Special Arts High Schools: Some Educational Concerns

This study aims to analyze the perceptions of educational subjects regarding the issue of a decline in the number of freshmen in Incheon Specialized High Schools, which has recently emerged as a major concern. Six specialized high schools in Incheon were selected for the research, and with the cooperation of the schools, teachers, students, and parents from the schools were selected as research participants and interviewed. The findings of this study are as follows. First, the educational subjects were generally aware of the shortage of new students in specialized high schools. Second, they identified a reluctance to enroll in specialized high schools and the lack of guidance in middle school as the reasons for the lack of freshmen. Third, the educational subjects employed strategies such as reorganizing the departments and strengthening promoting activities to address the problem. Considering the growing emphasis on strengthening local education autonomy, this study provides a significant foundation for exploring policy measures at the education office level to resolve the shortage of new students in specialized high schools in the future.

Public elite and specialized high schools in New York City have a very low enrollment of Black and Latino students. Project 2011 is an intensive preparatory instructional program to improve acceptance rates for Black and Latino children to the eight specialized public high schools in New York City. Initiated and funded by District 17 and 18 of the New York City Department of Education (NYC DOE) and supported by Kaplan K12 Learning Service, Project 2011 offers curriculum and training for the Specialized High Schools Admissions Test (SHSAT), which is the only eligibility criterion for acceptance to New York City specialized high schools. Pre-test and post-test assessments that were administered to participating students indicated that the program significantly improved students' performance on a practice test. Implications for student achievement and factors that influence their scores on the SHSAT, standardized tests, and school work are discussed.Keywords: specialized high schools, SHSAT, high schools, high school admissions process, equal educational opportunityLITERATURE REVIEWSince the Brown v. Board of Education (1954) ruling over half a century ago, concerns over equal educational opportunity continues to be widespread (Muller, Riegle-Crumb, Schiller, Wilkinson, & Frank, 2010). Many studies reveal circumstances that restrict access to education in academically competitive public high schools due to the use of a singular assessment to determine placement. New York City (NYC) Public School system's elite and specialized high schools are strongly impacted by inequality and access to education (Gootman, 2006; Mazie, 2009; Santos, 2012). The resulting impact on Black students is strongly evident in the research (Banchero, 2012; Deresiewicz, 2008; Muller et al., 2010).The No Child Left Behind (NCLB) Act of 2001 addresses the issue of equal access to education and calls for a movement to increase academic standards (Mazie, 2009). In accordance with NCLB, many cities, like New York City, have been recognized for addressing the racial achievement gap in early education. However, they have not been as successful at the high school level, particularly at their top public schools, which require an entrance (Gootman, 2006). According to Dobbie and Fryer (201 1), exam schools make up over half of U.S. News and World Report's top 100 American high schools, and 20 out of 21 high schools designated as the 'public elite' by Newsweek (p. 1). Governments, such as China, Malaysia, Romania, Singapore, and Turkey, also use entrance exams to determine admission into their secondary schools (Dobbie & Fryer, 2011). The existence of exams schools in the U.S. has sparked intense debate on issues of educational inequality, particularly among political philosophers who are knowledgeable of public education systems and recognize the need to move beyond discussions of civic education to promoting educational parity (Mazie, 2009).Equal educational opportunity for all students is particularly important because research shows a direct correlation between academic success in high school and SES of future generations (Muller et al., 2010). Muller et al. (2010) recognized stratification in educational opportunity that extended beyond expected socioeconomic status (SES) differences to race. Specifically, the study mentions African American and Latino students' differential educational opportunities in comparison to their White counterparts. Furthermore, unequal public funds for education have always been a problem in the United States. Even private funds raised by the parent-teacher associations (PTAs) are impacted by the socioeconomic status of their communities (Mazie, 2009). Schools in lower SES communities are often deprived of basic and necessary educational materials. Compounding matters, Johnson, Richeson, and Finkel (2011) posit that students from lower SES environments, which are disproportionately Black and Latino, also encounter negative psychological influences. …

