Small High School Research Articles

A Physical Fitness Program in the Small High School

A Physical Fitness Program in the Small High School

A Comparison of Certain Attitudinal Responses of White and Negro High School Students

The problem under analysis is not an altogether new one, nor are the techniques employed used without precedent. The study does differ from certain others in the field, however, in that it takes what might be called the rural or small town high school students in both racial groups, and studies their reactions to a group of problems known to be or to have been matters of some concern in the general section of the country in which the study was made. Nevertheless, the authors readily acknowledge an indebtedness both as to content and form to previous investigators such as Bryant,' Davis,2 Bolton,3 Katz and Braly,4 and Smith.5 The matter of the meaning of the term attitude is always a problem with a questionable solution. In this study it is defined merely in terms of the responses which the students made to the test which was given them. In the present discussion the term attitude is used almost synonymously

Office Practice in the Small High School

Office Practice in the Small High School

Organizing a Small High School Business Curriculum

Organizing a Small High School Business Curriculum

The Status of Hebrew in American Colleges and Universities

12:30 P.m.: Luncheon Meeting. General Language in the Small High School. Miss Lilly Lindquist. Maison Frangaise 2:15 P.m.: Section Meetings. I. Miss Lindquist-informal discussion of problems in general language. II. Teaching High School Pupils to Read a Foreign Language. Panel discussion led by Dr. Roy E. Mosher. III. How Can the Languages Integrate with Other Areas in the Curriculum? Discussion, specific examples and suggestions. Led by Mr. Rice. 3:30 P.m.: Section Meetings. I. The Position of Grammar Study in the Modern French Course. Its importance, relative time allotment in elementary, intermediate and advanced courses. Discussion led by Mr. MacCoon. II. Free Composition in the Second-Year French Course. Discussion led by Miss Huckans.

The Status of Hebrew in American Colleges and Universities

12:30 P.m.: Luncheon Meeting. General Language in the Small High School. Miss Lilly Lindquist. Maison Frangaise 2:15 P.m.: Section Meetings. I. Miss Lindquist-informal discussion of problems in general language. II. Teaching High School Pupils to Read a Foreign Language. Panel discussion led by Dr. Roy E. Mosher. III. How Can the Languages Integrate with Other Areas in the Curriculum? Discussion, specific examples and suggestions. Led by Mr. Rice. 3:30 P.m.: Section Meetings. I. The Position of Grammar Study in the Modern French Course. Its importance, relative time allotment in elementary, intermediate and advanced courses. Discussion led by Mr. MacCoon. II. Free Composition in the Second-Year French Course. Discussion led by Miss Huckans.

A Survey of the Social Development of the 10th, 11th, and 12th Grade Pupils in a Small High School

A Survey of the Social Development of the 10th, 11th, and 12th Grade Pupils in a Small High School

Some Selected Practices in Small High Schools

Some Selected Practices in Small High Schools

Differentiating Instruction in a Small High School

Differentiating Instruction in a Small High School

Enriching the Small High School Curriculum

Occupations: The Vocational Guidance JournalVolume 19, Issue 1 p. 29-32 Enriching the Small High School Curriculum T. W. THORDARSON, T. W. THORDARSON State Director Supervised Correspondence Study North Dakota Agricultural College, Fargo For the past fifteen years T. W. Thordarson has been Director of general college Extension Activities at North Dakota Agricultural College, where he has organized and directed the State Program of Supervised Correspondence Study. He has also been a salesman, teacher, U. S. Army officer, farm manager, publicity director, and occupational guidance coordinator for the U. S. Veterans Bureau. His published articles have appeared in various professional journals.Search for more papers by this author T. W. THORDARSON, T. W. THORDARSON State Director Supervised Correspondence Study North Dakota Agricultural College, Fargo For the past fifteen years T. W. Thordarson has been Director of general college Extension Activities at North Dakota Agricultural College, where he has organized and directed the State Program of Supervised Correspondence Study. He has also been a salesman, teacher, U. S. Army officer, farm manager, publicity director, and occupational guidance coordinator for the U. S. Veterans Bureau. His published articles have appeared in various professional journals.Search for more papers by this author First published: October 1940 https://doi.org/10.1002/j.2164-5892.1940.tb02268.x AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume19, Issue1October 1940Pages 29-32 RelatedInformation

Teaching Combinations in High Schools

THE NUMBER of the investigations, studies, and surveys of teaching combinations has decreased markedly in the past few years. A bibliography of thirty-nine items accompanied Malmberg's review (403) of three years ago. Langfitt (402) attributed the improved conditions in the assignments of teachers to fewer subjects and, in part at least, to the professional leadership of many state departments of education in showing schedule-makers how to build adequate daily schedules without assigning classes to teachers in more than two teaching fields. He stated that happily the day is almost past when teachers, even in small high schools, need to be compelled to teach in three or more teaching fields. Progress in the selection of curriculum offerings, and in the principles and art of schedule-making has greatly improved the general situation in the high schools of most states.

Counseling Technique in the Small High School

Counseling Technique in the Small High School

An Evaluation of Educational Opportunities for the Negro Adolescent in Alabama, II

1. Larger schools with increased facilities in centers where small high schools now are, in order to give their pupils the advantages of varied curricula, specialization in instruction, homogeneous grouping of pupils were desirable; principals with training, experience and more opportunity to supervise the instructional program and to conduct professional courses and experimental projects; reduced per pupil cost in equipment, maintenance and instruction, and the inspiration and holding power of larger numbers. 2. Additional schools. County surveys indicate the need for establishment now or in the near future of a few additional senior high schools, and of a large number of junior high schools. The ultimate determining factor in the establishment of an additional school should be whether or not all the children in the area can and will be provided for without it. 3. The small schools should be able to employ and to hold teachers who have preparation, experience, and ability at least equal to those of teachers in larger centers. Justice, equality of opportunity, and a proper appreciation of our human resources, all demand relief from the present conditions. The evil of excessive turnover of teachers is often aggravated rather than cured when teachers of exceptional merit are employed and given opportunity to develop in small schools. Some of the obvious causes of this condition are: (a) Lack of salary schedules by which tenure, successful experience or meritorious services are recognized; (b) Lack of opportunity for advancement of position in the school or system; (c) Lack of opportunity for professional growth; (d) Absence of assurance of tenure on the basis of merit; (e) Impossibility of doing the most successful teaching; (f) Unsatisfactory living conditions; and sometimes (g) Injustice and inhumanity in treatment accorded. While the foregoing are very real handicaps, present in varying degrees, it is by no means intended to leave what would be a false impression. Some good teachers are remaining in these schools rendering invaluable service. The injustice, however, is the more manifest and the hurt to the schools no less real by reason of this fact. 4. Further development of the service of the schools to the individual pupils and to the communities through:

A study of laboratory apparatus in physics in a number of first class small town high schools in Northwest Missouri

A study of laboratory apparatus in physics in a number of first class small town high schools in Northwest Missouri

Visiting Teacher: A small high school establishes closer contact with parents—and obtains some tuition-paying pupils

Visiting Teacher: A small high school establishes closer contact with parents—and obtains some tuition-paying pupils

Dramatics in the Small High School

Dramatics in the Small High School

Our Small Rural High School Revises Its Curriculum

Our Small Rural High School Revises Its Curriculum

Reorganizing English in a Small High School

Reorganizing English in a Small High School

A Guidance Program in a Small High School

A Guidance Program in a Small High School

BOTANY IN A SMALL HIGH SCHOOL WITH ACCESS TO THE COUNTRY

BOTANY IN A SMALL HIGH SCHOOL WITH ACCESS TO THE COUNTRY