WorldWideScience

Sample records for high school expectancies

  1. Expectations on Track? High School Tracking and Adolescent Educational Expectations

    DEFF Research Database (Denmark)

    Karlson, Kristian Bernt

    2015-01-01

    This paper examines the role of adaptation in expectation formation processes by analyzing how educational tracking in high schools affects adolescents' educational expectations. I argue that adolescents view track placement as a signal about their academic abilities and respond to it in terms...... of modifying their educational expectations. Applying a difference-in-differences approach to the National Educational Longitudinal Study of 1988, I find that being placed in an advanced or honors class in high school positively affects adolescents’ expectations, particularly if placement is consistent across...... subjects and if placement contradicts tracking experiences in middle school. My findings support the hypothesis that adolescents adapt their educational expectations to ability signals sent by schools....

  2. Future Expectations of High School Students In Southeastern Turkey: Factors behind Future Expectations

    Directory of Open Access Journals (Sweden)

    Hüseyin Şimşek

    2012-01-01

    Full Text Available This study was conducted to identify various future expectations of high school students in southeastern Turkey and factors behind their expectations. The sample of the study, which had a descriptive and associational survey design consisted of 1106 students randomly selected from 54 different high schools located in nine cities in southeastern Turkey. Data were collected through the “Future Expectation Scale (FES” developed by the researcher. Results indicated that personal and professional future, educational future, economic future and social future expectations of high school students in southeastern Turkey were generally above the average level. According to the study, being a teacher and a doctor took the first place among several professions to be further preferred by high school students. It was also concluded that future expectations of high school students did not differ on gender, high school type, CGPA, level of mother education, father’s occupation, family income level, the number of siblings, receiving pre-school education, and language spoken at home. On the other hand, future expectations of high school students were found to differ on the city where students being taught, grade level, corporal punishment, and tendency toward being a dropout.

  3. School motivation and high school dropout: the mediating role of educational expectation.

    Science.gov (United States)

    Fan, Weihua; Wolters, Christopher A

    2014-03-01

    A good deal of evidence indicates that students' motivational beliefs and attitudes play a critical role in their academic success. Research studies on how motivational factors may help determine whether students remain in high school or drop out, however, are relatively few. More specifically, there is a lack of research examining the dynamics of whether students' motivational beliefs from earlier in high school might be used to predict their status as a dropout in their final year. The aim of the present study was to examine the mediating role of students' educational expectations in linking students' school motivation to their dropout status by utilizing a nationally representative dataset. The present study used data from the Educational Longitudinal Study of 2002 (ELS: 2002). The final sample consisted of 16,194 students, with approximately 54% White, 13% Black, 16% Hispanic, and 10% Asian students, and the rest were Native American, Hawaiian, multiracial, or of other races. Structural equation modelling was employed to conduct the mediational analysis. The results of the present study demonstrated that the relationships between student ability beliefs in math and English and student behaviour of dropping out were fully mediated by students' educational expectations. The results also revealed that student intrinsic value in math and English had significant indirect relations with student behaviour of leaving school through students' educational expectations. The results of this study suggest that explanations for student dropout status that rely solely on students' social background and school behaviours without considering their motivation are incomplete. The study expands the extant research by showing possible pathways that motivate students to persist in high school. These pathways are specifically rooted in students' ability beliefs and intrinsic interest in learning through their relationships with students' expectations for their education. © 2012 The

  4. Transforming High School Counseling: Counselors' Roles, Practices, and Expectations for Students' Success

    Science.gov (United States)

    Mau, Wei-Cheng J.; Li, Jiaqi; Hoetmer, Kimberly

    2016-01-01

    This study examined the current roles and practices of American high school counselors in relation to the ASCA [American School Counselor Association] National Model. Expectations for student success by high school counselors were also examined and compared to those of teachers' and school administrators'. A nationally representative sample of 852…

  5. Postsecondary Expectations of High-School Students with Autism Spectrum Disorders

    Science.gov (United States)

    Anderson, Kristy A.; McDonald, T. A.; Edsall, Deirdre; Smith, Leann E.; Taylor, Julie Lounds

    2016-01-01

    This study examined the perceptions of adulthood among 31 high-school students with autism spectrum disorder (ASD). We had two research aims: (a) to report students' postsecondary expectations in terms of school, work, friendships, and living arrangement and (b) to describe how our sample defined adulthood. To better compare our sample's criteria…

  6. Educational and Occupational Aspirations and Expectations of El Paso High School Students.

    Science.gov (United States)

    Venegas, Moises

    The purpose of this study was to make a comprehensive survey of the educational and occupational aspirations and expectations of high school sophomores and seniors in the El Paso and Ysleta school districts (El Paso, Texas). Group-administered questionnaires were used to obtain the information from the 590 randomly sampled students (5% of the…

  7. Vocational Aspirations of Chinese High School Students and Their Parents' Expectations

    Science.gov (United States)

    Hou, Zhi-Jin; Leung, S. Alvin

    2011-01-01

    This study examined the vocational aspirations and parental vocational expectations of high school students and their parents (1067 parent-child dyads). Participants completed a demographic questionnaire and an Occupations List. The Occupations List consisted of 126 occupational titles evenly distributed across the six Holland types. Parents were…

  8. ¿Y ahora qué? Anticipated immigration status barriers and Latina/o high school students' future expectations.

    Science.gov (United States)

    McWhirter, Ellen Hawley; Ramos, Karina; Medina, Cynthia

    2013-07-01

    Latina/o high school students without documentation face a challenging situation when they graduate from high school, with pathways to work and postsecondary education stymied by their immigration status. We examined the effects of anticipated barriers associated with immigration status, age, and sex on the dependent variables of vocational outcome expectations, anticipated external and internal barriers, and postsecondary schooling plans in a sample of 475 Latina/o high school students. Findings include that students anticipating immigration status problems had lower vocational outcome expectations and anticipated more external barriers to pursuing their postsecondary plans. Latina girls and older high school students anticipating immigration status problems were more likely to plan to attend 2-year rather than 4-year colleges, and less likely to plan on postsecondary education, respectively. Implications for practice, policy, and research are discussed. PsycINFO Database Record (c) 2013 APA, all rights reserved.

  9. White Teachers/Diverse Classrooms: A Guide to Building Inclusive Schools, Promoting High Expectations, and Eliminating Racism

    Science.gov (United States)

    Landsman, Julie, Ed.; Lewis, Chance W., Ed.

    2006-01-01

    For African Americans, school is often not a place to learn but a place of low expectations and failure. In urban schools with concentrations of poverty, often fewer than half the ninth graders leave with a high school diploma. In this book, Black and White teachers provide an insightful approach to inclusive and equitable teaching and illustrate…

  10. Teacher Expectations of Students' Classroom Behavior: Do Expectations Vary as a Function of School Risk?

    Science.gov (United States)

    Lane, Kathleen Lynne; Pierson, Melinda R.; Stang, Kristin K.; Carter, Erik W.

    2010-01-01

    Understanding the social behaviors teachers believe is critical for school success and can contribute to the development of effective behavioral supports and assist teachers in better preparing students for successful school transitions across the K-12 grade span. We explored 1303 elementary, middle, and high school teachers' expectations of…

  11. Prospective association of peer influence, school engagement, drinking expectancies, and parent expectations with drinking initiation among sixth graders.

    Science.gov (United States)

    Simons-Morton, Bruce

    2004-02-01

    Early initiation of drinking increases the lifetime risk for substance abuse and other serious health and social problems. An understanding of the predictors of early initiation is needed if successful preventive interventions are to be developed. Surveys were completed by 1009 sixth grade students at the beginning (Time 1) and end (Time 2) of the school year in four schools in one suburban school district. At Time 1, 55/1009 (5.5%) reported drinking in the past 30 days. From Time 1 to Time 2, the percentage of drinkers increase to 127/1009 (10.9%) of whom 101 were new drinkers. In multiple logistic regression analyses, school engagement was negatively associated and peer influence and drinking expectancies were positively associated with drinking initiation. A significant interaction was found between drinking expectancies and parental expectations. Among sixth graders with high drinking expectancies, those with low parental expectations for their behavior were 2.6 times more likely to start drinking than those with parents with high expectations for their behavior. Positive drinking expectancies were significantly associated with drinking initiation only among teens who believed their parents did not hold strong expectations for them not to drink. This finding held for boys and girls, Blacks and Whites and was particularly strong for Black youth. This finding provides new information about the moderating effect of parental expectations on drinking expectancies among early adolescents.

  12. Students' Aspirations, Expectations and School Achievement: What Really Matters?

    Science.gov (United States)

    Khattab, Nabil

    2015-01-01

    Using the Longitudinal Study of Young People in England (LSYPE), this study examines how different combinations of aspirations, expectations and school achievement can influence students' future educational behaviour (applying to university at the age of 17-18). The study shows that students with either high aspirations or high expectations have…

  13. Personality Traits' Effects on Self-Efficacy and Outcome Expectations for High School Major Choice

    Science.gov (United States)

    Brown, Dikla; Cinamon, Rachel Gali

    2016-01-01

    The current study focuses on the contribution of the Big Five personality traits to the development of self-efficacy and outcome expectations regarding selection of a high school major among 368 Israeli adolescents (Mage = 16.07, SD = 0.41). Structural equation analyses showed that higher levels of conscientiousness and extraversion and lower…

  14. In high school and pregnant: the importance of educational and fertility expectations for subsequent outcomes.

    Science.gov (United States)

    Yakusheva, Olga

    2011-01-01

    This study uses the High School and Beyond data (1980–1992) to examine the importance of educational and fertility expectations in explaining the achievement gap of adolescent mothers for over 5,500 young women from different socioeconomic backgrounds. Using a non-parametric local propensity score regression, the study finds that the economic disadvantage associated with having a child in high school is particularly large in poor socioeconomic environments; however, this disadvantage is a result of preexisting differences in the educational and fertility expectations and is not because of a diminished capacity of the socioeconomic environment to mediate the effect of an unplanned childbirth. The findings suggest that childcare assistance and other policies designed to alleviate the burden of child rearing for young mothers of low means may not produce the desired improvement in their subsequent educational and labor market outcomes. A much earlier policy intervention with a focus on fostering young women's outlook for the future is needed.

  15. "Higher Expectations" in the Catholic Inner City High School.

    Science.gov (United States)

    Harkins, William

    1987-01-01

    Considers the implications of statistics on death and poverty in minority communities for Catholic high schools with large minority populations. Sees hope at the heart of the Catholic high school. Discusses how teachers, school climate, and careful curriculum design can help instill this hope in the students. (DMM)

  16. Authoritative school climate and high school dropout rates.

    Science.gov (United States)

    Jia, Yuane; Konold, Timothy R; Cornell, Dewey

    2016-06-01

    This study tested the association between school-wide measures of an authoritative school climate and high school dropout rates in a statewide sample of 315 high schools. Regression models at the school level of analysis used teacher and student measures of disciplinary structure, student support, and academic expectations to predict overall high school dropout rates. Analyses controlled for school demographics of school enrollment size, percentage of low-income students, percentage of minority students, and urbanicity. Consistent with authoritative school climate theory, moderation analyses found that when students perceive their teachers as supportive, high academic expectations are associated with lower dropout rates. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  17. Expectations of Students about Astronomy in High School

    Science.gov (United States)

    Peixoto, Denis Eduardo; Kleinke, Maurício Urban

    2016-12-01

    Current literature reports that the astronomy education is motivating and interesting for basic education, but the content suggested by the national curriculum guidelines do not seem to attract students and teachers in order to transcend the discipline of Science in the elementary School or Physics in High School. By applying a questionnaire to 80 students of High School and participants of Brazilian Olympiad of Astronomy and Astronautics of two schools of São Paulo state, we obtained results that indicate that astronomy topics that really motivate students are topics linked to science fiction and current research, which are the subject of extensive media release and have a strong interdisciplinary character. At the end of the work we suggest a new context for astronomy education, by inserting topics combined with other areas of knowledge to what we call “interdisciplinary astrophysics teaching”.

  18. Connecting High School Physics Experiences, Outcome Expectations, Physics Identity, and Physics Career Choice: A Gender Study

    Science.gov (United States)

    Hazari, Zahra; Sonnert, Gerhard; Sadler, Philip M.; Shanahan, Marie-Claire

    2010-01-01

    This study explores how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics identity and includes the dimensions of student performance, competence, recognition by others, and interest. Drawing data from the Persistence…

  19. Authoritative School Climate and High School Dropout Rates

    Science.gov (United States)

    Jia, Yuane; Konold, Timothy R.; Cornell, Dewey

    2016-01-01

    This study tested the association between school-wide measures of an authoritative school climate and high school dropout rates in a statewide sample of 315 high schools. Regression models at the school level of analysis used teacher and student measures of disciplinary structure, student support, and academic expectations to predict overall high…

  20. A Cross-National Validation of the Academic Expectations Stress Inventory with Chinese and Korean High School Students

    Science.gov (United States)

    Zhang, Xiaozhou; Tze, Virginia M. C.; Buhr, Erin; Klassen, Robert M.; Daniels, Lia M.

    2016-01-01

    The current study provided evidence for the factor structure of the Academic Expectation Stress Inventory (AESI) in a sample of 213 Mainland Chinese and 184 South Korean high school students. We examined cross-national invariance of the AESI using multiple-group confirmatory factor analysis across two Asian cultural samples. Results suggested a…

  1. STUDENTS’ EXPECTATIONS ABOUT THE STUDY OF GEOGRAPHY IN HIGH SCHOOL

    Directory of Open Access Journals (Sweden)

    ILEANA VASILESCU

    2012-01-01

    Full Text Available This research emerged from the idea that the education system in Romania would achieve efficiency and applicability if it acknowledged the needs of students, who are in fact the ones who benefit from the system. The research was based on the scientific implementation of the methodology of designing and administering questionnaires, which were devised bearing in mind the importance of their purpose and role as instruments of inquiry. The aim of this study is that of identifying and reporting the students’ views on Geography as a subject, with a view to materializing its findings, particularly at this stage when the education system is redefining itself. In this context,after designing the questionnaire, we administered it to 120 12th grade students from three high schools in Baia Mare. The interpretation of the results enabled us to draw some conclusions which reflected a significant gap between students’ expectations and what we considered to be in line with the requirements of a society based on knowledge, globalization, and what they were offered by the education system in terms of Geography.

  2. The values expectations of high school graduates at the choice of the faculty and future occupation

    Directory of Open Access Journals (Sweden)

    Petrović Nebojša B.

    2015-01-01

    Full Text Available There are many psychological references to professional orientation of pupils. However, mainly studied predictors were the role of school, peers, parents, socio-economics factors, and less the role of personality traits, goals, expectations, personal and social values. In this paper the focus is on personal goals and social values defined as specific objectives that are significant for a faculty choice, and therefore a future profession. We use two lists of goals - 18 personal and 18 social, applied to the sample of 497 high school pupils in fourth grade. The study was conducted in school settings. Preference and level of importance of the objectives of respondents have been expressed on the 5-point scale of Likert type, which allowed the statistical analysis of applied methods. The research results show significant differences in individual preferences of the goals and values, as well as the significantly connection of the goals with expectations to be fulfilled by faculty and future career choice. In addition, it was shown that the higher importance is given to personal than social values, which justified starting assumption of the authors, to examine personal and social values separately, since they were shown to have a different significance for professional orientation of young people.

  3. Teachers' and School Administrators' Perceptions and Expectations on Teacher Leadership

    Directory of Open Access Journals (Sweden)

    Semra Kıranlı

    2013-01-01

    Full Text Available In this study it is aimed to find out primary school teachers’ and principals’ expectations and perceptions related to teachers’ leadership. The population of this survey consists of primary school teachers and principals in Odunpazarı, one of the two central municipalities in Eskişehir, in 2011-2012 educational year. Teachers and principals of eight primary schools were taken as a sample among low, middle, high socio-economic level primary schools in Odunpazarı. 195 teachers and principals participated in this study. In this study a data device which consisted of two sections was used to accomplish the purpose of the study. A personal information form to define teachers’ and principals’ demographical features made the first section, whereas “The Questionnaire of Expectations and perceptions of Teacher Leadership Roles” developed by Beycioğlu (2009 and consisting of 25 items made the second section. Each item in the questionnaire has a five scale Lykert type evaluation and belongs to one of the three dimensions of both perception and expectation. These dimensions are institutional development, professional development and collaboration with colleagues.

  4. Classroom interactions: exploring the practices of high- and low-expectation teachers.

    Science.gov (United States)

    Rubie-Davies, Christine M

    2007-06-01

    Early research exploring teacher expectations concentrated on the dyadic classroom interactions of teachers with individual students. More recent studies have shown whole class factors to have more significance in portraying teachers' expectations. Recently teachers having high or low expectations for all their students have been identified. The aim of the current investigation was to explore whether the classroom exchanges of high- and low-expectation teachers differed substantially and might be considered a mechanism for teachers' expectations. The participants were 12 primary school teachers from eight schools who had been identified as having expectations for their students' learning that were either significantly above or below the children's achievement level. The teachers formed three groups called high-expectation, low-expectation and average-progress teachers. The participants were observed twice in the academic year during half-hour reading lessons. Two people observed each lesson, one completing a structured observation protocol and the other a running record and audiotape. In contrast to the average progress and low expectation teachers, the high-expectation teachers spent more time providing a framework for students' learning, provided their students with more feedback, questioned their students using more higher-order questions, and managed their students' behaviour more positively. There appear to be important differences in the classroom environments for the students of high-expectation, average-progress and low-expectation teachers. The differences apply to both the instructional and socioemotional environments of the classroom. Such disparities may act as mechanisms for teacher expectation effects.

  5. Implicit Theories, Expectancies, and Values Predict Mathematics Motivation and Behavior across High School and College.

    Science.gov (United States)

    Priess-Groben, Heather A; Hyde, Janet Shibley

    2017-06-01

    Mathematics motivation declines for many adolescents, which limits future educational and career options. The present study sought to identify predictors of this decline by examining whether implicit theories assessed in ninth grade (incremental/entity) predicted course-taking behaviors and utility value in college. The study integrated implicit theory with variables from expectancy-value theory to examine potential moderators and mediators of the association of implicit theories with college mathematics outcomes. Implicit theories and expectancy-value variables were assessed in 165 American high school students (47 % female; 92 % White), who were then followed into their college years, at which time mathematics courses taken, course-taking intentions, and utility value were assessed. Implicit theories predicted course-taking intentions and utility value, but only self-concept of ability predicted courses taken, course-taking intentions, and utility value after controlling for prior mathematics achievement and baseline values. Expectancy for success in mathematics mediated associations between self-concept of ability and college outcomes. This research identifies self-concept of ability as a stronger predictor than implicit theories of mathematics motivation and behavior across several years: math self-concept is critical to sustained engagement in mathematics.

  6. Contribution of Personality to Self-Efficacy and Outcome Expectations in Selecting a High School Major among Adolescents with Learning Disabilities

    Science.gov (United States)

    Brown, Dikla; Cinamon, Rachel Gali

    2016-01-01

    The current study focuses on the contribution of five personality traits to the development of self-efficacy and outcome expectations regarding selecting a high school major among adolescents with learning disabilities (LD). Social cognitive career theory and the Big Five personality traits model served as the theoretical framework. Participants…

  7. School Motivation and High School Dropout: The Mediating Role of Educational Expectation

    Science.gov (United States)

    Fan, Weihua; Wolters, Christopher A.

    2014-01-01

    Background: A good deal of evidence indicates that students' motivational beliefs and attitudes play a critical role in their academic success. Research studies on how motivational factors may help determine whether students remain in high school or drop out, however, are relatively few. More specifically, there is a lack of research…

  8. Teacher Efficacy and Disciplinary Expectations in Charter Schools: Understanding the Link to Teachers' Career Decisions

    Science.gov (United States)

    Torres, A. Chris

    2016-01-01

    Much scholarly work describes a culture of low expectations in low-income, urban schools, the challenges these teachers face managing student behavior, and why these problems so strongly influence teacher turnover. By contrast, some urban charter schools, particularly those associated with high achieving Charter Management Organizations (CMOs),…

  9. Parents' Expectations of High Schools in Firearm Violence Prevention.

    Science.gov (United States)

    Payton, Erica; Khubchandani, Jagdish; Thompson, Amy; Price, James H

    2017-12-01

    Firearm violence remains a significant problem in the US (with 2787 adolescents killed in 2015). However, the research on school firearm violence prevention practices and policies is scant. Parents are major stakeholders in relation to firearm violence by youths and school safety in general. The purpose of this study was to examine what parents thought schools should be doing to reduce the risk of firearm violence in schools. A valid and reliable questionnaire was mailed to a national random sample of 600 parents who had at least one child enrolled in a public secondary school (response rate = 47%). Parents perceived inadequate parental monitoring/rearing practices (73%), peer harassment and/or bullying (58%), inadequate mental health care services for youth (54%), and easy access to guns (51%) as major causes of firearm violence in schools. The school policies perceived to be most effective in reducing firearm violence were installing an alert system in schools (70%), working with law enforcement to design an emergency response plan (70%), creating a comprehensive security plan (68%), requiring criminal background checks for all school personnel prior to hiring (67%), and implementing an anonymous system for students to report peer concerns regarding potential violence (67%). Parents seem to have a limited grasp of potentially effective interventions to reduce firearm violence.

  10. Parents' expectations of public schooling in the Northern Province of ...

    African Journals Online (AJOL)

    Erna Kinsey

    School education is not to be offered for the school's sake but for the child, family, the ... The following questions were to be answered through a scientific investigation: .... pertaining to employment, they cause a middle ranking of the dimension. ... On the other hand Christians were found to be expecting less school ...

  11. School-Related Variables in the Dimensions of Anger in High School Students in Turkey

    Science.gov (United States)

    Siyez, Digdem M.

    2018-01-01

    The study aimed to examine the effects of perceived social support from teachers, expectation of academic achievement, school control, and gender on anger dimensions in high school students in Izmir, Turkey. In total, 446 high school students (234 girls, 212 boys) participated in the study. Pearson's correlation and multiple regression analyses…

  12. Parental Expectations of the Swedish Municipal School of Arts

    Science.gov (United States)

    Lilliedahl, Jonathan; Georgii-Hemming, Eva

    2009-01-01

    This article draws on a study designed to analyse parental expectations of the Swedish municipal school of arts (hereafter MSA) (in Swedish: kommunal musik- och kulturskola). The study is based on in-depth interviews conducted and informed by grounded theory. Although parental expectations are scarcely uniform, the study reveals a hope that the…

  13. Transitions from high school to college.

    Science.gov (United States)

    Venezia, Andrea; Jaeger, Laura

    2013-01-01

    The vast majority of high school students aspire to some kind of postsecondary education, yet far too many of them enter college without the basic content knowledge, skills, or habits of mind they need to succeed. Andrea Venezia and Laura Jaeger look at the state of college readiness among high school students, the effectiveness of programs in place to help them transition to college, and efforts to improve those transitions. Students are unprepared for postsecondary coursework for many reasons, the authors write, including differences between what high schools teach and what colleges expect, as well as large disparities between the instruction offered by high schools with high concentrations of students in poverty and that offered by high schools with more advantaged students. The authors also note the importance of noncurricular variables, such as peer influences, parental expectations, and conditions that encourage academic study. Interventions to improve college readiness offer a variety of services, from academic preparation and information about college and financial aid, to psychosocial and behavioral supports, to the development of habits of mind including organizational skills, anticipation, persistence, and resiliency. The authors also discuss more systemic programs, such as Middle College High Schools, and review efforts to allow high school students to take college classes (known as dual enrollment). Evaluations of the effectiveness of these efforts are limited, but the authors report that studies of precollege support programs generally show small impacts, while the more systemic programs show mixed results. Dual-enrollment programs show promise, but the evaluation designs may overstate the results. The Common Core State Standards, a voluntary set of goals and expectations in English and math adopted by most states, offer the potential to improve college and career readiness, the authors write. But that potential will be realized, they add, only if the

  14. High School Girls’ Shopping Mall Experiences, Perceptions and Expectations: A Qualitative Study

    OpenAIRE

    Burcu Ilter TABAK; Ozge OZGEN; Bilge AYKOL

    2006-01-01

    Shopping malls have become an important part of the economic and social fabric of Turkey especially in some of the big cities. In Izmir, there are currently eight shopping malls and this number is expected to increase due to the interest of consumers and investors in shopping malls. This can lead to over saturation triggering high level of competition. Thus deeper understanding of consumer expectations, experiences and perceptions regarding mall image has become much more essential. Shopping ...

  15. Predicting Success in College Mathematics from High School Mathematics Preparation

    OpenAIRE

    Shepley, Richard A.

    1983-01-01

    The purpose of this study was to develop a model to predict the college mathematics courses a freshman could expect to pass by considering their high school mathematics preparation. The high school information that was used consisted of the student's sex, the student's grade point average in mathematics, the highest level of high school mathematics courses taken, and the number of mathematics courses taken in high school. The high school sample was drawn from graduated Seniors in the State...

  16. Promoting Physical Activity in Secondary Schools: Growing Expectations, "Same Old" Issues?

    Science.gov (United States)

    Cale, Lorraine; Harris, Jo; Duncombe, Rebecca

    2016-01-01

    There are growing expectations on schools to promote health and physical activity and helping schools to effectively do so is considered a priority. This paper reports on selected findings from a research project that was concerned with supporting secondary schools in the effective promotion of physical activity and establishing their needs in…

  17. On the Front Lines of Schools: Perspectives of Teachers and Principals on the High School Dropout Problem

    Science.gov (United States)

    Bridgeland, John M.; Dilulio, John J., Jr.; Balfanz, Robert

    2009-01-01

    Teachers and administrators in public high schools recognize there is a dropout problem, know they are confronted with daunting challenges in classrooms and in schools, and express strong support for reforms to address high dropout rates. Yet, less than one-third of teachers believe that schools should expect all students to meet high academic…

  18. Inequality in Black and White High School Students' Perceptions of School Support: An Examination of Race in Context.

    Science.gov (United States)

    Bottiani, Jessika H; Bradshaw, Catherine P; Mendelson, Tamar

    2016-06-01

    Supportive relationships with adults at school are critical to student engagement in adolescence. Additional research is needed to understand how students' racial backgrounds interact with the school context to shape their perceptions of school support. This study employed multilevel, latent variable methods with a sample of Black and White students (N = 19,726, 35.8 % Black, 49.9 % male, mean age = 15.9) in 58 high schools to explore variation in perceived caring, equity, and high expectations by student race, school diversity, and socioeconomic context. The results indicated that Black students perceived less caring and equity relative to White students overall, and that equity and high expectations were lower in diverse schools for both Black and White students. Nonetheless, racial disparities were attenuated in more diverse schools. The findings point to the need for intervention to improve perceptions of school support for Black youth and for all students in lower income and more diverse schools.

  19. The Characteristics of High School Department Chairs: A National Perspective

    Science.gov (United States)

    DeAngelis, Karen J.

    2013-01-01

    Department chairs occupy a potentially important leadership position in high schools, yet little is known about them, particularly with regard to who they are and how they compare to other high school teachers. This is surprising given growing expectations for distributed leadership practice in schools. In this study, I utilize a national dataset…

  20. Beam line for Schools: beyond expectations

    CERN Multimedia

    Cian O'Luanaigh

    2014-01-01

    Out of 292 proposals for CERN's first ever "Beam line for Schools" contest, two teams of high-school students – Odysseus' Comrades from Varvakios Pilot School in Athens, Greece and Dominicuscollege from Dominicus College in Nijmegen in the Netherlands – were selected to spend 10 days conducting their proposed experiments at the fully equipped T9 beam line on CERN's Meyrin site. Dedicated CERN staff and users from across the departments have put in a huge effort to ensure the success of the project.   Detector physicist Cenk Yidriz (centre, white helmet) explains the setup of the "Beamline for schools" experiment at the T9 beamline. It's finally beam time. After months of organisation, coding, engineering and even painting the experimental area, the T9 beam line is ready to deliver protons to experiments devised and built by high-school students. “They are here to collect data and experience the l...

  1. Linking immigrant parents' educational expectations and aspirations to their children's school performance.

    Science.gov (United States)

    Areepattamannil, Shaljan; Lee, Daphnee H L

    2014-01-01

    The authors examined the relationships of parental expectations and aspirations for their children's educational attainment to children's academic performance in school among 783 immigrant-origin children aged 5-18 years in Canada. The results of hierarchical regression analyses, after accounting for student and family background characteristics, indicated that immigrant parents' expectations and aspirations for their children's educational attainment were positively linked to immigrant-origin children's academic performance in school. Implications of these findings are briefly discussed.

  2. Fears and Related Anxieties in Chinese High School Students

    Science.gov (United States)

    Li, Huijun; Prevatt, Frances

    2008-01-01

    Chinese students from different high school settings face unique academic and emotional challenges. They are in a very vulnerable position due to high parent and teacher expectations and pressure to succeed in college entrance examinations and honour the family and the school. They are also vulnerable due to possible inappropriate parenting…

  3. School transitions, peer influence, and educational expectation formation: Girls and boys.

    Science.gov (United States)

    Andrew, Megan; Flashman, Jennifer

    2017-01-01

    School transitions are a regular feature of the educational career. While they are of general interest as instances of academic change, they also represent instances of peer environment and influence change. Previous theoretical and empirical work suggests peer influence is important for students' academic and educational outcomes, especially for the complex decision-making processes leading up to those outcomes. In this manuscript, we study the impact of peers on educational expectation formation at the 8th-to-9th-grade school transition. In doing so, we test a theoretical model that links institutional settings, social influence, and individual decision-making. We find the 9th grade transition likely represents a negative shock for students' college attendance expectations. Independent of this transition, however, stable peer environments further depress expectations. A more equal mixture of new and old peers in the 9th grade likely increases students' educational expectations in contrast. These effects of peer perturbations and the re-organization of social ties they imply mainly apply to female students. But, both male and female students revise their educational expectations in light of changing peer intelligence comparisons, albeit in countervailing ways. Copyright © 2016. Published by Elsevier Inc.

  4. Middle School Teachers' Expectations of Organizational Behaviors of Students with Learning Disabilities

    Science.gov (United States)

    McMullen, Rebecca C.; Shippen, Margaret E.; Dangel, Harry L.

    2007-01-01

    The purpose of this pilot study was to investigate the specific classroom organizational behaviors that middle school inclusive teachers report as expectations for students with learning disabilities. Practicing middle school science and social studies teachers (n = 12) responded to a survey about organization behaviors of students with learning…

  5. Expectations and Anticipations of Middle and High School Special Education Teachers in Preparing Their Students with Intellectual Disability for Future Adult Roles Including Those as Partner and Parent

    Science.gov (United States)

    Pedersen, Mette

    2012-01-01

    Through a series of individual ethnographic interviews and focus groups, I explored the expectations and anticipations of middle and high school special education teachers as they carry out their professional charge of educating their students with intellectual disability for lives in the least restrictive environment, including possible adult…

  6. High school science fair and research integrity

    Science.gov (United States)

    Dalley, Simon; Shepherd, Karen; Reisch, Joan

    2017-01-01

    Research misconduct has become an important matter of concern in the scientific community. The extent to which such behavior occurs early in science education has received little attention. In the current study, using the web-based data collection program REDCap, we obtained responses to an anonymous and voluntary survey about science fair from 65 high school students who recently competed in the Dallas Regional Science and Engineering Fair and from 237 STEM-track, post-high school students (undergraduates, 1st year medical students, and 1st year biomedical graduate students) doing research at UT Southwestern Medical Center. Of the post-high school students, 24% had competed in science fair during their high school education. Science fair experience was similar overall for the local cohort of Dallas regional students and the more diverse state/national cohort of post-high school students. Only one student out of 122 reported research misconduct, in his case making up the data. Unexpectedly, post-high school students who did not participate in science fair anticipated that carrying out science fair would be much more difficult than actually was the case, and 22% of the post-high school students anticipated that science fair participants would resort to research misconduct to overcome obstacles. No gender-based differences between students’ science fair experiences or expectations were evident. PMID:28328976

  7. Rural Adolescents' Reading Motivation, Achievement and Behavior across Transition to High School

    Science.gov (United States)

    Cantrell, Susan Chambers; Rintamaa, Margaret; Anderman, Eric M.; Anderman, Lynley H.

    2018-01-01

    The authors examined 1,781 rural students' reading motivation and behavior across the transition from middle to high school. Using expectancy-value theory, they investigated how motivational variables predicted changes in reading behavior and achievement across the transition in terms of their expectancies, values, and out-of-school reading…

  8. Recovery High Schools: Opportunities for Support and Personal Growth for Students in Recovery

    Science.gov (United States)

    Finch, Andrew; Wegman, Holly

    2012-01-01

    The time right after treatment for substance abuse is a particularly vulnerable time for adolescents; a time made more difficult by the expectation that they will return to their high school. Traditional high schools are often a high-risk environment for students who are working on maintaining their sobriety. Recovery schools offer an alternative…

  9. Moving to higher ground: Closing the high school science achievement gap

    Science.gov (United States)

    Mebane, Joyce Graham

    The purpose of this study was to examine the perceptions of West High School constituents (students, parents, teachers, administrators, and guidance counselors) about the readiness and interest of African American students at West High School to take Advanced Placement (AP) and International Baccalaureate (IB) science courses as a strategy for closing the achievement gap. This case study utilized individual interviews and questionnaires for data collection. The participants were selected biology students and their parents, teachers, administrators, and guidance counselors at West High School. The results of the study indicated that just over half the students and teachers, most parents, and all guidance counselors thought African American students were prepared to take AP science courses. Only one of the three administrators thought the students were prepared to take AP science courses. Between one-half and two-thirds of the students, parents, teachers, and administrators thought students were interested in taking an AP science course. Only two of the guidance counselors thought there was interest among the African American students in taking AP science courses. The general consensus among the constituents about the readiness and interest of African American students at West High School to take IB science courses was that it is too early in the process to really make definitive statements. West is a prospective IB school and the program is new and not yet in place. Educators at the West High School community must find reasons to expect each student to succeed. Lower expectations often translate into lower academic demands and less rigor in courses. Lower academic demands and less rigor in courses translate into less than adequate performance by students. When teachers and administrators maintain high expectations, they encourage students to aim high rather than slide by with mediocre effort (Lumsden, 1997). As a result of the study, the following suggestions should

  10. High School Principals and the High School Journalism Program.

    Science.gov (United States)

    Peterson, Jane W.

    A study asked selected high school principals to respond to statements about the value of high school journalism to the high school student and about the rights and responsibilities of the high school journalist. These responses were then checked against such information as whether or not the high school principal had worked on a high school…

  11. Do they understand the benefits from education? Evidence on Dutch high school students’ earnings expectations

    NARCIS (Netherlands)

    Mazza, J.; Hartog, J.

    2011-01-01

    Using an internet collected dataset, we will provide some empirical evidence on the information that Dutch high school students possess before their decision on tertiary education participation. The sample is prone to selective participation and high attrition, but we detect little systematic

  12. Predicting problem behaviors with multiple expectancies: expanding expectancy-value theory.

    Science.gov (United States)

    Borders, Ashley; Earleywine, Mitchell; Huey, Stanley J

    2004-01-01

    Expectancy-value theory emphasizes the importance of outcome expectancies for behavioral decisions, but most tests of the theory focus on a single behavior and a single expectancy. However, the matching law suggests that individuals consider expected outcomes for both the target behavior and alternative behaviors when making decisions. In this study, we expanded expectancy-value theory to evaluate the contributions of two competing expectancies to adolescent behavior problems. One hundred twenty-one high school students completed measures of behavior problems, expectancies for both acting out and academic effort, and perceived academic competence. Students' self-reported behavior problems covaried mostly with perceived competence and academic expectancies and only nominally with problem behavior expectancies. We suggest that behavior problems may result from students perceiving a lack of valued or feasible alternative behaviors, such as studying. We discuss implications for interventions and suggest that future research continue to investigate the contribution of alternative expectancies to behavioral decisions.

