Spelling suggestions: "subject:"highschool"" "subject:"highschools""
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Looking at high school dropout problems from students' perspectives : finding a solutionGordon, Joan M. January 2003 (has links)
No description available.
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An ethnographic study of student life in a small and large high school /Ahola-Sidaway, Janice Ann January 1978 (has links)
No description available.
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An analysis of some of the characteristics of a group of students at South Hadley High School in relation to their use of automobiles.Buss, Donald J. 01 January 1960 (has links) (PDF)
No description available.
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A program to orient sixth graders entering Frontier Regional School.Field, Jeannette Stanford 01 January 1960 (has links) (PDF)
No description available.
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An analysis of varying levels of achievement attained by pupils from rural communities in a consolidated high school.Deady, John E. 01 January 1950 (has links) (PDF)
No description available.
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A case study of the problems encountered upon assuming a high school principalship.Martin, Edward W. 01 January 1937 (has links) (PDF)
No description available.
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A study to investigate the academic records of students taking four major subjects in high school and those taking five major subjects.Crosier, Carlton David 01 January 1965 (has links) (PDF)
No description available.
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A Study of Absences in the Small High SchoolRich, Glenn A. January 1939 (has links)
No description available.
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A Study of Absences in the Small High SchoolRich, Glenn A. January 1939 (has links)
No description available.
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Inclusive Physical Education in Secondary School: An Exploration of Curriculum, Current Literature, and Teacher PerspectivesSelkirk, Enid January 2021 (has links)
Inclusive education involves the participation of all children, including those with disabilities, as an expectation within mainstream education. The goal of inclusive education in Ontario, Canada is for all students, regardless of differences, to have equitable access to curriculum instruction with their typically developing peers. Physical education (PE) involves curriculum delivery in unique settings. While inclusive practice in PE has been studied in elementary schools, less research has focused on secondary school. In this dissertation, I explore how curriculum, resources, and educational practices support or create barriers for provision of inclusive PE in secondary schools. The first manuscript describes a critical discourse analysis of the 2015 Ontario Physical Education Curriculum, Grades 9-12. Analysis considers how language is used and reflected within curricular text to represent inclusion. The analysis highlights that teachers require support beyond policy to practice inclusion, and advocates for teacher and student voices to be represented in curricular documents. The second manuscript presents a rapid review of current literature to overview resources for Universal Design for Learning (UDL) available to support implementation in PE settings. Findings show that literature available to encourage professional development in universal design in PE is limited but growing. Physical educators still require support to facilitate implementation of UDL in practice. The third manuscript uses interpretive description to explore the perspectives of Ontario secondary school PE teachers implementing inclusive PE. Physical educators express a need for professional development opportunities and in-situ resources that provide informed knowledge about inclusive practices. The discussion chapter reflects on the exploratory findings of this research. Collaboration with school-based rehabilitation health professionals, such as occupational therapists and physical therapists, may provide a novel approach to support physical educators. Future research, policy, and practice initiatives should consider teacher agency within the context of system-based barriers that exist and influence inclusive PE. / Thesis / Candidate in Philosophy / Inclusive classrooms allow children with different abilities to learn together. Physical education (PE) is a class that may require adaptive teaching strategies and environmental modifications for all students to participate. This thesis explores how we can support PE teachers in delivering inclusive PE for secondary school students. The first study looks at how the Ontario Secondary School PE curriculum uses language to support inclusion. The second study identifies recent literature that explores how Universal Design for Learning, as a teaching approach, is used in PE classes to support inclusion. The third study examines physical educators’ views on what they need to create inclusive classes so that diverse students can participate fully. Findings from all studies suggest that PE teachers may benefit from collaboration with health professionals with expertise in development, movement science, and inclusion.
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