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Showing total 11 results
Start Over Topic secondary education Publication Year Range More than 50 years ago Publication Type Reports Region new york
11 results

1. Environmental Education. Position Paper No. 10.

Author

New York State Education Dept., Albany.

Abstract

In this paper the Regents of the University of the State of New York present their position on environmental education in the elementary and secondary schools. The statement of position is coupled with a proposal for action by the Legislature and Governor at the 1971 Legislative Session. The environmental problem is briefly defined and the goals and objectives for environmental education in the state of New York are outlined. In order to achieve these objectives a program directed particularly at elementary and secondary students is proposed. The major thrust of this program is in the areas of preparation of instructional materials through case studies and local demonstration projects, teacher preparation, and a mobile state museum program for environmental education. Evaluation of all phases of the program is recommended to monitor its success. Appendices provide a description of the State Education Department's present environmental education efforts and a summary of the proposed budget for environmental education in the 1971-72 fiscal year. (JR)

Published
1971

2. Continuing Education; A Statement of Policy and Recommendations by the Regents of the University of the State of New York. Position Paper, 4.

Abstract

Proposals are set forth for New York State financial aid to adult basic, secondary, Americanization, and occupational education; funding of community service and continuing higher education; development of instructional materials, leadership, and staff; and a study of continuing education in colleges, universities, and other community and cultural organizations. Guidelines are offered for client participation, multi-agency cooperation, community education centers, and other aspects of new state programs. The document includes six tables and a list of position papers. (ly)

Published
1969

3. An Analysis of Articulation Programs.

Author

Syracuse Univ., NY. Center for Instructional Development. and Holloway, Robert E.

Abstract

This paper consists of six short articles concerned with different facets of student articulation programs and a brief background description of Syracuse University's Project Advance, an experimental effort to improve program articulation between the senior year of high school and the freshman year of college. The articles, which were prepared by staff members of Project Advance for a seminar on articulation analysis, include "A Review of Literature Related to Secondary/Post-Secondary Articulation: Cooperative Programs and Practices Linking Secondary and Post-Secondary Curriculum"; "An Investigation of Student Articulation Programs: A Design for a Study"; "Dissemination and Implementation of Project Advance: Factors Affecting Adoption"; "Two Issues in the Evaluation of Student Articulation Programs"; "The Evaluation of Project Advance: Theory and Practice"; and "Report of Grades: Distribution, Assignment, and Variance." (JG)

Published
1974

4. HIGH SCHOOL EDUCATION FOR RURAL YOUTH.

Author

National Committee for Children and Youth, Washington, DC. and GIVIDEN, NOBLE J.

Abstract

SMALL HIGH SCHOOLS HAVE BEEN CONSIDERED POOR SCHOOLS, AND MOST EFFORTS TOWARD IMPROVEMENT HAVE BEEN TO ELIMINATE THE SCHOOL BY REORGANIZATION. THE STRUGGLE FOR COMPREHENSIVENESS IS SEEN IN THIS PAPER AS THE FUNDAMENTAL PROBLEM FACING SMALL HIGH SCHOOLS. IMPROVEMENT DEPENDS ON A RETURN TO COMMUNITY SCHOOL EMPHASIS, CONTINUED IMPROVEMENT IN LEADERSHIP AT ALL LEVELS, AND SERIOUS CONSIDERATION OF NEW IDEAS IN DESIGN OF SCHOOL BUILDINGS, INSTRUCTIONAL MATERIALS, AND EQUIPMENT. TWO TABLES PRESENT INFORMATION REGARDING PUPIL-TEACHER RATIOS, TUITION COSTS, AND DATA ON TEACHERS. THIS PAPER WAS PREPARED FOR PRESENTATION AT THE NATIONAL CONFERENCE ON PROBLEMS OF RURAL YOUTH IN A CHANGING ENVIRONMENT (SEPTEMBER 1963). (SF)

Published
1963

5. CONFERENCE ON NEEDED RESEARCH IN THE TEACHING OF THE SOCIAL STUDIES.

Author

Syracuse Univ., NY. and PRICE, ROY A.