  13. Educational expectation trajectories and attainment in the transition to adulthood.

    Science.gov (United States)

    Johnson, Monica Kirkpatrick; Reynolds, John R

    2013-05-01

    How consequential is family socioeconomic status for maintaining plans to get a bachelor's degree during the transition to adulthood? This article examines persistence and change in educational expectations, focusing on the extent to which family socioeconomic status shapes overtime trajectories of bachelor's degree expectations, how the influence involves the timing of family formation and full-time work vs. college attendance, and how persistence in expectations is consequential for getting a 4-year degree. The findings, based on the high school senior classes of 1987-1990, demonstrate that adolescents from higher socioeconomic status families are much more likely to hold onto their expectations to earn 4-year degrees, both in the early years after high school and, for those who do not earn degrees within that period, on through their 20s. These more persistent expectations in young adulthood, more so than adolescent expectations, help explain the greater success of young people from higher socioeconomic status backgrounds in earning a 4-year degree. Persistence of expectations to earn a bachelor's degree in the years after high school is shaped by stratified pathways of school, work, and family roles in the transition to adulthood. Copyright © 2012 Elsevier Inc. All rights reserved.

  14. Students' Perceived Parental School Behavior Expectations and Their Academic Performance: A Longitudinal Analysis

    Science.gov (United States)

    Bowen, Gary L.; Hopson, Laura M.; Rose, Roderick A.; Glennie, Elizabeth J.

    2012-01-01

    Self-report data from 2,088 sixth-grade students in 11 middle schools in North Carolina were combined with administrative data on their eighth-grade end-of-the-year achievement scores in math and reading to examine the influence of students' perceived parental school behavior expectations on their academic performance. Through use of multilevel…

  15. Multisite Case Study of Florida's Millennium High School Reform Model

    Directory of Open Access Journals (Sweden)

    Carol A. Mullen

    2002-10-01

    Full Text Available This study should have immediate utility for the United States and beyond its borders. School-to-work approaches to comprehensive reform are increasingly expected of schools while legislative funding for this purpose gets pulled back. This multisite case study launches the first analysis of the New Millennium High School (NMHS model in Florida. This improvement program relies upon exemplary leadership for preparing students for postsecondary education

  16. Examining a Public Montessori School's Response to the Pressures of High-Stakes Accountability

    Science.gov (United States)

    Block, Corrie Rebecca

    2015-01-01

    A public Montessori school is expected to demonstrate high student scores on standardized assessments to succeed in the current school accountability era. A problem for a public Montessori elementary school is how to make sense of the school's high-stakes assessment scores in terms of Montessori's unique educational approach. This case study…

  17. The physical activity climate in Minnesota middle and high schools.

    Science.gov (United States)

    Samuelson, Anne; Lytle, Leslie; Pasch, Keryn; Farbakhsh, Kian; Moe, Stacey; Sirard, John Ronald

    2010-11-01

    This article describes policies, practices, and facilities that form the physical activity climate in Minneapolis/St. Paul, Minnesota metro area middle and high schools and examines how the physical activity climate varies by school characteristics, including public/private, school location and grade level. Surveys examining school physical activity practices, policies and environment were administered to principals and physical education department heads from 115 middle and high schools participating in the Transdisciplinary Research on Energetics and Cancer-Identifying Determinants of Eating and Activity (TREC-IDEA) study. While some supportive practices were highly prevalent in the schools studied (such as prohibiting substitution of other classes for physical education); other practices were less common (such as providing opportunity for intramural (noncompetitive) sports). Public schools vs. private schools and schools with a larger school enrollment were more likely to have a school climate supportive of physical activity. Although schools reported elements of positive physical activity climates, discrepancies exist by school characteristics. Of note, public schools were more than twice as likely as private schools to have supportive physical activity environments. Establishing more consistent physical activity expectations and funding at the state and national level is necessary to increase regular school physical activity.

  18. Competing perspectives during organizational socialization on the role of certified athletic trainers in high school settings.

    Science.gov (United States)

    Mensch, James; Crews, Candice; Mitchell, Murray

    2005-01-01

    When certified athletic trainers (ATCs) enter a workplace, their potential for professional effectiveness is affected by a number of factors, including the individual's ability to put acquired knowledge, skills, and attitudes into practice. This ability may be influenced by the preconceived attitudes and expectations of athletes, athletes' parents, athletic directors, physical therapists, physicians, and coaches. To examine the perspectives of high school coaches and ATCs toward the ATC's role in the high school setting by looking at 3 questions: (1) What are coaches' expectations of ATCs during different phases of a sport season? (2) What do ATCs perceive their role to be during different phases of a season? and (3) How do coaches' expectations compare with ATCs' expectations? Qualitative research design involving semistructured interviews. High schools. Twenty high school varsity basketball coaches from 10 high schools in 2 states and the ATCs assigned to these teams. For the coaches, 12 questions focused on 3 specific areas: (1) the athletic training services they received as high school basketball coaches, (2) each coach's expectations of the ATC with whom he or she was working during various phases of the season, and (3) coaches' levels of satisfaction with the athletic training services provided to their team. For the ATCs, 17 questions focused on 3 areas: (1) the ATC's background, (2) the ATC's perceived duties at different phases of the basketball season and his or her relationship with the coach, and (3) other school factors that enhanced or interfered with the ATC's ability to perform duties. Three themes emerged. Coaches had limited knowledge and understanding of ATCs' qualifications, training, professional preparation, and previous experience. Coaches simply expected ATCs to be available to complement their roles. Positive communication was identified as a critical component to a good coach-ATC relationship. Although all participants valued good

  19. Expecting the Unexpected: a Comparative Study of African-American Women's Experiences in Science during the High School Years

    Science.gov (United States)

    Hanson, Sandra L.; Johnson, Elizabeth Palmer

    Data from the National Educational Longitudinal Study (NELS) for the years 1988 to 1992 are used to explore the science experiences of young African-American women during the high school years. The comparison groups we use in trying to understand these experiences involve White women (for a race contrast) and African-American men (for a gender contrast). Within the context of a critical feminist perspective, it is argued that gender is constructed in a different way in White and African-American communities. Instead of expecting a disadvantage for young African-American women because of their gender and minority statuses, it is suggested that unique gender ideologies and work-family arrangements in the African-American community give these young women the resources and agency that allow them to compete with their White female counterparts and their African-American male counterparts in the science domain. Results from our analyses of the NELS data confirm these expectations. We find that on a majority of science measures, African-American women do as well as - and sometimes better than - White women and African-American men. For example, there are no differences between African-American women and men on attitudes toward science. And when compared with White women, African-American women tend to have more positive attitudes. When disadvantages appear for these young African-American women, they are more likely to be race effects then gender effects. The minimal gender effects in the science experiences of young African-Americans is in contrast to the more frequent male advantage in the White sample. A careful examination of family and individual resources shows that African-American families compensate for disadvantages on some resources (e.g., family socioeconomic status) by providing young women with an excess of other resources (e.g., unique gender ideologies, work expectations, and maternal expectations and involvement). And, unlike White parents, they sometimes

  20. School-wide implementation of the elements of effective classroom instruction: Lessons from a high-performing, high-poverty urban school

    Science.gov (United States)

    Dyson, Hilarie

    2008-10-01

    The purpose of the study was to identify structures and systems implemented in a high-performing high-poverty urban school to promote high academic achievement among students of color. The researcher used a sociocultural theoretical framework to examine the influence of culture on the structures and systems that increased performance by African American and Hispanic students. Four research questions guided the study: (1) What are the trends and patterns of student performance among students of color? (2) What are the organizational structures and systems that are perceived to contribute to high student performance in high-poverty urban schools with high concentrations of students of color? (3) How are the organizational structures and systems implemented to support school-wide effective classroom instruction that promotes student learning? (4) How is the construct of race reflected in the school's structures and systems? Qualitative data were collected through interviews, observations, and artifact collection. A single case study method was employed and collected data were triangulated to capture and explore the rich details of the study. The study focused on a high-performing high-poverty urban elementary school located in southern California. The school population consisted of 99% students of color and 93% were economically disadvantaged. The school was selected for making significant and consistent growth in Academic Performance Index and Adequate Yearly Progress over a 3-year period. The school-wide structures and systems studied were (a) leadership, (b) school climate and culture, (c) standards-based instruction, (d) data-driven decision making, and (e) professional development. Four common themes emerged from the findings: (a) instructional leadership that focused on teaching and learning; (b) high expectations for all students; (c) school-wide focus on student achievement using standards, data, and culturally responsive teaching; and (d) positive

  1. IMPACT OF SCHOOL TUTORING IN THE PROJECTION OF HIGH SCHOOL ADULT STUDENTS, SEMIPRESENTIAL MODALITY

    Directory of Open Access Journals (Sweden)

    Héctor José Peinado-Guevara

    2011-01-01

    Full Text Available The semipresential modality at high school level for adults, as the offered in the nightlife high school of the Universidad Autonoma de Sinaloa, that creates high expectations for Sinaloa´s society, to give the student an opportunity to continue its educational development in high school level and, lead him to continue with their vocational training. With this investigation, and given to their conditions, the objective it´s to know the competitive level at the beginning and during the development in the institution, also to identify the influence of the school tutoring in the development of adult students in high school. It was identified the income profile of students to the institution; was necessary to rescue the results of CENEVAL and EDAOM tests, practiced at the entry of students to the institution. Together this tools, was necessary to practice two questionnaires to evaluate the students perception about their teachers; and another one to identify the main problems they faced and the function of their school tutor in the institution. With the data obtained, were identified some deficiencies of semipresential system, especially in educational planning. Even though the students recognizes that the tutoring its fundamental to the incorporation of students to academic activities and that exists a high level of acceptance to the programs set by the institution.

  2. Mathematical Knowledge and Skills Expected by Higher Education in Engineering and the Social Sciences: Implications for High School Mathematics Curriculum

    Science.gov (United States)

    Basaran, Mehmet; Özalp, Gülümser; Kalender, Ilker; Alacaci, Cengiz

    2015-01-01

    One important function of school mathematics curriculum is to prepare high school students with the knowledge and skills needed for university education. Identifying them empirically will help making sound decisions about the contents of high school mathematics curriculum. It will also help students to make informed choices in course selection at…

  3. Television viewing and alcohol advertising with alcohol expectancies among school-aged children in Taiwan.

    Science.gov (United States)

    Chen, Ying-Ying; Chiu, Yu-Chan; Ting, Te-Tien; Liao, Hsin-Yao; Chen, Wei J; Chen, Chuan-Yu

    2016-05-01

    This study is aimed to examine the strength of association between television watching and potential exposure to alcohol advertising with multidimensional alcohol expectancies in school-aged children. A total of 779 4th (age 10) and 768 6th (age 12) grade students were recruited from 17 public elementary schools in northern Taiwan in 2006, with two waves of follow-up at 6 months apart. Self-administered questionnaires were used to collect information concerning individual characteristics, parental attributes, past-week screen time, drinking behaviors, and alcohol expectancies. Data of aired alcohol advertisements at baseline were obtained from the Nielsen Media Research Advertising Information Services; parenting styles were ascertained from the 1st follow-up. Alcohol Expectancies Questionnaire-Children version was used to measure alcohol expectancies (AEs) at baseline and the 2nd follow-up. Nearly 27% of students reported watching television for more than two hours per day and 58% watching television after 9 p.m. Dimension-related heterogeneity exists in the relationship between TV viewing and alcohol advertising with AEs. With statistical adjustment for covariates, spending more than two hours watching TV per day was associated with increased levels of positive AEs "Promoting Relaxation or Tension Reduction [PRTR]" (β=1.52, 95% CI=0.92, 2.12; padvertising was associated with decline in negative AEs "Deteriorated Cognitive and Behavioral Function" (e.g., >8.0 ads: β=-1.06, 95% CI=-1.66, -0.47, padvertising exposure is linked with lowered negative expectancies in late childhood. School-based anti-underage drinking programs may consider integrating the media literacy curriculum. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  4. Do they understand the benefits from education? Evidence on Dutch high school students' earnings expectations

    NARCIS (Netherlands)

    Mazza, J.; Hartog, J.

    2008-01-01

    Using an internet collected dataset, we will provide some empirical evidence on the level of knowledge that Dutch high school students possess before their decision on tertiary education participation. We will assess the awareness of the risky nature of such an investment and if a compensation for

  5. Ninth Graders' Energy Balance Knowledge and Physical Activity Behavior: An Expectancy-Value Perspective

    Science.gov (United States)

    Chen, Senlin; Chen, Ang

    2012-01-01

    Expectancy beliefs and task values are two essential motivators in physical education. This study was designed to identify the relation between the expectancy-value constructs (Eccles & Wigfield, 1995) and high school students' physical activity behavior as associated with their energy balance knowledge. High school students (N = 195) in two…

  6. Attachment to Parents, Social Support Expectations, and Socioemotional Adjustment during the High School--College Transition.

    Science.gov (United States)

    Larose, Simon; Boivin, Michel

    1998-01-01

    Compared adolescents attending college to adolescent nonenrollees and found that (1) college attendees experienced improved means of perceived security to parents, decreased perceptions of social support, and increased feelings of loneliness and social anxiety; and (2) perceived security to parents at end of high school predicted positive changes…

  7. Analysis of high school students' perception and attitude toward irradiated food

    Energy Technology Data Exchange (ETDEWEB)

    Choi, Yoon Seok; Han, Eun Ok [Dept. of Education and Research, Korea Academy of Nuclear Safety, Seoul (Korea, Republic of)

    2014-04-15

    We chose high school students, who are expected to show significant response to education, to try to understand perception and behavior toward irradiated food, and derive evidential materials for education. High school students who had ever acquired information or received education on irradiated food, and students who had ever purchased or eaten irradiated food, tended to have aproper attitude regarding its necessity, safety, and purchase without prejudice. It is necessary to provide information and education to high school students. Additionally, exposure to the irradiated food could be helpful in changing perception and attitude toward irradiated food.

  8. Analysis of high school students' perception and attitude toward irradiated food

    International Nuclear Information System (INIS)

    Choi, Yoon Seok; Han, Eun Ok

    2014-01-01

    We chose high school students, who are expected to show significant response to education, to try to understand perception and behavior toward irradiated food, and derive evidential materials for education. High school students who had ever acquired information or received education on irradiated food, and students who had ever purchased or eaten irradiated food, tended to have aproper attitude regarding its necessity, safety, and purchase without prejudice. It is necessary to provide information and education to high school students. Additionally, exposure to the irradiated food could be helpful in changing perception and attitude toward irradiated food

  9. Secondary School Students' Physical Activity Participation across Physical Education Classes: The Expectancy-Value Theory Approach

    Science.gov (United States)

    Gråstén, Arto; Watt, Anthony; Hagger, Martin; Jaakkola, Timo; Liukkonen, Jarmo

    2015-01-01

    The primary purpose of this study was to analyze the link between students' expectancy beliefs, subjective task values, out-of-school activity, and moderate to vigorous physical activity (MVPA) participation across secondary school physical education (PE) classes. The sample comprised 96 students (58 girls, 38 boys; Mage = 15.03, SD = 0.94) from…

  10. Peer and cyber aggression in secondary school students: the role of moral disengagement, hostile attribution bias, and outcome expectancies.

    Science.gov (United States)

    Pornari, Chrisa D; Wood, Jane

    2010-01-01

    This study investigated the relationship between cognitive mechanisms, applied by people to rationalize and justify harmful acts, and engagement in traditional peer and cyber aggression among school children. We examined the contribution of moral disengagement (MD), hostile attribution bias, and outcome expectancies, and we further explored the individual contribution of each MD mechanism. Our aim was to identify shared and unique cognitive factors of the two forms of aggression. Three hundred and thirty-nine secondary school children completed self-report measures that assessed MD, hostile attribution bias, outcome expectancies, and their roles and involvement in traditional and cyber aggression. We found that the MD total score positively related to both forms of peer-directed aggression. Furthermore, traditional peer aggression positively related to children's moral justification, euphemistic language, displacement of responsibility and outcome expectancies, and negatively associated with hostile attribution bias. Moral justification also related positively to cyber aggression. Cyber aggression and cyber victimization were associated with high levels of traditional peer aggression and victimization, respectively. The results suggest that MD is a common feature of both traditional and cyber peer aggression, but it seems that traditional forms of aggression demand a higher level of rationalization or justification. Moreover, the data suggest that the expectation of positive outcomes from harmful behavior facilitates engagement in traditional peer aggression. The differential contribution of specific cognitive mechanisms indicates the need for future research to elaborate on the current findings, in order to advance theory and inform existing and future school interventions tackling aggression and bullying. (c) 2009 Wiley-Liss, Inc.

  11. What School Teachers Expect from Conversational Pedagogic Agents?

    Directory of Open Access Journals (Sweden)

    Silvia TAMAYO

    2017-10-01

    Full Text Available Conversational Pedagogical Agents are interactive systems that teach students by assuming the role of teacher, student or companion through a natural language dialogue. If has been investigated a lot on the domains in which the agents can be used, the results in terms of educational effectiveness and level of satisfaction and motivation of the students. However, in the literature, there are not many examples of studies that reveal the opinion of school teachers on this type of educational technology. In this paper, we provide the results of a survey of 82 teachers to know what they expect from the agents. The following research questions will be answered: Q1 Do you know this educational technology? Q2 If so, are teachers used to integrate this type of technology in the classroom? and, P3 If teachers could design the agent, what characteristics do they consider to be the most appropriate? How should the agent react to different situations? From the results gathered, it is expected to provide information to all researchers, designers and teachers who want to integrate this type of educational technology in their classroom..

  12. [Realities and professional expectations of medical students attending Guinea Bissau's medical school in 2007 school year].

    Science.gov (United States)

    Fronteira, Inês; Rodrigues, Amabélia; Pereira, Camilo; Silva, Augusto P; Mercer, Hugo; Dussault, Guilles; Ferrinho, Paulo

    2011-01-01

    In Guinea Bissau, the majority of university level professionals are still being trained abroad and most of them do not return to their country. This was a major incentive for creating Guinea Bissau's Medical School. An observational, cross-sectional, analytic study was conducted on the second trimester of 2007 to characterize the socio-demographic, familial and educational profile of medical students, their satisfaction levels, difficulties and expectations concerning the medicine course. A questionnaire was used and a response rate of 63% achieved (81 students). Data was analyzed using SPSS v.17 for descriptive statistics. Students are very committed to their education. They tend to decide to take the medicine course early in their lives and are influenced by their relatives. They choose to be medical doctors because they like it but also for altruistic reasons and the desire to save lives. Although many face financial and material difficulties, they tend to have success in their academic live. They live with their parents, do not have children and some have side jobs to provide for extra income to help with their education. They expect their education to make them good doctors in any part of the world and want to work simultaneously in the public (to serve their country and pay their debt to the State) and in the private sector (to enhance their income). The large majority wants to work in a hospital, in Bissau, and to be a pediatrician or obstetrician. They have unreasonably high expectations concerning their future income as medical doctors.

  13. From VET School to the Labour Market in Bosnia and Herzegovina: Expected versus Actual Wages

    Science.gov (United States)

    Brankovic, Nina; Oruc, Nermin

    2016-01-01

    This article analyses the differences between expected and actual wages of VET students and graduates. It uses a survey of VET students enrolled in schools in Bosnia and Herzegovina, and data about employed VET graduates from the Labour Force Survey. The model of determinants of wages, expected or actual, estimated separately on each dataset,…

  14. Identifying Influencers in High School Student ICT Career Choice

    Science.gov (United States)

    Babin, Ron; Grant, Kenneth A.; Sawal, Lea

    2010-01-01

    This paper examines the role of influencers in Canadian high school student decisions to pursue Information and Communications Technology (ICT) careers and education. With growing rates of retirements of ICT workers expected over the next 10-15 years, industry representatives are concerned that the shortfall in replacement workers will have a…

  15. Guidelines for preparing high school psychology teachers: course-based and standards-based approaches.

    Science.gov (United States)

    2013-01-01

    Psychology is one of the most popular elective high school courses. The high school psychology course provides the foundation for students to benefit from psychological perspectives on personal and contemporary issues and learn the rules of evidence and theoretical frameworks of the discipline. The guidelines presented here constitute the second of two reports in this issue of the American Psychologist (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These guidelines, aligned to the standards presented in the preceding report, describe models for the preparation of preservice psychology teachers. The two reports together demonstrate the rigor and competency that should be expected in psychology instruction at the high school level.

  16. Schooling for Social Mobility: High School Reform for College Access and Success

    Science.gov (United States)

    Hammack, Floyd M.

    2016-01-01

    This article addresses what schools that seek to promote social mobility as opposed to status maintenance among their students really ask of them. Focusing on several prominent charter school organizations, the article details the social and behavioral expectations of the schools and understands them through an application of Goffman's work on…

  17. How did national life expectation related to school years in developing countries - an approach using panel data mining.

    Science.gov (United States)

    Jian, Wen-Shan; Huang, Chen-Ling; Iqbal, Usman; Nguyen, Phung-Anh; Hsiao, George; Li, Hsien-Chang

    2014-03-01

    The purpose of the study was to probe into the changes in life expectancy associated with schooling years found by the Organization for Economic Co-operation and Development (OECD). The study was based on the OECD database from the period 2000 to 2006. The data of thirty countries were constructed to allow comparisons over time and across these countries. Panel data analysis was used to estimate the relationship of national education, as defined as school years, with life expectancy. The control factors considered were numbers of practicing physicians, practicing nurses, hospital beds, and GDP. We used fixed effects of both country and time through linear regression, the coefficient of school years in relation to life expectancy was statistically significant but negative. This finding is not in accord with the hypothesis that investing in human capital through education stimulates better health outcomes. Within developing countries, educational attainment is no longer keeping the same pace with life expectancy as before. Therefore, we suggest that an effective education policy should cover diverse topics, for example, balancing economic growth and mental hygiene, to improve national life expectancy. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

  18. A Study on how to make “independent students” in commercial high schools

    OpenAIRE

    石村, 雅雄; 谷本, 浩志

    2012-01-01

    In this past 10 years, commercial high schools' role and expectations are changed greatly. In this study, what should their teachers do for making "independent students" are clarified through researching, investigating and rearranging the present conditions and the problem of commercial high schools. And also, suggestions for making "independent students" are clarified based on Tanimoto's practices about teaching and student guidance. The summarized results are follows. It is very important t...

  19. Understanding Middle School Students' Motivation in Math Class: The Expectancy-Value Model Perspective

    Science.gov (United States)

    Yurt, Eyup

    2015-01-01

    One of the most important variables affecting middle school students' mathematics performance is motivation. Motivation is closely related with expectancy belief regarding the task and value attached to the task. Identification of which one or ones of the factors constituting motivation is more closely related to mathematics performance may help…

  20. Middle School Concept Helps High-Poverty Schools Become High-Performing Schools

    Science.gov (United States)

    Picucci, Ali Callicoatte; Brownson, Amanda; Kahlert, Rahel; Sobel, Andrew

    2004-01-01

    The results of a study conducted by the Charles A. Dana Center at the University of Texas at Austin for the U.S. Department of Education during the 2001-02 school year showed that elements of the middle school concept can lead to improved student performance, even in high-poverty schools. This article describes common elements of the middle school…

  1. Differential relationships of family drinking with alcohol expectancy among urban school children

    Directory of Open Access Journals (Sweden)

    Chen Kuang-Hung

    2011-02-01

    Full Text Available Abstract Background Positive alcohol outcome expectancy has consistently been linked with problematic drinking, but there is little population-based evidence on its role on early stages of drinking in childhood. The present study seeks to understand the extent to which drinking of family members is differentially associated with the endorsement of alcohol expectancy in late childhood. Methods A representative sample of 4th and 6th graders (N = 2455 drawn from 28 public schools in an urban region of Taiwan completed a self-administered paper-and-pencil questionnaire. Each student provided information on alcohol expectancy, drinking experiences, and individual and family attributes. Complex survey analyses were performed to evaluate the relationship, with stratification by children's alcohol drinking history. Results An estimated 29% of the 4th graders and 43% of the 6th graders had initiated alcohol consumption (over 40% of them had drank on three or more occasions. Alcohol drinking-related differences appear in both the endorsement and the correlates of alcohol expectancy. Positive alcohol expectancy was strongly associated with family drinking, particularly the dimension of "enhanced social behaviors"; negative alcohol expectancy was inversely associated with drinking frequency. Among alcohol naïve children, significant connections appear between paternal drinking and three dimensions of positive alcohol expectancy (i.e., enhanced social behaviors:βwt = 0.15, promoting relaxation or tension reduction:βwt = 0.18, and global positive transformation:βwt = 0.22. Conclusions Individual tailored strategies that address family influences on alcohol expectancy may be needed in prevention programs targeting drinking behaviors in children.

  2. [Eating Disorders in Female High School Students: Educational and Migration Background, School-Related Stress and Performance-Orientated Classes].

    Science.gov (United States)

    Grüttner, M

    2018-02-01

    Many adolescents and young adults, especially young females, suffer from eating disorders or problematic nutrition behavior. Children and adolescents with migration background as well as from a lower social class are more likely to have eating disorders 1. Although schools are an important context in these age groups, there is a lack of scientific inquiry concerning the relationship between schooling and eating disorders. The present study investigates the relationship between performance-related stress at school and eating disorders while controlling for personnel and familial resources. Interview data on the 7 th grade high school students from the National Educational Panel Study (NEPS)* starting cohort 3 are used. The dependent variable is based on the SCOFF questionnaire. Logistic regressions are calculated using information from students and parents. Performance-related stress at school is operationalized by the negative deviation of realistic from idealistic educational aspirations (EA) and unfulfilled social expectations (SE), performance-oriented class climate is operationalized by students' perception of the performance-orientation of the teacher (PT) and the expectations of classmates (EC). The results point towards an increased risk of suffering from an eating disorder due to performance-related school stress (EA: AME: 0.18; p<0.001; SE: AME: 0.12; p<0.05) and performance-oriented class climate (PT: AME: 0.05; p<0.1; EC: AME: 0.15, p<0.01). They partly explain the relation between both migration background and educational background and eating disorders. In order to prevent eating disorders in female high school students, attention should be paid to performance-orientation experienced at school and in the social background, and improved individual support for disadvantaged students should be made available. © Georg Thieme Verlag KG Stuttgart · New York.

  3. High School Physics, Two-Year Colleges, and Physics Majors

    Science.gov (United States)

    White, Susan C.

    2013-01-01

    We have just completed the data collection for our 2012-13 Nationwide Survey of High School Physics and expect to have results to report in the spring. In the interim, we will take a look at physics in two-year colleges (TYCs). In 2007, we surveyed undergraduate seniors in degree-granting physics departments, and we asked these students if they…

  4. A Qualitative Exploration of Management Education: Business School Offerings in Comparison to Employer Expectations

    Science.gov (United States)

    LaPrince, Shelly L.

    2013-01-01

    The exploratory qualitative research study explored management education business school offerings in comparison to employer expectations. Through the lens of alumni and human-resources personnel participants, the research examined the skills deemed as transferrable to the workplace and competencies that undergraduate-management education alumni…

  5. Great Expectations: A Guide to Alabama's High School Graduation Exam. Revised

    Science.gov (United States)

    Alabama Department of Education, 2003

    2003-01-01

    State leaders, parents, and business people want to be sure that students truly learn what they are being taught in school. Today, basic skills are not sufficient to guarantee that children will find good jobs and become productive citizens. As a result, the Alabama State Legislature passed its Education Accountability Law in 1995. The new…

  6. Expectancy-Value Models for the STEM Persistence Plans of Ninth-Grade, High-Ability Students: A Comparison between Black, Hispanic, and White Students

    Science.gov (United States)

    Andersen, Lori; Ward, Thomas J.

    2014-01-01

    Group differences in the effects of the expectancies and values that high-ability students have for science and mathematics on plans to persist in science, technology, engineering, and mathematics (STEM) were investigated. A nationally representative sample of ninth-grade students, the High School Longitudinal Study of 2009 (HSLS: 2009; n =…

  7. Effective science teaching in a high poverty middle school: A case study

    Science.gov (United States)

    Meyer, Georgette Wright

    This qualitative case study described the characteristics of science teachers in a high poverty urban middle school whose 2010 scores on South Carolina's Palmetto Assessment of State Standards (PASS) ranked second in the state. Data was obtained through classroom observations, open-ended interviews, school documents, and photographs taken inside the school from ten participants, who were seven science teachers, a science coach, and two administrators. Findings revealed a school culture that pursued warm and caring relationships with students while communicating high expectations for achievement, strong central leadership who communicated their vision and continuously checked for its implementation through informal conversations, frequent classroom observations, and test score analysis. A link between participants' current actions and their perception of prior personal and professional experiences was found. Participants related their classroom actions to the lives of the students outside of school, and evidenced affection for their students.

  8. Prevalence and Characteristics of School Services for High School Students with Attention-Deficit/Hyperactivity Disorder.

    Science.gov (United States)

    Murray, Desiree W; Molina, Brooke S G; Glew, Kelly; Houck, Patricia; Greiner, Andrew; Fong, Dalea; Swanson, James; Arnold, L Eugene; Lerner, Marc; Hechtman, Lily; Abikoff, Howard B; Jensen, Peter S

    2014-12-01

    This study examines the prevalence and characteristics of services reported by school staff for 543 high school students participating in the 8 year follow-up of the multi-site Multimodal Treatment study of ADHD (MTA). Overall, 51.6% of students with a history of attention-deficit/hyperactivity disorder (ADHD) were receiving services through an Individualized Educational Plan (IEP) or a 504 plan, a rate higher than expected for this age group. Less than 5% of these had 504 plans; 35.5% attended special education classes. Very few services (except tutoring) were provided outside of an IEP or 504 plan. Almost all students with services received some type of academic intervention, whereas only half received any behavioral support or learning strategy. Less than one-fourth of interventions appear to be evidence-based. Students receiving services showed greater academic and behavioral needs than those not receiving services. Services varied based upon type of school, with the greatest number of interventions provided to students attending schools that only serve those with disabilities. Original MTA treatment randomization was unrelated to services, but cumulative stimulant medication and greater severity predicted more service receipt. Results highlight a need for accommodations with greater evidence of efficacy and for increased services for students who develop academic difficulties in high school.

  9. Filial Piety and Academic Motivation: High-Achieving Students in an International School in South Korea

    Science.gov (United States)

    Tam, Jonathan

    2016-01-01

    This study uses self-determination theory to explore the mechanisms of filial piety in the academic motivation of eight high-achieving secondary school seniors at an international school in South Korea, resulting in several findings. First, the students attributed their parents' values and expectations as a major source of the students'…

  10. Exploring Gender Differences across Elementary, Middle, and High School Students' Science and Math Attitudes and Interest

    Science.gov (United States)

    LeGrand, Julie

    The issue of female underrespresentation in science, mathematics, engineering, and technology careers and courses has been well researched over the last several decades. However, as gender gaps in achievement close and representation becomes more equitable in certain academic domains, research has turned to social and cultural factors to explain why fewer women persist in STEM studies and careers than men. The purpose of this study was to examine gender differences in science and math attitudes and interests from elementary school, to middle school, to high school. To examine possible gender-specific shifts in students' interest and attitudes in science and math, 136 students from a suburban, public school district were surveyed at the elementary school level (N=31), middle school level (N=54), and high school level (N=51) and various constructs were used to assess the responses in accordance with expectancy-value theory. Utilizing a mixed-methods approach, a random sample of students from each grade level then participated in focus groups, and corollary themes were identified. Results from a logistical regression analysis and Mann-Whitney Test indicated that significant gender differences exist for interest, efficacy, expectancy, and value within science domains (pgender differences in mathematics are present only at the elementary school level.

  11. An integrative model of risk for high school disordered eating.

    Science.gov (United States)

    Davis, Heather A; Smith, Gregory T

    2018-06-21

    Binge eating and purging behaviors are associated with significant harm and distress among adolescents. The process by which these behaviors develop (often in the high school years) is not fully understood. We tested the Acquired Preparedness (AP) model of risk involving transactions among biological, personality, and psychosocial factors to predict binge eating and purging behavior in a sample of 1,906 children assessed in the spring of 5th grade (the last year of elementary school), the fall of 6th grade (the first year of middle school), spring of 6th grade, and spring of 10th grade (second year of high school). Pubertal onset in spring of 5th grade predicted increases in negative urgency, but not negative affect, in the fall of 6th grade. Negative urgency in the fall of 6th grade predicted increases in expectancies for reinforcement from eating in the spring of 6th grade, which in turn predicted increases in binge eating behavior in the spring of 10th grade. Negative affect in the fall of 6th grade predicted increases in thinness expectancies in the spring of 6th grade, which in turn predicted increases in purging in the spring of 10th grade. Results demonstrate similarities and differences in the development of these two different bulimic behaviors. Intervention efforts targeting the risk factors evident in this model may prove fruitful in the treatment of eating disorders characterized by binge eating and purging. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  12. School-Within-A-School (Hawaii Nui High) Hilo High School Report 1969-70.

    Science.gov (United States)

    Hawaii Univ., Honolulu. Social Welfare Development and Research Center.

    The second year of operation of Hilo High School's "School-Within-A-School" [SWS] program is evaluated in this paper. Planning, training, and program implementation are described in the document. The following are the results of the program: There was an improvement in attendance among project students when compared to their record in…

  13. A Culture of High Expectations: Teacher Leadership at Pritzker College Prep

    Science.gov (United States)

    Aspen Institute, 2014

    2014-01-01

    Relying on teachers as culture leaders is a solution embraced by many high-performing charter schools. This profile focuses on the design of the Grade Level Lead roles at Pritzker College Prep, a member of the Noble Network of Schools in Chicago. The successes of this school and network are well-documented: Of non-selective public high schools in…

  14. A Study on Technical High School Teachers' Views Concerning Corporal Punishment

    Science.gov (United States)

    Tas, Said

    2016-01-01

    Corporal punishment is defined as inflicting pain on body of someone who presents undesired behavior or does not present expected behavior. In the developed world, experiencing information society, corporal punishment is still in the agenda in educational system in Turkey. In this study, it was aimed to determine technical high school teachers'…

  15. Learning from High School Students' Lived Experiences of Reading E-Books and Printed Books

    Science.gov (United States)

    Evans, Ellen

    2017-01-01

    E-book sales are down nationwide, and younger readers are proving to be surprisingly persistent in their preference for printed books. Although 66% of schools nationwide offer e-books, adoption is growing at a slower than expected rate. This study takes a closer look at high school students' experiences as they read John Steinbeck's fictional…

  16. Journalism Beyond High School.

    Science.gov (United States)

    Turner, Sally

    2001-01-01

    Discusses the shift from high school journalism to college journalism for students. Describes the role of the high school journalism advisor in that process. Offers checklists for getting to know a college publication. Outlines ways high school journalism teachers can take advantage of journalism resources available at local colleges and…

  17. Mutual attitudes and expectations of teachers, school counselors and parents in the context of cooperation between the school and the home

    Directory of Open Access Journals (Sweden)

    Barbara Šteh

    2011-04-01

    Full Text Available In this paper we focus on the role of some factors of quality co-operation between the school and the home, particularly focusing on the role of attitudes and expectations of parents, teachers and counselling workers towards each other. The empirical research was carried out in the 2007/08 school year on a representative sample of primary school teachers together with primary and secondary school counsellors and parents of children who attended the third, fifth/sixth and ninth primary school grades in Slovenia. One of the main findings is that teachers, counsellors and parents doubt each other's competences, which is not a sound basis for quality mutual co-operation. Establishment of successful co-operation is based primarily on awareness that both parents and the school share responsibility for the child's development and socialization and that in this shared responsibility they meet as equal interlocutors who confer, through their varied areas of expertise, skills, experiences and sources of power, concerning goals and tasks of mutual co-operation, aimed at supporting and encouraging the child's comprehensive personal development.

