<p> Despite the benefits of a college education and the resources allocated to college preparedness programs, Latino minorities, at 12.7% of college students, continue to be overwhelmingly underrepresented in institutions of higher educational (Zarate &amp; Burciaga, 2010). The graduation gap between lower and higher income students as well as minority students is due in part to lack of academic preparation, underfunding and staffing, and affordability of resources and support (Tinto, 2008). There is a need to increase students attending universities. Individuals with an advanced degrees are more likely to enjoy a higher standard of living, donate time and or money to various organizations, and live healthier lifestyles. Moreover, graduates are also less likely to live in poverty, have children at a young age, and partake in illegal activities (Contreras, 2011). </p><p> Therefore, the purpose of this study was to identify how sociocultural factors, peer affiliation, adult mentorship, and institutional barriers, affected the K-16 pathways of Latino individuals graduating from a STEM-based 6^th-12^th grade charter school. Results of this study show that home factors such as English language acquisition, level of education, and adult time spent with their children played a significant role in academic achievement. School-based factors, including: course offerings, strong mentorship, and choice of friends also significantly impacted student success and matriculation to college.</p><p> Results of this study will inform high school leadership teams on how to target and reshape their academic and college preparedness programs to better fit the needs of their Latino students. By addressing specific sociocultural characteristics as well as institutional deficiencies, we hope to increase the percentage of Latino students entering in and persisting through college.</p>

No description available.

Middle schools serve young adolescents who require a separate schooling experience from both elementary and high school students. The Middle School Movement has been around since the 1960s, yet middle schools have not been fully implemented in this country. Middle schools are still in the early stage of reform. Staff development activities are necessary to prepare school personnel to implement best middle school practices. Because few states require certification at the middle school level, most school personnel are poorly prepared to implement best middle school practices. Thus, Carnegie (1989) recommendations are not fully incorporated in most middle schools. In this nationwide study, a packet consisting of 15 demographic items, the Middle Level Practices Questionnaire, and the Professional Development Survey were mailed to 1,000 systematically selected principals who were members of NMSA. Usable responses were obtained from 604 of the 1,000 who received the packet. A majority of the responding schools were of the 6-7-8 grade configuration. The majority of the principals who responded (32%) were from the ages of 50 to 54 years of age, male (61%) and white (86%). About one fourth (24%) were appointed to the principalship for the first time between the ages of 40 to 44. Many of these principals came from the teaching ranks, with 62 % stating that they had more than 10 years in the classroom. Only 10% had a doctoral degree, while 37% had a master's degree plus some additional graduate work. Almost half (45%) had secondary certification for the principalship. Only about 14% had middle level certification, and 9% had elementary certification. Job satisfaction appeared high with 44% planning to remain in their present position. The total MLPQ mean score was 3.92 on a 1-5 scale with 5 as the maximum score. Thus, middle schools are implementing Carnegie (1989) recommended practices to a moderate extent. The lowest mean score on the MLPQ was obtained on subscale 1, Curriculum and Instruction with a mean score of 3.67. Results of this study indicated that females and principals with higher degrees do a better job of implementing the MLPQ than their male counterparts. The Professional Development Survey was constructed to gauge the types and amount of staff development being conducted in middle schools across the United States today. Three subscales-- Opportunities for Staff Development, Planning Time for Staff Development, and Incentives for Staff Development-assessed staff development practices. The only mean score below three was the mean for Incentives for Staff Development (2.57). Thus, teachers are not receiving appropriate, if any, incentives for engaging in staff development activities. There was a relationship between .MLPQ mean scores and PDS Component mean scores. A positive relationship exists between staff development and implementation of middle level components. Although principals reported staff development opportunities at the middle level, the level of implementation of middle level components does not support this belief. Recommendations for practice and research are suggested.