This research aims to highlight the importance of health education for dental hygiene of special high school students in Arad County. It was considered that health education for dental hygiene in special high schools would determine a decrease in medical consultation, which represents an improvement in the dental hygiene of students. The study sample comprises students of school age, from Arad County special high schools. The children have been dentally examined, and the following items were analyzed: cavity index on certain teeth and oral hygiene education level. Based on the analysis, the educational needs for dental hygiene in special high school students of Arad County, in the year 2016-2017, were assessed. Health education was taught to students during the school program. The health class lasted 30 minutes per classroom, distributed as follows: 10 minute explanation, 10 minute practical demonstration on plaster mold, and a 10 minute distribution of sanitary materials (toothpaste, toothbrushes, and dental floss). Research data was processed with SPSS 17.0 and showed the statistically significant threshold of p < .01. The courses have had a beneficial effect on young people with special needs, causing them to be more careful about maintaining oral care and hygiene. Conclusions: It has been found that after oral hygiene education, the dental health of special school population was improved.

In this study, the purpose of the study was to find out whether the personal media content creator design course using project-based learning methods in specialized high schools helps students improve their class effectiveness and satisfaction. Therefore, in this study, the current status of personal media content creator design education in specialized high schools was identified through literature research and fact-finding. Based on the research, a personal media content creator design course was developed. A field study was conducted through 50 third-year high school students in specialized high schools in Seoul, who were studied for about five weeks from Monday, April 1, 2023 to Tuesday, April 30, 2023. In order to evaluate the developed class process, a survey in the form of a 5-point recurred scale was analyzed for satisfaction and class effectiveness for students who participated in the post-class class. To summarize the conclusions based on this, the satisfaction level of the personal media content creator design course was high at an average of 3.92 points, proving the effectiveness of the personal media content creator design course using project-based learning methods.

The purpose of this study is to apply the ARCS technique, one of the motivation theories, to the food and beverage class of the NCS learning module of a specialized high school to identify the effect on students" learning motivation by enhancing creative thinking. To verify this, 54 experimental groups and 54 control groups in the 1st and 2nd grades of D high school located in Yangcheon-gu, Seoul were conducted from August to November 2022, and a total of 10, 50-minute classes were conducted and ARCS In order to find out the effect of the NCS food and beverage practical class using the technique on learning motivation, a survey was conducted before and after, and a conclusion was drawn by measuring it through the survey. As a result, NCS food and beverage practical classes using the ARCS technique were verified to have a positive effect on the learning motivation of students in specialized high schools, and positive changes were also found in students" perceptions of classes and learning using the ARCS technique. confirmed. Therefore, this study has significance as data to expand the scope of research on NCS food and beverage practical education by examining the effect of NCS food and beverage practical classes using the ARCS technique on learning motivation for vocational high school students.

Objectives The purpose of this study is to analyze the validity and reliability of the research and development process of multicultural programs for high school students and to provide basic data for the development of multicultural programs for high school students, which have been blind spots for multicultural education.&#x0D; Methods To this end, the characteristics of multicultural programs in the study were analyzed, focusing on the existing program development program analysis framework for program development and the educational operation of the Ministry of Education's 2022 multicultural education support plan.&#x0D; Results As a result, there were seven programs for non-multicultural high school students and three programs for multicultural students, and four general high schools, three specialized high schools, and three papers that showed only regions without presenting school types. The program composition varied from 4 sessions to 10 sessions a year, including short-term, long-term, one-off, and continuous operation every year. The goal of the program was to improve multicultural capabilities for non-multicultural high school students, and to support adaptation to Korea and recognize their strengths. The multicultural program examined in this study applied Bennett's theory as a theoretical basis, which was similar to the direction of the Ministry of Education's multicultural education support plan. However, out of a total of 10 programs, four programs with theoretical grounds were confirmed.&#x0D; Conclusions The theoretical basis for program development is to be considered to increase the awareness, visibility, execution, sustainability, and effectiveness of the program. Multicultural programs to be developed in the future should be actively developed. It also suggested that in order for social and contextual factors to be more acceptable and inclusive in multiculturalism, it is necessary to improve multicultural capabilities of all community members, and to this end, the development and research of multicultural programs for each target must be continuously and actively carried out.