  18. Promoting parent academic expectations predicts improved school outcomes for low-income children entering kindergarten.

    Science.gov (United States)

    Loughlin-Presnal, John E; Bierman, Karen L

    2017-06-01

    This study explored patterns of change in the REDI (Research-based Developmentally Informed) Parent program (REDI-P), designed to help parents support child learning at the transition into kindergarten. Participants were 200 prekindergarten children attending Head Start (55% European-American, 26% African American, 19% Latino, 56% male, M age =4.45years, SD=0.29) and their primary caregivers, who were randomized to a 16-session home-visiting intervention (REDI-P) or a control group. Extending beyond a prior study documenting intervention effects on parenting behaviors and child kindergarten outcomes, this study assessed the impact of REDI-P on parent academic expectations, and then explored the degree to which intervention gains in three areas of parenting (parent-child interactive reading, parent-child conversations, parent academic expectations) predicted child outcomes in kindergarten (controlling for baseline values and a set of child and family characteristics). Results showed that REDI-P promoted significant gains in parent academic expectations, which in turn mediated intervention gains in child emergent literacy skills and self-directed learning. Results suggest a need to attend to the beliefs parents hold about their child's academic potential, as well as their behavioral support for child learning, when designing interventions to enhance the school success of children in low-income families. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  19. Academic attainment and the high school science experiences among high-achieving African American males

    Science.gov (United States)

    Trice, Rodney Nathaniel

    This study examines the educational experiences of high achieving African American males. More specifically, it analyzes the influences on their successful navigation through high school science. Through a series of interviews, observations, questionnaires, science portfolios, and review of existing data the researcher attempted to obtain a deeper understanding of high achieving African American males and their limitations to academic attainment and high school science experiences. The investigation is limited to ten high achieving African American male science students at Woodcrest High School. Woodcrest is situated at the cross section of a suburban and rural community located in the southeastern section of the United States. Although this investigation involves African American males, all of whom are successful in school, its findings should not be generalized to this nor any other group of students. The research question that guided this study is: What are the limitations to academic attainment and the high school science experiences of high achieving African American males? The student participants expose how suspension and expulsion, special education placement, academic tracking, science instruction, and teacher expectation influence academic achievement. The role parents play, student self-concept, peer relationships, and student learning styles are also analyzed. The anthology of data rendered three overarching themes: (1) unequal access to education, (2) maintenance of unfair educational structures, and (3) authentic characterizations of African American males. Often the policies and practices set in place by school officials aid in creating hurdles to academic achievement. These policies and practices are often formed without meaningful consideration of the unintended consequences that may affect different student populations, particularly the most vulnerable. The findings from this study expose that high achieving African American males face major

  20. Career expectations and influences among dental students in Malaysia.

    Science.gov (United States)

    Che Musa, Muhd Firdaus; Bernabé, Eduardo; Gallagher, Jennifer E

    2016-08-01

    It is important to understand career expectations of emerging dental graduates if human resources are to be harnessed in support of oral health. The aims of this study were to explore students' career expectations and their perceived influences, and to examine variation according to student and school characteristics. All final-year students registered for 2013/2014 across 11 dental schools in Malaysia were invited to participate in a self-administered questionnaire (n = 530). The instrument explored short- and long-term career expectations, influences and students' background using a mix of open- and closed-ended questions. The chi-square test was used for comparison according to student and school characteristics. Three-hundred and fifty-six (83%) students, across eight schools, completed the questionnaire. In the short term, undertaking specialist training (46%) was the most commonly cited career goal, and achieving financial stability (79%) was the greatest influence. In the long term, 59% planned to specialise (with a significant difference found according to ethnic group), and 67% considered working full-time, with men significantly more likely to do so than women (P = 0.036). More Malay students (90%) ranked childcare commitments as an important influence on the number of sessions they planned to work per week compared with Chinese students (75%) and Others (74%; P = 0.001). Work-life balance (95%) and high income/financial security (95%) were the main influences on respondents' long-term goals. There was a high level of interest in specialisation and a desire to achieve financial stability and work-life balance in the group of dental students who responded to the survey. Long-term career expectations varied according to student but not according to school characteristics. © 2016 FDI World Dental Federation.

  1. Evaluating High School IT

    Science.gov (United States)

    Thompson, Brett A.

    2004-01-01

    Since its inception in 1997, Cisco's curriculum has entered thousands of high schools across the U.S. and around the world for two reasons: (1) Cisco has a large portion of the computer networking market, and thus has the resources for and interest in developing high school academies; and (2) high school curriculum development teams recognize the…

  2. Pedagogical Stances of High School ESL Teachers: "Huelgas" in High School ESL Classrooms

    Science.gov (United States)

    del Carmen Salazar, Maria

    2010-01-01

    This article presents a qualitative case study of the pedagogical stances of high school English as a Second Language (ESL) teachers, and the subsequent responses of resistance or conformity by their English Language Learners (ELLs). The participants include three high school ESL teachers and 60 high school ESL students of Mexican origin. Findings…

  3. Health-profession students’ teaching and learning expectations in Ugandan medical schools: pre- and postcommunity placement comparison

    Directory of Open Access Journals (Sweden)

    Wakida EK

    2015-12-01

    Full Text Available Edith K Wakida,1 Gad Ruzaaza,1 Kintu Muggaga,2 Peter Akera,3 Hussein Oria,4 Sarah Kiguli4 1Medical School, Mbarara University of Science and Technology, Mbarara, 2Medical School, Kampala International University, Kampala, 3Medical School, Gulu University, Gulu, 4Medical School, Makerere University Kampala, Kampala, Uganda Purpose: The benefits of community-based medical education for both students and teachers are becoming increasingly clear. However, there is paucity of information about the importance of incorporating students’ thoughts in the community-based education curriculum and the impact it has on their intentions to work in rural communities. The purpose of this study was to assess the teaching and learning expectations before and after placement of health-profession students going for community placement for the first time and make suggestions for improvement of the community-based programs. Methods: The study was a cross-sectional survey with both structured and unstructured questions. Participants were recruited from four medical schools in Uganda targeting 100% participation of health-profession students going for community placement in 2014. In total, 454 and 305 participants responded to self-administered questionnaires before and after community placement, respectively; and they were from different programs and years of study. Results: Students’ learning expectations before placement, in ranking were: community engagement, interpersonal skills, community diagnosis, clinical skills, lifestyle practices, and patient management. After placement, the order of ranking was: interpersonal skills, community engagement, community diagnosis, lifestyle practices, clinical skills, and patient management. Most of the students had prior rural exposure and expected to do community engagement. However, after community placement they indicated having developed interpersonal skills. The various health-profession students were able to

  4. Depressive Symptoms among Fourth Form Students in St. Kitts and Nevis High Schools

    Directory of Open Access Journals (Sweden)

    Gillian A. Lowe

    2009-01-01

    Full Text Available There has been limited research on depressive symptoms among high school students in St. Kitts and Nevis. This project examines levels of depressive symptoms among fourth form (grade 10 students attending all high schools in St. Kitts and Nevis. Students enrolled in the fourth form during the 2006/2007 academic year in all high schools were administered the Beck Depression Inventory II (BDI-II. A near census of the students was conducted (n = 744 students; 50.4% females, 47.6% males, and 2% no gender reported; age 13–19 years, mean = 15.5 ± 0.8 years. Six in every ten students (62.1% reported some symptoms of depression, with 14.8% reporting moderate to severe and 9.7% reporting severe symptoms of depression. Females reported significantly higher BDI-II scores (t(727 = 7.11, p < 0.01 with 70% of females reporting some level of depressive symptoms compared with 52% of their male counterparts (X2(1 = 24.6, p < 0.05. Additionally, 34% of females were in the moderate to severe or severe range of depressive symptoms, while 15% of males were in the same range. Students who were older than expected for their grade (i.e., 17 years or older reported significantly higher BDI-II scores (F(2,740 = 2.88, p < 0.05 than students who were younger or at the expected age (i.e., 14–16 years. Students whose mothers had a high school or postsecondary education reported significantly lower levels of depressive symptoms than students whose mothers had less than a high school education (F(3, 637, = 4.23, p < 0.05. Symptoms of depression among fourth form students in St. Kitts and Nevis are a prevalent problem that is influenced by students’ age, gender, and social class as indicated by maternal education.

  5. Case Studies of Leading Edge Small Urban High Schools. Relevance Strategic Designs: 8. High Tech High School

    Science.gov (United States)

    Shields, Regis Anne; Ireland, Nicole; City, Elizabeth; Derderian, Julie; Miles, Karen Hawley

    2008-01-01

    This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high…

  6. Early College High Schools

    Science.gov (United States)

    Dessoff, Alan

    2011-01-01

    For at-risk students who stand little chance of going to college, or even finishing high school, a growing number of districts have found a solution: Give them an early start in college while they still are in high school. The early college high school (ECHS) movement that began with funding from the Bill and Melinda Gates Foundation 10 years ago…

  7. Trends in Education-Specific Life Expectancy, Data Quality, and Shifting Education Distributions: A Note on Recent Research.

    Science.gov (United States)

    Hendi, Arun S

    2017-06-01

    Several recent articles have reported conflicting conclusions about educational differences in life expectancy, and this is partly due to the use of unreliable data subject to a numerator-denominator bias previously reported as ranging from 20 % to 40 %. This article presents estimates of life expectancy and lifespan variation by education in the United States using more reliable data from the National Health Interview Survey. Contrary to prior conclusions in the literature, I find that life expectancy increased or stagnated since 1990 among all education-race-sex groups except for non-Hispanic white women with less than a high school education; there has been a robust increase in life expectancy among white high school graduates and a smaller increase among black female high school graduates; lifespan variation did not increase appreciably among high school graduates; and lifespan variation plays a very limited role in explaining educational gradients in mortality. I also discuss the key role that educational expansion may play in driving future changes in mortality gradients. Because of shifting education distributions, within an education-specific synthetic cohort, older age groups are less negatively selected than younger age groups. We could thus expect a greater concentration of mortality at younger ages among people with a high school education or less, which would be reflected in increasing lifespan variability for this group. Future studies of educational gradients in mortality should use more reliable data and should be mindful of the effects of shifting education distributions.

  8. Participation in Summer School and High School Graduation in the Sun Valley High School District

    Science.gov (United States)

    Trujillo, Gabriel

    2012-01-01

    This study examines the effectiveness of a summer school credit recovery program in the Sun Valley High School District. Using logistic regression I assess the relationship between race, gender, course failure, school of origin and summer school participation for a sample of students that failed one or more classes in their first year of high…

  9. Expectation Returns and Households' Decision in the Schooling of Their Children in Khyber Pakhtunkhwa Pakistan

    Science.gov (United States)

    Khan, Shahzad; Lurhathaiopath, Puangkaew; Matsushita, Shusuke

    2017-01-01

    This study aims to study households' expectations for their children's academic performance in Khyber Pakhtunkhwa, Pakistan. Education has a significant role in increasing the productivity and income level of an individual in a society. Household education, income, distance from school, gender discrimination within household and cost of education…

  10. Post-School Visions and Expectations of Latino Students with Learning Disabilities, Their Parents, and Teachers

    Science.gov (United States)

    Keel, Joanna Mossmond; Cushing, Lisa Sharon; Awsumb, Jessica M.

    2018-01-01

    This study explored perspectives about the desired components of adult life for 12th-grade Latino students with learning disabilities, their parents, and special education teachers. Focus groups and individual interviews were used to understand the similarities and differences in post-school visions and expectations among participants. Five…

  11. Self-Presentation Strategies, Fear of Success and Anticipation of Future Success among University and High School Students

    Science.gov (United States)

    Kosakowska-Berezecka, Natasza; Jurek, Paweł; Besta, Tomasz; Badowska, Sylwia

    2017-01-01

    The backlash avoidance model (BAM) suggests women insufficiently self-promote because they fear backlash for behavior which is incongruent with traditional gender roles. Avoiding self-promoting behavior is also potentially related to associating success with negative consequences. In two studies we tested whether self-promotion and fear of success will be predictors of lower salaries and anticipation of lower chances of success in an exam. In study 1, prior to the exam they were about to take, we asked 234 students about their predictions concerning exam results and their future earnings. They also filled scales measuring their associations with success (fear of success) and tendency for self-promotion. The tested model proved that in comparison to men, women expect lower salaries in the future, anticipate lower test performance and associate success with more negative consequences. Both tendency for self-promotion and fear of success are related to anticipation of success in test performance and expectations concerning future earnings. In study 2 we repeated the procedure on a sample of younger female and male high school pupils (N = 100) to verify whether associating success with negative consequences and differences in self-promotion strategies are observable in a younger demographic. Our results show that girls and boys in high school do not differ with regard to fear of success, self-promotion or agency levels. Girls and boys anticipated to obtain similar results in math exam results, but girls expected to have higher results in language exams. Nevertheless, school pupils also differed regarding their future earnings but only in the short term. Fear of success and agency self-ratings were significant predictors of expectations concerning future earnings, but only among high school boys and with regard to earnings expected just after graduation. PMID:29163271

  12. Self-Presentation Strategies, Fear of Success and Anticipation of Future Success among University and High School Students.

    Science.gov (United States)

    Kosakowska-Berezecka, Natasza; Jurek, Paweł; Besta, Tomasz; Badowska, Sylwia

    2017-01-01

    The backlash avoidance model (BAM) suggests women insufficiently self-promote because they fear backlash for behavior which is incongruent with traditional gender roles. Avoiding self-promoting behavior is also potentially related to associating success with negative consequences. In two studies we tested whether self-promotion and fear of success will be predictors of lower salaries and anticipation of lower chances of success in an exam. In study 1, prior to the exam they were about to take, we asked 234 students about their predictions concerning exam results and their future earnings. They also filled scales measuring their associations with success (fear of success) and tendency for self-promotion. The tested model proved that in comparison to men, women expect lower salaries in the future, anticipate lower test performance and associate success with more negative consequences. Both tendency for self-promotion and fear of success are related to anticipation of success in test performance and expectations concerning future earnings. In study 2 we repeated the procedure on a sample of younger female and male high school pupils ( N = 100) to verify whether associating success with negative consequences and differences in self-promotion strategies are observable in a younger demographic. Our results show that girls and boys in high school do not differ with regard to fear of success, self-promotion or agency levels. Girls and boys anticipated to obtain similar results in math exam results, but girls expected to have higher results in language exams. Nevertheless, school pupils also differed regarding their future earnings but only in the short term. Fear of success and agency self-ratings were significant predictors of expectations concerning future earnings, but only among high school boys and with regard to earnings expected just after graduation.

  13. Self-Presentation Strategies, Fear of Success and Anticipation of Future Success among University and High School Students

    Directory of Open Access Journals (Sweden)

    Natasza Kosakowska-Berezecka

    2017-10-01

    Full Text Available The backlash avoidance model (BAM suggests women insufficiently self-promote because they fear backlash for behavior which is incongruent with traditional gender roles. Avoiding self-promoting behavior is also potentially related to associating success with negative consequences. In two studies we tested whether self-promotion and fear of success will be predictors of lower salaries and anticipation of lower chances of success in an exam. In study 1, prior to the exam they were about to take, we asked 234 students about their predictions concerning exam results and their future earnings. They also filled scales measuring their associations with success (fear of success and tendency for self-promotion. The tested model proved that in comparison to men, women expect lower salaries in the future, anticipate lower test performance and associate success with more negative consequences. Both tendency for self-promotion and fear of success are related to anticipation of success in test performance and expectations concerning future earnings. In study 2 we repeated the procedure on a sample of younger female and male high school pupils (N = 100 to verify whether associating success with negative consequences and differences in self-promotion strategies are observable in a younger demographic. Our results show that girls and boys in high school do not differ with regard to fear of success, self-promotion or agency levels. Girls and boys anticipated to obtain similar results in math exam results, but girls expected to have higher results in language exams. Nevertheless, school pupils also differed regarding their future earnings but only in the short term. Fear of success and agency self-ratings were significant predictors of expectations concerning future earnings, but only among high school boys and with regard to earnings expected just after graduation.

  14. A Practical Measure of Student Motivation: Establishing Validity Evidence for the Expectancy-Value-Cost Scale in Middle School

    Science.gov (United States)

    Kosovich, Jeff J.; Hulleman, Chris S.; Barron, Kenneth E.; Getty, Steve

    2015-01-01

    We present validity evidence for the Expectancy-Value-Cost (EVC) Scale of student motivation. Using a brief, 10-item scale, we measured middle school students' expectancy, value, and cost for their math and science classes in the Fall and Winter of the same academic year. Confirmatory factor analyses supported the three-factor structure of the EVC…

  15. Association of parental self-esteem and expectations with adolescents' anxiety about career and education.

    Science.gov (United States)

    Salimi, Seyed-Hossein; Mirzamani, Seyed-Mahmoud; Shahiri-Tabarestani, Mostafa

    2005-06-01

    The views of students in their last year of high school on the effects of parental expectations on students' anxiety about education and a career were studied with 214 boys and girls from six single-sex high schools. Participants were asked to reply to two questionnaires, the Educational and Career Anxiety Questionnaire and the Parent's Self-esteem and Expectancy Questionnaire as well as to respond to a personal informational form. Analysis yielded negative significance for relations between parental self-esteem and expectations and students' anxiety about education and career. Moreover, the study showed that adolescent girls had significantly higher self-esteem than boys. In addition, comparing adolescents' views by their fathers' education showed that fathers with high education were more likely to have children with high parental self-esteem and rational expectations and lower anxiety about education and careers than those whose fathers had only primary education.

  16. Concussion Knowledge and Reporting Behavior Differences Between High School Athletes at Urban and Suburban High Schools.

    Science.gov (United States)

    Wallace, Jessica; Covassin, Tracey; Nogle, Sally; Gould, Daniel; Kovan, Jeffrey

    2017-09-01

    We determined differences in knowledge of concussion and reporting behaviors of high school athletes attending urban and suburban high schools, and whether a relationship exists between underreporting and access to an athletic trainer in urban schools. High school athletes (N = 715) from 14 high schools completed a validated knowledge of concussion survey consisting of 83 questions. The independent variable was school type (urban/suburban). We examined the proportion of athletes who correctly identified signs and symptoms of concussion, knowledge of concussion and reasons why high school athletes would not disclose a potential concussive injury across school classification. Data were analyzed using descriptive, non-parametric, and inferential statistics. Athletes attending urban schools have less concussion knowledge than athletes attending suburban schools (p urban schools without an athletic trainer have less knowledge than urban athletes at schools with an athletic trainer (p urban schools and 10 reasons for not reporting. Concussion education efforts cannot be homogeneous in all communities. Education interventions must reflect the needs of each community. © 2017, American School Health Association.

  17. Aligning High School and College Instruction: Preparing Students for Success in College Level Mathematics

    Science.gov (United States)

    Alexander, Julie

    2013-01-01

    Across the United States, students are entering college with a need for improvement in basic mathematics and communication skills. In 2008, the Florida Legislature passed Senate Bill 1908 which changed the expectations for the senior year of high school for many students. Students who score within certain levels on the mandatory high school…

  18. Rural Dilemmas in School-to-Work Transition: Low Skill Jobs, High Social Demands.

    Science.gov (United States)

    Danzig, Arnold

    1996-01-01

    Thirty-three employers in rural Arizona were interviewed concerning employer expectations, workplace opportunities, authority patterns, rewards, and social interaction at work regarding entry level workers directly out of high school. Available work was low skill with few rewards, yet demanded strong social skills and work ethic. Discusses…

  19. Fixing High Schools

    Science.gov (United States)

    Perkins-Gough, Deborah

    2005-01-01

    Reports from national education organizations in the US indicate the sorry state of high schools in the country that are accused of failing to adequately prepare their graduates for college or for the workforce, highlighting what is a serious problem in light of the troubled state of the US economy. The need to improve high schools is urgent and…

  20. An analysis of curriculum implementation on high schools in Yogyakarta

    Science.gov (United States)

    Febriana, Beta Wulan; Arlianty, Widinda Normalia; Diniaty, Artina; Fauzi'ah, Lina

    2017-12-01

    This study aims to find out how the implementation of the curriculum at three schools in Yogyakarta. The selection of these three schools is based on the use of different curriculum in each school. The analysis was done by distributing questionnaire analysis of eight national education standards (NES). The purpose of this questionnaire is to find out how the curriculum implemented in the schools. In addition, to find out whether or not the implementation was done in accordance with the expectations of the curriculum. The questionnaire distributed in the form of indicators on each NES. These indicators include, Content Standards, Process Standards, Graduates Competency Standards, Teacher and Education Staff Standards, Facility and Infrastructure Standards, Management Standards, Financing Standards and Assessment Standards. Results of the observation indicate that there is a discrepancy between the expectations and the reality of the three schools observed.

  1. Comparison of physical activities of female football players in junior high school and high school.

    Science.gov (United States)

    Inoue, Yuri; Otani, Yoshitaka; Takemasa, Seiichi

    2017-08-01

    [Purpose] This study aimed to compare physical activities between junior high school and high school female football players in order to explain the factors that predispose to a higher incidence of sports injuries in high school female football players. [Subjects and Methods] Twenty-nine female football players participated. Finger floor distance, the center of pressure during single limb stance with eyes open and closed, the 40-m linear sprint time, hip abduction and extension muscle strength and isokinetic knee flexion and extension peak torque were measured. The modified Star Excursion Balance Test, the three-steps bounding test and three-steps hopping tests, agility test 1 (Step 50), agility test 2 (Forward run), curl-up test for 30 seconds and the Yo-Yo intermittent recovery test were performed. [Results] The high school group was only significantly faster than the junior high school group in the 40-m linear sprint time and in the agility tests. The distance of the bounding test in the high school group was longer than that in the junior high school group. [Conclusion] Agility and speed increase with growth; however, muscle strength and balance do not develop alongside. This unbalanced development may cause a higher incidence of sports injuries in high school football players.

  2. A Novel for High School Seniors: Hal Borland's "When the Legends Die."

    Science.gov (United States)

    Adkins, Carl A.

    1968-01-01

    Hal Borland's "When the Legends Die" is especially appropriate for high school seniors because its central problem--a Ute Indian boy's search for his identity and expected role in society--is exactly that faced by these students. The novel is divided into four sections, each concerned with a specific stage in the development of the…

  3. Tablets in Education: Outcome Expectancy and Anxiety of Middle School Students

    Science.gov (United States)

    Gorhan, Meryem Fulya; Oncu, Semiral; Senturk, Aysan

    2014-01-01

    It is planned that every student in all primary, middle, and high schools (public schools) under the administration of the Turkish Ministry of National Education receive a tablet through the FATIH Project. Research shows that many teachers hold reservations toward students using tablets for educational purposes. The purpose of this study is to…

  4. Is High-Stakes Testing Harming Lower Socioeconomic Status Schools?

    Science.gov (United States)

    Cunningham, William G.; Sanzo, Tiffany D.

    2002-01-01

    A strong relationship is shown between students' state assessment test pass rates and students' socioeconomic status (SES). State sanctions based on assessment scores can affect graduation, student diplomas, school accreditation, school funding, teacher rewards and promotion, paperwork requirements, regulations, work expectations, improvement…

  5. A Parent Guide for the Misbehaving High School Student.

    Science.gov (United States)

    Hall, J. Phil

    1982-01-01

    Explores factors that may help parents understand and correct their adolescent's misbehavior in school. Discusses the communication process and the need to delineate clear expectations. Suggests the use of logical consequences for changing behavior. Reviews principles of behaviorism and discusses the parent-school relationship. (RC)

  6. A Path Model of Smoking Behaviour among Senior High School Students in Taiwan

    Science.gov (United States)

    Chen, Yi-Chun; Huang, Hui-Wen; Cheng, Chung-Ping; Hsieh, Hsin-Chin; Huang, Chih-Ling

    2016-01-01

    Objective: The purpose of this study was to explore the ways in which social smoking expectations mediate the relationship between adolescent smoking behaviour and the smoking behaviour of family and peers. Design: Descriptive, cross-sectional survey. Setting: Taiwan, Republic of China. Method: The participants were 921 senior high school students…

  7. The Relationship between High School Math Courses, High School GPA, and Retention of Honors Scholarships

    Science.gov (United States)

    Megert, Diann Ackerman

    2005-01-01

    This research examined the high school transcripts of honors scholarship recipients to identify a better criterion for awarding scholarships than high school grade point average (GPA) alone. Specifically, this study compared the honors scholarship retention rate when the scholarship was awarded based on completed advanced high school math classes…

  8. Unequal Expectations

    DEFF Research Database (Denmark)

    Karlson, Kristian Bernt

    the role of causal inference in social science; and it discusses the potential of the findings of the dissertation to inform educational policy. In Chapters II and III, constituting the substantive contribution of the dissertation, I examine the process through which students form expectations...... of the relation between the self and educational prospects; evaluations that are socially bounded in that students take their family's social position into consideration when forming their educational expectations. One important consequence of this learning process is that equally talented students tend to make...... for their educational futures. Focusing on the causes rather than the consequences of educational expectations, I argue that students shape their expectations in response to the signals about their academic performance they receive from institutionalized performance indicators in schools. Chapter II considers...

  9. Switching Schools: Reconsidering the Relationship Between School Mobility and High School Dropout

    Science.gov (United States)

    Gasper, Joseph; DeLuca, Stefanie; Estacion, Angela

    2014-01-01

    Youth who switch schools are more likely to demonstrate a wide array of negative behavioral and educational outcomes, including dropping out of high school. However, whether switching schools actually puts youth at risk for dropout is uncertain, since youth who switch schools are similar to dropouts in their levels of prior school achievement and engagement, which suggests that switching schools may be part of the same long-term developmental process of disengagement that leads to dropping out. Using data from the National Longitudinal Survey of Youth 1997, this study uses propensity score matching to pair youth who switched high schools with similar youth who stayed in the same school. We find that while over half the association between switching schools and dropout is explained by observed characteristics prior to 9th grade, switching schools is still associated with dropout. Moreover, the relationship between switching schools and dropout varies depending on a youth's propensity for switching schools. PMID:25554706

  10. A Study of School Size among Alabama’s Public High Schools

    Directory of Open Access Journals (Sweden)

    Ronald A. Lindahl

    2012-01-01

    Full Text Available The purpose of this study was to examine the relationship between the size of Alabama’s public high schools, selected school quality and financial indicators, and their students’ performance on standardized exams. When the socioeconomic level of the student bodies is held constant, the size of high schools in Alabama has relatively little relationship with 11th grade student (both regular and special education performance on the reading and math portions of the Alabama High School Graduation Exam (AHSGE. High schools’ average daily attendance rates and pupil-to-computer (and computer with Internet connections ratios do not vary in accordance with school size. Higher percentages of highly qualified teachers are found in Alabama’s largest high schools. There was very little difference in the percentage of teachers with a master’s degree or above across school size categories. Very little difference exists across size categories in regard to mean expenditures per pupil (range = $7,322 to $7,829. However, districts of the large high schools exert over twice the effort of those with small high schools (3.2 mills to 1.5 mills and approximately 50 percent greater local effort than the districts of the medium-size high schools.

  11. Principals' Leadership in Mexican Upper High Schools: The Paradoxes between Rules and Practices

    Science.gov (United States)

    Santizo Rodall, Claudia A.; Ortega Salazar, Sylvia B.

    2018-01-01

    This article discusses the type of organization and leadership that underlies a competency-based management rule established in Mexico (2008) applicable to principals in public upper high schools. This rule, identified as the 449 Agreement, describes competencies and communicates expected behavior. Implementation, however, is mediated by the…

  12. Educational Expectations, Parental Social Class, Gender, and Postsecondary Attainment

    DEFF Research Database (Denmark)

    Lesley, Andres; Adamuti-Trache, Maria; Yoon, Ee-Seul

    2007-01-01

    1, 5, and 10 years after graduation to examine the extent to which educational expectations change over time in relation to parental socioeconomic status and eventual postsecondary attainment. Using the method of correspondence analysis, they demonstrate that graduates leave high school with educ...

  13. At-risk high school seniors: Science remediation for Georgia's High School Graduation Test

    Science.gov (United States)

    Carroll, Carolyn M.

    State departments of education have created a system of accountability for the academic achievement of students under the mandate of the No Child Left Behind Act of 2001. The Georgia Department of Education established the Georgia High School Graduation Test (GHSGT) as their method of evaluating the academic achievement of high school students. The GHSGT consist of five sections and students must pass all five sections before students they are eligible to receive a diploma. The purpose of the study was to examine the effects of teacher-lead and computer based remediation for a group of high school seniors who have been unsuccessful in passing the science portion of the GHSGT. The objectives of this study include (a) Identify the most effective method of remediation for at-risk students on the science section of the GHSGT, and (b) evaluate the methods of remediation for at-risk students on the science section of GHSGT available to high school students. The participants of this study were at-risk seniors enrolled in one high school during the 2007-2008 school year. The findings of this research study indicated that at-risk students who participated in both types of remediation, teacher-led and computer-based, scored significantly higher than the computer-based remediation group alone. There was no significant relationship between the test scores and the number of times the students were tested.

  14. School Start Times for Middle School and High School Students - United States, 2011-12 School Year.

    Science.gov (United States)

    Wheaton, Anne G; Ferro, Gabrielle A; Croft, Janet B

    2015-08-07

    Adolescents who do not get enough sleep are more likely to be overweight; not engage in daily physical activity; suffer from depressive symptoms; engage in unhealthy risk behaviors such as drinking, smoking tobacco, and using illicit drugs; and perform poorly in school. However, insufficient sleep is common among high school students, with less than one third of U.S. high school students sleeping at least 8 hours on school nights. In a policy statement published in 2014, the American Academy of Pediatrics (AAP) urged middle and high schools to modify start times as a means to enable students to get adequate sleep and improve their health, safety, academic performance, and quality of life. AAP recommended that "middle and high schools should aim for a starting time of no earlier than 8:30 a.m.". To assess state-specific distributions of public middle and high school start times and establish a pre-recommendation baseline, CDC and the U.S. Department of Education analyzed data from the 2011-12 Schools and Staffing Survey (SASS). Among an estimated 39,700 public middle, high, and combined schools* in the United States, the average start time was 8:03 a.m. Overall, only 17.7% of these public schools started school at 8:30 a.m. or later. The percentage of schools with 8:30 a.m. or later start times varied greatly by state, ranging from 0% in Hawaii, Mississippi, and Wyoming to more than three quarters of schools in Alaska (76.8%) and North Dakota (78.5%). A school system start time policy of 8:30 a.m. or later provides teenage students the opportunity to achieve the 8.5-9.5 hours of sleep recommended by AAP and the 8-10 hours recommended by the National Sleep Foundation.

  15. Parent and teen agreement on driving expectations prior to teen licensure.

    Science.gov (United States)

    Hamann, Cara J; Ramirez, Marizen; Yang, Jingzhen; Chande, Vidya; Peek-Asa, Corinne

    2014-01-01

    To examine pre-licensure agreement on driving expectations and predictors of teen driving expectations among parent-teen dyads. Cross-sectional survey of 163 parent-teen dyads. Descriptive statistics, weighted Kappa coefficients, and linear regression were used to examine expectations about post-licensure teen driving. Teens reported high pre-licensure unsupervised driving (N = 79, 48.5%) and regular access to a car (N = 130, 81.8%). Parents and teens had low agreement on teen driving expectations (eg, after dark, κw = 0.23). Each time teens currently drove to/from school, their expectation of driving in risky conditions post-licensure increased (β = 0.21, p = .02). Pre-licensure improvement of parent-teen agreement on driving expectations are needed to have the greatest impact on preventing teens from driving in high risk conditions.

  16. Leaving School and Its Outcomes on Health-related Fitness Among Drop-out Algerian High School Students

    Directory of Open Access Journals (Sweden)

    Mohammed Zerf

    2018-04-01

    Full Text Available Purpose. Schools are ideal venues for the implementation of healthy behaviors allied to the levels of physical activities as the physical and mental health correlate to psychosocial well-being of scholars. Whereas, this advantage is not reliable with dropout students. Support through psychological studies via time structure unconnected to self-efficacy relative to self-physical activity motivation among this social class, especially with the economic crisis as challenges imposed for Algerian society, concerning the high unemployment rates in line with high school dropouts. Method. This controlled study tested 104 high-school Male adolescent students aged around 17 years for academic years 2015–2016 and those under 18 years for academic years 2016–2017. Built on the ALPHA-Fitness test battery accompanied by questionnaire relevant to their physical and social time for both years. Results. Based on the design, the tests practised and the statistical processes applied within the search limitation, the results support, on one hand, the benefits of school venue as an ideal implementation of health and levels of physical activities and well-being among our scholars, and on the other, we confirmed the leaving school as a negative time trend via dropout students, poorly correlate with times physically and socially inactive. This study inspected that inactive lifestyle relate to body image disorders and disturbances concomitant to energy-expending relative to missing recreational time and sporting endeavours. Conclusions. Leaving school in the Algerian communities is a stress-related biological pathway that links physical disorders and depression virtual to social time structure proceeded to manage the relevant tasks, goals and objectives. Indicated in similar as best when individuals are clear about what it is they are expected to achieve.

  17. School connectedness and high school graduation among maltreated youth.

    Science.gov (United States)

    Lemkin, Allison; Kistin, Caroline J; Cabral, Howard J; Aschengrau, Ann; Bair-Merritt, Megan

    2018-01-01

    Maltreated youth have higher rates of school dropout than their non-maltreated peers. School connectedness is a modifiable predictor of school success. We hypothesized maltreated youth's school connectedness (supportive relationships with adults at school and participation in school clubs) would be positively associated with high school graduation. We included youth with at least one Child Protective Services (CPS) report by age twelve from Longitudinal Studies of Child Abuse and Neglect, a prospective cohort study. Participation in extracurricular activities and adult relationships reported at age 16, high school graduation/General Education Development (GED) status reported at age 18, and demographics were provided by youth and caregivers. Maltreatment data were coded from CPS records. The outcome was graduation/receipt of GED. Multivariable logistic regressions examined the association between school connectedness and graduation/receipt of GED, controlling for confounders. In our sample of 318 maltreated youth, 73.3% graduated. School club was the only activity with a statistically significant association with graduation in bivariate analysis. Having supportive relationships with an adult at school was not significantly associated with graduation, though only 10.7% of youth reported this relationship. Maltreated youth who participated in school clubs had 2.54 times the odds of graduating, adjusted for study site, gender, poverty status, caregiver high school graduation status, and age at first CPS report (95% CI: [1.02, 6.33]). Few maltreated youth reported relationships with adults at school, and additional efforts may be needed to support these vulnerable youth. School club participation may represent an opportunity to modify maltreated youth's risk for school dropout. Copyright © 2017 Elsevier Ltd. All rights reserved.

  18. Parental Support and High School Students' Motivation in Biology, Chemistry, and Physics: Understanding Differences among Latino and Caucasian Boys and Girls

    Science.gov (United States)

    Simpkins, Sandra D.; Price, Chara D.; Garcia, Krystal

    2015-01-01

    Individuals are at an increased risk to drop out of the STEM pipeline if they are female or Latino, and during certain periods including high school. Families are a potential untapped resource of support for high school students. Based on the expectancy-value model, we examined if a variety of parental behaviors predicted students' ability…

  19. Evaluation Of Career Guidance Program In Vocational High School

    Directory of Open Access Journals (Sweden)

    Martaningsih Sri Tutur

    2018-01-01

    This review of career guidance program evaluation is conducted qualitatively through surveys, interviews and leiterature studies to provide an overview of evaluation program and its relevance to the necessity. Understanding the quality, weaknesses, obstacles to service implementation, and potential utilization are expected to improve career guidance effectiveness services in vocational high school. An evaluation on the overall career guidance program, will provide feedback for ongoing improvement. Various evaluation models are available, it needs to be selected about the relevance to the career counseling program characteristics, so that evaluation feedback is more optimal.

