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Zustand: New. pp. viii + 222.

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Zustand: New. pp. vii + 294 Figures Maps.

Zustand: New. pp. vi + 310.

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Zustand: New. pp. viii + 372 Figures, Illus.

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Zustand: New. pp. 397.

Hardbound. Zustand: As New. New. Contents Preface. 1. The curriculum problem. 2. How can the core curriculum be developed. 3. What shall the function of guidance be. 4. Is there a secondary modern child. 5. Is there a secondary modern curriculum. 6. Is there a secondary modern school. 7. Is there a secondary modern teacher. 8. Is there a secondary modern parent. 9. The teacher and the emerging core curriculum. 10. The organization of the school and the curriculum. 11. The teacher uses audio visual aids. 12. The professional growth of the teacher. Bibliography. Index. The curriculum of secondary schools has to be kept very wide in view of the fact that the students come from various socio economic backgrounds and as such their interests and aptitudes differ. Mainly secondary schools offer humanities science commerce and vocational subjects as the electives. Also there is a core curriculum which is compulsory for all the students especially upto 10 class which includes social studies languages general science and crafts. The students are given guidance to elect subjects at the senior secondary level. Those students whose IQ is above 90% they are offered science courses. Those students whose IQ is below 90% are given arts courses and humanities and languages. In some of the countries secondary education is provided on a very general basis. After that the students take up some special courses in order to enable them to earn a livelihood. 296 pp.…

Hardbound. Zustand: As New. New. Contents Preface. 1. Criticisms of the secondary school. 2. The nature of the secondary school pupil. 3. The nature of democratic society. 4. What is the nature of the problems faced by democratic systems. 5. The status of the present secondary school. 6. Who should be responsible for the programme of the school. 7. How to organize such a programme of secondary education. 8. How to develop student activities. 9. How to develop the community school. 10. What are possible limiting factors in the development of the ideal school programme. Bibliography. Index. That secondary education became a terminal kind of education in the life of a student. After secondary education students were expected to become matured persons and after passing their secondary schools examinations they were expected to behave as responsible citizens and as earning members of the society. That is why secondary education is called terminal in character. It has been established that secondary education should be democratic in nature and should keep in view the interest and aspirations of the students. Recently more and more use of psychology in teaching has been noticed. The democratic form of government is also reflected in secondary education. In fact secondary education is influenced by the prevailing political system of a country. However a great uniformity throughout the world has emerged in the principles of secondary education. 295 pp.…

Hardbound. Zustand: As New. New. Contents Preface. 1. The purpose of American secondary education and its implications for method. 2. What factors have produced the American secondary school of today. 3. In what respects are American secondary schools different from European schools. 4. The function of the school in America. 5. What should be the task of the secondary school in America. 6. The measurement of administrative potential. 7. The professional opportunities. 8. Career challenges. Bibliography. Index. Education has been the preserve of the selected few. Previously education was given to the princes only. Education was mainly theological in the beginning and there were no such distinctions as elementary education secondary education and higher education. Secondary schools developed out of the universities that were established in the middle ages in Europe. When education was secularised and due to the impact of the industrial revolution vocational education was imparted to the students coming from the lower strata also. This is how the concept of secondary education has emerged and the credit goes to European schools and European educationists who started experimenting schools in various parts of Europe. Many educationists like Rousseau Froebel and Herbart conducted experiments in education and secondary education became the medium through which the students can enable themselves to earn a living. 288 pp.…

Zustand: New. pp. vii + 296 Figures.

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Hardbound. Zustand: As New. New. Contents Preface. 1. Secondary school administration. 2. The setting of secondary school administration. 3. Leadership in secondary schools. 4. Essentials of secondary school administration. 5. Instructional leadership. 6. Staff personnel in secondary schools. 7. Administration of pupil personnel. 8. Management of secondary schools. 9. Community relations in secondary schools. 10. Unique tasks of the junior high school. 11. Needed competencies in secondary schools. Bibliography. Index. Secondary education is terminal in nature in that the students undergoing secondary education prefer to enter various professions for earning their livelihood. A very small number of students both in the developed and the developing country go to the universities. In view of this the Administration of Secondary Education has acquired paramount importance. This is a fact that secondary education is the responsibility of the government to provide secondary education for all. But in some countries including India secondary schools are run by private agencies also. But the fact remains that the overall control of the secondary education including the fixation of curriculum examinations training of teachers wrests with the government. 350 pp. …

