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Direct linkVincent, Claudia; McClure, Heather; Marquez, Brion; Goodrich, Deanna – NASSP Bulletin, 2021
We conducted focus groups with high school staff, students, parents, and administrators to gain information about how to design professional development training supporting high school staff in implementing restorative practices within a multitiered support system. Results indicated that all stakeholders valued trust and relationship building and…
Descriptors: High School Teachers, Teacher Attitudes, High School Students, Student Attitudes
Test, David W.; Bartholomew, Audrey; Bethune, Lauren – NASSP Bulletin, 2015
In response to legislative mandates that schools use evidence-based instructional practices, the National Secondary Transition Technical Assistance Center has identified evidence-based practices and predictors in the area of secondary transition for high school students with disabilities. This article provides an overview of practices and…
Descriptors: Best Practices, Disabilities, Teaching Methods, High School Students
Peer reviewedReber, Donald D. – NASSP Bulletin, 1971
Descriptors: Curriculum Development, High School Students, Philosophy, Student Needs
Peer reviewedWiese, Charles R. – NASSP Bulletin, 1972
Napa High School has converted to a system of student self-scheduling instead of putting up with the frustrations of standard schedule program changes. (AN)
Descriptors: Educational Counseling, High School Students, Program Development, School Schedules
Peer reviewedMarquis, Romeo – NASSP Bulletin, 1973
Most students have the competence and the right to make significant decisions concerning their own learning if they are provided appropriate leadership, and high school principals must assume responsibility for initiating that leadership and ensuring its continuity. (Author)
Descriptors: Administrator Role, Curriculum Design, Curriculum Development, High School Students
Peer reviewedHach, Clarence W. – NASSP Bulletin, 1975
High school journalism courses, far from teaching a narrow discipline, have the potential of fulfilling most of youth's 10 imperative needs, according to this author. (Editor)
Descriptors: Curriculum Guides, Educational Needs, Educational Objectives, High School Students
Peer reviewedHunter, Eagan – NASSP Bulletin, 1991
All academic disciplines must accept the responsibility of training students in the basic higher-order thinking skills that will provide them with the cognitive processes to cope with the rapidly changing world of the future. Describes developing a program for thinking across the curriculum. (MLF)
Descriptors: Critical Thinking, Curriculum Development, Educational Trends, Futures (of Society)
Peer reviewedAnderson, Gaylord A. – NASSP Bulletin, 1975
Communication among students, faculty, and administration is difficult to establish and maintain in a high school with more than 1,500 students. One attempt to promote communication at Thomas Jefferson High School in Council Bluffs, Ia., is through rap sessions. (Author)
Descriptors: Communication (Thought Transfer), Educational Development, Group Discussion, High School Students
Peer reviewedWhite, Charles J., III – NASSP Bulletin, 1976
Describes a number of law study programs, and tells the reader how to get the help of the organized bar, law schools, and national projects in beginning a law study program. (Editor)
Descriptors: Curriculum Development, High School Students, Institutional Cooperation, Instructional Materials
Peer reviewedOlszewski-Kubilius, Paula – NASSP Bulletin, 1998
School administrators can do much to create social conditions and climates that support talent development. Students will remain interested and motivated in their talent field, if they are challenged by class work and teachers. Administrators should use summer and outside programs to supplement, individualize, and provide a more appropriate…
Descriptors: Academically Gifted, Administrator Responsibility, Curriculum Enrichment, High School Students