  20. Social Cognitive Theory and Physical Activity Among Korean Male High-School Students.

    Science.gov (United States)

    Lee, Chung Gun; Park, Seiyeong; Lee, Seung Hwan; Kim, Hyunwoo; Park, Ji-Won

    2018-02-01

    The most critical step in developing and implementing effective physical activity interventions is to understand the determinants and correlates of physical activity, and it is strongly suggested that such effort should be based on theories. The purpose of this study is to test the direct, indirect, and total effect of social cognitive theory constructs on physical activity among Korean male high-school students. Three-hundred and forty-one 10th-grade male students were recruited from a private single-sex high school located in Seoul, South Korea. Structural equation modeling was used to test the expected relationships among the latent variables. The proposed model accounted for 42% of the variance in physical activity. Self-efficacy had the strongest total effect on physical activity. Self-efficacy for being physically active was positively associated with physical activity ( p social cognitive theory is a useful framework to understand physical activity among Korean male adolescents. Physical activity interventions targeting Korean male high-school students should focus on the major sources of efficacy.

  1. Patient's expectation and perception for preorthodontic treatment consultation: A study in a dental school

    Directory of Open Access Journals (Sweden)

    Supanee Suntornlohanakul

    2018-01-01

    Full Text Available Objectives: The aim of the study is to explore the desired expectation (DE, adequate expectation (AE, zone of tolerance (ZoT, and perceived level (PL from the patients attending a preorthodontic treatment consultation at Orthodontic Clinic, Dental School, Prince of Songkla University, Thailand. Materials and Methods: A total of 170 patients aged 15 years and older were asked to express their DE and AE before the consultation and to give their PL after the consultation. Two sets of questionnaires were used in this study. The first set was designed to gain data regarding general information and the measured level of expectation. The second set was used to measure the PL of patients after the preorthodontic consultation. Both questionnaires contained four dimensions of the service: Dentist's courtesy, dentist's care and examination, dentist's communication, and convenience of the services. Results: The communication dimension especially information regarding the orthodontic treatment need got rather low PL compared to others. Conclusion: The information regarding the orthodontic treatment need was the main item that patients need to receive in the consultation.

  2. Preventing the link between SES and high-risk behaviors: "value-added" education, drug use and delinquency in high-risk, urban schools.

    Science.gov (United States)

    Tobler, Amy L; Komro, Kelli A; Dabroski, Alexis; Aveyard, Paul; Markham, Wolfgang A

    2011-06-01

    We examined whether schools achieving better than expected educational outcomes for their students influence the risk of drug use and delinquency among urban, racial/ethnic minority youth. Adolescents (n = 2,621), who were primarily African American and Hispanic and enrolled in Chicago public schools (n = 61), completed surveys in 6th (aged 12) and 8th (aged 14) grades. Value-added education was derived from standardized residuals of regression equations predicting school-level academic achievement and attendance from students' sociodemographic profiles and defined as having higher academic achievement and attendance than that expected given the sociodemographic profile of the schools' student composition. Multilevel logistic regression estimated the effects of value-added education on students' drug use and delinquency. After considering initial risk behavior, value-added education was associated with lower incidence of alcohol, cigarette and marijuana use; stealing; and participating in a group-against-group fight. Significant beneficial effects of value-added education remained for cigarette and marijuana use, stealing and participating in a group-against-group fight after adjustment for individual- and school-level covariates. Alcohol use (past month and heavy episodic) showed marginally significant trends in the hypothesized direction after these adjustments. Inner-city schools may break the links between social disadvantage, drug use and delinquency. Identifying the processes related to value-added education in order to improve school environments is warranted given the high costs associated with individual-level interventions.

  3. Hmong Parental Involvement and Support: A Comparison Between Families of High and Low Achieving High School Seniors

    Directory of Open Access Journals (Sweden)

    Katherine Green

    2009-01-01

    Full Text Available The Hmong are some of the newest refugees who have settled in the United States with population estimates around 300,000. Unfortunately research has shown many Hmong children are not as successful in their education as their peers. Parental involvement in education has consistently been shown to impact academic success and attendance in higher education programs. Little is known about Hmong parental involvement in their children’s education process. Therefore, this study was done to compare and contrast the general family characteristics, parenting methods, parental involvement philosophies, parental involvement experiences, and parental education expectations in Hmong families of high school seniors classified as either high academic achievers or low achievers. Students were classified into either higher or lower academic achievement groups based on their high school cumulative GPA. Five students were randomly selected for each group and a qualitative research interview method was used to interview the students and both of their parents (n=30. The findings showed the parents of the higher academic achieving students were younger, had higher levels of education, and had better relationships and trust with the students. Parents from both groups did not have any written rules for their children to follow at home, they mainly became involved in their children’s education during the elementary and middle school years, and they did not have any specific preference of an educational level, career, or school for their children after high school. Recommendations for ways Hmong families can be encouraged to participate more in education are made.

  4. Accounting Education Area Student Evaluation of Motivation and Expectations Çanakkale Onsekiz Mart University Vocational School Due to an Application

    Directory of Open Access Journals (Sweden)

    Metin ATMACA

    2014-06-01

    Full Text Available The aim of our study was to considering these issues Çanakkale Onsekiz Mart University accounting and tax applications, depending on what part of higher vocational schools of higher education students to measure expectations and motivations. Population of the study consists of 807 students in accounting and tax application departments of 7 vocational schools of Çanakkale Onsekiz Mart University. In our study, 723studentswere reached, as a means of data collection questionnaire. In the first part of the survey questions related to demographic variables found to the accounting section of the second part, students’ reasons for choosing, there are judgments to measure their expectations and motivations. According to the results, the motivation to adopt means of accounting education, accounting, education, expectations, reasons for choosing accounting and accounting education is part of the point of view of the factors is a linear correlation.

  5. Timetabling at High Schools

    DEFF Research Database (Denmark)

    Sørensen, Matias

    on the publicly available XHSTT format for modeling instances and solutions of the HSTP) and the Danish High School Timetabling Problem (DHSTP). For both problems a complex Mixed-Integer Programming (MIP) model is developed, and in both cases are empirical tests performed on a large number of real-life datasets......High school institutions face a number of important planning problems during each schoolyear. This Ph.D. thesis considers two of these planning problems: The High School Timetabling Problem (HSTP) and the Consultation Timetabling Problem (CTP). Furthermore a framework for handling various planning....... The second part contains the main scienti_c papers composed during the Ph.D. study. The third part of the thesis also contains scienti_c papers, but these are included as an appendix. In the HSTP, the goal is to obtain a timetable for the forthcoming school-year. A timetable consists of lectures scheduled...

  6. Profiles of classroom behavior in high schools: associations with teacher behavior management strategies and classroom composition.

    Science.gov (United States)

    Pas, Elise T; Cash, Anne H; O'Brennan, Lindsey; Debnam, Katrina J; Bradshaw, Catherine P

    2015-04-01

    Although there has been considerable attention to the issue of classroom management and processes in educational reform models, there has been relatively limited research on these factors in high schools. The current study utilized observational data from 1262 classrooms in 52 high schools to examine teacher classroom management strategies and ratings of student compliance, engagement, and social disruption. Latent profile analysis (LPA) was conducted to examine specific patterns of classroom-wide student behavior in relation to teachers' use of classroom management strategies and classroom composition. The LPA revealed three distinct classroom behavioral profiles where students consistently met behavioral expectations (71%), inconsistently met expectations (23%), and were noncompliant (6%). Analyses indicated a functional association between patterns of student behavior and teachers' classroom management. In classrooms where students consistently met expectations, teachers provided more opportunities to respond and less disapproval and reactive behavioral management. Classrooms with noncompliant students had teachers who used the most disapproval and reactive behavior management. In addition, classrooms characterized as consistent had fewer males and more White students than classrooms characterized by inconsistent and noncompliant behaviors. These findings highlight the link between student patterns of behavior and teacher classroom management and have important implications for screening and professional development. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  7. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    1999-09-01

    Secondary School Feature Articles * Authentic Research within the Grasp of High School Students, by Annis Hapkiewicz, p 1212 * JCE Classroom Activity #19: Blueprint Photography by the Cyanotype Process, by Glen D. Lawrence and Stuart Fishelson, p 1216A Author Recognition A new program has been instituted to recognize high school teachers who are authors or coauthors of manuscripts published in the Journal. In May, letters were sent to teachers who wrote articles published in JCE beginning with Volume 74 (1997). If you were an author, you should have received a letter from us in late May or early June stating that your high school principal has been sent a Certificate of High School Author Recognition to be presented to you at a suitable occasion. Because the letters were sent late in the school year, you may not see the certificate until fall, or you may not receive your letter until then if we had only your school address. If you have authored or coauthored an article published in JCE and did not receive a letter, please contact me using the information about the Secondary School Chemistry Editor appearing on the Information Page in this issue. Syllabus Swap In the August issue, this column contained an invitation to exchange high school syllabi. The day after my copy of the August issue arrived, I received an email from a teacher indicating an interest in participating in an exchange. If you are interested, check the August "Especially for High School Chemistry Teachers" column for a brief discussion of the informal exchange program, or contact me. Research Conducted by High School Students In his June 1999 editorial "Learning Is a Do-It-Yourself Activity", p 725, John Moore wrote about the need to engage students actively in the learning process. As I have mentioned in this column previously, research conducted by students is one means of accomplishing this goal. In this issue, p 1212, Annis Hapkiewicz explains how she has drawn her Okemos [Michigan] High School

  8. The Role of Educational Aspirations and Expectations in the Discontinuity of Intergenerational Low-Income Status

    Science.gov (United States)

    Lee, Jungeun Olivia; Hill,, Karl G.; Hawkins, J. David

    2012-01-01

    This study investigated one potential mechanism mediating continuity and discontinuity in low-income status across generations: children's educational aspirations and expectations. Data were drawn from a community sample of 808 participants who were followed from age 10 to 30. Four trajectory groups of children's educational aspirations and expectations were identified from ages 10 to 18 (grades five through 12): “stable-high” group, “stable-low” group, “increaser” group, and “decreaser” group. Among participants from low-income families, those in the stable-high group and the increaser group were equally likely to graduate from high school. High school graduation was positively associated with level of total household income at age 30. Findings suggest that social work efforts that support the development of high educational aspirations and expectations in children might serve to reduce the intergenerational continuity of low-income status. PMID:24385713

  9. Inspiring science achievement: a mixed methods examination of the practices and characteristics of successful science programs in diverse high schools

    Science.gov (United States)

    Scogin, Stephen C.; Cavlazoglu, Baki; LeBlanc, Jennifer; Stuessy, Carol L.

    2017-08-01

    While the achievement gap in science exists in the US, research associated with our investigation reveals some high school science programs serving diverse student bodies are successfully closing the gap. Using a mixed methods approach, we identified and investigated ten high schools in a large Southwestern state that fit the definition of "highly successful, highly diverse". By conducting interviews with science liaisons associated with each school and reviewing the literature, we developed a rubric identifying specific characteristics associated with successful science programs. These characteristics and practices included setting high expectations for students, providing extensive teacher support for student learning, and utilizing student-centered pedagogy. We used the rubric to assess the successful high school science programs and compare them to other high school science programs in the state (i.e., less successful and less diverse high school science programs). Highly successful, highly diverse schools were very different in their approach to science education when compared to the other programs. The findings from this study will help schools with diverse students to strengthen hiring practices, enhance teacher support mechanisms, and develop student-focused strategies in the classroom that increase science achievement.

  10. A Case Study of a Highly Effective, Inclusive Elementary School

    Science.gov (United States)

    McLeskey, James; Waldron, Nancy L.; Redd, Lacy

    2014-01-01

    Current federal legislation holds schools accountable for ensuring that all students, including those with disabilities, make adequate yearly progress on academic achievement measures, while also including students with disabilities in general education settings whenever possible. Schools are thus expected to be both excellent and equitable in…

  11. Carpet Aids Learning in High Performance Schools

    Science.gov (United States)

    Hurd, Frank

    2009-01-01

    The Healthy and High Performance Schools Act of 2002 has set specific federal guidelines for school design, and developed a federal/state partnership program to assist local districts in their school planning. According to the Collaborative for High Performance Schools (CHPS), high-performance schools are, among other things, healthy, comfortable,…

  12. School lunch and snacking patterns among high school students: Associations with school food environment and policies

    Directory of Open Access Journals (Sweden)

    Story Mary

    2005-10-01

    Full Text Available Abstract Objectives This study examined associations between high school students' lunch patterns and vending machine purchases and the school food environment and policies. Methods A randomly selected sample of 1088 high school students from 20 schools completed surveys about their lunch practices and vending machine purchases. School food policies were assessed by principal and food director surveys. The number of vending machines and their hours of operation were assessed by trained research staff. Results Students at schools with open campus policies during lunchtime were significantly more likely to eat lunch at a fast food restaurant than students at schools with closed campus policies (0.7 days/week vs. 0.2 days/week, p Conclusion School food policies that decrease access to foods high in fats and sugars are associated with less frequent purchase of these items in school among high school students. Schools should examine their food-related policies and decrease access to foods that are low in nutrients and high in fats and sugars.

  13. High-Performance Schools: Affordable Green Design for K-12 Schools; Preprint

    Energy Technology Data Exchange (ETDEWEB)

    Plympton, P.; Brown, J.; Stevens, K.

    2004-08-01

    Schools in the United States spend $7.8 billion on energy each year-more than the cost of computers and textbooks combined, according to a 2003 report from the National Center for Education Statistics. The U.S. Department of Energy (DOE) estimates that these high utility bills could be reduced as much as 25% if schools adopt readily available high performance design principles and technologies. Accordingly, hundreds of K-12 schools across the country have made a commitment to improve the learning and teaching environment of schools while saving money and energy and protecting the environment. DOE and its public- and private-sector partners have developed Energy Design Guidelines for High Performance Schools, customized for nine climate zones in U.S. states and territories. These design guidelines provide information for school decision makers and design professionals on the advantages of energy efficiency and renewable energy designs and technologies. With such features as natural day lighting, efficient electric lights, water conservation, and renewable energy, schools in all types of climates are proving that school buildings, and the students and teachers who occupy them, are indeed high performers. This paper describes high performance schools from each of the nine climate zones associated with the Energy Design Guidelines. The nine case studies focus on the high performance design strategies implemented in each school, as well as the cost savings and benefits realized by students, faculty, the community, and the environment.

  14. School-Based Drug Abuse Prevention Programs in High School Students

    Science.gov (United States)

    Sharma, Manoj; Branscum, Paul

    2013-01-01

    Drug abuse, or substance abuse, is a substantial public health problem in the United States, particularly among high school students. The purpose of this article was to review school-based programs implemented in high schools for substance abuse prevention and to suggest recommendations for future interventions. Included were English language…

  15. Case Studies of Leading Edge Small Urban High Schools. Personalization Strategic Designs: 9. MetWest High School

    Science.gov (United States)

    Shields, Regis Anne; Ireland, Nicole; City, Elizabeth; Derderian, Julie; Miles, Karen Hawley

    2008-01-01

    This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high…

  16. The Effect of High School Shootings on Schools and Student Performance

    OpenAIRE

    Louis-Philippe Beland; Dongwoo Kim

    2015-01-01

    We analyze how fatal shootings in high schools affect schools and students using data from shooting databases, school report cards, and the Common Core of Data. We examine schools’ test scores, enrollment, and number of teachers, as well as graduation, attendance, and suspension rates at schools that experienced a shooting, employing a difference-in-differences strategy that uses other high schools in the same district as the comparison group. Our findings suggest that homicidal shootings s...

  17. Catholic High Schools and Rural Academic Achievement.

    Science.gov (United States)

    Sander, William

    1997-01-01

    A study of national longitudinal data examined effects of rural Catholic high schools on mathematics achievement, high school graduation rates, and the likelihood that high school graduates attend college. Findings indicate that rural Catholic high schools had a positive effect on mathematics test scores and no effect on graduation rates or rates…

  18. Teaching Ethics to High School Students

    Science.gov (United States)

    Pass, Susan; Willingham, Wendy

    2009-01-01

    Working with two teachers and thirty-four high school seniors, the authors developed procedures and assessments to teach ethics in an American high school civics class. This approach requires high school students to discover an agreement or convergence between Kantian ethics and virtue ethics. The authors also created an instrument to measure…

  19. Credentialing high school psychology teachers.

    Science.gov (United States)

    Weaver, Kenneth A

    2014-09-01

    The National Standards for High School Psychology Curricula (American Psychological Association, 2013b) require a teacher with considerable psychology content knowledge to teach high school psychology courses effectively. In this study, I examined the initial teaching credential requirements for high school psychology teachers in the 50 states plus the District of Columbia. Thirty-four states (the District of Columbia is included as a state) require the social studies credential to teach high school psychology. An analysis of the items on standardized tests used by states to validate the content knowledge required to teach social studies indicates little or no presence of psychology, a reflection of psychology's meager presence in the social studies teacher preparation curricula. Thus, new teachers with the social studies teaching credential are not prepared to teach high school psychology according to the National Standards. Approval of The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (National Council for the Social Studies, 2013) presents an opportunity to advocate for establishing a psychology credential in the 34 states. (c) 2014 APA, all rights reserved.

  20. Analysis of Institutional Competitiveness of Junior High Schools through the Admission Test to High School Education

    Science.gov (United States)

    Armendáriz, Joyzukey; Tarango, Javier; Machin-Mastromatteo, Juan Daniel

    2018-01-01

    This descriptive and correlational research studies 15,658 students from 335 secondary schools in the state of Chihuahua, Mexico, through the results of the examination of admission to high school education (National High School Admission Test--EXANI I from the National Assessment Center for Education--CENEVAL) on logical-mathematical and verbal…

  1. School Uniforms in Urban Public High Schools

    Science.gov (United States)

    Draa, Virginia Ann Bendel

    2005-01-01

    The purpose of this study was to determine whether or not the implementation of a mandatory uniform policy in urban public high schools improved school performance measures at the building level for rates of attendance, graduation, academic proficiency, and student conduct as measured by rates of suspensions and expulsions. Sixty-four secondary…

  2. Modifying alcohol expectancies of Hispanic children: examining the effects of expectancy-targeted, developmentally congruous prevention videos.

    Science.gov (United States)

    Weinstein, Allison; Lisman, Stephen A; Johnson, Matthew D

    2015-03-01

    Children's expectations about the effects of alcohol consumption are known to predict the amount of alcohol they consume as adults. Previous research has used videotaped interventions to modify children's alcohol expectancies and found that puppet actors had the expected effect of decreasing children's positive alcohol expectancies, whereas adult actors did not. The current study sought to enhance the methods and outcomes of previous research by developing brief prevention videos that focus on pre-selected negative and sedating alcohol expectancies and include youth actors and age-relevant scenarios. Using a 2 × 2 factorial design (actor's age [youth or adult] × scenario relevance [youth or adult]), we examined the alcohol expectancies of 183 Hispanic third-, fourth-, and fifth-grade students (50% girls) in a public school setting. Expectancies were assessed before, immediately following the intervention, and 1 month later. The intervention consisted of four 8-minute videos based on beliefs associated with expectancies related to low alcohol consumption and a control group video about school bus safety. Positive alcohol expectancies were significantly lower directly after the intervention than at baseline. At 1-month follow-up, this effect decreased but was still significant. The current study adds to existing findings that expectancies can be modified in children, using interventions that are extremely brief, low-cost, and linked to research in children's cognitive and social development. In addition, it appears that children of different ages and genders respond differently to varying components of prevention media.

  3. High School Physics Courses & Enrollments: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

    Science.gov (United States)

    White, Susan; Tesfaye, Casey Langer

    2014-01-01

    This report examines enrollments in high school physics during the 2012-13 school year. Based on data from the most recent survey (which includes both public and private high schools in the U.S.), it is estimated that 39% of the class of 2013 took high school physics before graduating. During the 2012-13 school year, 1.38 million students were…

  4. Considering High School Students' Experience in Asynchronous and Synchronous Distance Learning Environments: QoE Prediction Model

    Science.gov (United States)

    Malinovski, Toni; Vasileva, Marina; Vasileva-Stojanovska, Tatjana; Trajkovik, Vladimir

    2014-01-01

    Early identification of relevant factors that influence students' experiences is vitally important to the educational process since they play an important role in learning outcomes. The purpose of this study is to determine underlying constructs that predict high school students' subjective experience and quality expectations during asynchronous…

  5. Academic performance profiles: The importance of family expectations

    Directory of Open Access Journals (Sweden)

    Mónica Bravo Sanzana

    2017-07-01

    Full Text Available This study explored some of the factors that explain school performance. To attain this, Chilean students’ profiles of eighth year of primary school were identified and characterized (13.65 year old mean/ds 0.74. This was done according to their academic performance in the History, Ge­ography and Social Sciences test, and the context variables. The database was provided by the Sistema de Medición de la Calidad de la Educación de Chile (simce. The study was conducted by means of a predictive correlational quantitative design, using a classification and regression tree (cart. Parents’ high educational expectations are the most important distinguishing factor in school performance. The results are discussed in relation to previous research about these topics.

  6. High School Physics Availability: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

    Science.gov (United States)

    White, Susan; Tesfaye, Casey Langer

    2014-01-01

    In this report, the authors share their analysis of the data from over 3,500 high schools in the U.S. beginning with an examination of the availability of physics in U.S. high schools. The schools in their sample are a nationally-representative random sample of the almost 25,000 high schools in forty-nine of the fifty states. Table 1 shows the…

  7. Sign me up! Determining motivation for high school chemistry students enrolling in a second year chemistry course

    Science.gov (United States)

    Camarena, Nilda N.

    A sample of 108 Pre-AP Chemistry students in Texas participated in a study to determine motivational factors for enrolling in AP Chemistry and University Chemistry. The factors measured were academic attitude, perceptions of chemistry, confidence level in chemistry, and expectations/experiences in the chemistry class. Students completed two questionnaires, one at the beginning of the year and one at the end. Four high school campuses from two school districts in Texas participated. Two campuses were traditional high schools and two were smaller magnet schools. The results from this study are able to confirm that there are definite correlations between academic attitudes, perceptions, confidence level, and experiences and a student's plans to enroll in AP and University Chemistry. The type of school as well as the student's gender seemed to have an influence on a student's plan to enroll in a second year of chemistry.

  8. After Installation: Ubiquitous Computing and High School Science in Three Experienced, High-Technology Schools

    Science.gov (United States)

    Drayton, Brian; Falk, Joni K.; Stroud, Rena; Hobbs, Kathryn; Hammerman, James

    2010-01-01

    There are few studies of the impact of ubiquitous computing on high school science, and the majority of studies of ubiquitous computing report only on the early stages of implementation. The present study presents data on 3 high schools with carefully elaborated ubiquitous computing systems that have gone through at least one "obsolescence cycle"…

  9. The training and professional expectations of medical students in Angola, Guinea-Bissau and Mozambique

    Directory of Open Access Journals (Sweden)

    Fronteira Inês

    2011-04-01

    Full Text Available Abstract Background The purpose of this paper is to describe and analyze the professional expectations of medical students during the 2007-2008 academic year at the public medical schools of Angola, Guinea-Bissau and Mozambique, and to identify their social and geographical origins, their professional expectations and difficulties relating to their education and professional future. Methods Data were collected through a standardised questionnaire applied to all medical students registered during the 2007-2008 academic year. Results Students decide to study medicine at an early age. Relatives and friends seem to have an especially important influence in encouraging, reinforcing and promoting the desire to be a doctor. The degree of feminization of the student population differs among the different countries. Although most medical students are from outside the capital cities, expectations of getting into medical school are already associated with migration from the periphery to the capital city, even before entering medical education. Academic performance is poor. This seems to be related to difficulties in accessing materials, finances and insufficient high school preparation. Medical students recognize the public sector demand but their expectations are to combine public sector practice with private work, in order to improve their earnings. Salary expectations of students vary between the three countries. Approximately 75% want to train as hospital specialists and to follow a hospital-based career. A significant proportion is unsure about their future area of specialization, which for many students is equated with migration to study abroad. Conclusions Medical education is an important national investment, but the returns obtained are not as efficient as expected. Investments in high-school preparation, tutoring, and infrastructure are likely to have a significant impact on the success rate of medical schools. Special attention should be given

  10. Comenius Project: Are e-Learning Collaborations of High School Students across Europe in Maths Possible?

    Science.gov (United States)

    Simonovits, Reinhard; McElroy, Jim; O'Loughlin, James; Townsend, Colin

    2013-01-01

    The overall aim of the project is to allow for the collaboration of high school students of different European countries on small, selected maths topics. This involves the use of technology, student mobility and English language competency. Benefits are also expected to accrue to teachers of mathematics by providing the opportunity to work with…

  11. School Social Work Outcomes: Perspectives of School Social Workers and School Administrators

    Science.gov (United States)

    Bye, Lynn; Shepard, Melanie; Partridge, Jamie; Alvarez, Michelle

    2009-01-01

    In an era of fiscal constraint and increased accountability, consistent perceptions of the expectations, means of funding, and reporting of outcomes between administrators and school social workers is vital. School social workers and school administrators in four school districts in Minnesota were surveyed regarding outcomes expected as a result…

  12. Sequence Curriculum: High School to College. Middlesex Community College/Haddam-Killingworth High School. Final Report.

    Science.gov (United States)

    Middlesex Community Coll., Middletown, CT.

    Through a collaborative effort between Middlesex Community College (MxCC) and Haddam-Killingworth High School (HKHS), students taking specific high school courses in television production, broadcast journalism, electronics, and photography are granted college credit by MxCC upon admission to the college's Broadcast Communication Program. The…

  13. Impact of Formal Mentoring on Freshmen Expectations, Graduation Rates, and GPAs

    Science.gov (United States)

    Clark, Nancy C.; Heilmann, Sharon G.; Johnson, Adrianne; Taylor, Ryan

    2016-01-01

    This quantitative study examines the expectations, graduation rates, and GPAs of participants (n = 113) in a formal mentorship program, "Freshmen Focus," at a small, rural Midwestern high school through the framework of organizational socialization theory (Van Maanen & Schein, 1977). Findings indicate freshmen students formed…

  14. Cultural Expectations and Parental Involvement in Early Literacy

    OpenAIRE

    Meredith, Stephens; Richard, Blight

    2003-01-01

    This study investigates the involvement of parents in early literacy in Japanese and Australian primary schools. While both schools valued support from parents in the education process, different cultural expectations are evident in each system. A number of significant areas are discussed, including traditional domestic situations in Japan, changing work cultures in Australia, education and maternal duties, higher expectations in Japan, parents supporting homework activities, parents supporti...

  15. Middle School and High School Students Who Stutter: A Qualitative Investigation of School Experiences

    Science.gov (United States)

    Cobb, Tiffany R.

    2017-01-01

    Purpose: The purpose of this study was to explore and further understand the ways in which middle school and high school students perceive their school experiences within the school environment. School has an important impact on the social development of children (Milsom, 2006). Learning is not done individually as classrooms are inherently social…

  16. Rebellion in a High School.

    Science.gov (United States)

    Stinchcombe, Arthur L.

    The premise of this book is that high school rebellion is an "expression of alienation from socially present authorities." Such rebellion is a manifestation of "expressive alienation" and has the quality of hatred or sullenness. Rebellious high school students are likely to be non-utilitarian, negativistic, hedonistic, and to stress group…

  17. Continuing Care in High Schools: A Descriptive Study of Recovery High School Programs

    Science.gov (United States)

    Finch, Andrew J.; Moberg, D. Paul; Krupp, Amanda Lawton

    2014-01-01

    Data from 17 recovery high schools suggest programs are dynamic and vary in enrollment, fiscal stability, governance, staffing, and organizational structure. Schools struggle with enrollment, funding, lack of primary treatment accessibility, academic rigor, and institutional support. Still, for adolescents having received treatment for substance…

  18. Core Principles and Test Item Development for Advanced High School and Introductory University Level Food Science

    Science.gov (United States)

    Laing-Kean, Claudine A. M.

    2010-01-01

    Programs supported by the Carl D. Perkins Act of 2006 are required to operate under the state or national content standards, and are expected to carry out evaluation procedures that address accountability. The Indiana high school course, "Advanced Life Science: Foods" ("ALS: Foods") operates under the auspices of the Perkins…

  19. Especially for High School Teachers

    Science.gov (United States)

    Emory Howell, J.

    1999-11-01

    many of our readers. The High School/College Interface Luncheon was part of the very rich day-long High School Program at the New Orleans ACS Meeting. Shown here (from left) are Glenn Crosby, the luncheon speaker; Lillie Tucker-Akin, the High School Day program chair; and Fred Johnson, Assistant Superintendent of Shelby County (TN) schools and Immediate Past President of NSTA. The recipient of the James Bryant Conant Award in High School Chemistry Teaching is Frank G. Cardulla, who taught for many years at Niles North High School, Skokie, Illinois. His extensive record of service to fellow teachers includes editing the JCE "View from My Classroom" feature for several years and writing several articles, as well as his recent appointment to the JCE Board of Publication. The recipient of the George C. Pimentel Award in Chemical Education is Jerry A. Bell of the American Chemical Society in Washington, DC. An author of numerous articles appearing in JCE and a member of the JCE Board of Publication for several years, he currently serves as Board Chair. The 16th Biennial Conference on Chemical Education Readers who attended the 15th BCCE in Waterloo, Ontario, know that much of the programming at these conferences is of interest to high school teachers. Many work shops, papers, and demonstrations are presented by high school teachers. There are many other outstanding papers and posters, plenary speakers, and exciting demonstrations. The 16th BCCE will be held at the University of Michigan in Ann Arbor, July 30-August 3, 2000. Among the high school teachers already scheduled to present workshops at the 16th BCCE are George Hague, Lynn Hershey, and Jack Randall, and there will be many more before the program is completed. The High School Chemistry Program Chair is Tim Graham, Roosevelt High School (MI). The Organizing Committee is seeking the assistance of local sections of the American Chemical Society within a 300-mile radius of Ann Arbor in providing support for high school

  20. A photovoice study of school belongingness among high school students in Norway.

    Science.gov (United States)

    Lieblein, Vaiva Sunniva Deraas; Warne, Maria; Huot, Suzanne; Laliberte Rudman, Debbie; Raanaas, Ruth Kjærsti

    2018-12-01

    Although high school graduation is important for living conditions and health throughout life, many students do not complete. In Norway's northern most county, Finnmark, up to 45% of students do not complete high school. Contrary to prior research that has primarily focused on causes for dropout, this study's aim was to deepen understanding of factors that support high school attendance. A strengths-based participatory approach using photovoice addressed attendance factors as perceived by seven participating students from one high school in Finnmark. Qualitative content analysis of data generated through group dialogue about participant-generated photos and individual interviews identified six factors important for students' school attendance: a supportive school environment, a good learning environment, recuperation and recreation, family and friends, goals and ambitions, and place attachment. Related aspects of a supportive environment and belongingness, where school staff made important contributions to promoting a positive environment, were essential.

  1. Green accounts & day high schools

    DEFF Research Database (Denmark)

    Jørgensen, Michael Søgaard

    1997-01-01

    The arcticle presents the concept of green accounts and describes how it can be used in the daily work and the teaching at day high schools.......The arcticle presents the concept of green accounts and describes how it can be used in the daily work and the teaching at day high schools....

  2. High Pressure Reform: Examining Urban Schools' Response to Multiple School Choice Policies

    Science.gov (United States)

    Holme, Jennifer Jellison; Carkhum, Rian; Rangel, Virginia Snodgrass

    2013-01-01

    Over the past several decades, policymakers have sought to address the problem of school failure by exposing traditional public schools to competitive market forces. In this analysis, we examine how two traditional public schools in a "high pressure/high choice" urban school cluster in Texas responded to a number of overlapping choice…

  3. Inequalities in Educational Access in Mexico: A Study with Graduates Students of a High Performance Technical High School

    Directory of Open Access Journals (Sweden)

    Fernando Pérez-Santiago

    2016-09-01

    Full Text Available Access to the higher education system in Mexico has been characterized by educational inequalities explained by social and reproductionist currents. The phenomenon occurs in graduate students with a high school diploma and coming from different contexts (social, cultural, economic, institutional and academic ones that create a process of transition far away from equal opportunities. Therefore, the differences due to cultural diversity do not generate equitable access to higher education institutions. The aim of this study was to identify the social, cultural and academic factors affecting the access to or the abandonment of the academic education of students with expectations of entering the higher education system. The research was based on the results obtained from forty technicians who studied at a vocational high school with high academic performance in Mexico, and were supposed to enter the higher level. It was an exploratory descriptive investigation with qualitative approach, using two multiple-choice item questionnaires whose results were analyzed interpretively. The sampling was non-probability, with the technique of “snowball” and “convenience”. The results showed that the level of parents’ schooling, social relations, and academic career of graduates were decisive to enter the higher education; so it can be concluded that the students’ origin generate inequality in educational achievement.

  4. High School Football and Risk of Neurodegeneration: A Community-Based Study

    Science.gov (United States)

    Savica, Rodolfo; Parisi, Joseph E.; Wold, Lester E.; Josephs, Keith A.; Ahlskog, J. Eric

    2012-01-01

    Objective To assess whether high school football played between 1946 and 1956, when headgear was less protective than today, was associated with development of neurodegenerative diseases later in life. Methods All male students who played football from 1946 to 1956 in the high schools of Rochester, Minnesota, plus a non–football-playing referent group of male students in the band, glee club, or choir were identified. Using the records-linkage system of the Rochester Epidemiology Project, we reviewed (from October 31, 2010, to March 30, 2011) all available medical records to assess later development of dementia, Parkinson disease (PD), or amyotrophic lateral sclerosis (ALS). We also compared the frequency of dementia, PD, or ALS with incidence data from the general population of Olmsted County, Minnesota. Results We found no increased risk of dementia, PD, or ALS among the 438 football players compared with the 140 non–football-playing male classmates. Parkinson disease and ALS were slightly less frequent in the football group, whereas dementia was slightly more frequent, but not significantly so. When we compared these results with the expected incidence rates in the general population, only PD was significantly increased; however, this was true for both groups, with a larger risk ratio in the non–football group. Conclusion Our findings suggest that high school students who played American football from 1946 to 1956 did not have an increased risk of later developing dementia, PD, or ALS compared with non–football-playing high school males, despite poorer equipment and less regard for concussions compared with today and no rules prohibiting head-first tackling (spearing). PMID:22469346

  5. [An outbreak of mumps in a high school: Estimation of vaccine effectiveness. Zaragoza 2011].

    Science.gov (United States)

    Compés-Dea, Cecilia; Guimbao-Bescós, Joaquín; Gaspar-Escayola, José Ignacio; Lázaro-Belanche, María Ángeles; Aznar-Brieba, Amaya

    2015-01-01

    Mumps outbreaks continue to occur, even after the consolidation of vaccination programs. An outbreak of mumps occurred in a high school in Zaragoza during December 2011. To describe the outbreak and estimate vaccine effectiveness. unilateral or bilateral swelling of the parotid or other salivary glands for three or more days without any other apparent cause. People attending the 'Parque Goya' High School or with transmission chain origin in the High School. From two days before the onset of symptoms of the first case to five days after the last case. Samples were collected for virus confirmation (IgM, urine culture and oropharyngeal exudate), and isolates were processed for genotyping. A retrospective cohort study was performed in two high school classrooms to estimate vaccine efficacy. Public health authorities conducted active surveillance, isolation of cases, and vaccination of susceptible contacts. There were 27 cases. Twenty-one (77.8%) were vaccinated with two doses of Measles-Mumps-Rubella vaccine. Twelve (44%) were confirmed microbiologically. G1 genotype was determined in six cases. According to the cohort study, vaccine efficacy for one dose was 34% (95%CI: -44 to 70), and was 67% (95%CI: 28 to 83) for two doses. Vaccine effectiveness was lower than expected. Early detection and isolation of cases have been instrumental in preventing new cases in schools. Copyright © 2014 Elsevier España, S.L.U. y Sociedad Española de Enfermedades Infecciosas y Microbiología Clínica. All rights reserved.