Hardbound. Zustand: As New. New. Contents Preface. 1. The concept of pupil needs and its implications. 2. The secondary school pupil. 3. The current bases for appraising pupil progress. 4. The origin and theory of the daily assignment method. 5. The daily assignment method in action. 6. The assessment of pupil progress in the daily assignment method. 7. The origin and theory of the subject matter unit method. 8. The subject matter unit method in action. 9. The measurement of pupil progress in the subject matter unit method. 10. The origin and theory of the experience unit method. 11. The experience unit method in action. 12. The evaluation of pupil progress in the experience unit method. Bibliography. Index. It has been established over since Herbert developed his methods of teaching that methods of teaching should be based on the psychological understanding of the children. The methods teaching should also take into consideration the prevailing economic conditions in the society. The methods of teaching are also influenced by the prevailing political system in the country. A good secondary education system should be based on philosophy psychology and sociology. Nowadays teachers are trained for teaching in secondary schools and methods of teaching have become time tested and reliable and faulty. 362 pp.…

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Hardbound. Zustand: As New. New. Contents Vol. I History and Development of Secondary Education Preface. 1. The purpose of American secondary education and its implications for method. 2. What factors have produced the American Secondary School of Today. 3. In what respects are American Secondary Schools different from European Schools. 4. The function of the school in America. 5. What should be the task of the Secondary School in America. 6. The measurement of administrative potential. 7. The professional opportunities. 8. Career challenges. Bibliography. Index. Vol. II Principles of Secondary Education Preface. 1. Criticisms of the secondary school. 2. The nature of the secondary school pupil. 3. The nature of democratic society. 4. What is the nature of the problems faced by democratic systems. 5. The status of the present secondary school. 6. Who should be responsible for the programme of the school. 7. How to organize such a programme of secondary education. 8. How to develop student activities. 9. How to develop the community school. 10. What are possible limiting factors in the development of the ideal school programme. Bibliography. Index. Vol. III Curriculum Development in Secondary Schools Preface. 1. The curriculum problem. 2. How can the core curriculum be developed. 3. What shall the function of guidance be. 4. Is there a secondary modern child. 5. Is there a secondary modern curriculum. 6. Is there a secondary modern school. 7. Is there a secondary modern teacher. 8. Is there a secondary modern parent. 9. The teacher and the emerging core curriculum. 10. The organization of the school and the curriculum. 11. The teacher uses audio visual aids. 12. The professional growth of the teacher. Bibliography. Index. Vol. IV Teaching Methods in Secondary Schools Preface. 1. The concept of pupil needs and its implications. 2. The secondary school pupil. 3. The current bases for appraising pupil progress. 4. The origin and theory of the daily assignment method. 5. The daily assignment method in action. 6. The assessment of pupil progress in the daily assignment method. 7. The origin and theory of the subject matter unit method. 8. The subject matter unit method in action. 9. The measurement of pupil progress in the subject matter unit method. 10. The origin and theory of the experience unit method. 11. The experience unit method in action. 12. The evaluation of pupil progress in the experience unit method. Bibliography. Index. Vol. V Administration of Secondary Education Preface. 1. Secondary school administration. 2. The setting of secondary school administration. 3. Leadership in secondary schools. 4. Essentials of secondary school administration. 5. Instructional leadership. 6. Staff personnel in secondary schools. 7. Administration of pupil personnel. 8. Management of secondary schools. 9. Community relations in secondary schools. 10. Unique tasks of the junior high school. 11. Needed competencies in secondary schools. Bibliography. Index. Secondary education is meant for the proper physical psychological and vocational development of the students. Thus secondary education is called terminal in the sense that this part of education is considered sufficient for the child to face problems of livelihood in life. The percentage of students going to the university is not very high. Therefore great attention is needed to be given to secondary education. The methods of teaching of secondary school teachers need to be given proper attention. Similarly the recruitment and training of teachers for secondary schools is a very important area of concern. The fixation of curriculum for various classes of the secondary classes is also very important. Besides this the infrastructure like building laboratories libraries playgrounds and other things require proper attention and consideration. This is true that the developing countries of the world including India have borrowed the secondary education system from England and recently from America. Therefore the import of.…

Zustand: New. pp. 1590 Illus., Maps.

Zustand: New. In English.

Zustand: New. pp. xix + 420 Illus.

Zustand: New. The EDITORS have worked together on PBPK research and in teaching PBPK modeling workshops and courses through the Quantitative and Computation Toxicology research group at the Center for Environ-mental Toxicology and Technology (CETT) in the Department of E.

Hardcover. Zustand: Brand New. 1st edition. 420 pages. 9.25x6.25x1.00 inches. In Stock.