A cognitive schematic paradigm for expository essay writing in secondary schools

The methodology outlined in this study for teaching exposit ory writing to advanced (five year phase) grade eleven students is based on the assumption that writing as a problem solving strategy is a high level cognitive skill . In adhering to this assumption, a cognitively based schematic organizer known as a cross-classification chart was tested for its effectiveness a t the planning stage of the writing process . Results were not significant in any of the three components that were evaluated; however , a post- hoc analysis undertaken because of recorded observed data indicated a significant difference in the mean score on the Organization component for the treatment subgroup using the cross- classification organizer . Furthermore, the treatment group's positive response from the attitude survey towards planning writing is encouraging enough that replication and extension of the application of schema theory to wri ting should be pursued in cross-section and longitud i nal studies.

Who expects what from whom? : a gender based study on expectations and secondary school administration

This study is about expectations and aspirations of secondary school teachers. It is an investigation of why some teachers aspire to become administrators and why some teachers do not. My research compares expectations and existing attltudes regarding aspirations toward administration which are held by three distinct groups within the secondary school system: 1) principals/vice-principals, 2) aspiring teachers, and 3) non-aspiring teachers. This study questions why, in the late 60's, secondary school administration is still predominated by men. The conclusions and recommendations were based on interviews with thirty men and women in the Hamilton Secondary School System. In addltion, Mr. Keith Rielly, Superintendent of Operations, made valuable contributions to my work. The interviews revealed experiences and percept ions of men and women in di scourse about f amil y re lat i onshi ps, educational choices and perceived internal and external barriers which inhiblted or enhanced their decision to aspire to secondary school administration. Candidates spoke about their personal and professional Hves wlth respect to encouragement, perceived images of an administrator, netWOrking and the effect of marriage and children on their careers. Historically, women have not accepted the challenge of administration and It would appear as if this is still the case today. My research suggests that women are under-represented in secondary school administration because of internal and external barriers which discourage many women from aspiring. I conclude that many of women's internal barrlers are reinforced by external roadblocks which prevent women from aspiring to secondory school administration. Thus. many women who do not envision a future in educational administration establish priorities outside the general realm of education. I recommend that males and females recognize that women make valuable contributions to educational theory and design based on their experiences which may be "differene from mole experiences. but just as significant. Mole and female representation in secondary school administration represents a balance between attitudes and behaviours which can not be accomplished when an administrative offlce is dominated by on all ma1e or all female staff.

Entrance Examination Certificate Collegiate Institutes and High Schools of Ontario - Mary Willson

A certificate from the Collegiate Institutes and High Schools of Ontario of the Education Department of Ontario stating: "It is hereby certified that Mary Willson has passed the entrance examination required by the Education Department for admission to a Collegiate Institute or High School. Dated at Welland August 1st, 1908. Signed John W. Marshall, B.A. Inspector of Public Schools.

IEPs in mainstream secondary schools: an agenda for research

Providing children with special educational needs with individual education plans (IEPs) was advocated in the 1994 code of practice for SEN, and retained in the 2000 code. Specifically as it relates to mainstream secondary schools, this has proved highly controversial: many SENCos report that the writing and implementing of IEPs is a bureaucratic encumbrance, whilst others, going about the process of writing IEPs in very different ways, report that the process is both manageable and beneficial to the children concerned. Given this contradictory evidence, there is an urgent need for research into this area. Having looked at three case-studies of schools using very different methods to write IEPs in ways with which they feel comfortable, a research agenda is set out with a view to informing policies which ensure that resources spent on SEN are used as productively as possible.

The contribution of primary and secondary somatosensory cortices to the representation of body parts and body sides: an fMRI adaptation study

Although the somatosensory homunculus is a classically used description of the way somatosensory inputs are processed in the brain, the actual contributions of primary (SI) and secondary (SII) somatosensory cortices to the spatial coding of touch remain poorly understood. We studied adaptation of the fMRI BOLD response in the somatosensory cortex by delivering pairs of vibrotactile stimuli to the finger tips of the index and middle fingers. The first stimulus (adaptor) was delivered either to the index or to the middle finger of the right or left hand, whereas the second stimulus (test) was always administered to the left index finger. The overall BOLD response evoked by the stimulation was primarily contralateral in SI and was more bilateral in SII. However, our fMRI adaptation approach also revealed that both somatosensory cortices were sensitive to ipsilateral as well as to contralateral inputs. SI and SII adapted more after subsequent stimulation of homologous as compared with nonhomologous fingers, showing a distinction between different fingers. Most importantly, for both somatosensory cortices, this finger-specific adaptation occurred irrespective of whether the tactile stimulus was delivered to the same or to different hands. This result implies integration of contralateral and ipsilateral somatosensory inputs in SI as well as in SII. Our findings suggest that SI is more than a simple relay for sensory information and that both SI and SII contribute to the spatial coding of touch by discriminating between body parts (fingers) and by integrating the somatosensory input from the two sides of the body (hands).

A district conference held at Gary on history teaching in the secondary schools,

Mode of access: Internet.

Preparation of core teachers for secondary schools, prepared for ASCD

Mode of access: Internet.

Human physiology in space : a curriculum supplement for secondary schools /

Mode of access: Internet.

Human physiology in space : a curriculum supplement for secondary schools /

Mode of access: Internet.

A bibliography in homemaking education for secondary schools.

"A revision of ... Some tools to build with in homemaking education."

Education for homemaking in the secondary schools of the United States /

Bibliography: pages 31-32.

Report of the Committee on Admissions from Secondary Schools, University of Illinois, for the year ...

"For information of high school authorities and others interested in the accrediting of high schools."