studies which that focus exclusively on the role of the father`s role are highly limited. Based on previous literature, we hypothesized that parental efficacy would directly and indirectly affect children`s school life via parental educational support at home. We aimed to expand on the previous literature by exploring the relations within fathers. Participants were 662 fathers whose children attended elementary, middle, and high school. We measured parental efficacy, educational support at home, and their children`s school life were measured. Descriptive statistics were first conducted to investigate the general features of participants as well as the correlations between study variables. The research model was analyzed using structural equation modeling in AMOS 20.0. Results proved the direct effect of father`s parental efficacy on father`s educational support at home as well as children`s school life. Fathers` educational support at home mediated the effect of parental efficacy on children`s school life. Our results suggests that fathers who perceive themselves as efficient parents provides a higher level of educational support at home for their children; consequently, children of those fathers in turn adjust better in school and achieve higher grades. Also, the father`s parental efficacy also indirectly exerts positive effects on children`s school life via heightened educational support at home. An importance of paternal participation and support in child rearing and education was highly suggested. Relevant policy issues regarding paternal educational support were discussed.

Focusing on pupils in the run up to their GCSEs exams, this article examines notions of success, worth and ‘doing your best’ as they emerge in everyday life in a London secondary school. This discussion is in critical dialogue with debates on neoliberalism and the particular interdisciplinary relations they entail. Whilst recognising that neoliberalism represents an important arena of shared exchange, the author also argues that we need to be wary of writing out the complexities of lived experience as we utilise these analytical framings. Drawing from 14 months’ ethnographic fieldwork, the author highlights how performance and audit shape everyday life in school. Whilst these practices rest on processes of commensuration – the production of equivalence – a focus on the emergence of different forms of value and worth draws attention to the incommensurable dimensions of selves also in circulation within school. Furthermore, a focus on the care extended by teachers to all their pupils, not just the ones defined as ‘successful’ within the terms of audit and performance, highlights the importance of an ordinary ethics within school that cannot necessarily be analysed in terms of broader political projects of inequality.