Organization Of Secondary Schools Research Articles

The Study of the Components and Indicators of the Innovative Organizations of Secondary Schools Under the Office of the Basic Education Commission

The objective of this study was to study the composition and indicators of innovative organizations of secondary schools under the Office of the Basic Education Commission using research papers study principles and concepts. Then, data was collected, analyzed, and synthesized to obtain the composition and indicators of the innovative organization of secondary schools under the Office of the Basic Education Commission. The tools used to collect data included document notes and assessment forms for the suitability of elements and indicators by confirming elements and indicators from 9 experts. Among the informants are notable people. Three expert groups’ credentials are ascertained by Purposive Sampling: Group 1: Academic staff members in postsecondary education establishments who hold a Ph.D. in education, educational administration, or a related field and are assistant professors or higher. Group 2: Educational Administrators having a Ph.D. in Education and a minimum of five years’ experience in the field. Group 3 consists of school administrators who have at least five years of experience managing schools and a doctorate in educational administration.
 
 The results of the study showed that 1) the innovative organizational composition of secondary schools under the Office of the Basic Education Commission consisted of 5 components: (1) Vision and Strategy, (2) Organizational Structure, (3) Organizational Culture, (4) Human Resource Development and (5) organizational communication. 2) Elements and indicators of vision and strategy are most appropriate, 3) Elements and Indicators of organizational structure are most appropriate, 4) Elements and Indicators of Human Resource Development and 5) Elements and Indicators of corporate communication are most appropriate.

Педагогическая судьба и просветительская деятельность Ф. А. Хартахая

The article is devoted to the study of the biography, social and professional activities of the educator and teacher Feoktist Khartakhay. Analysis of his life activity is carried out in the context of the social and political life of the Russian empire of the second half of the XIX century. The most productive areas of professional and creative activity of a thinker should be enlightenment, pedagogy, ethnography, journalism, and the organization of secondary schools.

Jerzy Brinken (1908 – 1991): nauczyciel, geograf i społecznik (przyczynek do biografii)

The main aim of this article is to present the life and socio-educational achievements of Jerzy Brinken (1908–1991). The research subject is taken in a biographical perspective distinguishing the most important dimensions of Jerzy Brinken’s activity. On the basis of source materials (manuscripts, published sources), subject literature (mainly memoirs) and of the conducted text analysis, his private and professional life was reconstructed. The study of these materials allowed to show Brinken’s fate, draw his professional achievements, and describe the basic areas of his social activity. The analysis and interpretation of the available sources and studies induce to conclusion that Jerzy Brinken played one of key roles in the organization of secondary schools in Szczecin in a pioneering period, as well as in creating a scientific and cultural life. His pre-war and war teaching experience enabled him to conduct effective work with teachers in the scope of their training and improvement. Jerzy Brinken has long-lasting merits in the field of science popularization, especially in geography. The richness of Jerzy Brinken’s life and multidimensional nature of his activity convince that his figure and his achievements should find their commemoration not only in the form of a scientific article but also of a historical-pedagogical monography.

Handbook of the sociology of education

Preface. Introduction M.T. Hallinan. I: Theoretical and Methodological Orientations. 1. A Social Psychological Approach to the Study of Schooling C.E. Bidwell. 2. The Organizational Context of Teaching and Learning A. Gamoran, et al. 3. Linkages Between Sociology of Race and Sociology of Education M.T. Hallinan. 4. Research and Theory on Equality and Education K. Lynch. 5. Structural Effects in Education: A History of an Idea R. Dreeben. 6. School Effects: Theoretical and Methodological Issues A.B. Sorensen, S.L. Morgan. II: Development and Expansion of Education. 7. Development and Education C. Chabbott, F.O. Ramirez. 8. The Content of the Curriculum: An Institutional Perspective E.H. McEneaney, J.W. Meyer. 9. Comparative and Historical Patterns of Education R. Collins. 10. School Expansion, School Reform, and the Limits of Growth P.B. Walters. III: The Study of Access to Schooling. 11. Equitable Classrooms in a Changing Society E.G. Cohen. 12. Connecting Home, School, and Community: New Directions for Social Research J.L. Epstein, M.G. Sanders. 13. The Variable Construction of Educational Risk J.G. Richardson. IV: The Study of School Organization. 14. School Size and the Organization of Secondary Schools V.E. Lee. 15. Comparative Sociology of Classroom Processes, School Organization and Achievement D.P. Baker, G.K. LeTendre. 16. Social Systems and Norms: A Coleman Approach B. Schneider.17. Values, Control, and Outcomes in Public and Private Schools C.H. Persell. V: The Study of School Outcomes. 18. Interactions between High Schools and Labor Markets J.E. Rosenbaum, S.A. Jones. 19. Vocational Secondary Education, Tracking, and Social Stratification Y. Shavit, W. Muller. 20. Transition from School to Work in Comparative Perspective A.C. Kerckhoff. 21. Pathways from School to Work in Germany and the US J.T. Mortimer, H. Kruger. 22. The Effects of Schooling on Individual Lives A.M. Pallas. VI: Policy Implications of Research in Sociology of Education. 23. Accountability in Education T.B. Hoffer. 24. The Fit and Misfit of Sociological Research and Education Policy D.L. Stevenson.