D.Litt. et Phil. / The fundamental axle of this work is the educational and ideological policy during the years 1833-1862 concerning the secondary education. That’s to say, it is attempted the research and presentation all those of factors that directly or indirectly are involved in the molding/shaping and organization of the secondary education during King’s Othon reign, something which is imprinted both on the educational speech, and on the particular school activity. Specifically, the related laws and circulars are presented and the significance or the possibilities of application are evaluated. Further more, the way of acceptance or their reaction to them is located. This also has a special meaning, because during this period the steady basis of secondary education of Greek nation is formed. This is proved by the way of the formation and organization to a great degree development of the school plant. Thinking so, the basic matters and work inquiries, which are mentioned to European lending and domestic needs, the educational uniformity, the legislative frame and thoughts, the United organization of the secondary main circle of the circular education, the school liturgy according to regions of the Greek country and the by chance particularities, the orientation of the religions professional education, the education of Greek women, teachers, school children, pedagogic instructive teaching and educational task. Documents as primary sources were developed and kept in the General files of state “mainly in Kapodistrias’ and king Othon’s files” in the historic and ethnological society of Greece, in private files and collections. At the same time, those days what was written in the press was searched and was seriously taken into account as well as the existing bibliography. Finally the work was structured into eleven parts. The first part is mentioned to the conceptual and historic frame and what is related to the educational operation as well as the school work analyzed there. The second part includes what there was in Greece before 1833, mainly in Kapodistrias’ government. In the next part (c) entitled “The institutional operation in the secondary Education” the laws, thoughts and philosophy, directions and articles are analyzed. The foundation and operation both of Greek schools and high schools are the contents of fourth part. In the fifth part there are the economic possibilities and resources of the Medium Education and explicit information is given for the financial grants, the housing school problem and the luck in supervisory material. The next part concerns the common inferior education of Greek girls and as a rule the limited possibilities that they had for attending the courses of secondary education. The syntax and development of the analytic programs of study as well as the teaching of lessons is the content of the seventh part. In the eighth part the synthesis of the instructive corpus, the conditions of nominated teachers, their salary, their duties and obligations are examined. It follows “9th part” a certain report to the extend of school potential, registration conditions of students in Greek schools and high schools, according to their geographical regions as well as their fathers’ and guardians’ social and occupational data. The teaching works, in general, studies, penalties, wages, examinations, progress, reactions etc, are evaluated in the tenth part. The work is completed by the account of discoveries and general conclusions.

This research investigates how pupils perceive performance anxiety and where this trait may originate. Based on the findings from the interviews, it was factors such as lack of studying technique, expectations of a high grade, and pressure from home as well as classmates that were the main reasons to why their performance anxiety arose from the very beginning. In relation to this, the study aims at discussing how rhetoric as a subject in school may reduce performance anxiety amongst pupils. A qualitative method was used to investigate the research question of this essay. The interviews have been done through semi-structured interviews as a primary source. Through these interviews, the work aims to examine performance anxiety amongst students and exploring how public speaking skills and performance anxiety may be influenced by preparation and rhetorical knowledge. Although this study cannot conclusively argue that the teaching of rhetoric would reduce performance anxiety, the results of the interviews suggest that better rhetorical skills would enhance students public speaking skills.”

During the Kentucky Association of School Administrators Conference, July 1990, principals from across Kentucky were surveyed by a questionnaire to determine their perceptions and preparedness to assume their role under the newly mandated law, House Bill 940, specifically school-based management. It was the assumption of the researcher that principals across Kentucky have very little background or training in the use of group processes and strategies needed to make school-based management a successful part of Kentucky’s educational process Based on a statistical analysis of the collected data the research would appear to support the researcher’s assumption. Principals indicated a need for staff development in the area of group processes and organizational strategies. They also indicated a basic knowledge of the concept of school based-management but were uncertain about the processes to achieve effective school-based management with school councils.

The problem was concerned with determining what skills were necessary for the employment of the mentally retarded and what guidelines may be used in developing these skills in the secondary level industrial arts program. The study developed guidelines which should prove useful to an industrial arts instructor having mentally retarded students in his classroom. The guidelines were based upon the results of an industrial survey and available literature.

The problem was the relationship of responses of individuals with demonstrated differences in internal-external reward characteristics and directive, client-centered group counseling techniques.

The purposes of this study were: 1. To determine the effect of levels of questioning used on secondary public school students in social studies, as measured by (a) their achievement scores, and (b) their critical thinking ability; 2. To determine the effect of feedback to student teachers on their patterns of asking convergent and divergent questions, as measured by coding frequencies of each type on an Observation Schedule and Record form? 3. To draw conclusions from the findings--and develop implications concerning levels of questioning used by teachers and the use of feedback from college supervisors to student teachers.

The purpose of this study is to describe the historical development of secondary education in Eastern Nigeria, taking into consideration the following periods: (1). before the coming of the British, (2) from 1842 to 1960 when Nigeria received her independence from Britain, and (3) from 1960 to 1986. The period between 1960 and 1986 is further subdivided into (a) 1960 to 1967 when the civil war began, (b) 1967 to 1970 when the civil war ended, and (c) the post-civil war era—1970 to 1986.