Abstract

A CONFERENCE WAS HELD TO IDENTIFY AND STIMULATE EDUCATIONAL RESEARCH IN SOCIAL STUDIES. DURING A 3-DAY PERIOD, SIX FORMAL PAPERS WERE PRESENTED AND DISCUSSED, AND RESEARCH DESIGN SPECIALISTS DISCUSSED THE METHODOLOGICAL DIFFICULTIES INHERENT IN CONDUCTING THE RESEARCH IDENTIFIED. THESE WORKING PAPERS WERE INCLUDED IN THE REPORT. CERTAIN PROBLEM AREAS WERE IDENTIFIED AND OUTLINED IN FIVE GENERAL CATEGORIES--(1) MAJOR EXPECTATIONS, (2) FACTORS OF LEARNING, (3) SUBJECT MATTER, (4) THE CLIMATE OF EDUCATIVE PROCESS FUNCTIONS, AND (5) TEACHER FACTORS. (RS)

Published
1963

6. Goals for Elementary, Secondary and Continuing Education in New York State.

Author

New York State Education Dept., Albany. and New York State Education Dept., Albany.

Abstract

This statement, approved by the New York Regents, lists goals for elementary, secondary, and continuing education. The responsibilities of various agencies for achieving the goals are described, and gaps between the goals and current realities are identified. The statement is intended to serve as a guide to the Education Department as it plans programs to carry out the Regents' goals and policies, and as a possible starting point for development of goals and programs by schools and other educational agencies. The Regents expect that the discussion and actions stimulated by this paper will lead to a higher degree of goal realization for all students in the State. The 10 goals listed include the following: (1) mastery of the basic skills of communication and reasoning; (2) ability to sustain lifetime learning; (3) ability to maintain one's mental, physical, and emotional health; (4) understanding of human relations; (5) competence in the processes of developing values; (6) knowledge of the humanities, social sciences, and natural sciences; (7) occupational competence; (8) knowledge and appreciation of our culture; (9) understanding the processes of effective citizenship; and (10) knowledge of the environment. Educational outcomes that are the particular responsibility of the school are listed with each goal. (Author/RM)

Published
1974

7. A Human Rights Curriculum. Profiles of Promise 30.

Author

Social Science Education Consortium, Inc., Boulder, CO., ERIC Clearinghouse for Social Studies/Social Science Education, Boulder, CO., and Hawke, Sharryl

Abstract

At Northport High School, New York, the subject of human rights is dealt with in a tenth grade European Cultures Studies course. The ten week unit treats the concept of human rights as well as historical and current cases focusing on basic liberties. As students study the individual cases involving human rights, they delve into the political and social background of the country involved. Students compare similar situations in history and literature and further explore issues in small group discussions of readings. Each student is required to write a thought or reaction paper as the culminating unit activity. To add a personal experience dimension to the curriculum, extensive use is made of resource speakers including political and governmental experts, representatives from social action and religious groups, and local teachers. Student involvement takes the form of school-wide programs and displays, taped interviews and correspondence with experts in the field, participation in local social action projects, newspaper writing, and fund raising. Students are evaluated by traditional testing methods as well as by individual assessment of interest and motivation level. (Author/KSM)

Published
1974

8. Report of the Commissioner of Education for the Year Ending June 30, 1904. Volume 1

Author

Department of the Interior, United States Bureau of Education (ED)

Abstract

Volume 1 begins with the Commissioner of Education's introduction and includes state school-system statistics. Chapter I covers education in Canada, Australia, and New Zealand. Chapter II presents children's growth statistics collected in Worcester, Mass., Toronto, Ontario, and Milwaukee. Chapter III addresses German university pension and insurance beneficiary regulations. Chapter IV presents a digest of school laws on governance, teachers, and schools for each state except Florida, Idaho, New Mexico, Utah, and Wyoming. Chapter V discusses the University of Paris during the Middle Ages. Chapter VI presents the proceedings of an Armstrong Association meeting on the work and influence of Hampton Institute, including a letter from former U.S. president Grover Cleveland and addresses by Andrew Carnegie, Harvard president Charles W. Eliot, Hampton principal H.B. Frissell, and Booker T. Washington. Chapter VII addresses public school temperance instruction and the liquor question, with reports from Connecticut, New York State, and Massachusetts, as well as information on Prussian temperance instruction. Chapter VIII presents early English writers' notices on education from 1578 to 1603. Subsequent chapters address German juvenile criminality; Southeastern Alaska's Hlingit language grammar and vocabulary; the Swedish education system; British and Irish education in 1903; and English higher education, i.e., secondary, technical, and evening schools, and the 1902 law requiring councils to support schools higher than elementary schools. Chapters XIV and XV cover education at the St. Louis Exposition, including state and territorial and educational institution exhibits. Chapter XVI discusses the final establishment of the American common school system in North Carolina, South Carolina, and Georgia between 1863 and 1900. Chapter XVII reprints the Alaskan-education general agent's 1890 preliminary report and 1892 report on introducing domestic reindeer into Alaska. Chapter XVIII offers "A Definition of Civilization," the Indian Industrial School commencement address by W.T. Harris, and papers by Harris on "Art Education the True Industrial Education" and "The Intellectual Value of Tool Work." Chapter XIX is a list of U.S. education periodicals. Chapter XX is a directory of chief state school officers, city superintendents, college presidents, pedagogy professors and university and college pedagogy department heads, and normal-school principals. [For Volume 2, see ED620501.]