이 연구의 목적은 특성화고 실전·창의인재 양성사업을 통해 양성한 졸업생이 노동시장에서 보여주는 이행 성과를 분석하고, 이를 토대로 특성화고 직업교육 및 NCS 기반 교육과정의 개선방안을 도출하는 데 목적이 있었다. 이를 위해 2017년 4월 기준 취업자로 분류되는 556명을 대상으로 같은 해 12월에 설문조사를 실시하였다. 설문조사로 수집된 데이터를 분석한 결과는 다음과 같이 나타났다. 실전·창의인재 양성사업 졸업생은 정규직 비율, 평균임금 수준이 일반 특성화고 졸업생보다 높은 수준이었고, 보통이상의 직장 만족도를 보이고 있었다. 또한 자격·전공지식 및 기술과 현재 업무에서 보통 수준의 일치도를 보였으며, 향후 진로계획으로는 절반 이상 학생이 계속 근무할 의향이 있는 것으로 나타났다. 연구 결과에 따른 실전·창의인제 양성사업의 발전을 위한 제언으로 졸업생의 일학습병행 및 후진학 등 경력개발을 위한 지원, NCS, 지역특성 및 기업특성을 반영한 차별화된 교육과정 운영의 필요성을 제시하였다. 직업계고 인력양성 사업 수행 관련 정책 제언으로는 학생들의 직무능력 제고를 위한 종합적인 접근 강화, 고교 수준 과정평가형 자격의 산업현장 효용성 제고를 위한 지원 강화, 중소기업의 역할 및 지원 강화를 제시하였다.The purpose of this study is to analyze the performance of the graduates trained through the specialized high school practical and creative HR development programs in the labor market, and to improve the vocational education and NCS-based curriculum. In order to do, a survey was conducted in December of 556 persons classified as employed as of April 2017. As a result of the analysis, graduates of the practical and creative HR development programs had regular jobs and average wages higher than those of generalized high school graduates, and showed above-average job satisfaction, and showed a regular level of agreement between qualification, major knowledge, skills, and current work. Future career plans showed that more than half of students were willing to continue to work The conclusions are as follows. First, support for graduates career development such as parallel work and backward studies is required. Second, differentiated curriculum management that reflects NCS, regional characteristics and company characteristics is needed. Also, we suggested some suggestions as follows. First it is necessary to reinforce the comprehensive approach to enhance the job ability of students. Second, support for the industrial utility of high school level process-assessment qualifications should be reinforced. Third, the role and support of SMEs should be reinforced.

This study aims to find out the basic vocational skills developed as part of the NCS (National Competency Standards) construction project, which is the core of the current specialized high school curriculum. To this end, the Importance-Performance Analysis (IPA) method, which was first developed in the field of corporate marketing and is used in research across social sciences, was used. The results of the Importance-Performance Analysis (IPA) matrix for each area of basic vocational ability of students at specialized high schools in fisheries and maritime are as follows. Due to its high importance and low implementation,

the publication of a Norwegian educational yearbook intended to serve as a central work of reference on Norwegian education.* It is never easy to keep abreast of change in a rapidly developing educational system, and this well-edited volume fills a keenly felt gap. The first edition provides a general survey of the Norwegian educational scene in twenty-five articles, each written by an authority in the field. Future volumes will both keep this survey up-to-date and provide more detailed studies of particular aspects of education which seem from time to time to merit attention. A select bibliography of the most important government publications, circulars and instructions is included. Although this is useful, the selection has perhaps been too sparing, and a case could be made for a fuller list, in which the most important documents might be indicated either by asterisk or by bold type. Every aspect of Norwegian education is given authoritative, if brief coverage. There are sections -most including several separate articles-devoted to school administration, elementary education and special schools, secondary education and folk high schools, vocational schools and training, universities and other higher institutions, teacher-training, school building, education committees, research and methods and teachers' qualifications and conditions. Perhaps most interesting to the British reader is the material on the development of comprehensive education in Norway. The framework of the 1959 Folkeskole Law embraces both the old seven-year folkeskole and the developing comprehensive school, originally pioneered on an experimental basis in schools administered under the Law concerning Experiment in the School (Lov om forsek i skolen, 8 July 1954). A series of research reports has plotted progress and a new normal plan (instructions on syllabus and methods) has been produced in two successive forms. The Norwegian comprehensive school provides 9 years of compulsory education from the age of 7 to 16. The master pattern divides this period of schooling into six years of barneskole (lit. child-school), followed by three years of ungdomsskole (lit. youth-school.)t, but the 9-year school is regarded in the Norwegian mind as essentially one school. Exigencies of accommodation or difficulties of transport may divide it between buildings, and in any case several barneskoler will commonly feed one ungdomsskole; but there is felt to be a real unity of spirit, and the whole structure is regarded as a unified common school or comprehensive school.