  6. SU-F-E-08: Medical Physics as a Teaching Tool for High School Science Curriculum

    Energy Technology Data Exchange (ETDEWEB)

    Buckley, L [The Ottawa Hospital Cancer Ctr., Ottawa, ON (Canada)

    2016-06-15

    Purpose: Delivering high school science curriculum in a timely manner and in way that is accessible to all students is a challenge for teachers. Although many high schools offer career workshops, these are typically directed at senior students and do not relate directly to details of the curriculum. The objective of this initiative was to create a series of lectures that use medical physics to relate many aspects of the high school science curriculum to tangible clinical applications and to introduce students to alternate pathways into a career in health sciences. Methods: A series of lectures has been developed based on the Ontario High School Science Curriculum. Each lecture uses a career in radiotherapy medical physics as the framework for discussion of topics specific to the high school course being addressed. Results: At present, these lectures have been delivered in five area high schools to students ranging from sophomores to seniors. Survey documents are given to the students before and after the lecture to assess their awareness of careers in health care, applications of physics and their general interest in the subject areas. As expected, students have limited up front awareness of the wide variety of health related career paths. The idea of combining a career lecture with topics specific to the classroom curriculum has been well-received by teachers and students alike. Conclusion: Career talks for high school students are useful for students contemplating their post- secondary career path. Relating career discussion with direct course curriculum makes their studies more relevant and engaging. Students aspiring to a career in health sciences often focus their studies on life sciences due to limited knowledge of potential careers. An early introduction to medical physics presents them with an alternate path through the physical sciences into health care.

  7. SU-F-E-08: Medical Physics as a Teaching Tool for High School Science Curriculum

    International Nuclear Information System (INIS)

    Buckley, L

    2016-01-01

    Purpose: Delivering high school science curriculum in a timely manner and in way that is accessible to all students is a challenge for teachers. Although many high schools offer career workshops, these are typically directed at senior students and do not relate directly to details of the curriculum. The objective of this initiative was to create a series of lectures that use medical physics to relate many aspects of the high school science curriculum to tangible clinical applications and to introduce students to alternate pathways into a career in health sciences. Methods: A series of lectures has been developed based on the Ontario High School Science Curriculum. Each lecture uses a career in radiotherapy medical physics as the framework for discussion of topics specific to the high school course being addressed. Results: At present, these lectures have been delivered in five area high schools to students ranging from sophomores to seniors. Survey documents are given to the students before and after the lecture to assess their awareness of careers in health care, applications of physics and their general interest in the subject areas. As expected, students have limited up front awareness of the wide variety of health related career paths. The idea of combining a career lecture with topics specific to the classroom curriculum has been well-received by teachers and students alike. Conclusion: Career talks for high school students are useful for students contemplating their post- secondary career path. Relating career discussion with direct course curriculum makes their studies more relevant and engaging. Students aspiring to a career in health sciences often focus their studies on life sciences due to limited knowledge of potential careers. An early introduction to medical physics presents them with an alternate path through the physical sciences into health care.

  8. The Effect of High School Shootings on Schools and Student Performance

    Science.gov (United States)

    Beland, Louis-Philippe; Kim, Dongwoo

    2016-01-01

    We analyze how fatal shootings in high schools affect schools and students using data from shooting databases, school report cards, and the Common Core of Data. We examine schools' test scores, enrollment, number of teachers, graduation, attendance, and suspension rates at schools that experienced a shooting, employing a difference-in-differences…

  9. Hospitality Major Vocational High School Students' Expectations on University Education

    Science.gov (United States)

    Chung, Ya-Ting; Yang, Cheng-Cheng

    2013-01-01

    Hospitality is not a new industry in Asia, but high quality hospitality industry has become more and more important in the trend of questing service-based economy and the increasing number of tourists in Asia. Thus there are more universities opened hospitality degree programs in Asia, Taiwan is no exception. In this context, why high school…

  10. "They'll Expect More Bad Things from Us.": Latino/a Youth Constructing Identities in a Racialized High School in New Mexico

    Science.gov (United States)

    Lechuga, Chalane Elizabeth

    2010-01-01

    This research explores how Latino/a high school students in New Mexico constitute their racial identities in this particular historical moment, the post-Civil Rights colorblind era. I explore what their chosen nomenclatures and employed discourses suggest about the relationship between their racial identities and academic achievement. The research…

  11. Attitudes of High School Students towards Geometry

    Directory of Open Access Journals (Sweden)

    Esat Avcı

    2014-12-01

    Full Text Available In this research, attitudes of high school students towards geometry were investigated in terms of gender, grade, types of the field and school. Population of research includes students who were studying at high school in five distincs of Mersin in 2013-2014 academical year. Sample of research includes 935 students from twelve high schools. Attitude scale which was developed by Su-Özenir (2008 was used for data collection. For data analysis, mean, standart deviation, t test and ANOVA were used. A meaningful difference between students’ attitudes towards geometry and variance of gender and grade level wasn’t observed, on the other hand a meaningful difference according to field and school type is observed.Key Words:    Attitudes towards geometry, high school geometry lesson, attitude scale

  12. Investing in High School

    Science.gov (United States)

    Green, Daniel G.

    2012-01-01

    Strapped for cash, a Massachusetts high school creates its own venture capital fund to incentivize teachers to create programs that improve student learning. The result has been higher test scores and higher job satisfaction. One important program is credited with helping close the achievement gap at the school, while others have helped ambitious…

  13. Using the Expectancy-Value Theory of Motivation to Predict Behavioral and Emotional Risk among High School Students

    Science.gov (United States)

    Dever, Bridget V.

    2016-01-01

    Within the expectancy-value framework, much work has been done linking expectancies and task values to academic outcomes such as performance, persistence, and choice. Research on the associations between student motivation (including efficacy and task values) and behavioral and emotional problems, however, is nascent. The present study examined a…

  14. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    1999-12-01

    Chemistry and the Environment This issue contains more than 20 articles relating to the environment. Several articles of potential interest are indicated in the Table of Contents with the SSC mark (). Others are not so indicated because they depict use of expensive instrumentation or costly procedures, but if you have an interest in environmental chemistry you may wish to examine all the environmentally related articles. While many of the articles, both marked and unmarked, are targeted to college-level environmental chemistry curricula or to introductory courses for non-major, the methods described in several could be readily adapted to high school chemistry courses. One article likely to be of interest to teachers is found in News from Online, pp 1608-1609. The author explains how to use the U.S. Environment Protection Agency's EnviroMapper Web site to view and query environmental information. She mentioned finding a hazardous waste handler located near her home, so I decided to check the area near my home. I quickly located a natural gas salt dome storage facility marked on the map and, with a few more mouse clicks, I found information that included status of compliance with regulations, amounts of each compound released to the air in tons per year, and how to contact the corporation owning the site. Email and Web site addresses were included for the convenience of anyone wishing to contact the corporation. Students could learn a great deal about where they live that is relevant to chemistry by using the EPA site. Additional Web sites dealing with environmental issues and chemistry are cited in the sidebar at the bottom of p 1609. Among the articles that could be adapted to an advanced high school chemistry class or possibly even to an introductory class is one titled Bridge of Mandolin County (pp 1671-1672). It describes a case-study strategy similar to the scenarios used in ChemStudy. Students analyze information from various sources, including laboratory

  15. How High School Students Select a College.

    Science.gov (United States)

    Gilmour, Joseph E., Jr.; And Others

    The college selection process used by high school students was studied and a paradigm that describes the process was developed, based on marketing theory concerning consumer behavior. Primarily college freshmen and high school seniors were interviewed, and a few high school juniors and upper-level college students were surveyed to determine…

  16. High School Students’ Social Media Addiction

    OpenAIRE

    Deniz, Levent; Gürültü, Ercan

    2018-01-01

    Theaim of this study is to investigate high school students’ social mediaaddiction. The study was conducted with 473 students who were educated in2014-2015 academic year at 6 different schools in İstanbul, Eyüp disctrict.‘Social Media Addiction Scale’ developed by Tutgun, Ünal and Deniz (2015) wasused to determine the students’ social media addiction. The results in general showedthat high school students have a medium level social media addiction. Besides,it was also concluded that high scho...

  17. Case Studies of Leading Edge Small Urban High Schools. Core Academic Strategic Designs: 2. Noble Street Charter High School

    Science.gov (United States)

    Shields, Regis Anne; Ireland, Nicole; City, Elizabeth; Derderian, Julie; Miles, Karen Hawley

    2008-01-01

    This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high…

  18. Eye Injuries in High School and Collegiate Athletes.

    Science.gov (United States)

    Boden, Barry P; Pierpoint, Lauren A; Boden, Rebecca G; Comstock, R Dawn; Kerr, Zachary Y

    Although eye injuries constitute a small percentage of high school and college sports injuries, they have the potential to be permanently debilitating. Eye injury rates will vary by sport, sex, and between the high school and college age groups. Descriptive epidemiology study. Level 3. Data from eye injury reports in high school and college athletes were obtained from the National High School Sports-Related Injury Surveillance System, High School Reporting Information Online (HS RIO) database over a 10-year span (2005-2006 through 2014-2015 school years) and the National Collegiate Athletic Association (NCAA) Injury Surveillance Program (ISP) over an 11-year span (2004-2005 through 2014-2015 school years). Injury rates per 100,000 athlete-exposures (AEs), injury rate ratios (RRs), and 95% CIs were calculated. Distributions of eye injuries by diagnosis, mechanism, time loss, and surgery needs were also examined. A total of 237 and 273 eye injuries were reported in the HS RIO and the NCAA ISP databases, respectively. The sports with the highest eye injury rates (per 100,000 AEs) for combined high school and college athletes were women's basketball (2.36), women's field hockey (2.35), men's basketball (2.31), and men's wrestling (2.07). Overall eye injury rates at the high school and college levels were 0.68 and 1.84 per 100,000 AEs, respectively. Eye injury rates were higher in competition than practice in high school (RR, 3.47; 95% CI, 2.69-4.48) and college (RR, 3.13; 95% CI, 2.45-3.99). Most injuries were contusions (high school, 35.9%; college, 33.3%) and due to contact (high school, 89.9%; college, 86.4%). Only a small percentage of injuries resulted in time loss over 21 days (high school, 4.2%; college, 3.0%). Eye injury rates and patterns vary by sport, sex, and between the high school and college age groups. Although severe injuries do occur, most eye injuries sustained by high school and college athletes are minor, with limited time loss and full recovery

  19. If You Build It, They Will Come: A Successful Truancy Intervention Program in a Small High School

    Science.gov (United States)

    Marvul, John N.

    2012-01-01

    To assess whether a 5-month program involving attendance monitoring, sports participation, and a moral character class would reduce absenteeism, 40 students in a small transitional high school were randomly assigned to intervention and control groups and assessed pre- and postintervention on educational expectations, attitude toward education, and…

  20. THE HIGH SCHOOL COUNSELOR BEFORE CONFLICTS AND THE SCHOOL VIOLENCE

    Directory of Open Access Journals (Sweden)

    Rubén Sánchez-Carranza

    2016-01-01

    Full Text Available This article aims to reflect on the figure and role of high school counselor in the task of addressing conflict situations in which students are immersed. The existence of a rising tide of violence in school conflicts and how important it is to know what countries in Europe , Asia and Latin America is done to promote a culture of peace is recognized. What happened it is exposed in a high school in Germany and how questions from the critical eye that are applicable to our Mexican reality are issued. Finally, it highlights the importance of skills that the counselor must possess or develop to prevent school conflicts escalate to levels of violence.Finally experience working with the School counselors S033 about this subject area is described.

  1. The Work-to-College Transition: Postsecondary Expectations and Enrolment for Young Men and Women in the US Labour Force

    Science.gov (United States)

    Wells, Ryan S.; Bills, David B.; Devlin, Maura E.

    2014-01-01

    This paper investigates early employment influences on postsecondary expectations and enrolment for working men and women who have recently completed high school in the United States. We find that young workers still have very high expectations for postsecondary education, but that women are more likely to enrol. However, this difference is…

  2. Correlation Among Students’ Family Background, Academic Performance in Junior High School, and Senior High School Tracking in Taiwan

    Directory of Open Access Journals (Sweden)

    Ming-Fu Huang

    2014-12-01

    Full Text Available There were numerous previous studies on educational tracking. However, most of the data adopted in these studies were collected a decade ago, involving sample population 20-64 years of age. Among them, many elderly samples had undergone senior high school tracking in the early years. The present study used the data of students and parents from the 3rd wave (2005 of the Taiwan Education Panel Survey (TEPS. A path analysis was conducted to investigate the inequality of opportunities involved in the influence of student family background on educational tracking at the senior high school stage. The results show: although the overall percentage of junior high school graduates entering advanced levels was approximately 100% and almost all students of different family backgrounds entered advanced levels, the most crucial factor among those affecting educational tracking of senior high school stage was students’ academic performance during junior high school. Students with higher family socioeconomic status and fewer siblings showed better academic performance in junior high schools, and consequently had higher possibilities of entering public senior high schools leading to a more promising future. This indicates that though the inequality in the quantity of opportunities approached 0, the inequality in the quality of opportunities still remained, which fails to support the hypothesis of the maximally maintained inequality of educational opportunity (MMI; however, the result supports the hypothesis of the effectively maintained inequality of educational opportunity (EMI.

  3. Availability of high school extracurricular sports programs and high-risk behaviors.

    Science.gov (United States)

    Cohen, Deborah A; Taylor, Stephanie L; Zonta, Michela; Vestal, Katherine D; Schuster, Mark A

    2007-02-01

    The Surgeon General has called for an expansion of school-based extracurricular sports programs to address the obesity epidemic. However, little is known about the availability of and participation in high school extracurricular sports and how participation in these sports is related to high-risk behaviors. We surveyed Los Angeles County public high schools in 2002 to determine the number of extracurricular sports programs offered and the percentage of students participating in those programs. We used community data on rates of arrests, births, and sexually transmitted diseases (STDs) among youth to examine associations between risk behaviors and participation in sports programs. The average school offered 14 sports programs, and the average participation rate was 39% for boys and 30% for girls. Smaller schools and schools with higher percentages of disadvantaged students offered fewer programs. The average school offering 13 or fewer programs had 14% of its students participating, while the average school offering 16 or more programs had 31% of its students participating in sports. Controlling for area-level demographics, juvenile arrest rates and teen birth rates, but not STD rates, were lower in areas where schools offered more extracurricular sports. Opportunities for participation in high school extracurricular sports are limited. Future studies should test whether increased opportunities will increase physical activity and impact the increasing overweight problem in youths.

  4. The sexual practices of Asian and Pacific Islander high school students.

    Science.gov (United States)

    Schuster, M A; Bell, R M; Nakajima, G A; Kanouse, D E

    1998-10-01

    To describe the sexual behaviors, beliefs, and attitudes of Asian and Pacific Islander California high school students and to compare them to other racial/ethnic groups. Data were collected from an anonymous self-administered survey of 2026 ninth to 12th graders in a Los Angeles County school district; 186 of the respondents described themselves as Asian and Pacific Islander. The survey was conducted in April 1992. A higher percentage of Asian and Pacific Islander adolescents (73%) compared with African-American (28%, p masturbation of or by a partner, fellatio with ejaculation, cunnilingus, and anal intercourse. Few students in any group reported homosexual genital sexual activities. Asians and Pacific Islanders who had had vaginal intercourse were more likely than most other groups to have used a condom at first vaginal intercourse, but Asians and Pacific Islanders had not used condoms more consistently over the prior year. Asians and Pacific Islanders were more likely to expect parental disapproval if they had vaginal intercourse and less likely to think that their peers had had vaginal intercourse. Asian and Pacific Islander high school students in one California school district appear to be at lower sexual risk than other racial/ethnic groups. However, a large minority are engaging in activities that can transmit disease and lead to unwanted pregnancy. Therefore, current efforts to develop culturally sensitive clinical and community-based approaches to sexual risk prevention should include Asians and Pacific Islanders.

  5. Should School Boards Discontinue Support for High School Football?

    Science.gov (United States)

    Margolis, Lewis H; Canty, Greg; Halstead, Mark; Lantos, John D

    2017-01-01

    A pediatrician is asked by her local school board to help them decide whether to discontinue their high school football program. She reviews the available evidence on the risks of football and finds it hopelessly contradictory. Some scholars claim that football is clearly more dangerous than other sports. Others suggest that the risks of football are comparable to other sports, such as lacrosse, ice hockey, or soccer. She finds very little data on the long-term sequelae of concussions. She sees claims that good coaching and a school culture that prioritizes the health of athletes over winning can reduce morbidity from sports injuries. In this paper, 3 experts also review the evidence about sports risks and discuss what is known and not known about the science and the ethics of high school football. Copyright © 2017 by the American Academy of Pediatrics.

  6. Distortions and gender-related differences in the perception of mechanical engineering in high school students.

    Science.gov (United States)

    Ferrando Piera, Pere Joan; Gutiérrez-Colón Plana, Mar; Paleo Cageao, Paloma; de la Flor López, Silvia; Ferrando Piera, Francesc

    2013-01-01

    The reason for this study was the low interest that high school students, particularly females, show for the subject of mechanical engineering (ME). We assumed that this problem was partly due to: (a) lack of understanding of the tasks involved in ME, and (b) a distorted and negative perception of the professional environment and working conditions. To assess these two assumptions, two measurement instruments (tasks and perceptions) were developed and administered in a sample of 496 high school students. A multiple-group design was used and data was analyzed by using an extended item response theory model. In general terms, the results agreed with our expectations. However, no significant gender differences were found. The implications of the results for future improvements are discussed.

  7. School and community predictors of smoking: a longitudinal study of Canadian high schools.

    Science.gov (United States)

    Lovato, Chris; Watts, Allison; Brown, K Stephen; Lee, Derrick; Sabiston, Catherine; Nykiforuk, Candace; Eyles, John; Manske, Steve; Campbell, H Sharon; Thompson, Mary

    2013-02-01

    We identified the most effective mix of school-based policies, programs, and regional environments associated with low school smoking rates in a cohort of Canadian high schools over time. We collected a comprehensive set of student, school, and community data from a national cohort of 51 high schools in 2004 and 2007. Hierarchical linear modeling was used to predict school and community characteristics associated with school smoking prevalence. Between 2004 and 2007, smoking prevalence decreased from 13.3% to 10.7% in cohort schools. Predictors of lower school smoking prevalence included both school characteristics related to prevention programming and community characteristics, including higher cigarette prices, a greater proportion of immigrants, higher education levels, and lower median household income. Effective approaches to reduce adolescent smoking will require interventions that focus on multiple factors. In particular, prevention programming and high pricing for cigarettes sold near schools may contribute to lower school smoking rates, and these factors are amenable to change. A sustained focus on smoking prevention is needed to maintain low levels of adolescent smoking.

  8. Schools or Students? Identifying High School Effects on Student Suspensions

    Science.gov (United States)

    Baker-Smith, E. Christine

    2015-01-01

    Evidence is clear that discipline in high school is associated with negative outcomes across the life course. Not only are suspensions related to declining academic trajectories during high school in the form of attendance and academic achievement, students suspended once are also more likely to be suspended again and also substantially increase…

  9. High School Book Fairs

    Science.gov (United States)

    Fitzgerald, Marianne

    2006-01-01

    Many secondary students have given up the joy of reading. When asked why they don't read for pleasure, students came up with many different reasons, the first being lack of time. High school students are busy with after school jobs, sports, homework, etc. With the growing number of students enrolled in AP classes, not only is there not much time…

  10. Citizen Expectations and Satisfaction Over Time

    DEFF Research Database (Denmark)

    Hjortskov, Morten

    2018-01-01

    Expectations are thought to affect how citizens form their attitudes and behavior toward public services. Such attitudes may include citizen satisfaction, where expectations play a fundamental role, and relevant behaviors include choice of services and the decision to voice opinions about them....... However, there are few investigations into what drives citizen expectations and even fewer that consider these relationships across time. This article tests whether prior expectations, perceived performance, and citizen satisfaction influence future expectations, using a unique dataset that follows...... individual citizens across two subsequent school satisfaction surveys from 2011 and 2013. The results show that prior expectations have a large and consistent influence on future expectations, as predicted by the literature, whereas the influence from prior perceived performance seems less consistent. Prior...

  11. The New Urban High School: A Practitioner's Guide.

    Science.gov (United States)

    Big Picture Co., Cambridge, MA.

    In October 1996, the Big Picture Company set out to find six urban high schools that use school-to-work strategies as a lever for whole-school reform. In the schools finally selected for the New Urban High Schools Project, and in others examined for the study, "school-to-work" is a misnomer, because the majority of students are entering…

  12. "We Don't Recruit, We Educate": High School Program Marketing and International Baccalaureate Programmes

    Science.gov (United States)

    Donovan, Martha K.; Lakes, Richard D.

    2017-01-01

    Public education reformers have created a widespread expectation of school choice among school consumers. School leaders adopt rigorous academic programs, like the International Baccalaureate (IB) Diploma Programme (DP) and Career Programme (CP), to improve their market position in the competitive landscape. While ample research has investigated…

  13. Excellence in Urban High Schools: An Emerging District/School Perspective.

    Science.gov (United States)

    Yin, Robert K.; And Others

    This report presents the preliminary findings of the District/Secondary School Study. The study had two purposes: (1) to identify ways of managing urban high schools to produce excellence, and (2) to recommend policy-relevant guidance to existing school and district administrators. The study design focused on the testing of two specific theories…

  14. Building a Virtual High School...Click by Click

    Science.gov (United States)

    Podoll, Sue; Randle, Darcy

    2005-01-01

    The Rapid City Academy is the alternative high school program for South Dakota's Rapid City Area Schools, which has an enrollment of about 13,000 K-12 students, with five middle schools feeding two large traditional high schools and the alternative program. A high percentage of students at the academy are considered "at-risk" due to…

  15. Case Study of Leadership Practices and School-Community Interrelationships in High-Performing, High-Poverty, Rural California High Schools

    Science.gov (United States)

    Masumoto, Marcia; Brown-Welty, Sharon

    2009-01-01

    Many rural California high schools are impacted by the disadvantages of poverty, non-English speaking students, limited resources, changing demographics, and challenges of the rural context. Focusing on contemporary leadership theories and school-community interrelationships, this qualitative study examines the practices of educational leaders in…

  16. Effects of Part-Time Work on School Achievement During High School

    Science.gov (United States)

    Singh, Kusum; Chang, Mido; Dika, Sandra

    2007-01-01

    The authors explored the effects of part-time work on school achievement during high school. To estimate the true effects of part-time work on school grades, the authors included family background, students' educational aspirations, and school engagement as controls. Although a substantial literature exists on the relationship of part-time work…

  17. The Preparation of Schools for Serious School Violence: An Analysis of New Mexico Public High Schools

    Science.gov (United States)

    DiMatteo, Henry

    2012-01-01

    This study surveyed New Mexico high school principals on their current state of preparedness for serious school violence. The researcher surveyed 119 public high schools, receiving a 65% return rate from a 25-question survey. Specifically, this study analyzed the relationships of three predictor variables: prevention, response, and building of…

  18. Dual Campus High School

    Directory of Open Access Journals (Sweden)

    Carmen P. Mombourquette

    2013-04-01

    Full Text Available September 2010 witnessed the opening of the first complete dual campus high school in Alberta. Catholic Central High School, which had been in existence since 1967 in one building, now offered courses to students on two campuses. The “dual campus” philosophy was adopted so as to ensure maximum program flexibility for students. The philosophy, however, was destined to affect student engagement and staff efficacy as the change in organizational structure, campus locations, and course availability was dramatic. Changing school organizational structure also had the potential of affecting student achievement. A mixed-methods study utilizing engagement surveys, efficacy scales, and interviews with students and teachers was used to ascertain the degree of impact. The results of the study showed that minimal impact occurred to levels of student engagement, minor negative impact to staff efficacy, and a slight increase to student achievement results.

  19. Incorporating Unmanned Aircraft Systems (UAS) into High School Curricula in Hawaii

    Science.gov (United States)

    McGillivary, P. A.; Lukaczyk, T.; Brendan, B.; Tomita, M.; Ralston, T.; Purdy, G.

    2016-12-01

    The availability of low-cost unmanned aircraft systems (UAS) permits their integration in educational programs. We report on experiences and future opportunities for incorporating UAS into High School curricula in Hawaii. We first review existing high school UAS programs and teaching material to highlight curricula options and needs. By working on the privately owned Island of Lana'i, we had permission for extensive UAS operation. Our initial focus of UAS educational outreach was on coastal ecosystems where erosion of overgrazed lands affects coral reefs and traditional coastal Hawaiian fishpond restoration projects which include high school students. We provide results of our classroom approach allowing students to learn to fly small, inexpensive UAS and discuss the different results at different grade levels. In addition to providing basic concepts of flight aeronautics, we reviewed information on safe and legal operation of UAS, as well as data management issues including geo-registration and imaging mosaics. We recommend science projects where UAS can study short-term events (e.g. storm runoff) or can be used for routine environmental monitoring over longer periods. Additionally, by linking students with local drone and drone racing clubs student participation and interest in UAS was extended beyond the classroom in a complementary manner. We propose inclusion of UAS into a future high school curriculum via a program called the Moonshot Laboratory which strives to repurpose traditional education structures toward design thinking, making use of individual and group collaborations to address self-selected projects relevant to local community interests. A Moonshot facility allows students to spend a portion of their week in a technology equipped makerspace, with access to university, business and community mentors, both local and remote. UAS projects are expected to address basic student questions, such as: how can I build a drone to take water samples?; how can I

  20. A Study of Democratic School Culture Perceptions of Sport High School Students

    Science.gov (United States)

    Isikgöz, Enes

    2016-01-01

    In this study; the perceptions of the students studying at sport high schools about democratic school culture were analysed in accordance with different variables. Participants of the research consisted of 216 students studying at Sport High Schools in Sakarya and Batman Provinces of Turkey. The data were collected with the Democratic School…

  1. Teacher Accountability at High Performing Charter Schools

    Science.gov (United States)

    Aguirre, Moises G.

    2016-01-01

    This study will examine the teacher accountability and evaluation policies and practices at three high performing charter schools located in San Diego County, California. Charter schools are exempted from many laws, rules, and regulations that apply to traditional school systems. By examining the teacher accountability systems at high performing…

  2. National standards for high school psychology curricula.

    Science.gov (United States)

    2013-01-01

    The National Standards for High School Psychology Curricula attempts to represent current knowledge in the field of psychology in developmentally appropriate ways. Psychology is a popular high school course, one that can introduce students to scientific ideas and engage students in the learning process. However, it is difficult for even the best of teachers to present all of psychology in a single course for students who begin with virtually no formal knowledge of psychology. The standards presented here constitute the first of two reports in this issue of the American Psychologist (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These standards provide curricular benchmarks for student learning in the high school course.

  3. Cyberbullying Among Greek High School Adolescents.

    Science.gov (United States)

    Gkiomisi, Athanasia; Gkrizioti, Maria; Gkiomisi, Athina; Anastasilakis, Dimitrios A; Kardaras, Panagiotis

    2017-05-01

    To investigate the presence of cyberbullying among Greek students and the efficacy of proposed preventive interventions. Three types of high schools (private, experimental and public) with different politics on on-line aggression were enrolled. All students of the aforementioned schools were asked to complete an anonymous questionnaire. Around 62 % of the high school students experienced cyberbullying by electronic means, especially by cell phone, mostly the public school students (p 0.008). The bully was a stranger in more than 40 % of the cases. Over 60 % of the victims had not seeked help but dealt with the attack on their own. Only 20 % of the victims manifested sleep or eating disorders, physical/ psychological symptoms or changes in their social life as a consequence of the cyber-attack. Cyberbullying is a usual phenomenon among high school students. The bully is frequently unacquainted to the victim. Most of the victims are not physically or psychologically affected by the cyber-attack and do not share the event with anyone. There was a slight difference in the response of the students to cyberbullying among the different school politics of on-line aggression.

  4. Online Resources for High School Teachers--A CLIC Away

    Science.gov (United States)

    Holmes, Jon L.

    2000-04-01

    will be added that will facilitate sharing ideas with other high school teachers. We also expect to develop additional ways of finding, categorizing, and bringing to your attention the wealth of information that is JCE. If you have suggestions for making CLIC more useful, just send them to jceonline@chem.wisc.edu and put "CLIC" in the subject field. Visit CLIC and See... Especially for High School Teachers. The high school editor's monthly columns highlight articles in each issue of JCE and also report news and announcements. Classroom Activities. Student activities use readily available, inexpensive materials. Activities are arranged by title and by topic; you can copy them for your class to use. Tested Demonstrations. If you are looking for a cool demonstration, one that has been tested and works, we have a wide variety to choose from. They are arranged by topic on a pull-down list. Features. Several of our feature columns are tailored for high school teachers (Applications and Analogies, Second Year and AP Chemistry, and others). Laboratory Activities. We have collected, by topic, those that we think are of interest. JCE Software. Here is a shortcut to our peer-reviewed instructional software and video that is best suited for the high school classroom. Periodic Table Live!, General Chemistry Collection, and the Chemistry Comes Alive! series will be especially useful. JCE Internet. Another direct linethis time to animations, video, online features (Conceptual Questions and Challenge Problems, Book and Equipment Guides), and useful Web sites. Articles of Interest. General articles relevant to high school chemistry are grouped here, by topic. JCE Index. If you are still looking, then click here. You can search the index to the entire Journal (since 1924).

  5. Sports-related injuries among high school athletes--United States, 2005-06 school year.

    Science.gov (United States)

    2006-09-29

    Participation in high school sports helps promote a physically active lifestyle. High school sports participation has grown from an estimated 4 million participants during the 1971-72 school year to an estimated 7.2 million in 2005-06. However, despite the documented health benefits of increased physical activity (e.g., weight management, improved self-esteem, and increased strength, endurance, and flexibility), those who participate in athletics are at risk for sports-related injuries. High school athletes account for an estimated 2 million injuries, 500,000 doctor visits, and 30,000 hospitalizations annually. To date, the study of these injuries has been limited by inabilities to calculate injury rates, compare results among groups, and generalize findings from small, nonrepresentative samples. During the 2005-06 school year, researchers at a children's hospital in Ohio used an Internet-based data-collection tool to pilot an injury surveillance system among athletes from a representative national sample of U.S. high schools. This report summarizes the findings of that study, which indicated that participation in high school sports resulted in an estimated 1.4 million injuries at a rate of 2.4 injuries per 1,000 athlete exposures (i.e., practices or competitions). Surveillance of exposure-based injury rates in a nationally representative sample of high school athletes and analysis of injury patterns can help guide activities aimed at reducing these injuries.

  6. Demographic Factors Affecting Internet Using Purposes of High School Students

    Science.gov (United States)

    Kilic, Abdullah Faruk; Güzeller, Cem Oktay

    2017-01-01

    This study aimed at determining the impact of demographic factors on the Internet usage purposes of high school students. The population of the study consisted of students between 9th and 12th grades from the Anatolian high schools, science high schools, social sciences high schools, sports high schools and fine arts high schools in Turkey. The…

  7. Great Expectations for Middle School Counselors

    Science.gov (United States)

    Wright, Robert J.

    2012-01-01

    During the Great Recession, 2008 to 2010, school systems scrambled to balance budgets, and the ratio of counselors to students became even larger. To make matters worse, the Great Recession had a major impact on cuts in educational funding. Budget cutbacks tend to occur where the public will be least likely to notice. The loss of teachers and the…

  8. Success Despite Socioeconomics: A Case Study of a High-Achieving, High-Poverty School

    Science.gov (United States)

    Tilley, Thomas Brent; Smith, Samuel J.; Claxton, Russell L.

    2012-01-01

    This case study of a high-achieving, high-poverty school describes the school's leadership, culture, and programs that contributed to its success. Data were collected from two surveys (the School Culture Survey and the Vanderbilt Assessment of Leadership in Education), observations at the school site, and interviews with school personnel. The…

  9. Short Sleep Duration Among Middle School and High School Students - United States, 2015.

    Science.gov (United States)

    Wheaton, Anne G; Jones, Sherry Everett; Cooper, Adina C; Croft, Janet B

    2018-01-26

    Insufficient sleep among children and adolescents is associated with increased risk for obesity, diabetes, injuries, poor mental health, attention and behavior problems, and poor academic performance (1-4). The American Academy of Sleep Medicine has recommended that, for optimal health, children aged 6-12 years should regularly sleep 9-12 hours per 24 hours and teens aged 13-18 years should sleep 8-10 hours per 24 hours (1). CDC analyzed data from the 2015 national, state, and large urban school district Youth Risk Behavior Surveys (YRBSs) to determine the prevalence of short sleep duration (school nights among middle school and high school students in the United States. In nine states that conducted the middle school YRBS and included a question about sleep duration in their questionnaire, the prevalence of short sleep duration among middle school students was 57.8%, with state-level estimates ranging from 50.2% (New Mexico) to 64.7% (Kentucky). The prevalence of short sleep duration among high school students in the national YRBS was 72.7%. State-level estimates of short sleep duration for the 30 states that conducted the high school YRBS and included a question about sleep duration in their questionnaire ranged from 61.8% (South Dakota) to 82.5% (West Virginia). The large percentage of middle school and high school students who do not get enough sleep on school nights suggests a need for promoting sleep health in schools and at home and delaying school start times to permit students adequate time for sleep.

  10. Mock Referendum on Nuclear Power with Korean Elementary, Middle, and High School Students

    International Nuclear Information System (INIS)

    Lee, Seung Koo; Park, Pil Han; Choi, Yoon Seok; Han, Eun Ok

    2017-01-01

    Today, policies relating to nuclear power generation face a myriad of issues regarding the aspects of understanding, sympathy, acceptance, and satisfaction by policy consumers. This study has provided education on nuclear power for elementary, middle, and high school students who are expected to have high ripple effects of communication and education, and organized a mock referendum on nuclear power generation to observe the results of the referendum. Based on the results of this study, it is important to provide sufficient information on the dangers of nuclear power to the future generation in order to enable them to participate in policies with the right value judgments. Both before and after the educational program, all of elementary, middle, and high school students overwhelmingly indicated that nuclear power was dangerous in presenting their disagreement. The expert groups must consider that students are concerned about the risks of nuclear power generation, despite the explanations from experts on the safety of nuclear power. Based on the results of this study, it is important to provide sufficient information on the dangers of nuclear power to the future generation in order to enable them to participate in policies with the right value judgments. Both before and after the educational program, all of elementary, middle, and high school students overwhelmingly indicated that nuclear power was dangerous in presenting their disagreement.

  11. Mock Referendum on Nuclear Power with Korean Elementary, Middle, and High School Students

    Energy Technology Data Exchange (ETDEWEB)

    Lee, Seung Koo; Park, Pil Han; Choi, Yoon Seok; Han, Eun Ok [Dept. of Education and Research, Korea Academy of Nuclear Safety, Seoul (Korea, Republic of)

    2017-04-15

    Today, policies relating to nuclear power generation face a myriad of issues regarding the aspects of understanding, sympathy, acceptance, and satisfaction by policy consumers. This study has provided education on nuclear power for elementary, middle, and high school students who are expected to have high ripple effects of communication and education, and organized a mock referendum on nuclear power generation to observe the results of the referendum. Based on the results of this study, it is important to provide sufficient information on the dangers of nuclear power to the future generation in order to enable them to participate in policies with the right value judgments. Both before and after the educational program, all of elementary, middle, and high school students overwhelmingly indicated that nuclear power was dangerous in presenting their disagreement. The expert groups must consider that students are concerned about the risks of nuclear power generation, despite the explanations from experts on the safety of nuclear power. Based on the results of this study, it is important to provide sufficient information on the dangers of nuclear power to the future generation in order to enable them to participate in policies with the right value judgments. Both before and after the educational program, all of elementary, middle, and high school students overwhelmingly indicated that nuclear power was dangerous in presenting their disagreement.