Published
1906

9. Programs for the Educationally Disadvantaged: A Report of a Conference on Teaching Children and Youth Who Are Educationally Disadvantaged, May 21-23, 1962, Washington, D.C. Bulletin, 1963, No. 17. OE-35044

Author

US Department of Health, Education, and Welfare, Office of Education (ED)

Abstract

Under the auspices of the Instructional Programs Branch of the U.S. Office of Education, a 3-day conference was held May 21-23, 1962, on "Teaching Children and Youth Who Are Educationally Disadvantaged." The conference brought together from all over the Nation acknowledged leaders of public school programs expressly designed to realize the potentialities of the educationally disadvantaged. The purposes of the conference were to review promising efforts in this field, to identify those characteristics of pupils and of their homes and communities which hinder achievement, and to project new approaches that warrant exploration. This publication contains the papers presented at the conference on practices designed specifically to assist the educationally disadvantaged: (1) The Culturally Deprived Child: A New View (Frank Riessman); (2) Program for Depressed Area (West Virginia) (Sherrill D. McMillen); (3) Some Special Projects of the Chicago Board of Education (Anita Y. Boswell); (4) An Adventure in Human Relations (Wilmington, Delaware) (Muriel Crosby); (5) The Washington, D.C. Program (John D. Koontz); (6) The Higher Horizons Program in New York City (Jacob Landers); (7) Modifying the School Experience of Culturally Handicapped Children in the Primary Grades (Quincy, Illinois) (Gordon P. Liddle); (8) Working Toward More Effective Education (Detroit, Michigan) (Carl Marburger); (9) Some Guidelines to Desirable Elementary School Reorganization (Bank Street, College of Education, New York City) (John Niemeyer); (10) A Program to Raise the Standard of School Achievement (St. Louis, Missouri) (Samuel Shepard, Jr.); (11) The Harry E. Wood School Program (Indianapolis, Indiana); and (12) Conclusions (Howard H. Cummings). [Best copy available has been provided.]

Published
1963

10. Secretarial Training: Report of the National Conference Held at the College of Secretarial Science of Boston University, October 27, 1923. Bulletin, 1924, No. 12

Author

Department of the Interior, Bureau of Education (ED) and Swigget, Glen Levin

Abstract

The National Conference on Secretarial Training, called by the United States Bureau of Education in cooperation with Boston University, was held at the College of Secretarial Science Saturday, October 27, 1923. The conference was attended by 120 delegates, representing Massachusetts, Connecticut, Pennsylvania, Illinois, New York, New Jersey, Rhode Island, and the District of Columbia. The topic of the conference was Practices and Objectives in Training of Secretaries and was chaired by Glen Levin Swiggett. The morning session topic was secretarial training in public high schools and private business schools. The afternoon session covered secretarial training in colleges and universities, and the evening session covered the objectives of secretarial training. (Contains 2 footnotes.) [Best copy available has been provided.]

Published
1924

11. The High School Health Fair.

Author

Novick, Lloyd F.

Abstract

In response to unmet health needs of high school youth particularly those in ghetto schools, health fairs were organized at three inner-city high schools in New York. The purposes of all three fairs were similar: to disseminate health information, to perform selected health testing, to provide follow-up activities when necessary, and to engender familiarity and positive attitudes towards preventive health measures and medical care. The fairs were a combined effort of students, faculty, the health department, and other related agencies. This paper analyzes the events preceding initiation of the fair, the planning of the fair, the screening of results, educational efforts, and follow-up activities in an effort to determine the effectiveness of these fairs as an alternate approach to school health problems. (JA)

Published
1974