The purpose of the study was to grasp the operating conditions of the military specialized high school and to suggest improvement plans. To this end, the FGI, an expert on the operation of specialized military high schools, was conducted, and a survey was conducted on 974 people in four groups; military specialized high school students, two graduates (compulsory service soldiers), shortterm service sergeants, and teachers. The FGI conducted a qualitative content analysis, and the questionnaire survey conducted a frequency analysis using SPSS 24.0ver. As a result of FGI analysis, first, improvement of military human resources through innovation of military specialized high school curriculum and evaluation system, second, securing fairness of opportunity by reorganizing military service system, third, long-term roadmap for the development of the military specialized high school system. The survey results showed that the ratio of career choices in Second year of high school was high, and the motives for choice were to become a soldier and to work stability. As for the future career plans, 65.6% of the cases had the plan of 'high school graduation-compulsory service-specialized sergeant-long term Non-Commissioned Officer-retired'. As a way to improve the military specialized high school system,'operate specialized curriculum in accordance with the selection criteria for longterm service','realization of allowances and salaries','reinforcement of selection criteria for securing excellent students','expansion of additional points when appointing long term Non-Commissioned Officer', and 'ensuring job security of long term Non-Commissioned Officer' was proposed. Based on this, a plan for enhancing the competitiveness of students in military specialized high schools was proposed.

In accordance with the high school credit system introduction and high school system reform policy, the current curriculum is being revised. In the 2022 revised curriculum, specialized subject I, which was previously subject to special purpose high schools, will be transferred to and incorporated into general subjects for ordinary high schools. The purpose of this study is to explore operational support plan of specialized subject I. For this purpose, this study collected and analyzed NEIS data for specialized high school subject I, while conducting a written survey on the opening and operation of specialized subject I for ordinary high school (high school credit research school). As a result of the analysis, special purpose high schools mainly opened and operated specialized subject I related to the purpose of school establishment. In the case of ordinary high schools, subjects of specialized subject I in all fields were actively opened, and among them, many subjects were found to be science and art. Both special purpose high schools and ordinary high schools preferred to open subject I as an in-school curriculum, but it was confirmed that a number of general high schools opened and operated subject I as a joint curriculum between schools.

Special agricultural high schools

이 연구의 목적은 특성화고 학생들의 자기효능감과 학교생활적응간의 관계를 구명하는데 있었다. 이 연구의 모집단은 특성화고 1학년 학생들이며, 학과계열을 고려하여 482명의 특성화고 1학년 학생들을 표본으로 선정하였다. 자료수집은 우편을 이용하여 2017년 8월 18일부터 9월 8일까지 이루어졌으며, 최종분석에는 일부 문항에 무응답하거나 불성실한 자료를 제외하고, 392부가 활용되었다. 이 연구의 결과는 다음과 같다. 첫째, 특성화고 학생들의 자기효능감은 보통이며, 자기효능감의 구성요인 중 자기조절효능감이 가장 높았으며, 과제난이도선호가 상대적으로 가장 낮았다. 그리고 특성화고 학생들의 자기효능감은 성별, 학교소재지, 학업성적에 따라 차이가 있었다. 그러나 학과계열에 따른 자기효능감의 차이는 없었다. 둘째, 특성화고 학생들은 학교생활에 대체로 잘 적응하고 있으며, 특히 학교규칙에 대한 적응이 가장 높으며, 학교수업에 대한 적응이 상대적으로 가장 낮았다. 그리고 특성화고 학생들의 학교생활적응은 성별, 학교소재지, 학업성적에 따라 차이가 있었다. 그러나 학과계열에 따른 학교생활적응의 차이는 없었다. 셋째, 특성화고 학생들의 자기효능감 전체와 학교생활적응 전체 사이에는 높은 상관이 있었다. 자기효능감의 구성요인 중 자기조절효능감이 학생들의 학교생활적응과 가장 높은 상관이 있었다.The purpose of this study was to analyze self-efficacy and school-related adjustment of specialized high school students. The population was 1st grade of specialized high school. Three hundred ninety two out of 482 questionnaires were used for analysis after eliminating unreliable responses and incomplete responses. Major findings of this study were as follows: First, self-efficacy level of specialized high school students was normal level. In the factors of self-efficacy, 'self-regulatory efficacy' was the highest, and 'task-difficulty preference' was the lowest. And three related variables were found to be significant in affecting the self-efficacy of the students. They were gender difference of students, student's grades, and school location. However, major field of the students had no appreciable effect on the self-efficacy. Second, school-related adjustment of specialized high school students was moderately high. In the factors of school-related adjustment, 'compliance with the rule' was the highest, and 'school classes' was the lowest. And three related variables were found to be significant in affecting the school-related adjustment of the students. They were gender difference of students, student's grades, and school location. However, major field of the students had no appreciable effect on the school-related adjustment. Third, there was a significant relationship between self-efficacy and school-related adjustment of specialized high school students. And 'self-regulatory efficacy' is the most highly related to school-related adjustment of specialized high school students among the self-efficacy.