  12. School-Related Factors Affecting High School Seniors' Methamphetamine Use

    Science.gov (United States)

    Stanley, Jarrod M.; Lo, Celia C.

    2009-01-01

    Data from the 2005 Monitoring the Future survey were used to examine relationships between school-related factors and high school seniors' lifetime methamphetamine use. The study applied logistic regression techniques to evaluate effects of social bonding variables and social learning variables on likelihood of lifetime methamphetamine use. The…

  13. Creating a Culture of High Expectations, Student Motivation and Instructional Support in Schools and Classrooms.

    Science.gov (United States)

    Southern Regional Education Board (SREB), 2012

    2012-01-01

    Schoolwide support for higher achievement is essential. Students need a nurturing environment where they feel secure about learning, where the goal is success for every student and where students are confident they will receive mentoring and encouragement to prepare for their futures. Many schools are reinventing themselves to motivate students to…

  14. Effect of Nanotechnology Instructions on Senior High School Students

    Science.gov (United States)

    Lu, Chow-Chin; Sung, Chia-Chi

    2011-01-01

    In this research, we cooperate with senior high school teachers to understand current nanotechnology model of senior high school nanotechnology curriculum in Taiwan. Then design senior high school nanotechnology (nano-tech) curriculum to teach 503 senior high school students. After teaching the nano-tech curriculum we use the "Nanotechnology…

  15. Creating a Comprehensive School Reform Model: The Talent Development High School with Career Academies.

    Science.gov (United States)

    Jordan, Will J.; McPartland, James M.; Legters, Nettie E.; Balfanz, Robert

    2000-01-01

    Discusses the need for comprehensive reforms in school organization, curriculum and instruction, and professional development to address the problems of large urban high schools. Describes the Talent Development High School with Career Academies model being developed to meet the needs of such schools. (SLD)

  16. Dual Enrollment for High School Students

    Science.gov (United States)

    Edwards, Linsey; Hughes, Katherine

    2011-01-01

    Dual enrollment programs allow high school students to enroll in college courses and potentially earn college credit. The term concurrent enrollment is sometimes used interchangeably with dual enrollment, and sometimes to refer to a particular model of dual enrollment. In some programs, students earn high school and college credit simultaneously;…

  17. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    1999-08-01

    Care to Share? An Informal Syllabus Exchange A recent email message from Thomas Shiland, who teaches at Saratoga Springs Senior High School, noted that the process of revising the high school chemistry syllabus is underway in New York State. He expressed a strong interest in helping construct a chemistry syllabus that represents the best thinking about appropriate content. He wondered if it would be possible to develop a way in which different secondary chemistry syllabi could easily be exchanged. It is likely that readers from other states and countries are involved in a similar process and might also be interested in exchanging syllabi. Many states do not use the term syllabus to describe their guiding curricular document for chemistry but rather refer to it as a framework or as guidelines. In most cases, the document includes a list of key ideas or topics, performance indicators, and the major understandings associated with each key idea. Such documents would be appropriate for exchange among those of you involved in the revision process. If you are interested in arranging an exchange please contact me by email at j.e.howell@usm.edu or by mail at J. E. Howell, Box 5043, USM, Hattiesburg, MS39406-5043, USA. High School Day Information The High School Chemistry Program at the American Chemical Society National Meeting in New Orleans, Louisiana will be held Sunday, August 22, 1999, at the Doubletree Hotel, 300 Canal Street. If you wish to register only for the High School Day activities, which includes a pass to the ACS Exposition, a special registration form is available from Lillie Tucker-Akin, 2800 Reynard Dr., Tupelo, MS38801; sci4me@aol.com; fax: 662/566-7906. Advance registration is 25 and the cost of the High School Luncheon is 12. Register in advance by August 1, 1999, or from 7:45 to 8:30 a.m. at the High School Day table in the conference room area of the Doubletree. The workshop schedule is shown below. Secondary School Feature Articles * Exploring the

  18. Binge drinking and academic performance, engagement, aspirations, and expectations: a longitudinal analysis among secondary school students in the COMPASS study.

    Science.gov (United States)

    Patte, Karen A; Qian, Wei; Leatherdale, Scott T

    2017-11-01

    The longitudinal relationship between binge drinking and academic engagement, performance, and future aspirations and expectations was examined among a cohort of secondary school students. In separate multinomial generalized estimating equations models, linked data from Year 1 (Y1: 2012-2013), Year 2 (Y2: 2013-2014), and Year 3 (Y3: 2014-2015) of the COMPASS study (N = 27 112) were used to test the relative likelihood of responses to seven academic indices when binge drinking was initiated in varying frequencies, adjusting for gender, grade, race/ethnicity, tobacco use, and the individual mean of the predictor and all time-varying covariates. Among students who had never engaged in binge drinking at baseline, those who reported regular binge drinking at follow-up were relatively less likely to complete their homework, attend class, and value and achieve high grades, with more frequent binge drinking at follow-up generally resulting in larger relative risk ratios. Interestingly, shifting from "never" to "rare/sporadic" binge drinking one to two years later resulted in an increased relative risk of wanting to pursue all levels of postsecondary education. Beginning binge drinking on a "monthly" basis also increased the likelihood of college/ trade or bachelor degree ambitions, relative to high school, but not graduate/professional pathways; while degree aspirations were not associated with initiating weekly binge drinking. Results suggest students who initiate binge drinking have poor school performance and engagement, which may interfere with achieving their future academic goals. This study reinforces the reasons substance use prevention should be considered an academic priority, as such efforts may also prove beneficial for educational achievement.

  19. Binge drinking and academic performance, engagement, aspirations, and expectations: a longitudinal analysis among secondary school students in the COMPASS study

    Directory of Open Access Journals (Sweden)

    Karen A. Patte

    2017-11-01

    Full Text Available Introduction: The longitudinal relationship between binge drinking and academic engagement, performance, and future aspirations and expectations was examined among a cohort of secondary school students. Methods: In separate multinomial generalized estimating equations models, linked data from Year 1 (Y1: 2012-2013, Year 2 (Y2: 2013-2014, and Year 3 (Y3: 2014-2015 of the COMPASS study (N = 27 112 were used to test the relative likelihood of responses to seven academic indices when binge drinking was initiated in varying frequencies, adjusting for gender, grade, race/ethnicity, tobacco use, and the individual mean of the predictor and all time-varying covariates. Results: Among students who had never engaged in binge drinking at baseline, those who reported regular binge drinking at follow-up were relatively less likely to complete their homework, attend class, and value and achieve high grades, with more frequent binge drinking at follow-up generally resulting in larger relative risk ratios. Interestingly, shifting from “never” to “rare/sporadic” binge drinking one to two years later resulted in an increased relative risk of wanting to pursue all levels of postsecondary education. Beginning binge drinking on a “monthly” basis also increased the likelihood of college/trade or bachelor degree ambitions, relative to high school, but not graduate/professional pathways; while degree aspirations were not associated with initiating weekly binge drinking. Conclusions: Results suggest students who initiate binge drinking have poor school performance and engagement, which may interfere with achieving their future academic goals. This study reinforces the reasons substance use prevention should be considered an academic priority, as such efforts may also prove beneficial for educational achievement.

  20. A longitudinal study of cannabis use initiation among high school students: Effects of social anxiety, expectancies, peers and alcohol.

    Science.gov (United States)

    Schmits, Emilie; Mathys, Cécile; Quertemont, Etienne

    2015-06-01

    This study identified protective and risk factors of cannabis use initiation, including expectancies and social anxiety. A questionnaire was completed twice by 877 teenagers. Logistic regressions, mediation and moderation analyses were performed. Significant risk factors were alcohol use, peer users, perceptual enhancement, and craving expectancies. Protective factors were negative behavior expectancies and social anxiety. Social anxiety protected from initiation through the mediating role of perceptual enhancement and craving expectancies, whatever the role of peer users and alcohol use. Findings are discussed in terms of risk and protection, in an overall approach including internalizing factors. Results support the identification of an internalizing profile of adolescents for prevention or treatment and the importance of social anxiety and expectancies in intervention. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  1. Enhancing graphical literacy skills in the high school science classroom via authentic, intensive data collection and graphical representation exposure

    Science.gov (United States)

    Palmeri, Anthony

    This research project was developed to provide extensive practice and exposure to data collection and data representation in a high school science classroom. The student population engaged in this study included 40 high school sophomores enrolled in two microbiology classes. Laboratory investigations and activities were deliberately designed to include quantitative data collection that necessitated organization and graphical representation. These activities were embedded into the curriculum and conducted in conjunction with the normal and expected course content, rather than as a separate entity. It was expected that routine practice with graph construction and interpretation would result in improved competency when graphing data and proficiency in analyzing graphs. To objectively test the effectiveness in achieving this goal, a pre-test and post-test that included graph construction, interpretation, interpolation, extrapolation, and analysis was administered. Based on the results of a paired T-Test, graphical literacy was significantly enhanced by extensive practice and exposure to data representation.

  2. A longitudinal study of school belonging and academic motivation across high school.

    Science.gov (United States)

    Neel, Cari Gillen-O'; Fuligni, Andrew

    2013-01-01

    This longitudinal study examined how school belonging changes over the years of high school, and how it is associated with academic achievement and motivation. Students from Latin American, Asian, and European backgrounds participated (N = 572; age span = 13.94-19.15 years). In ninth grade, girls' school belonging was higher than boys'. Over the course of high school, however, girls' school belonging declined, whereas boys' remained stable. Within-person longitudinal analyses indicated that years in which students had higher school belonging were also years in which they felt that school was more enjoyable and more useful, above and beyond their actual level of achievement. Results highlight the importance of belonging for maintaining students' academic engagement during the teenage years. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

  3. Demographic Factors Affecting Internet Using Purposes of High School Students

    OpenAIRE

    Abdullah Faruk Kılıç; Cem Oktay Güzeller

    2017-01-01

    This study aimed at determining the impact of demographic factors on the Internet usage purposes of high school students. The population of the study consisted of students between 9th and 12th grades from the Anatolian high schools, science high schools, social sciences high schools, sports high schools and fine arts high schools in Turkey. The sample was chosen through the stratified and cluster sampling procedure. The students were chosen randomly depending on the regions of their school at...

  4. How do parent expectations promote child academic achievement in early elementary school? A test of three mediators.

    Science.gov (United States)

    Loughlin-Presnal, John; Bierman, Karen L

    2017-09-01

    Using a longitudinal mediation framework and a low-income sample, this study had 2 aims: (a) to model bidirectional associations between parent academic expectations and child academic outcomes from first through fifth grade, and (b) to explore 3 mediators of parental influence: parent involvement in child schooling, child learning behaviors, and child perceived academic competence. Participants included 356 children and their caregivers (89% mothers) recruited from Head Start centers (58% European American, 25% African American, 17% Latino). At each time point (grades 1, 2, 3, 5), parents rated their academic expectations, teachers rated parent involvement and child learning behaviors, and children rated their self-perceptions of their academic competence. Bidirectional longitudinal associations emerged between parent academic expectations and child academic outcomes. Child learning behaviors mediated this association from first to third grade, whereas child perceived academic competence mediated from second to fifth grade. Parallel cross-lagged models replicated these findings with child academic outcomes assessed using a test of reading achievement and teacher ratings of academic performance. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  5. Methodology for the preliminary design of high performance schools in hot and humid climates

    Science.gov (United States)

    Im, Piljae

    energy consumption of the final high performance school with the solar thermal and a solar PV system would be 1,162.1 MMBtu, which corresponds to the 14.9 kBtu/sqft-yr of EUI. The calculated final energy and cost savings over the code compliant school are 68.2% and 69.9%, respectively. As a final step of the research, specifications for a simplified easy-to-use toolkit were then developed, and a prototype screenshot of the toolkit was developed. The toolkit is expected to be used by non-technical decision-maker to select and evaluate high performance measures for a new school building in terms of energy and cost savings in a quick and easy way.

  6. Using concept mapping to measure changes in interdisciplinary learning during high school

    Directory of Open Access Journals (Sweden)

    Priit Reiska

    2018-03-01

    Full Text Available How, when and what kind of learning takes place are key questions in all educational environments. School graduates are expected to have reached a development level whereby they have, among many fundamental skills, the ability to think critically, to plan their studies and their future, and to integrate knowledge across disciplines. However, it is challenging to develop these skills in schools. Following existing curricula, disciplines are often taught separately and by different teachers, making it difficult for students to connect knowledge studied and learned from one discipline to that of another discipline. The Next Generation Science Standards on teaching and learning natural science in the United States point out important crosscutting concepts in science education (NGSS, 2013. In Estonia, similar trends are leading to an emphasis on the need to further develop scientific literacy skills and interdisciplinary learning in students. The changing environment around us must be reflected in changes in our school system. In this paper, we report on research that intends to answer the questions: (a “How much do Estonian students develop an interdisciplinary understanding of science throughout their high school education?”, and (b “Is their thinking more interdisciplinary after two years of studies in an Estonian high school?” Additionally, we analyzed the results based on the type of school the students attended, and we examined the use concept mapping to assess interdisciplinary learning. This research is part of an overall study that involved students from 44 Estonian high schools taking a science test similar to the three-dimensional Programme for International Student Assessment (PISA test (hereafter called PISA-like multidimensional test as well as constructing concept maps, while in 10th and 12th grade. In this paper, we report on the analysis of the results for 182 of the students, concentrating on the analysis of the concept maps

  7. An Approach to Energy Education for High School, Junior High School and Elementary School Students at Aichi Institute of Technology

    Science.gov (United States)

    Yukita, Kazuto; Ichiyanagi, Katsuhiro; Mori, Tsuyoshi; Goto, Yasuyuki

    This paper discusses the methods of implementation and improvement adopted in the energy education program of “Marugoto Taiken World” (“Total Experience World”) at Aichi Institute of Technology. The program, which is aimed at high school, junior high school and elementary school students, has been carried on at Aichi Institute of Technology for a number of years now, and the authors have been involved in the energy education project for the past four years. During that time, the following four courses have been held : 1) Let's use wind power to generate electricity, 2) Let's use flowers to build a solar battery, 3) Let's use bottles to build a fuel cell battery, 4) Let's make all sorts of batteries.

  8. High School Graduation Rates:Alternative Methods and Implications

    OpenAIRE

    Jing Miao; Walt Haney

    2004-01-01

    The No Child Left Behind Act has brought great attention to the high school graduation rate as one of the mandatory accountability measures for public school systems. However, there is no consensus on how to calculate the high school graduation rate given the lack of longitudinal databases that track individual students. This study reviews literature on and practices in reporting high school graduation rates, compares graduation rate estimates yielded from alternative methods, and estimates d...

  9. Role of Family Background, Student Behaviors, and School-Related Beliefs in Predicting High School Dropout

    Science.gov (United States)

    Parr, Alyssa K.; Bonitz, Verena S.

    2015-01-01

    The authors' purpose was to test a parsimonious model derived from social cognitive career theory (R. W. Lent, S. D. Brown, & G. Hackett, 1994) and expectancy value theory (J. S. Eccles & A. Wigfield, 2002) that integrates groups of variables (demographic background, student behaviors, and school-related beliefs) with the goal of…

  10. Highlighting High Performance: Whitman Hanson Regional High School; Whitman, Massachusetts

    Energy Technology Data Exchange (ETDEWEB)

    2006-06-01

    This brochure describes the key high-performance building features of the Whitman-Hanson Regional High School. The brochure was paid for by the Massachusetts Technology Collaborative as part of their Green Schools Initiative. High-performance features described are daylighting and energy-efficient lighting, indoor air quality, solar and wind energy, building envelope, heating and cooling systems, water conservation, and acoustics. Energy cost savings are also discussed.

  11. A VIEW ON BLEY-VROMAN’S FUNDAMENTAL CHARACTERS OF FOREIGN LANGUAGE LEARNING IN INDONESIAN HIGH SCHOOLS

    Directory of Open Access Journals (Sweden)

    Sa’wanatul Abidah

    2017-05-01

    Full Text Available English as a subject has been a part of curriculum in Indonesian schools from primary to university study for several decades now. The decision of education authorities to include it as a compulsory subject in high school is based on the fact that English has played an important role as academic language that is universally used, as well as the belief that having good English proficiency will enable Indonesian young people to face the fierce competition in global world. However, this policy does not run without challenge. Problems in mastering the language are encountered by both teachers and students, and results of the learning are not always as expected. This is a signature of foreign language learning as elaborated by Vroman in his book (The Logical Problem of Foreign Language Learning. This paper reviews on how the characters of language learning proposed by Vroman are seen in Indonesian classrooms at high school level where English is learned as a foreign language.

  12. Trust, Behavior, and High School Outcomes

    Science.gov (United States)

    Romero, Lisa S.

    2015-01-01

    Purpose: The purpose of this paper is to contribute to the literature on student trust and to examine the relationship between student trust, behavior, and academic outcomes in high school. It asks, first, does trust have a positive effect on high school outcomes? Second, does trust influence student behavior, exerting an indirect effect on…

  13. High School Redesign Gets Presidential Lift

    Science.gov (United States)

    Adams, Caralee J.

    2013-01-01

    President Barack Obama applauded high school redesign efforts in his State of the Union address and encouraged districts to look to successful models for inspiration. Last week, he followed up with a request in his fiscal 2014 budget proposal for a new, $300 million competitive-grant program. Recognition is widespread that high schools need to…

  14. The Classification of Romanian High-Schools

    Science.gov (United States)

    Ivan, Ion; Milodin, Daniel; Naie, Lucian

    2006-01-01

    The article tries to tackle the issue of high-schools classification from one city, district or from Romania. The classification criteria are presented. The National Database of Education is also presented and the application of criteria is illustrated. An algorithm for high-school multi-rang classification is proposed in order to build classes of…

  15. Direct Self-Injurious Behavior (D-SIB and Life Events among Vocational School and High School Students

    Directory of Open Access Journals (Sweden)

    Lili O. Horváth

    2018-05-01

    Full Text Available Although several studies have recently assessed direct self-injurious behavior (D-SIB among adolescents, it is still understudied in adolescents attending vocational schools: an educational setting generally associated with lower socioeconomic status. After extending the “Saving and Empowering Young Lives in Europe” (SEYLE project to a vocational school population, we examined their D-SIB and life event characteristics compared to the high school population. SEYLE’s Hungarian randomly selected high school sample (N = 995 was completed with a randomly selected vocational school sample (N = 140 in Budapest, Hungary. Participants aged 14–17 years completed the SEYLE project’s self-administered questionnaires. D-SIB lifetime prevalence was significantly higher (29.4% in the vocational school group compared to the high school group (17.2% (Χ2(1 = 12.231, p< 0.001. D-SIB was associated with suicidal ideation in the vocational school group. Different life events were more frequent in the high school than in the vocational school group, and associations between D-SIB and life events differed in the vocational school group compared to the high school group. In conclusion, vocational school students are a vulnerable population with a higher prevalence of D-SIB compared to high school students. Life events and their association with D-SIB also differ in vocational school students compared to high school students. Taking all these into account might contribute to prevention/intervention designed for this population.

  16. Predicting Parental Home and School Involvement in High School African American Adolescents

    Science.gov (United States)

    Hayes, DeMarquis

    2011-01-01

    Predictors of parental home and school involvement for high school adolescents were examined within two groups of urban African American parents from various socioeconomic levels. Home involvement was defined as parent-adolescent communication about school and learning, while school involvement was defined in terms of parent attendance and…

  17. James Madison High: A School at the Crossroads

    Science.gov (United States)

    Stroup, John T.; Salmonowicz, Michael J.; Broom, Christopher C.

    2007-01-01

    This case tells the story of James Madison High School, which became the epicenter of a debate over the future reorganization and control of large secondary schools in the Los Angeles Unified School District (LAUSD). The LAUSD, recently taken over by the newly elected mayor, was fighting for control of this 3,000-student high school with a charter…

  18. Indoor Air Quality in High Performance Schools

    Science.gov (United States)

    High performance schools are facilities that improve the learning environment while saving energy, resources, and money. The key is understanding the lifetime value of high performance schools and effectively managing priorities, time, and budget.

  19. Social gradient in life expectancy and health expectancy in Denmark

    DEFF Research Database (Denmark)

    Brønnum-Hansen, Henrik; Andersen, Otto; Kjøller, Mette

    2004-01-01

    Health status of a population can be evaluated by health expectancy expressed as average lifetime in various states of health. The purpose of the study was to compare health expectancy in population groups at high, medium and low educational levels.......Health status of a population can be evaluated by health expectancy expressed as average lifetime in various states of health. The purpose of the study was to compare health expectancy in population groups at high, medium and low educational levels....

  20. XXI and XXII SERC Main School in Theoretical High Energy Physics

    CERN Document Server

    Sivakumar, M; Surveys in theoretical high energy physics 2 : lecture notes from SERC Schools

    2016-01-01

    The book presents pedagogical reviews of important topics on high energy physics to the students and researchers in particle physics. The book also discusses topics on the Quark–Gluon plasma, thermal field theory, perturbative quantum chromodynamics, anomalies and cosmology. Students of particle physics need to be well-equipped with basic understanding of many concepts underlying the standard models of particle physics and cosmology. This is particularly true today when experimental results from colliders, such as large hadron collider (LHC) and relativistic heavy ion collider (RHIC), as well as inferences from cosmological observations, are expected to further expand our understanding of particle physics at high energies. This volume is the second in the Surveys in Theoretical High Energy Physics Series (SThEP). Topics covered in this book are based on lectures delivered at the SERC Schools in Theoretical High Energy Physics at the Physical Research Laboratory, Ahmedabad, and the University of Hyderabad.

  1. Fostering research aptitude among high school students through space weather competition

    Science.gov (United States)

    Abdullah, M.; Majid, R. A.; Bais, B.; Bahri, N. S.; Asillam, M. F.

    2018-01-01

    Cultivating research culture at an early stage is important for capacity building in a community. The high school level is the appropriate stage for research to be introduced because of students' competitive nature. Participation in the space weather competition is one of the ways in which research aptitude can be fostered in high school students in Malaysia. Accordingly, this paper presents how research elements were introduced to the students at the high school level through their participation in the space weather competition. The competition required the students to build a system to detect the presence of solar flares by utilizing VLF signals reflected from the ionosphere. The space weather competition started off with proposal writing for the space weather related project where the students were required to execute extensive literature review on the given topic. Additionally, the students were also required to conduct the experiments and analyse the data. Results obtained from data analysis were then validated by the students through various other observations that they had to carry out. At the end of the competition, students were expected to write a comprehensive technical report. Through this competition, the students learnt how to conduct research in accordance to the guidelines provided through the step by step approach exposed to them. Ultimately, this project revealed that the students were able to conduct research on their own with minimal guidance and that participation in the competition not only generated enjoyment in learning but also their interest in science and research.

  2. Freedom of Expression for High School Journalists: A Case Study of Selected North Carolina Public Schools.

    Science.gov (United States)

    Phillips, Kay D.

    A study examined the freedom of the high school press in North Carolina to determine whether publication guidelines should be in place, and if so, what those guidelines should contain. High school newspaper advisors, high school principals, and high school newspaper editors from large and small, urban and rural, eastern and western high schools…

  3. Socio-economic determinants of life expectancy in Nigeria (1980 - 2011).

    Science.gov (United States)

    Sede, Peter I; Ohemeng, Williams

    2015-01-01

    Attainment of 70 years life expectancy by 2020 is one of the millennium development goals in Nigeria. This study examined the socio-economic determinants of life expectancy in Nigeria using data from 1980-2011. Judging from the endogeneity feature of the variables, A VAR and VECM frameworks were employed. Socio-economic features were proxy by secondary school enrolment, government expenditure on health, per capita income, unemployment rate and the Naira foreign exchange rate. It was found that, the conventional socio-economic variables such as per capita income, education and government expenditure on health considered to be highly effective in determining life expectancy of developing countries are not significant in the case of Nigeria. The study however suggests that, life expectancy in Nigeria could be improved if attention is given to quality of government health expenditure, unemployment and measures to halt the depreciation of the Nigerian Naira against major foreign currency.

  4. Relations between Popularity and Prosocial Behavior in Middle School and High School Chinese Adolescents

    Science.gov (United States)

    Lu, Ting; Li, Ling; Niu, Li; Jin, Shenghua; French, Doran C.

    2018-01-01

    The concurrent and longitudinal associations between popularity, likeability, and prosocial behavior were evaluated in this three-year study of middle school and high school Chinese adolescents. The initial sample included 766 middle school (mean age = 13.3 years) and 668 high school participants (mean age = 16.6 years); there were 880 (399 girls)…

  5. Principals' Perceptions of Professional Development in High- and Low-Performing High-Poverty Schools

    Science.gov (United States)

    Moore, Sheila; Kochan, Frances

    2013-01-01

    This is the second part of a two-part study examining issues related to professional development in high-poverty schools. The findings from the initial study indicated that principals in high-poverty, high-performing schools perceived higher levels of implementation of quality professional development standards in their schools than did principals…

  6. Do Technological and Vocational High Schools Differentiate between Male and Female Teachers?

    Science.gov (United States)

    Rahayu, Y.; Abdullah, A. G.; Asfiyanur, E. P.; Putra, R. C.

    2018-02-01

    High Quality Vocational education is one way to create skilled and professional human resources. In the implementation of teaching and learning process there are many components that are very important one of them is the educator (teacher), where through the quality of teachers materials are expected to be well absorbed by students. Teachers generally consist of male and female teachers where in this era of teacher globalization teachers in vocational schools are not only dominated by male teachers, there are many women who serve as educators in unlimited vocational schools by selected majors. But the polemic is the issue of gender inequality that has been the subject of talks in various countries since 1979. Gender bias in education is the educational reality that benefits certain sexes, leading to gender inequality in which various forms of gender inequality occur in different regions. Female teachers in technology and engineering as a minority are deemed incompetent in understanding vocational materials and are deemed less able in the application of school practices than male teachers. But at this point it can be observed that the large number of female teachers who enter the world of teaching skills in vocational schools in Indonesia. Therefore, this research was conducted to find out the extent of gender differences in the influence of teaching styles on the learning process in SMK with the concentration of technique and technique. This research is planned to be implemented in a vocational high school in Indonesia with concentration of Department of Engineering and Technology which include the use of qualitative research collecting research data by using interview and survey technique

  7. Space and place in researching male early high school leaving in Orange Farm Township

    Directory of Open Access Journals (Sweden)

    Vangile Bingma

    2013-01-01

    Full Text Available I reflect on the methodological processes underpinning a dissertation that investigated male learners' reasons for leaving high school early and the strategies they employed to negotiate everyday life. A qualitative case study was conducted with nine male early high school leavers between the ages of 18 and 25, as well as 12 stakeholders involved in the Orange Farm Township, south of Johannesburg. Purposive and snowball sampling techniques were used. Data were collected through in-depth interviews, document reviews, and observations. Narrative analysis revealed complications related to the notions of space and place of the potential participants and the researcher. In the first place, the difficulty was not in identifying participants, but in establishing rapport to the extent that they agreed to participate in the research. Assumptions about space and place gave rise to expectations that had to be managed, and consequently the researcher had to rethink the methodological choices. In particular, participants' perceived real social positions and their relation to different social spaces had to be negotiated. It is suggested that relatively novice researchers, researching male early high school leaving in familiar spaces, can mitigate complications of space, place and stigma during fieldwork by using multiple sources of data and strategic, flexible interviewing techniques.

  8. Medical Students’ Clinical Skills Do Not Match Their Teachers’ Expectations: Survey at Zagreb University School of Medicine, Croatia

    Science.gov (United States)

    Sičaja, Mario; Romić, Dominik; Prka, Željko

    2006-01-01

    Aim To evaluate self-assessed level of clinical skills of graduating medical students at Zagreb University School of Medicine and compare them with clinical skill levels expected by their teachers and those defined by a criterion standard. Method The study included all medical students (n = 252) graduating from the Zagreb University School of Medicine in the 2004-2005 academic year and faculty members (n = 129) teaching clinical skills. The participants completed anonymous questionnaire listing 99 clinical skills divided into nine groups. Students were asked to assess their clinical skills on a 0-5 scale, and faculty members were asked to assess the minimum necessary level of clinical skills expected from graduating medical students, using the same 0-5 scale. We compared the assessment scores of faculty members with students’ self-assessment scores. Participants were grouped according to their descriptive characteristics for further comparison. Results The response rate was 91% for students and 70% for faculty members. Students’ self-assessment scores in all nine groups of clinical skills ranged from 2.2 ± 0.8 to 3.8 ± 0.5 and were lower than those defined by the criterion standard (3.0-4.0) and those expected by teachers (from 3.1 ± 1.0 to 4.4 ± 0.5) (P<0.001 for all). Students who had additional clinical skills training had higher scores in all groups of skills, ranging from 2.6 ± 0.9 to 4.0 ± 0.5 (P<0.001 for all). Male students had higher scores than female students in emergency (P<0.001), neurology (P = 0.017), ear, nose, and throat (P = 0.002), urology (P = 0.003), and surgery skills (P = 0.002). Teachers’ expectations did not vary according to their sex, academic position, or specialty. Conclusion Students’ self-assessed level of clinical skills was lower than that expected by their teachers. Education during clinical rotations is not focused on acquiring clinical skills, and additional clinical

  9. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    2001-05-01

    Literature Cited National Science Education Standards; National Academy Press: Washington, DC, 1996; http://www. nap.edu/readingroom/books/nses/. Principles and Standards for School Mathematics; National Council of Teachers of Mathematics: Washington, DC, 2000; http://standards.nctm.org/. Visit CLIC, an Online Resource for High School Teachers at http://jchemed.chem.wisc.edu/HS/

  10. Adolescent Expectancy-Value Motivation, Achievement in Physical Education, and Physical Activity Participation

    Science.gov (United States)

    Zhu, Xihe; Chen, Ang

    2013-01-01

    This study examined the relation between adolescent expectancy-value motivation, achievements, and after-school physical activity participation. Adolescents (N = 854) from 12 middle schools completed an expectancy-value motivation questionnaire, pre and posttests in psychomotor skill and health-related fitness knowledge tests, and a three-day…

  11. A Positive Model for Reducing and Preventing School Burnout in High School Students

    Science.gov (United States)

    Aypay, Ayse

    2017-01-01

    This study aims to develop and test the validity of a model limited to attitude towards the future and subjective well-being for reducing and preventing the school burnout that high school students can experience. The study is designed as a relational screening model conducted over 389 high school students. The data in this study are analyzed…

  12. UV tanning advertisements in national high school newspapers.

    Science.gov (United States)

    Lofgreen, Seth J; Domozych, Renee; Doctor, Monica; Reimer, Christine; Self, Alyssa; Dellavalle, Robert P

    2017-04-15

    Many young adults have utilized indoor ultraviolet(UV) tanning, putting them at higher risk for development of skin cancers. Prior to the increased regulations on indoor tanning for minors, indoor tanning businesses marketed to teens through modalities such as advertisements in high school newspapers. The purpose of this study was to quantify tanning advertisements in high school newspapers published across the United States between August 2014 and July 2015. Online versions of the newspaper issues were available on issuu.com. Tanning advertisements appeared in 3 of 23 high school newspapers with advertisements of any kind(13%). Among all newspapers with advertisements, 10% were indoor tanning advertisements. One newspaper in Colorado contained advertisements of any kind and had 0 tanning advertisements. A prior study of Colorado high schools showed 11 of 23 schools (48%) to contain tanning advertisements. This suggests that there may be a decrease in indoor UV tanning advertisements owing to increased tanning regulation by state legislatures, national attention to UV tanning, or a general decrease in high school tanning advertisements.

  13. Parents' expectations of public schooling in the Northern Province of ...

    African Journals Online (AJOL)

    Not only have residential areas become largely mixed but also schools. This is, of course, a result of the abolishing of apartheid-era policies and legislation that enforced racial segregation. However, the phenomenon sketched above was accompanied by parents moving children from public schools to independent schools ...

  14. Sleep disorders among high school students in New Zealand

    OpenAIRE

    Fernando AT; Samaranayake CB; Blank CJ; Roberts G; Arroll B

    2013-01-01

    INTRODUCTION: Adolescents are known to have high risk factors for sleep disorders, yet the youth rates of sleep disturbances are unknown. AIM: This study aimed to determine the prevalence of sleep disorders among New Zealand high school students. METHODS: The Auckland Sleep Questionnaire (ASQ) was administered to high school students at six schools in the North Island. Schools were chosen to reflect a range of ethnicities and school deciles, which identify the socioeconomic status of househol...

  15. Effects of Perceived Discrimination on the School Satisfaction of Brazilian High School Graduates

    Directory of Open Access Journals (Sweden)

    Rubia R. Valente

    2017-01-01

    Full Text Available This paper analyzes the consequences of peer victimization for the satisfaction with schooling (“happiness” of college-bound high school graduates in Brazil.  Several types of victimization are explored including discrimination due to race/ethnicity, socioeconomic status, gender, sexual orientation, religious affiliation, and disability. We compare the satisfaction with their schooling of students planning to head to college straight from high school and older students applying for college later in life (“nontraditional students”. We conclude that students who perceived that they had been discriminated against were more dissatisfied with their school experience than those who did not, ceteris paribus, and we relate level of dissatisfaction to type of discrimination. The older student evidence reveals that this dissatisfaction wanes with time and age, however. Our conclusions are based upon ordered logistic analyses of data for 2.4 million current high school seniors and 78.7 thousand older students drawn from the Exame Nacional do Ensino Médio questionnaire (ENEM.

  16. School Governing Bodies in South African Schools: Under Pressure to Enhance Democratization and Improve Quality

    Science.gov (United States)

    Heystek, Jan

    2011-01-01

    Governing bodies in South Africa are expected to have an important role in ensuring high quality education in schools as well as in the democratization of the post-apartheid South Africa. However, current legislation precludes governing bodies from involvement in the professional management of schools. Governing bodies are democratically elected…

  17. Adolescent Views of Time Management: Rethinking the School Day in Junior High School

    Science.gov (United States)

    Strom, Paris S.; Strom, Robert D.; Sindel-Arrington, Tricia

    2016-01-01

    Junior high school presents a significant increase in time demands both for study and for social relationships. The students (N = 240) in grades 7 and 8 at a junior high school anonymously completed online the Time Management Poll concerning their own use of time and the way their school managed time. The 20 items in the poll allowed them to…

  18. Game Development as Students’ Engagement Project in High School Mathematics

    Directory of Open Access Journals (Sweden)

    Ryan V. Dio

    2015-12-01

    Full Text Available The general expectancies of the enhanced basic education curriculum in the Philippines focuses on the performance standards which can be expressed when students are able to produce products as evidence that they can transfer or use their learning in real-life situations. One way to assess students achievement is through an engaging activities that would require them apply the knowledge and skills acquired in the subject as the outcome of their learning. This descriptive method of research employed content analysis procedures and survey in describing and assessing the significant feature of the mathematical games as potential learning devices developed by the high school students through an engaging task assignment. It utilized purposive sampling techniques in the selection of the respondents and the submitted write-ups of mathematical games for analysis as typical sample in this study. The study revealed that the high school students developed mathematical board games with different objectives and mechanics as inspired by their learning, experiences, hobbies, and interest. Mathematical concepts and processes along numbers and number sense, measurements, algebra, geometry, and probability and statistics were integrated in the game through question card and mechanics of the game itself. The groups of students and teachers have high level of agreement as to the workmanship and usability, mechanics and organization, relevance to instruction/learning, and fun and enjoyment of the game as revealed by their assessment from very satisfactory to excellent level. Results implied that teachers in any subject area may use students’ engagement project as teaching strategy to produce products and performance that would provide evidence of students’ learning. The school curriculum makers may consider the students’ output as subjects of research for further improvements, exhibits, and classroom utilization.

