Modern Encyclopaedia of Secondary Education

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 foreign methods/models of Secondary Education is very significant in the models of secondary education in the non western world including India. The syllabus and curriculum of secondary education has been bodily lifted from the western models. Similarly, the training of teachers is based on western models. Indian education system at the secondary level has been greatly influenced by the western model previously by the British model and lateral by the American model. The editor gratefully acknowledges the debt owed to the American models. Nowadays some National considerations in India are also influencing the curriculum of the secondary education which is a very healthy sign." (jacket)