The Nature of Secondary School Organization and Site Specific Restructuring

The Nature of Secondary School Organization and Site Specific Restructuring

Cooperative Learning and the Organization of Secondary Schools

ABSTRACT This article describes the inter‐relationship between school organization and classroom instructional style. Two distinct models of school organization, the bureaucratic and open‐systems models, are characterized in terms of three major dimensions of school life; a. the behavior of administrators, teachers and students, b. work design and tasks, and c. space‐time allocations. It is shown that the bureaucratic model of school organization parallels, and sustains, the traditional whole‐class method of teaching in all of the three dimensions. An open‐systems model of staff organization at the school level is required to sustain an alternative form of classroom instruction such as cooperative learning. The approach presented here emphasizes the inter‐relatedness of all three dimensions of schooling at the organizational and classroom levels. It also claims that the implementation of genuine instructional change, that entails new patterns of interpersonal relations in the classroom, is contingent upon similar changes being made at the level of the school as an organization. Lack of attention to school organizational change may explain why efforts at changing instruction at the classroom level frequently fail to yield results.

Adolescent Language Programs

In recent years, many states have mandated that all students have access to diploma options rather than a single standard diploma. As a result, school districts have restructured programs and curricula to meet the needs of a wide range of students with varying learning styles. Services to middle and high school students with communication disorders have been evaluated, and new or modified programs have been designed to meet the needs of adolescent learners. Programs for students with language disorders have been developed, based on secondary-school organization and on the philosophy that earning credit for classes in speech-language is appropriate for these students. Four school programs from across the United States are described in this article, which presents sample segments of individual education plans (IEPs) from these programs.

The organization of secondary schools in Nottingham: A personal evaluation of selected issues

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsGeorge AntonourisSenior Lecturer in Education

Secondary School Organization: Bureaucracy or Community?

Secondary School Organization: Bureaucracy or Community?

An Approach to Secondary School Organization

An Approach to Secondary School Organization

Organization of Secondary Schools

"The structure of education should be a facili tating agency through which the purposes of the school can be more effectively achieved.... There is no sanctity either in any set of mechanics or in any particular form of organization."

Some Effects of Size and Organization of Secondary Schools upon the Experiences of Pupils in Extracurricular Behaviour Settings

Some Effects of Size and Organization of Secondary Schools upon the Experiences of Pupils in Extracurricular Behaviour Settings

Teacher Role Expectations and the Internal Organization of Secondary Schools

ARE TEACHER role expectations predictable from the normative aspects of the internal organiz ation used within the social system? For example, are the role expectations of teachers in a school with a multiple-period or core type organiza tion basically more guidance-oriented than those role expectations of teachers in a traditional s in gle-period type of school organization? This pa per reports on a study which combined sociologi cal concepts and methods in an empirical study of controversies in education. The study endeavored to find out if teacher expectations for a school staff were significantly related to the particular type of internal organization used in the school.

An Evaluation of the "School-Within-a- School" Plan of Secondary-School Organization

An Evaluation of the "School-Within-a- School" Plan of Secondary-School Organization

The House Plan as a New Concept in Secondary School Organization

The House Plan as a New Concept in Secondary School Organization

Reorganized Secondary Schools for Negroes in Kentucky

The purpose of this study is to evaluate the form of organization of secondary schools for Negroes in Kentucky. The effort will be made to base this appraisal primarily upon criteria for an effective school. Some consideration also will be given to the comparative merits of and conventionally-organized secondary schools for Negroes in Kentucky. The term reorganized secondary as used in this study implies a unit in the secondary division of a school system which has made a downward extension of its secondary-school grades to include what were originally the seventh and eighth grades of the elementary school. This definition of the school is supported by the National Survey of Secondary Education. The secondary division of the school comprises either a single unit of six grades or two units of a varying number of grades. Five major features have been proposed for an examination of the organization of the secondary school, whether or conventionally-organized. These features, in order of their treatment, are: (1) External control; (2) Internal administration and supervision; (3) Teaching staff; (4) Program of studies; and (5) Housing and equipment. It is recognized that the selection of these major features of organization is an arbitrary one. However, the selection has been guided by the desire to eliminate any duplication of function under the various headings. From an examination of the many claims advanced for the functions of the school and the progressive trends in secondary education, four criteria for the evaluation of the secondary school have been formulated. These criteria are: 1. Is there a provision for better articulation between the elementary and secondary levels of education? 2. Are more adequate provisions made for individual differences in the capacities, interests, and needs of the pupil? 3. Is there provision for more adequate socialization? 4. Are there greater facilities and economy in administration?

Diagnostic Check Lists of OrganizationTwo Standardized Check Lists for the Organization of Secondary Schools: One for Junior High School Grades and One for Senior High School Grades. Orie I. Frederick

Previous articleNext article No AccessEducational WritingsDiagnostic Check Lists of Organization Two Standardized Check Lists for the Organization of Secondary Schools: One for Junior High School Grades and One for Senior High School Grades. Orie I. Frederick J. Orin PowersJ. Orin Powers Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 41, Number 10Dec., 1933 Article DOIhttps://doi.org/10.1086/439579 Views: 2Total views on this site Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). PDF download Crossref reports no articles citing this article.