  19. The association between higher body mass index and poor school performance in high school students.

    Science.gov (United States)

    Tonetti, L; Fabbri, M; Filardi, M; Martoni, M; Natale, V

    2016-12-01

    This study aimed to examine the association between body mass index (BMI) and school performance in high school students by controlling for relevant mediators such as sleep quality, sleep duration and socioeconomic status. Thirty-seven high school students (mean age: 18.16 ± 0.44 years) attending the same school type, i.e. 'liceo scientifico' (science-based high school), were enrolled. Students' self-reported weight and height were used to calculate BMI. Participants wore an actigraph to objectively assess the quality and duration of sleep. School performance was assessed through the actual grade obtained at the final school-leaving exam, in which higher grades indicate higher performance. BMI, get-up time, mean motor activity, wake after sleep onset and number of awakenings were negatively correlated with the grade, while sleep efficiency was positively correlated. When performing a multiple regression analysis, BMI proved the only significant (negative) predictor of grade. When controlling for sleep quality, sleep duration and socioeconomic status, a higher BMI is associated with a poorer school performance in high school students. © 2015 World Obesity Federation.

  20. Effective Schools. What Makes a Public School Work Well?

    Science.gov (United States)

    Our Children, 1998

    1998-01-01

    Most effective schools share a number of key characteristics, including clear-cut goals and objectives, adequate funding and financial management, quality academic programs, valid assessment programs, parent and family involvement, teacher and staff development, high expectations for students, community involvement, comprehensive support services,…

  1. Professional expectations of students of the oral health technician course

    Directory of Open Access Journals (Sweden)

    José Ferreira Lima Junior

    2012-03-01

    Full Text Available Objective: To identify the expectations of students enrolled in the oral health technician course conducted by the School of Public Health of Ceará, about their professional future. Methods:This work presents a quantitative, cross-sectional descriptive study held with students of seven classes in dental hygiene course conducted by the School of Public Health. Data collection was conducted between March and April 2011, through the application of a semistructured questionnaire, which addressed the professional profile of the participants, their expectations about the labor market and the profession. Statistical analysis was performedwith a degree of significance of 0.05. Results: 154 students were interviewed, of whom 96.1% were women, mean age of 32.9 (± 7.3 years. Most (93.8%, N = 120 graduated from high school and 71.1% (N = 108 were registered at the Regional Council of Dentistry. Regardingtheir insertion in the labor market, 42.9% believed it would be satisfactory and 58% that it would occur in public service. The biggest obstacle mentioned by the subjects about the insertion of oral health technicians in the labor market was the difficulty of hiring (45.5%. When asked to punctuate some actions that they would play as TSB, 82.2% cited clinical and collective actions. The majority (96% claimed to feel safe to act as TSB. Conclusion:The students’ expectations regarding their professional future are positive. However, it is necessary to develop further research in this area, so that the profession has a growing support within the labor market.

  2. Solutions for Failing High Schools: Converging Visions and Promising Models.

    Science.gov (United States)

    Legters, Nettie; Balfanz, Robert; McPartland, James

    Promising solutions to the failings of traditional comprehensive high schools were reviewed to identify basic principles and strategies for improving high schools nationwide. Selected research studies, policy documents, and promising high school programs were reviewed. The review revealed the following principles for helping high schools better…

  3. Factors that contribute to Hispanic English Language Learners' high academic performance in high school science in the Rio Grande Valley of Texas: A multicase study

    Science.gov (United States)

    Elizondo, Antonio

    The purpose of this multicase study was to discover factors that contribute to Hispanic English language learners' (ELL) high academic performance in high school science in the Rio Grande Valley of Texas. Participants were high school seniors enrolled in college-level classes who had scored commended on the science exit-level Texas Assessment of Knowledge and Skills and ranked toward the top of their class. One student from each of four different high schools in south Texas were selected to participate. Schools identified students meeting the participant criteria and provided consent documents. In this qualitative research study, students were interviewed on three different dates. Administrators and science teachers were also interviewed for triangulation. Significant findings showed that intrinsic qualities were mainly responsible for factors contributing to high academic performance. Hispanic ELL students need meaningful responsibilities to internalize self-esteem and self-efficacy to realize high academic performance. Self-motivation, a contributing factor, provides students with a positive outlook on high academic performance and the ability to defer more immediate undermining rewards. Students expect to contribute to society by helping others. This helps their self-esteem as well as their self-worth and supports high academic performance. Parental and teacher support are critical for high academic performance. Low socioeconomic status alone is not a causal factor for poor academic performance. School administrations should assign willing and enthusiastic teachers as mentors to target students and provide skills to parents that promote, inspire, and motivate students' intrinsic qualities. Future studies should examine different leadership styles that maximize teachers' ability to influence students' high academic performance. Finally, students should be given guidance in setting career goals and demonstrating that high academic achievement is attainable and

  4. Blatant Stereotype Threat and Women's Math Performance: Self-Handicapping as a Strategic Means To Cope with Obtrusive Negative Performance Expectations.

    Science.gov (United States)

    Keller, Johannes

    2002-01-01

    Examined the impact of increased salience of negative stereotypic expectations on math performance among high school students. Results indicated that female students in the condition of heightened salience of negative stereotypic expectations underperformed in comparison to their control group counterparts. The effect of blatant stereotype threat…

  5. Health students’ expectations of the ideal educational environment: a qualitative research

    Directory of Open Access Journals (Sweden)

    TEAMUR AGHAMOLAEI

    2014-10-01

    Full Text Available Introduction: Educational environment is an important determinant of students’ behavior and its elements are associated with academic achievement and course satisfaction. The aim of this study was to determine students’ expectations of the ideal educational environment. Methods: This was a qualitative study with content analysis approach. Using a theoretical sampling method, we selected eight students from Health School of Hormozgan University of Medical Sciences, studying health education, public health, environmental health, occupational health and medical entomology. To collect data, semi-structured interviews were used and continued until reaching data saturation. Qualitative content analysis was used to analyze the data. Results: Students' expectations of the ideal educational environment emerged in four main themes including school atmosphere, teaching, human aspects (with three subthemes including teachers, students, and school staff and nonhuman aspects (with two subthemes including educational equipment and physical environment. Conclusion: Educational environment is a multidimensional issue and to achieve an ideal educational environment, educational planners should meet the students' expectations of the school atmosphere, teaching, teachers, students, school staff, educational equipment and physical environment.

  6. Attitudes of Turkish High School Students toward Mathematics

    Science.gov (United States)

    Yenilmez, Kursat

    2007-01-01

    This study examines high school students' attitudes toward mathematics and analyzes whether there were differences in attitude and its source that could be attributed to gender, class level, type of school, mathematics success, whether the students received preschool education, families' income level, and high school student's place of living.…

  7. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    1999-07-01

    Secondary School Feature Articles * Super Science Connections, by Patricia B. McKean, p 916 * A pHorseshoe, by Roger Plumsky, p 935 National Conferences in Your Part of the Country For the past several months, considerable space in this column has been devoted to forthcoming national conferences and conventions and to highlights of conferences past. For some of us, location is fairly unimportant; but for most of us travel costs and time are both factors to consider when choosing a conference. The community of high school chemistry teachers is favored by the number of national conventions and conferences that are held each year in different locations. In 1999, for example, the spring National Meeting of the American Chemical Society was in Anaheim and the National Science Teachers Association National Convention was in Boston. This summer CHEMED '99 will be held in Fairfield, CT, August 1-5, and the fall National ACS Meeting will be in New Orleans. Teachers from the mid-South especially should consider attending the High School Program at New Orleans, described below by Lillie Tucker Akin, Chairperson of the Division's High School Program Committee. The event will be held on Sunday to minimize conflicts with the beginning of the school year. JCE at CHEMED '99 Stop by the JCE booth at CHEMED '99 in the exhibits area to learn more about the wide array of print and nonprint resources you can use in your classroom and laboratory. Members of the editorial staff will be on hand to talk with you. You are invited to participate in a workshop, "Promoting Active Learning through JCE Activity Sheets and Software", on Monday, August 1, 8:30-10:30. The free hands-on workshop is number WT11 and we encourage you to include it among your choices in the blanks provided on the third page of the registration form. We will also conduct an interactive session to listen to ideas for making the Journal more useful to you. Check the final program for location and time or inquire at the JCE

  8. High School Teacher Perceptions of Empowerment

    OpenAIRE

    Jacobs, Tricia Susan

    2014-01-01

    As the responsibilities of principals become more complex and as accountability becomes more evident in K-12 cultures, it becomes increasingly important that high school principals be trained to empower teachers. This paper examined the research concerning the conditions of the empowerment of teachers. More specifically, it measured high school teachers' perspectives concerning their levels of empowerment by their principals based on the four domains of empowerment: meaning, competence, sel...

  9. Middle School Teachers and School Leadership Perceptions of School Culture: An Examination of the Transition from Junior Highs to Middle Schools

    Science.gov (United States)

    Chaney, Maura Chase

    2013-01-01

    The purpose of this case study was to examine the transition from junior high school to a middle school as experienced in two middle schools from a mid-sized urban school district located in the Rocky Mountains. The overarching question that guided data collection for this study centered on the factors that influenced school culture before,…

  10. School Variables as Mediators of Personal and Family Factors on School Violence in Taiwanese Junior High Schools

    Science.gov (United States)

    Chen, Ji-Kang; Astor, Ron Avi

    2012-01-01

    Using a nationally representative sample of 3,058 junior high school students in Taiwan, this study examines a model of how personal traits, family factors, and school dynamics influence school violence committed by students against students and teachers. This model proposed that school violence is directly influenced by personal traits,…

  11. Synergistic Effects of Expectancy and Value on Homework Engagement: The Case for a Within-Person Perspective.

    Science.gov (United States)

    Nagengast, Benjamin; Trautwein, Ulrich; Kelava, Augustin; Lüdtke, Oliver

    2013-05-01

    Historically, expectancy-value models of motivation assumed a synergistic relation between expectancy and value: motivation is high only when both expectancy and value are high. Motivational processes were studied from a within-person perspective, with expectancies and values being assessed or experimentally manipulated across multiple domains and the focus being placed on intraindividual differences. In contrast, contemporary expectancy-value models in educational psychology concentrate almost exclusively on linear effects of expectancy and value on motivational outcomes, with a focus on between-person differences. Recent advances in latent variable methodology allow both issues to be addressed in observational studies. Using the expectancy-value model of homework motivation as a theoretical framework, this study estimated multilevel structural equation models with latent interactions in a sample of 511 secondary school students and found synergistic effects between domain-specific homework expectancy and homework value in predicting homework engagement in 6 subjects. This approach not only brings the "×" back into expectancy-value theory but also reestablishes the within-person perspective as the appropriate level of analysis for latent expectancy-value models.

  12. High School Start Times and the Impact on High School Students: What We Know, and What We Hope to Learn

    Science.gov (United States)

    Morgenthaler, Timothy I.; Hashmi, Sarah; Croft, Janet B.; Dort, Leslie; Heald, Jonathan L.; Mullington, Janet

    2016-01-01

    Study Objectives: Several organizations have provided recommendations to ensure high school starts no sooner than 08:30. However, although there are plausible biological reasons to support such recommendations, published recommendations have been based largely on expert opinion and a few observational studies. We sought to perform a critical review of published evidence regarding the effect of high school start times on sleep and other relevant outcomes. Methods: We performed a broad literature search to identify 287 candidate publications for inclusion in our review, which focused on studies offering direct comparison of sleep time, academic or physical performance, behavioral health measures, or motor vehicular accidents in high school students. Where possible, outcomes were combined for meta-analysis. Results: After application of study criteria, only 18 studies were suitable for review. Eight studies were amenable to meta-analysis for some outcomes. We found that later school start times, particularly when compared with start times more than 60 min earlier, are associated with longer weekday sleep durations, lower weekday-weekend sleep duration differences, reduced vehicular accident rates, and reduced subjective daytime sleepiness. Improvement in academic performance and behavioral issues is less established. Conclusions: The literature regarding effect of school start time delays on important aspects of high school life suggests some salutary effects, but often the evidence is indirect, imprecise, or derived from cohorts of convenience, making the overall quality of evidence weak or very weak. This review highlights a need for higher-quality data upon which to base important and complex public health decisions. Citation: Morgenthaler TI, Hashmi S, Croft JB, Dort L, Heald JL, Mullington J. High school start times and the impact on high school students: what we know, and what we hope to learn. J Clin Sleep Med 2016;12(12):1681–1689. PMID:27855730

  13. Investigating the Link between Home-School Dissonance and Academic Cheating among High School Students

    Science.gov (United States)

    Brown-Wright, Lynda; Tyler, Kenneth M.; Stevens-Watkins, Danelle; Thomas, Deneia; Mulder, Shambra; Hughes, Travonia; Stevens-Morgan, Ruby; Roan-Belle, Clarissa; Gadson, Nadia; Smith, La Toya

    2013-01-01

    The current study examined the association between home-school dissonance and academic cheating among 344 high school juniors and seniors at two urban high schools. Students completed two subscales of the Patterns of Adaptive Learning Scale (PALS) and one subscale of the Academic Motivation Scale (AMS). Analyses revealed that home-school…

  14. The Relationships among the Fine Arts, School Culture, and High School Graduation Rates in Georgia

    Science.gov (United States)

    Lovett, Andrew, Jr.

    2014-01-01

    High school graduation is the single largest hurdle that students must achieve to prepare for college and career (National Governor's Association, 2011). Fleischman & Heppen (2009) agree that American high schools must address the problem of declining graduation rate. Approximately 1.28 million students drop out of high school annually (Amos,…

  15. [Frequency of use of school cafeterias in middle and high schools in 3 French districts].

    Science.gov (United States)

    Michaud, C; Feur, E; Gerbouin-Rérolle, P; Leynaud-Rouaud, C; Chateil, S; Gourdon, M

    2000-09-01

    Reports from the French Ministry of Education warn of a decrease in the use of school food services, especially in sensitive urban areas. They also suggest that this decline has led to cases of malnutrition. This article describes the characteristics of the current supply of school meals and measures the evolution of demand observed between 1992 and 1996 in relation to the economic situation of students' families. The study was carried out in 3 departments in France: Doubs, Herault, and Val de Marne. The administrators of all public and private middle and high schools in the 3 departments received a questionnaire asking them to describe the services offered in their cafeterias and to provide the corresponding statistical and accounting data. External food services near the schools were also taken into account. Seventy-nine percent of schools responded to the survey. Concerning the services offered, 91% of schools have their own cafeterias, of which 81% are managed by the schools. Concerning the evolution of utilisation, a significant decrease in the number of meals served in seen in middle schools. On the other hand, high schools have observed stable utilisation. The positive changes in utilisation are linked, in middle schools, to characteristics of the schools' internal food services (self-service, choice of main courses, modulation of seats). In high schools, positive changes in the utilisation of school services are linked to the lack of external food services near the schools. As middle schools and high schools control the logistics and management of food services offered to students, they are potentially in a position to influence a policy on this issue. The evolution in utilisation is very different among departments and between middle and high schools. While economic precariousness has a negative structural effect on utilisation, it doesn't seem to be a major factor in the evolution of the decrease observed over the past few years.

  16. Case Study: North Laurel High School, London, Kentucky.

    Science.gov (United States)

    Southern Regional Education Board, Atlanta, GA.

    When North Laurel High School, London, Kentucky, opened in Fall 1992, students and teachers entered a new facility and a new era of commitment to excellence for all students. In Spring 1993, North Laurel joined the Southern Regional Education Board's High Schools That Work initiative. The new school replaced the general track and raised graduation…

  17. Sexuality Education in Junior High Schools in Japan

    Science.gov (United States)

    Hashimoto, N.; Shinohara, H.; Tashiro, M.; Suzuki, S.; Hirose, H.; Ikeya, H.; Ushitora, K.; Komiya, A.; Watanabe, M.; Motegi, T.; Morioka, M.

    2012-01-01

    This paper aims to determine via responses to three questionnaire surveys how sexuality education programs are conducted at junior high schools in Japan. Study 1 examined the practice of sexuality education in schools, Study 2 investigated junior high school students' (age 12-13 and 14-15 years) knowledge of sexuality, and Study 3 examined…

  18. Expected satiation after repeated consumption of low- or high-energy-dense soup.

    Science.gov (United States)

    Hogenkamp, Pleunie S; Brunstrom, Jeffrey M; Stafleu, Annette; Mars, Monica; de Graaf, Cees

    2012-07-14

    We investigated whether repeated consumption of a low-energy-dense (LED; 208 kJ/100 g) or high-energy-dense (HED; 645 kJ/100 g) soup modifies expectations relating to the satiating capacity of the food, and its subsequent intake. In study 1, participants consumed either a novel-flavoured LED (n 32; 21 (SD 1·6) years, BMI 21·4 (SD 1·6) kg/m(2)) or HED soup (n 32; 21 (SD 1·6) years, BMI 21·3 (SD 1·7) kg/m(2)). Soup was served in a fixed amount on days 1-4 and ad libitum on day 5. 'Expected satiation' was measured on days 1, 2 and 5. Expected satiation did not change after repeated consumption of the LED or HED soup. Ad libitum intake did not differ between the LED (461 (SD 213) g) and HED soup (391 (SD 164) g). Only on day 1, expected satiation was higher for the HED soup than for the LED soup (P = 0·03), suggesting a role for sensory attributes in expected satiation. In study 2, thirty participants (21 (SD 1·6) years, BMI 21·3 (SD 1·7) kg/m(2)) performed a single measurement of expected satiation of the LED and HED soup, and four commercially available types of soup. Ratings on sensory attributes were associated with expected satiation. Results on expected satiation coincided with those of study 1. Thickness and intensity of taste were independently associated with expected satiation. Expectations may initially rely on sensory attributes and previous experiences, and are not easily changed.

  19. [The influencing factors on alienation in high school students].

    Science.gov (United States)

    Lee, Eun-Sook

    2004-02-01

    This study was performed to identify the influencing factors on alienation among high school students. Data was collected by questionnaires from 550 students of academic and vocational high schools in G city. The data was analyzed using descriptive statistics, pearson correlation coefficients, and stepwise multiple regression. The scores of alienation among students in financially lower middle class and lower class were higher than those of the upper middle class students, resulting in significant differences(F=6.87, p=.00). A sense of alienation showed a significantly negative correlation with the scores of responding parenting style(r=-.32), family cohesion(r=-.33), school attachment(r=-.51), academic performance(r=-.34), peer relationships(r=-.38), self-control (r=-.43), and social skills(r=-.33). The most powerful predictor of alienation among high school students was school attachment and the variance explained was 26%. A combination of school attachment, self control, peer relationships, family cohesion, demanding parenting style, and academic performance account for 40% of the variance in alienation among high school students. This study suggests that school attachment, self control, peer relationships, family cohesion, demanding parenting style, and academic performance are significant influencing factors on alienation in high school students. Therefore, nursing strategy is needed to manage these revealed factors.

  20. The Educational Benefits of Attending Higher Performing Schools: Evidence from Chicago High Schools

    Science.gov (United States)

    Allensworth, Elaine M.; Moore, Paul T.; Sartain, Lauren; de la Torre, Marisa

    2017-01-01

    Policymakers are implementing reforms with the assumption that students do better when attending high-achieving schools. In this article, we use longitudinal data from Chicago Public Schools to test that assumption. We find that the effects of attending a higher performing school depend on the school's performance level. At elite public schools…

  1. Development of an Attitude Scale towards High School Physics Lessons

    Science.gov (United States)

    Yavas, Pervin Ünlü; Çagan, Sultan

    2017-01-01

    The aim of this study was to develop a Likert type attitude scale for high school students with regard to high school physics lessons. The research was carried out with high school students who were studying in Ankara. First, the opinions of 105 high school students about physics lessons were obtained and then 55 scale items were determined from…

  2. The interactive impacts of high school gay-straight alliances (GSAs) on college student attitudes toward LGBT individuals: an investigation of high school characteristics.

    Science.gov (United States)

    Worthen, Meredith G F

    2014-01-01

    Although gay-straight alliances (GSAs) are becoming more popular in high schools across the U.S., empirical studies investigating GSAs and their impact are sparse. Utilizing a sample of college students drawn from a large Southern university (N = 805; 78% White; 61% female; average age 22), the current study investigates the ways that the presence of high school GSAs affect college student attitudes toward LGBT individuals and how these relationships may vary by high school GSA location (South vs. non-South), town type (rural/small town, suburban, large city), and high school student population size. Overall, results from the current study show that the presence of a GSA in high school is a robust positive predictor of supportive attitudes toward LGBT individuals, even when considering many control variables. Such results suggest that the presence of GSAs in high schools may have significant positive and potentially long-lasting effects on college students' attitudes toward LGBT individuals.

  3. Multicultural and multilingual approach: Mathematics, science, and engineering education for junior high school minority students and high school administrators. Final report

    Energy Technology Data Exchange (ETDEWEB)

    Crumbly, I.J.; Hodges, J.

    1994-09-01

    During the 1993 school year, LLNL and the US Department of Energy`s San Francisco Field Office provided funds through grant {number_sign}DE-FG03-93SF20045/A000 to assist Cooperative Developmental Energy Program (CDEP) with its network coalition of high school counselors from 19 states and with its outreach and early intervention program in mathematics, science and engineering for minority junior high school students. The program for high school counselors is called the National Educators Orientation Program (NEOP) and the outreach program for minority junior high school students is called the Mathematics, Science and Engineering Academy (MSEA). A total of 35 minority and female rising eighth grade students participated in the Second Annual Mathematics, Science, and Engineering Academy sponsored by the Cooperative Developmental Energy Program of Fort Valley State College (FVSC). There were 24 students from the middle Georgia area, 4 students from Oakland, California, and 7 students from Portland, Oregon. Each student was selected by counselor in his or her respective school. The selection criteria were based on the students` academic performance in science and mathematics courses.

  4. An Analysis of Florida's School Districts' Attendance Policies and their Relationship to High School Attendance Rates

    Science.gov (United States)

    Reardon, Ryan Turner

    2008-01-01

    The purpose of this non-experimental correlational study was to determine the relationship between the type of attendance policies in the high schools of the 67 Florida school districts, the size of the school district (number of high school students), the socioeconomic status SES) of the school district, and the average daily attendance rate of…

  5. 25 CFR 39.145 - Can a school receive both a small school adjustment and a small high school adjustment?

    Science.gov (United States)

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false Can a school receive both a small school adjustment and a small high school adjustment? 39.145 Section 39.145 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Indian School Equalization Formula Small School...

  6. BIG SCHOOL - SMALL SCHOOL. STUDIES OF THE EFFECTS OF HIGH SCHOOL SIZE UPON THE BEHAVIOR AND EXPERIENCES OF STUDENTS. FINAL REPORT.

    Science.gov (United States)

    BARKER, ROGER G.; AND OTHERS

    STUDIES WERE MADE IN KANSAS HIGH SCHOOLS TO DETERMINE THE EFFECT OF SCHOOL SIZE UPON THE BEHAVIOR AND EXPERIENCES OF STUDENTS. THE FOLLOWING AREAS WERE CONSIDERED-- THE SCHOOL INVOLVED IN THE STUDY, THE DATA GATHERED FROM RECORDS AND RESEARCH, OUT-OF-SCHOOL ACTIVITIES, AND THE PLACE OF HIGH SCHOOL STUDENTS IN THE TOTAL LIFE OF FOUR SMALL TOWNS.…

  7. Expectations from different perspectives on future work outcome of young adults with intellectual and developmental disabilities.

    Science.gov (United States)

    Holwerda, Anja; Brouwer, Sandra; de Boer, Michiel R; Groothoff, Johan W; van der Klink, Jac J L

    2015-03-01

    Expectations strongly influence future employment outcomes and social networks seem to mediate employment success of young adults with intellectual and developmental disabilities. The aim of this study is to examine the expectations of young adults with intellectual and developmental disabilities from special needs education, their parents and their school teachers regarding future work and the extent to which these expectations predict work outcome. Data on 341 young adults with intellectual or developmental disabilities, coming from special needs education, aged 17-20 years, and with an ability to work according to the Social Security Institute were examined. The school teacher's expectation was the only perspective that significantly predicted entering competitive employment, with a complementary effect of the expectation of parents and a small additional effect of the expectation of the young adult. Expectations of school teachers and parents are valuable in predicting work outcome. Therefore, it is important for professionals working with the young adult in the transition from school to work to incorporate the knowledge of school teachers and parents regarding the abilities of the young adult to enter competitive employment as a valuable source of information.

  8. An Examination of the Job Training and Job Experiences of High School Students as They Exit School

    Science.gov (United States)

    Andrews, Wilbur Drew

    2010-01-01

    The purpose of this investigation was (a) to determine the level of satisfaction that exiting high school students felt regarding the job preparation and training they received in high school, (b) gather data on work experiences during high school, (c) gather data on job training experiences during high school, and (d) gather data on students…

  9. High School Graduation Rates:Alternative Methods and Implications

    Directory of Open Access Journals (Sweden)

    Jing Miao

    2004-10-01

    Full Text Available The No Child Left Behind Act has brought great attention to the high school graduation rate as one of the mandatory accountability measures for public school systems. However, there is no consensus on how to calculate the high school graduation rate given the lack of longitudinal databases that track individual students. This study reviews literature on and practices in reporting high school graduation rates, compares graduation rate estimates yielded from alternative methods, and estimates discrepancies between alternative results at national, state, and state ethnic group levels. Despite the graduation rate method used, results indicate that high school graduation rates in the U.S. have been declining in recent years and that graduation rates for black and Hispanic students lag substantially behind those of white students. As to graduation rate method preferred, this study found no evidence that the conceptually more complex methods yield more accurate or valid graduation rate estimates than the simpler methods.

  10. Sexual behaviors and attitudes of high school students in the kingdom of Swaziland.

    Science.gov (United States)

    Mclean, P E

    1995-07-01

    The author examined the sex behaviors and attitudes of 111 high school students with a steady partner in the Kingdom of Swaziland. Data were collected through participant observation during 1987-88, discussions with key informants during 1987-88 and 1990-91, and in-depth structured interviews with the adolescents from rural and urban government high schools. 78 of the students were coitally active, with 57.5% of boys and 68.4% of girls reporting first coitus at 16 years of age or younger. 15.0% of males and no females reported beginning coitus after 18 years of age. 45.0% of the boys and 68.4% of the girls reported never using contraception; 50% of males said they used condoms. Swaziland is largely polygynous. There were, however, modest gender differences on attitudes about multiple partners and demonstrating affection. The young women mainly expected financial support from a sex partner. Since many adolescent men cannot provide such support, many of the adolescent women pursue sexual relations with older, more financially capable men. The author notes that the parents of young Swazi women do not condone such relationships, especially if the man does not seem interested in marriage. No school policy exists on teaching family life education and both unplanned pregnancy and septic abortions are real problems. School policy demands the expulsion of pregnant girls for the duration of their pregnancy. Once delivered, the young mothers may attend a another school. Finally, although parental guidance is less influential than in the past, traditional values attached to gender roles remain intact among the adolescents interviewed for this study.

  11. National Standards for High School Psychology Curricula

    Science.gov (United States)

    American Psychologist, 2013

    2013-01-01

    The "National Standards for High School Psychology Curricula" attempts to represent current knowledge in the field of psychology in developmentally appropriate ways. Psychology is a popular high school course, one that can introduce students to scientific ideas and engage students in the learning process. However, it is difficult for even the best…

  12. Client Views of TESOL Service: Expectations and Perceptions.

    Science.gov (United States)

    Walker, John

    2001-01-01

    Used focus groups to explore TESOL (teaching of English to speakers of other languages) client expectations and perceptions of the service they received in New Zealand English language schools. Findings confirmed the key role of the teacher and the importance of the school's milieu and home stay, quality of client feedback systems, servicescape,…

  13. The Availability and Utilization of School Library Resources in Some Selected Secondary Schools (High School) in Rivers State

    Science.gov (United States)

    Owate, C. N.; Iroha, Okpa

    2013-01-01

    This study investigates the availability and utilization of school library resources by Secondary School (High School) Students. Eight Selected Secondary Schools in Rivers State, Nigeria were chosen based on their performance in external examinations and geographic locations. In carrying out the research, questionnaires were administered to both…

  14. Predictors of Future Expectations of Inner-City Children: A 9-Month Prospective Study.

    Science.gov (United States)

    Dubow, Eric F.; Arnett, Mitzi; Smith, Katherine; Ippolito, Maria F.

    2001-01-01

    Assessed contributions of internal resources, supportive family and peer relations, peer negative influences, and behavioral adjustment to positive expectations for the future for inner-city school children. Found that higher levels of positive expectation related to lower levels of problem behavior and to higher levels of school involvement,…

  15. High School Students' Recommendations to Improve School Food Environments: Insights From a Critical Stakeholder Group.

    Science.gov (United States)

    Asada, Yuka; Hughes, Alejandro G; Read, Margaret; Schwartz, Marlene B; Chriqui, Jamie F

    2017-11-01

    The Healthy, Hunger-Free Kids Act of 2010 (HHFKA) directed the US Department of Agriculture (USDA) to revise school meal standards. Students are most affected by efforts to improve the school food environment; yet, few studies directly include students. This study examined high school students' experiences of school meal reform to gain insight into implementation recommendations. We conducted 5 focus groups with high school students (N = 15) from high schools across 9 states. We also conducted follow-up interviews to further explore personal experiences. Focus groups and interview transcripts were coded and organized in Atlas.ti v7 by analysts, following principles of constant comparative analysis. Students reported overall positive perceptions of the revised school meal standards and supported continued efforts to improve the food environment. Recommendations to improve the food environment included engaging students, focusing on the quality and palatability of meal items, moving toward scratch-cooking, and addressing cafeteria infrastructure. Students' recommendations point to opportunities where school districts, as well as local, state, and federal organizations can work to improve the school food environment. Their insights are directly relevant to USDA's recently released Local School Wellness Policy final rule, of which school meal standards are one provision. © 2017, American School Health Association.

  16. Gay Youth in American Public High Schools: Invisible Diversity.

    Science.gov (United States)

    Reed, Donald B.

    Gay youth enter high school with the knowledge that they are different and with the belief that heterosexuality is normal and that homosexuality is not normal. Also, gay youth enter high school with the belief that honesty and integrity are important personal values. Additionally, the gay youth enter high school without family knowledge of their…

  17. Cardiopulmonary resuscitation training in Washington state public high schools.

    Science.gov (United States)

    Reder, Sheri; Quan, Linda

    2003-03-01

    To determine the best approaches for increasing cardiopulmonary resuscitation (CPR) training opportunities for public high school students, we conducted a statewide survey of all 310 public high schools in Washington State. The findings describe CPR student training currently provided by high schools, barriers to providing, and strategies to increase CPR training of high school students. The response rate was 89% (276 schools) from a combination of mail and telephone surveys; 35% (n=97) reported that they did not provide any CPR student training. Of the 132 schools that provided CPR student training, 23% trained less than 10% of their students, and 39% trained more than 90% of their students. The majority of public high schools, 70%, did not have any teacher trained to teach CPR or had only one teacher with such training. Yet 80% of schools felt that CPR training is best provided in school settings. Schools perceived the greatest benefit of CPR training as providing students with the skill to save a life (43%). The most frequently identified barriers were logistical: limited time to teach the curriculum (24%), lack of funds (16%), and instructor scheduling difficulties (17%). Less than 5% of respondents voiced any opposition to CPR training, and that opposition was for logistical reasons. To increase CPR training, the single best strategies suggested were: increase funding, provide time in the curriculum, have more certified instructors, and make CPR student training a requirement.

  18. Using social cognitive theory to explain discretionary, "leisure-time" physical exercise among high school students.

    Science.gov (United States)

    Winters, Eric R; Petosa, Rick L; Charlton, Thomas E

    2003-06-01

    To examine whether knowledge of high school students' actions of self-regulation, and perceptions of self-efficacy to overcome exercise barriers, social situation, and outcome expectation will predict non-school related moderate and vigorous physical exercise. High school students enrolled in introductory Physical Education courses completed questionnaires that targeted selected Social Cognitive Theory variables. They also self-reported their typical "leisure-time" exercise participation using a standardized questionnaire. Bivariate correlation statistic and hierarchical regression were conducted on reports of moderate and vigorous exercise frequency. Each predictor variable was significantly associated with measures of moderate and vigorous exercise frequency. All predictor variables were significant in the final regression model used to explain vigorous exercise. After controlling for the effects of gender, the psychosocial variables explained 29% of variance in vigorous exercise frequency. Three of four predictor variables were significant in the final regression equation used to explain moderate exercise. The final regression equation accounted for 11% of variance in moderate exercise frequency. Professionals who attempt to increase the prevalence of physical exercise through educational methods should focus on the psychosocial variables utilized in this study.

  19. Midcentury Modern High Schools: Rebooting the Architecture

    Science.gov (United States)

    Havens, Kevin

    2010-01-01

    A high school is more than a building; it's a repository of memories for many community members. High schools built at the turn of the century are not only cultural and civic landmarks, they are also often architectural treasures. When these facilities become outdated, a renovation that preserves the building's aesthetics and character is usually…

  20. When and Why Dropouts Leave High School

    Science.gov (United States)

    Stearns, Elizabeth; Glennie, Elizabeth J.

    2006-01-01

    Teens may leave school because of academic failure, disciplinary problems, or employment opportunities. In this article, the authors test whether the reasons dropouts leave school differ by grade level and age. We compare dropout rates and reasons across grade levels and ages for all high school students, ethnic groups, and gender groups. Across…

  1. Highlighting High Performance: Clearview Elementary School, Hanover, Pennsylvania

    Energy Technology Data Exchange (ETDEWEB)

    2002-08-01

    Case study on high performance building features of Clearview Elementary School in Hanover, Pennsylvania. Clearview Elementary School in Hanover, Pennsylvania, is filled with natural light, not only in classrooms but also in unexpected, and traditionally dark, places like stairwells and hallways. The result is enhanced learning. Recent scientific studies conducted by the California Board for Energy Efficiency, involving 21,000 students, show test scores were 15% to 26% higher in classrooms with daylighting. Clearview's ventilation system also helps students and teachers stay healthy, alert, and focused on learning. The school's superior learning environment comes with annual average energy savings of about 40% over a conventional school. For example, with so much daylight, the school requires about a third less energy for electric lighting than a typical school. The school's innovative geothermal heating and cooling system uses the constant temperature of the Earth to cool and heat the building. The building and landscape designs work together to enhance solar heating in the winter, summer cooling, and daylighting all year long. Students and teachers have the opportunity to learn about high-performance design by studying their own school. At Clearview, the Hanover Public School District has shown that designing a school to save energy is affordable. Even with its many innovative features, the school's $6.35 million price tag is just $150,000 higher than average for elementary schools in Pennsylvania. Projected annual energy cost savings of approximately $18,000 mean a payback in 9 years. Reasonable construction costs demonstrate that other school districts can build schools that conserve energy, protect natural resources, and provide the educational and health benefits that come with high-performance buildings.

  2. Scientific Literacy of High School Students.

    Science.gov (United States)

    Lucas, Keith B.; Tulip, David F.