The Impact of Special Admissions for Job Seekers in Specialized High School on Academic Performance

A former U.S. commissioner of education, vice president of Ford Foundation, and senior lecturer at Harvard tells Mr. Goldberg about his current interests and concerns related to improving society in general and schooling in particular. AT AGE 82, Harold Doc Howe II - commissioner of education under Lyndon Johnson during high point of school desegregation and later vice president of Ford Foundation - continues to promote excellence in education, to write for education journals, and to worry about damaging influence of standards and testing movement on opportunities of America's underclass and minorities. Howe was a child of some privilege. His father was an all-American quarterback at Yale who held religious and academic positions throughout his career. But young Harold also experienced many of difficulties of American life as a result of family and historical circumstances. For 10 years during Great Depression and into World War II, Howe's father was president of Hampton Institute (today Hampton University), a black college in Virginia. Harold attended public school in Hampton for two years, which introduced him to the South in its segregated condition and probably influenced things did later in my life. After a solid secondary education at Taft School, undergraduate studies at Yale University, and a brief teaching career interrupted by onset of war, Howe served in navy from 1942 to 1945 as captain of a minesweeper. Today, helicopters do naval minesweeping, but at that time work on a minesweeper was dull, dirty, and dangerous. Many of things that had to be done were tough because ships were frequently exposed to damage and people were being killed. By end of war, Howe had commanded missions in both Atlantic and Pacific, had experienced disasters at sea from explosions and hurricanes, and had learned some important lessons about leadership. Howe's understanding of came not by training but by trial and error, particularly in some very dangerous and difficult assignments toward end of war. Howe learned that leadership works best and your crew will perform better if everyone knows why they're being asked to do things and not when they're told, 'Just do it. Don't ask questions. I'm boss.' Howe is convinced to this day that, no matter whether you are sweeping mines or trying to improve schools, success is best achieved through working closely with crew or teachers - and not by orders from above. After he left navy, Howe and his young wife Priscilla lived in New York while Howe got an M.A. in history from Columbia University. From 1947 to 1965, Howe held a number of jobs in both private and public educational institutions. At Phillips Academy in Andover, Massachusetts, I learned how to teach, mostly from association with another teacher, Leonard James. He was a demanding person, but kids liked him. He taught me how to avoid telling things, but rather how to raise questions and get kids interested in figuring out what answers might be. James also taught Howe to fashion test questions that challenged students to interpret their studies with great subtlety. By 1950, Howe had become principal of public combined junior/senior high school in Andover, and here, I found my way into understanding human relationships of a school. Instinctively, followed what had learned as a naval captain. With this approach, he was able to gain support of faculty and to help move school forward. In Cincinnati, as principal of Walnut Hills High School - a special school much like Boston Latin School or Bronx High School of Science - Howe entered wider world of education. He not only ran this school but also began to serve on national committees and to ally himself with education organizations. Advanced Placement (AP) was just coming into being, and Howe worked with people at Educational Testing Service and College Board, some of them Yale or Andover connections. …