    This investigation was undertaken in order to establish the status of scientific literacy among three groups of secondary school students in four Brisbane, Australia high schools, and to reduce the apparent reticence of science teachers to evaluate students' achievement in the various dimensions of scientific literacy by demonstrating appropriate…

  3. The Effects of Home-School Dissonance on African American Male High School Students

    Science.gov (United States)

    Brown-Wright, Lynda; Tyler, Kenneth Maurice

    2010-01-01

    The current study examined associations between home-school dissonance and several academic and psychological variables among 80 African American male high school students. Regression analyses revealed that home-school dissonance significantly predicted multiple academic and psychological variables, including amotivation, academic cheating,…

  4. Service expectations from high- and low-volume customers in the alcoholic beverage industry

    Directory of Open Access Journals (Sweden)

    Jacques Beukes

    2013-08-01

    Research purpose: This research study investigated the relationship between the volume a customer buys from an alcoholic beverage supply company and what influence this volume has on their customer service expectations. Motivation for the study: The main purpose of this study was to evaluate what influence the volume an organisation buys from alcoholic beverage suppliers has on their service quality expectations. Research design, approach and method: A non-probability judgement sample method was used, with a sample size of 220 respondents. The questionnaire requested respondents (high- and low-volume to rank their customer service expectations and opinions with reference to Parasuraman’s service delivery dimensions. Ranking was done using a five-point Likert scale. Main findings: The findings of the study indicated that both the high- and low-volume customers felt that alcoholic beverage supply companies had to deliver on all five service delivery dimensions but failed to do so to full satisfaction. Practical and managerial implications: It is recommended that the alcoholic beverage supply companies should address the problem areas identified in this study to avoid defection of customers. Contribution and value add: This may assist alcoholic beverage supply companies to better understand the customers’ demographic profiles. The study also revealed that the satisfaction level experienced by customers in both sections of the study (high- and low-demand, with a considerable gap between expectations and opinions within the empathy dimension.

  5. High school students as science researchers: Opportunities and challenges

    Science.gov (United States)

    Smith, W. R.; Grannas, A. M.

    2007-12-01

    Today's K-12 students will be the scientists and engineers who bring currently emerging technologies to fruition. Existing research endeavors will be continued and expanded upon in the future only if these students are adequately prepared. High school-university collaborations provide an effective means of recruiting and training the next generation of scientists and engineers. Here, we describe our successful high school-university collaboration in the context of other models. We have developed an authentic inquiry-oriented environmental chemistry research program involving high school students as researchers. The impetus behind the development of this project was twofold. First, participation in authentic research may give some of our students the experience and drive to enter technical studies after high school. One specific goal was to develop a program to recruit underrepresented minorities into university STEM (science, technology, engineering, and mathematics) programs. Second, inquiry-oriented lessons have been shown to be highly effective in developing scientific literacy among the general population of students. This collaboration involves the use of local resources and equipment available to most high schools and could serve as a model for developing high school- university partnerships.

  6. A Pilot Study to Examine the Effects of a Nutrition Intervention on Nutrition Knowledge, Behaviors, and Efficacy Expectations in Middle School Children

    Science.gov (United States)

    Fahlman, Mariane M.; Dake, Joseph A.; McCaughtry, Nate; Martin, Jeffrey

    2008-01-01

    Background: This was a pilot study to determine the impact of the Michigan Model (MM) Nutrition Curriculum on nutrition knowledge, efficacy expectations, and eating behaviors in middle school students. Methods: The study was conducted in a large metropolitan setting and approved by the Institutional Review Board. The participants for this study…

  7. High School Students' Views on Blended Learning

    Science.gov (United States)

    Yapici, Ibrahim Umit; Akbayin, Hasan

    2012-01-01

    In this study, it is aimed to determine the high school students' views on blended learning. The study was carried out in biology course for the lesson unit of "Classification of Living Things and Biodiversity" with 47 9[superscript th] grade students attending Nevzat Ayaz Anatolian High School in the second term of the academic year of…

  8. Exploring the Relationships between Dialogue and Inclusive School Communities

    Science.gov (United States)

    Orzel, Courtney Leigh

    2012-01-01

    High standards and expectations for all students drive current school reform efforts which target accountability measures and focus on standardized tests, leaving many American students, particularly those who have been traditionally underserved and marginalized, feeling excluded and silenced in school. Thus, it is important for school leaders to…

  9. Analyzing the Cost-Effectiveness of Instruction Expenditures towards High School Completion among Oahu's Public School Districts

    Science.gov (United States)

    Ng, Larson S. W. M.

    2011-01-01

    The following study attempted to ascertain the instructional cost-effectiveness of public high school teachers towards high school completion through a financially based econometric analysis. Essentially, public high school instruction expenditures and completer data were collected from 2000 to 2007 and bivariate interaction analyzed through a…

  10. Humanizing the High School: The Power of Peers.

    Science.gov (United States)

    Stader, David L.; Gagnepain, F. J.

    2000-01-01

    Discusses what high schools can do to improve student relationships, highlighting a St. Louis area school's efforts to develop peer-mentoring and peer-mediation programs. Offers guidelines to help other schools develop a school culture that promotes caring, teaches constructive conflict resolution, and reduces potential for violence. (MLH)

  11. Coaching as a Performance Improvement Tool at School

    Science.gov (United States)

    Yirci, Ramazan; Karakose, Turgut; Kocabas, Ibrahim

    2016-01-01

    The purpose of this study is to examine the current literature and have an insight about coaching as a performance improvement tool at school. In today's world, schools have to survive and keep their organizational success in the highest level because of the high expectations from school stakeholders. Taking place in such a fierce competitive…

  12. Approaches to School Leadership in Inclusive STEM High Schools: A Cross-Case Analysis

    Science.gov (United States)

    Ford, Michael Robert

    Inclusive STEM-focused high schools (ISHSs) are a relatively new phenomenon in the landscape of public education. This study of four exemplar ISHSs (identified by experts in STEM education as highly successfully in preparing students underrepresented in STEM for STEM majors in college and future STEM careers) provides a rich description of the approach to ISHS school leadership by identifying various internal and external leadership factors influencing school leadership. This study examined an existing data set that included site visits to four ISHSs along with pre- and post-visit data, and a cross-case analysis focused on the leadership contributions of ISHS leaders and their larger community. This study found that the ISHSs expanded the concept of school leadership to include leadership both within and outside the school. In addition, school leaders needed autonomy to innovate and respond to their schools' needs. This included autonomy in hiring new teachers, autonomy from school district influence, and autonomy from restrictive teachers' union regulation and policies. Finally, ISHSs needed to continually invest in increasing their schools' capacities. This included investing in teacher professionalization, providing pathways for school leadership, collaborating with business and industry, and identifying the best student supports. A product of this study was a proposition for characterizing school leadership in an ISHS. This proposition may offer valuable insight, implications, and information for states and schools districts that may be planning or improving STEM education programs.

  13. The Family-School Interaction: School Composition and Parental Educational Expectations in the United States

    Science.gov (United States)

    Lawrence, Elizabeth

    2015-01-01

    Research has shown that intersections among families, schools and communities affect children's development, but there is still much unknown about how these contexts are linked and how they jointly influence children's education. This study explores one aspect of the overlapping influence of schools and families on children's education: the…

  14. The Biochemistry Over 20 Years In The High School Textbooks

    Directory of Open Access Journals (Sweden)

    C. E.S. Rocha

    2014-08-01

    Full Text Available   The Biochemistry Over 20 Years In The High School Textbooks   Rocha, C. E. S.1; Büttenbender, M. D.1; Denardin, E.L.G.2, Roehrs, R.1,2 1Grupo Interdisciplinar de Pesquisa em Práticas de Ensino, UNIPAMPA, RS. 2Laboratório de Estudos Físico Químicos e Produtos Naturais, UNIPAMPA, RS.   INTRODUCTION: Many teachers make use of textbook to lead content in the classroom. The chemistry books introduce concepts that should relate biochemistry to students in schools. It is important that this first contact turns out into an encouraging experience for the students, because once it worked as expected it arouses interest and makes the students see themselves curious to delve into the subject. The research aims to evaluate the presence of related concepts in biochemistry textbooks in chemistry in high school, over 20 years. MATERIAL AND METHODS: In order to perform this study, we analyzed the following content related to biochemistry: proteins, carbohydrates, lipids and nucleic acids in the books "Chemistry - Structure of Matter and Organic Chemistry" of the year 1993 and the book "Chemistry in approach to daily life" of the year 2012 with the purpose of verifying the changes in the content of biochemistry in the last 20 years. RESULTS AND DISCUSSION: In the 90s, as used in the book, concepts and explanations are introduced in a very objective approach, making a total of 22 pages. The current largest is 23 pages with experiments and curiosities. Through analysis we found that current textbooks present the same issues related to biochemistry, however, a greater amount of data, bringing students to more examples and applications in everyday life. Today we see that the contents and processes are most exploited and that there is a concern on the importance of the study of issues that relate to biochemistry. CONCLUSIONS: The study of the biochemistry textbooks has been more attractive in recent years, contextualizing content with the daily life of

  15. Case Studies of Leading Edge Small Urban High Schools. Relevance Strategic Designs: 6. Perspectives Charter School

    Science.gov (United States)

    Shields, Regis Anne; Ireland, Nicole; City, Elizabeth; Derderian, Julie; Miles, Karen Hawley

    2008-01-01

    This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high…

  16. A School-Based Multilevel Study of Adolescent Suicide Ideation in California High Schools.

    Science.gov (United States)

    Benbenishty, Rami; Astor, Ron Avi; Roziner, Ilan

    2018-05-01

    To assess the between-school variation in suicide ideation and to estimate the contribution of school-level attributes, student-level characteristics, and 2 cross-level interactions (school by student) to student suicide ideation. A secondary analysis of the California Healthy Kids Survey in 2 large and representative samples of California high schools and students: 2009-2011 and 2011-2013. This is a population sample of all public high school students (grades 9 and 11) in California. Analyses were first conducted on surveys administered in the 2011-2013 academic years to 790 schools with 345 203 students and replicated on surveys administered in 2009-2011 to 860 schools with 406 313 students. School-level suicide ideation rates ranged between 4% and 67%, with a median of 19.3% and mean of 20.0% (SD, 5.7%). Student suicide ideation was explained by student-level characteristics (R 2  = .20) and to a larger extent by school-level attributes (R 2  = .55). Student-level characteristics predictive of suicide ideation included, sex, ethnic and racial affiliation, victimization, and perceptions of school climate. In both samples, school size and average level of academic achievement were not associated with rates of school suicide ideation. Schools with a larger number of girls and higher levels of victimization had higher rates of suicide ideation in both samples. The hypotheses regarding cross-level interactions were not confirmed. Differences among schools in student suicide ideation are meaningful. The findings suggest an emphasis on the role of schools in prevention programs, public health campaigns to reduce suicide, multilevel research, and theory development. Copyright © 2017 Elsevier Inc. All rights reserved.

  17. Affect of school related factors in the student's choices of the high school

    OpenAIRE

    Gönül Cengiz; Osman Titrek; Özcan Erkan Akgün

    2007-01-01

    It is studied that to determine the school related factors which affects the students’ choices of the high school, according to the type of the schools. This is a survey study. The participants are 523  9 th grade students in 21 secondary schools in Adapazarı. SPSS is used for analyzing data. Kay-Kare Test is used to determine the demografic differences due to the type of the school. To analyze the data for the school related factors, Kruskal Wallis is used. As a result, it is expr...

  18. Sexual Harassment, Bullying, and School Outcomes for High School Girls and Boys.

    Science.gov (United States)

    Gruber, James; Fineran, Susan

    2016-01-01

    A comparison of the impact of bullying and sexual harassment on five school outcomes was conducted on a sample of high school students. Results revealed that sexual harassment was a stronger predictor than bullying of all school outcomes for both sexes, but especially for girls. This study suggests that sexual harassment, which activates sexist and heterosexist stereotypes, erodes school engagement, alienates students from teachers, and adversely affects academic achievement, to a greater degree than bullying does. © The Author(s) 2015.

  19. The Impact of Low, Moderate, and High Military Family Mobility School District Transfer Rates on Graduating Senior High School Dependents' Achievement and School Engagement

    Science.gov (United States)

    Rippe, Jeffrey K.

    2012-01-01

    The results of this study suggest that there were no significant differences in the academic performance of military dependents' with low (n = 20), moderate (n = 20), and high (n = 20) mobility school district transfer rates compared to non-military control students (n = 20) before completing high school. The findings were not consistent with…

  20. Understanding the Relationship Between Parental Education and STEM Course Taking Through Identity-Based and Expectancy-Value Theories of Motivation

    Directory of Open Access Journals (Sweden)

    Ryan C. Svoboda

    2016-08-01

    Full Text Available High school students from lower–socioeconomic status (SES backgrounds are less likely to enroll in advanced mathematics and science courses compared to students from higher-SES backgrounds. The current longitudinal study draws on identity-based and expectancy-value theories of motivation to explain the SES and mathematics and science course-taking relationship. This was done by gathering reports from students and their parents about their expectations, values, and future identities for science, technology, engineering, and mathematics (STEM topics beginning in middle school through age 20. Results showed that parental education predicted mathematics and science course taking in high school and college, and this relationship was partially mediated by students’ and parents’ future identity and motivational beliefs concerning mathematics and science. These findings suggest that psychological interventions may be useful for reducing social class gaps in STEM course taking, which has critical implications for the types of opportunities and careers available to students.

  1. Highlighting High Performance: Blackstone Valley Regional Vocational Technical High School; Upton, Massachusetts

    Energy Technology Data Exchange (ETDEWEB)

    2006-10-01

    This brochure describes the key high-performance building features of the Blackstone Valley High School. The brochure was paid for by the Massachusetts Technology Collaborative as part of their Green Schools Initiative. High-performance features described are daylighting and energy-efficient lighting, indoor air quality, solar energy, building envelope, heating and cooling systems, and water conservation. Energy cost savings are also discussed.

  2. Graduation Rates in South Carolina Public High Schools: The Effect of School Size and Socioeconomic Status

    Science.gov (United States)

    Rivers, Thomas E., Jr.

    2012-01-01

    This study included a comparison of the graduation rates among high schools in South Carolina closely analyzing school size and socioeconomic status. The purpose for the study was to answer two questions: What patterns and relationships exist between school size and graduation rates at high schools in South Carolina? What patterns and…

  3. The 9th Grade Shock and the High School Dropout Crisis

    Science.gov (United States)

    Pharris-Ciurej, Nikolas; Hirschman, Charles; Willhoft, Joseph

    2011-01-01

    Retrospective questions on educational attainment in national surveys and censuses tend to over-estimate high school graduation rates by 15 to 20 percentage points relative to administrative records. Administrative data on educational enrollment are, however, only available at the aggregate level (state, school district, and school levels) and the recording of inter-school transfers are generally incomplete. With access to linked individual-level administrative records from a very large “West Coast metropolitan school district” we track patterns of high school attrition and on-time high school graduation of individual students. Even with adjustments for the omission of out-of-district transfers (estimates of omission are presented), the results of this study show that failure in high school, as indexed by retention and attrition, are almost as common as on-time high school graduation. In addition to the usual risk factors of disadvantaged background, we find that the “9th grade shock”—an unpredicted decline in academic performance upon entering high school—is a key mechanism behind the continuing crisis of high school attrition. PMID:23017804

  4. More than half of high school students report disordered eating: a cross sectional study among Norwegian boys and girls.

    Directory of Open Access Journals (Sweden)

    Monica Klungland Torstveit

    Full Text Available Disordered eating and eating disorders are of great concern due to their associations with physical and mental health risks. Even if adolescence has been identified as the most vulnerable time for developing disordered eating, few studies have used a broad spectrum of criteria to investigate the prevalence of disordered eating among high school students of both genders, in different programs of study, nor assessed correlates of disordered eating among this important target group. The purposes of this study were therefore to investigate the prevalence and correlates of disordered eating among both male and female high school students in sport-, general and vocational programs. A comprehensive questionnaire was completed by 2,451 students (98.7%, aged 15-17 years. The total prevalence of disordered eating was 54.9%, with 64.3% among girls and 45.0% among boys (p<0.001. The highest prevalence of disordered eating was found among vocational students (60.7%, followed by students in general programs (49.8% and sport students (38.3% (p<0.001. Female gender, school program (vocational and general, overweight/obesity and weight regulation were positively associated with disordered eating. The high prevalence indicates the importance of tailored prevention efforts directed at high school students, particularly in vocational programs. Furthermore, a smaller girls-boys ratio than expected indicates that the efforts to identify and manage disordered eating among high school students should include both genders.

  5. Leisure from the youth perspective: A qualitative analysis of high school students’ time diary

    Directory of Open Access Journals (Sweden)

    Pešić Jelena

    2017-01-01

    Full Text Available In this paper, we explore high school students’ intrapersonal experiences regarding their leisure activities, and whether it is justified, on the basis of their perception, to make a distinction between active and passive leisure. The data were collected by 24-hour time diary method (description of experiences regarding the stated activities and the thematic content analysis method was applied. The comments embedded in students’ descriptions (unit of analysis were classified into four categories: aims/importance of activities, mental effort, motivational value and experience of engagement. The sample of 922 high school students was structured by the region, age (I-IV grade and type of school (grammar and vocational schools. As expected, extracurricular activities and hobbies are significantly more often described as mentally demanding and important for the development of competencies and identity, compared to passive leisure activities - watching entertainment shows and movies, reading for pleasure, listening to music and playing computer games. For these latter activities, there are significantly more positive comments on their motivational value. There is no significant difference regarding the experience of engagement, partly because of the unexpectedly large number of positive comments on watching entertainment shows and movies. The implications of these findings are discussed from the perspective of positive youth development. [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. 179018: Identifikacija, merenje i razvoj kognitivnih i emocionalnih kompetencija važnih društvu orijentisanom na evropske integracije

  6. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    1999-02-01

    Secondary School Feature Articles * Building the Interest of High School Students for Science-A PACT Ambassador Program To Investigate Soap Manufacturing and Industrial Chemistry, by Matthew Lynch, Nicholas Geary, Karen Hagaman, Ann Munson, and Mark Sabo, p 191. * Promoting Chemistry at the Elementary Level, by Larry L. Louters and Richard D. Huisman, p 196. * Is It Real Gold? by Harold H. Harris, p 198. * The "Big Dog-Puppy Dog" Analogy for Resonance, by Todd P. Silverstein, p 206. * The Fizz Keeper, a Case Study in Chemical Education, Equilibrium, and Kinetics, by Reed A. Howald, p 208. Staying on Top: Curricular Projects, Relativistic Effects, and Standard-State Pressure You may wonder why some articles are identified with the Secondary School Chemistry logo (*) this month even though at first glance they appear to be of greater interest to college faculty.1 The three articles discussed below are representative of three broad categories: (i) the interrelatedness of science teaching and learning, K-16+; (ii) new understandings of chemical phenomena; and (iii) information about the use of SI units. For each article I have highlighted the major point(s) and the reasons it may be of interest to high school teachers. First, the article "The NSF 'Systemic' Projects- A New Tradition" (G. M. Barrow, p 158) is a commentary on changes in post-secondary introductory chemistry courses in which a distinction is drawn between information management and individual understanding. The author is of the opinion that most students expect the former and that the NSF-funded systemic projects "will thrive only if they are consistent with their information-management mission". Three individuals provided responses to the commentary from their perspective. Has a student asked you why mercury is a liquid, or why gold is the most electronegative metal? "Gold Chemistry: The Aurophilic Attraction" by J. Bardají and A. Laguna (p 201) and "Why Gold and Copper Are Colored but Silver Is Not" by

  7. Bullying among High School Students

    Science.gov (United States)

    Nursel TÜRKMEN, Delia; Halis DOKGÖZ, Mihai; Semra AKGÖZ, Suzana; Bülent EREN, Bogdan Nicolae; Pınar VURAL, Horatiu; Oğuz POLAT, Horatiu

    2013-01-01

    ABSTRACT Objective: The main aim of this research is to investigate the prevalence of bullying behaviour, its victims and the types of bullying and places of bullying among 14-17 year-old adolescents in a sample of school children in Bursa, Turkey. Methodology: A cross-sectional survey questionnaire was conducted among class 1 and class 2 high school students for identification bullying. Results: Majority (96.7%) of the students were involved in bullying behaviours as aggressors or victims. For a male student, the likelihood of being involved in violent behaviours was detected to be nearly 8.4 times higher when compared with a female student. Conclusion: a multidisciplinary approach involving affected children, their parents, school personnel, media, non-govermental organizations, and security units is required to achieve an effective approach for the prevention of violence targeting children in schools as victims and/or perpetrators. PMID:24371478

  8. High School Sport Specialization Patterns of Current Division I Athletes.

    Science.gov (United States)

    Post, Eric G; Thein-Nissenbaum, Jill M; Stiffler, Mikel R; Brooks, M Alison; Bell, David R; Sanfilippo, Jennifer L; Trigsted, Stephanie M; Heiderscheit, Bryan C; McGuine, Timothy A

    Sport specialization is a strategy to acquire superior sport performance in 1 sport but is associated with increased injury risk. Currently, the degree of high school specialization among Division I athletes is unknown. College athletes will display increased rates of specialization as they progress through their high school careers. Descriptive epidemiological study. Level 4. Three hundred forty-three athletes (115 female) representing 9 sports from a Midwest Division I University completed a previously utilized sport specialization questionnaire regarding sport participation patterns for each grade of high school. McNemar and chi-square tests were used to investigate associations of grade, sport, and sex with prevalence of sport specialization category (low, moderate, high) (a priori P ≤ 0.05). Specialization increased throughout high school, with 16.9% (n = 58) and 41.1% (n = 141) of athletes highly specialized in 9th and 12th grades, respectively. Football athletes were less likely to be highly specialized than nonfootball athletes for each year of high school ( P 0.23). The majority of Division I athletes were not classified as highly specialized throughout high school, but the prevalence of high specialization increased as athletes progressed through high school. Nonfootball athletes were more likely to be highly specialized than football athletes at each grade level. Most athletes who are recruited to participate in collegiate athletics will eventually specialize in their sport, but it does not appear that early specialization is necessary to become a Division I athlete. Athletes should be counseled regarding safe participation in sport during high school to minimize injury and maximize performance.

  9. Using a Computer-based Messaging System at a High School To Increase School/Home Communication.

    Science.gov (United States)

    Burden, Mitzi K.

    Minimal communication between school and home was found to contribute to low performance by students at McDuffie High School (South Carolina). This report describes the experience of establishing a computer-based telephone messaging system in the high school and involving parents, teachers, and students in its use. Additional strategies employed…

  10. Developing High School Geoscientists through Summer Internships

    Science.gov (United States)

    Saltzman, J.

    2012-12-01

    High school students in the San Francisco Bay Area have the opportunity to contribute to Earth sciences research during the summer at Stanford University. The School of Earth Sciences hosts about 25 high school students each summer to support ongoing research, through more than just washing glassware. To increase diversity in the geosciences, we select students from diverse backgrounds through an application process which lessens the burden on busy faculty. The students work for 15-20 hours per week under the supervision of graduate students or postdoctoral fellows. The supervisors come to value the interns for a few reasons: not only are they getting some extra help with their research, but they are getting teaching experience in an informal but powerful way and supervising the interns' work over the summer. Another key part of the internship is bringing all of the interns together regularly. Whether it is for career talks, lab tours or field trip, high school students find kindred spirits in the group. Another important reason for weekly gatherings is to introduce the students to the wide field of Earth sciences and the different approaches and paths that scientists take. The summer ends with a culminating event where interns make short informal presentations about their research which give them an opportunity to articulate the big questions they have been helping to answer. Some interns are also invited to present a poster in a session for high school students at the Fall AGU meeting. These experiences of working in the laboratory and communicating about the research are part of the world of Earth sciences that are absent for most youth. The high school internships foster good will between Stanford and the local communities, help develop a more Earth and environmentally knowledgeable public and may have a long-term affect on diversifying the geosciences by exposing more young people to these fields.

  11. Addressing Student Burnout: What Medical Schools Can Learn From Business Schools.

    Science.gov (United States)

    Pathipati, Akhilesh S; Cassel, Christine K

    2018-03-13

    Although they enter school with enthusiasm for a career in medicine, medical students in the United States subsequently report high levels of burnout and disillusionment. As medical school leaders consider how to address this problem, they can look to business schools as one source of inspiration. In this Commentary, the authors argue-based on their collective experience in both medical and business education-that medical schools can draw three lessons from business schools that can help reinvigorate students. First, medical schools should offer more opportunities and dedicated time for creative work. Engaging with diverse challenges promotes intellectual curiosity and can help students maintain perspective. Second, schools should provide more explicit training in resiliency and the management of stressful situations. Many business programs include formal training in how to cope with conflict and how to make high-stakes decisions whereas medical students are typically expected to learn those skills on the job. Finally, medical schools should provide better guidance on practical career considerations like income, lifestyle, and financial skills. Whether in medicine or business, students benefit from open discussions about their personal and professional goals. Medical schools must ensure students have an outlet for those conversations.

  12. Examples from Astronomy for High School Physics

    Science.gov (United States)

    Dieterich, Sergio

    2016-01-01

    A formal course in physics is increasingly becoming a standard requirement in the high school curriculum. With that dissemination comes the challenge of reaching and motivating a population that is more diverse in their academic abilities and intrinsic motivation. The abstract nature of pure physics is often made more accessible when motivated by examples from everyday life, and providing copious mathematical as well as conceptual examples has become standard practice in high school physics textbooks. Astronomy is a naturally captivating subject and astronomical examples are often successful in capturing the curiosity of high school students as well as the general population. This project seeks to diversify the range of pedagogical materials available to the high school physics instructor by compiling and publishing specific examples where an astronomical concept can be used to motivate the physics curriculum. This collection of examples will consist of both short problems suitable for daily homework assignments as well as longer project style activities. Collaborations are encouraged and inquiries should be directed to sdieterich at carnegiescience dot edu.This work is funded by the NSF Astronomy and Astrophysics Postdoctoral Fellowship Program through NSF grant AST-1400680.

  13. Effects of Optometry School Recruitment Efforts on Urban and Suburban High School Students.

    Science.gov (United States)

    Graham, Andrew D.; Shepard, Jodi; Orleans, Elizabeth; Chae, Eunmi; Ng-Sarver, Joy

    1999-01-01

    In two Oakland (California) high schools, one urban and one suburban, an audiovisual presentation designed to enhance student interest in optometry as a career was given. Results of the presentation, measured by a questionnaire, suggest that few high school students are considering pursuing an optometry doctoral degree, but an on-site presentation…

  14. The effect of group rational emotive behavior therapy on inefficient ideas of female high school students

    Directory of Open Access Journals (Sweden)

    F. Hassani

    2012-01-01

    Full Text Available The perpose of this stud was to determiine the effpyct of group rational emotive therapy on inefficient ideas of female high school students . Therfor 24 students were randomly selected and two therapy and control groups. The therapy group received 10 sessions of 90 minute therapy while the control groups did not receive any thing. The inefficient ideas quertomaire was administered to all subjects as the pre and post tests. The results of analysis of covariance showed that the mean total scores of the therapy group was significantly less on the following sub-scales : expectations (p=0/05 , excessive anxiety (p=0/04 , helplessness with change (p=0/05 , expecting others support (p=0/03 , and dependency (p=0/0001 .

  15. 3rd Asia-Europe-Pacific School of High-Energy Physics

    CERN Document Server

    2016-01-01

    AEPSHEP (Asia-Europe-Pacific School of High-Energy Physics) is a series of Schools held in the Asia-Pacific region every two years, in even-numbered years. It caters to students at a similar level to the annual CERN-JINR European School of High-Energy physics, and the CERN Latin-American School of High-Energy Physics (held every two years, in odd-numbered years). AEPSHEP is built upon the experience from these Schools as well as from the successful France-Asia Particle-Physics School. The purpose of the School is to provide young physicists with an opportunity to learn about recent advances in elementary-particle physics from world-leading researchers. It also aims to encourage communications among Asian, European and Pacific-region young researchers. The School provides High-Energy Physics courses from an experimental and phenomenological perspective, with a focus on accelerator-based programmes in Asia and Europe, and other related fields such as astro-particle physics and cosmological aspects of particle ...

  16. Violence Prevention after Columbine: A Survey of High School Mental Health Professionals

    Science.gov (United States)

    Crepeau-Hobson, M. Franci; Filaccio, Marylynne; Gottfried, Linda

    2005-01-01

    The authors examined changes in mental health services and violence prevention strategies in public high schools since the shootings at Columbine High School. Surveys were mailed to school mental health professionals at public high schools in Colorado. Respondents included school counselors, school psychologists, school social workers, principals,…

  17. Split School of High Energy Physics 2015

    CERN Document Server

    2015-01-01

    Split School of High Energy Physics 2015 (SSHEP 2015) was held at the Faculty of Electrical Engineering, Mechanical Engineering and Naval Architecture (FESB), University of Split, from September 14 to September 18, 2015. SSHEP 2015 aimed at master and PhD students who were interested in topics pertaining to High Energy Physics. SSHEP 2015 is the sixth edition of the High Energy Physics School. Previous five editions were held at the Department of Physics, University of Sarajevo, Bosnia and Herzegovina.

  18. Achieving and Sustaining New Knowledge Development in High-Expectation Start-Ups

    Science.gov (United States)

    Matricano, Diego

    2010-01-01

    In markets characterized by strong competition, new knowledge and new knowledge development are generally recognized as the key means for an enterprise to gain competitive advantage. This knowledge-based competitive advantage is critical for all commercial ventures, but is especially so for high-expectation start-ups (technology-based ventures…

  19. Survey on a sleep habits for university and high school students.

    OpenAIRE

    林, 光緒; 堀, 忠雄

    1988-01-01

    A survey was performed on 466 high school students and 403 university students. 86% of high school students and 89% of university students estimated their customary sleep time to be 6-8 hours. Although there was no significant difference between high school students and university students with awake time, bed time was later for university students than high school students. So that sleep time was shorter for university students. Also there was more regular sleepers for high school students a...

  20. Transformational Leadership and Teacher Motivation in Southwestern Arizona High Schools

    Science.gov (United States)

    Reynolds, Catherine L.

    2009-01-01

    The purpose of this study was to explore the relationship between transformational leadership and teacher motivation in Southwestern Arizona high schools. Teachers in a school district in Southwestern Arizona comprised of high schools were surveyed using two instruments, Leithwood and Jantzi's (1998) The Leadership and Management of Schools in…

  1. High schools and labour market outcomes: Italian graduates

    DEFF Research Database (Denmark)

    Pozzoli, Dario

    2007-01-01

    To provide empirical evidence on differences across high school tracks in early occupational labour market outcome, I estimate how the employment probability, the time before the first job is taken up, and earnings depend on high school type, controlling for student characteristics by a propensit...

  2. CERN High School Teachers Training Programme meets DG

    CERN Multimedia

    Brice, Maximilien

    2014-01-01

    CERN's DG Rolf Heuer met with the participants of the High School Teachers Training Programme on 23 July 2014 for a Q&A Session. Following the interaction, he met with the HST Working Group collaborating on a lesson plan for teaching SESAME in high schools.

  3. Effects of High School Students' Perceptions of School Life Quality on Their Academic Motivation Levels

    Science.gov (United States)

    Akin Kösterelioglu, Meltem; Kösterelioglu, Ilker

    2015-01-01

    This study aims to identify the effects of high school students' perceptions of school life quality on their academic motivation levels. The study was conducted on a sample of high school students (n = 2371) in Amasya Province in the fall semester of 2013-2014 academic year. Study sample was selected with the help of cluster sampling method. Data…

  4. THE CAUSES OF ABSENTEEISM OF HIGH SCHOOL STUDENTS

    OpenAIRE

    Gürbüz Ocak; İjlal Ocak; Emine A. Baysal

    2017-01-01

    The purpose of this study is to find out the causes of high school students’ absenteeism. Survey method was used. The population was comprised of 531 students in the public high schools. The data was collected with "The Scale of Absenteeism Causes" developed by the researchers. Cronbach Alpha was calculated as α=0.936. Findings show the causes of students' absenteeism aren't related to school, students themselves and their parent, however, student absenteeism causes partly psychological reaso...

  5. High School Sports Involvement Diminishes the Association Between Childhood Conduct Disorder and Adult Antisocial Behavior.

    Science.gov (United States)

    Samek, Diana R; Elkins, Irene J; Keyes, Margaret A; Iacono, William G; McGue, Matt

    2015-07-01

    Life course-persistent antisocial behavior manifests as a display of aggressive and antisocial behavior beginning in childhood (conduct disorder [CD]) and lasting through adulthood (adult antisocial personality disorder). This study aimed to build on prior research by evaluating whether involvement in high school sports helped attenuate the association between CD and subsequent adult antisocial behavior (AAB). A prospective sample of 967 male and female adolescents (56% adopted) was used. Structured interviews were used to assess CD (symptoms before the age of 15 years), involvement in sports during high school, and past-year adult antisocial personality disorder symptoms in young adulthood (M age = 22.4 years). As expected, the association between CD and AAB was significantly less for those involved in sports (β = .28; p antisocial behavior in the model (age, gender, adoption status), and results were consistent across males and females. Involvement in other extracurricular activities (e.g., student government, plays, clubs) did not significantly moderate the relationship between CD and AAB. Although selection effects were evident (those with more CD symptoms were less likely to be involved in sports), findings nevertheless suggest high school sports involvement may be a notable factor related to disrupting persistent antisocial behavior beginning in childhood and adolescence and lasting through young adulthood. Implications are discussed. Copyright © 2015 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  6. Measurement Invariance of Expectancy-Value Questionnaire in Physical Education

    Science.gov (United States)

    Zhu, Xihe; Sun, Haichun; Chen, Ang; Ennis, Catherine

    2012-01-01

    Expectancy-Value Questionnaire (EVQ) measures student expectancy beliefs and task values of the domain content (Eccles & Wigfield, 1995). In this study the authors examine measurement invariance of EVQ in the domain of physical education between elementary and middle-school students. Participants included 811 students (3rd-5th grades) from 13…

  7. Manga High: Literacy, Identity, and Coming of Age in an Urban High School

    Science.gov (United States)

    Bitz, Michael

    2009-01-01

    Based on a four-year study, "Manga High" explores the convergence of literacy, creativity, social development, and personal identity in one of New York City's largest high schools. Since 2004, students at Martin Luther King, Jr., High School in Manhattan have been creating manga--Japanese comic books. They write the stories, design the…

  8. Harmfulness of smoking among high school students

    Directory of Open Access Journals (Sweden)

    Iwona Rotter

    2013-03-01

    Full Text Available Introduction: The aim of the study was to assess the level of awareness of smoking and non smoking students on harmful impact of nicotine and cigarette smoke on human body. Material and methods: The study was carried out in March 2011 in high schools in Szczecin. Own elaborated questionnaire was used. 288 students from high school, technical college and vocational school were tested. Results: The majority of responders (95,1% claimed that cigarette smoke is harmful both for passive and active smokers. They most often pinpoint the direct cause connected with smoking to pulmonary diseases (264 persons and cancers (240 persons. Almost 90% of students found negative impact of tobacco products on development of fetus of pregnant women. Overwhelming majority of respondents (83,2% feels anxious if it comes to stay in a room filled with smoke. Conclusions: The awareness of high school students on negative influence of smoking on human body is quite satisfactory, but there is still a need for more education in the range of diseases and symptoms connected with smoking.

  9. Smartphone Addiction and School Life Adjustment Among High School Students: The Mediating Effect of Self-Control.

    Science.gov (United States)

    Heo, YoungJin; Lee, Kyunghee

    2018-05-08

    Previous studies have reported associations among smartphone addiction, school adjustment, and self-control. However, the causal relationship between smartphone addiction and school adjustment has not been clearly demonstrated. The current study examined the association between smartphone addiction and school adjustment and investigated the mediating effect of self-control in this association. A total of 790 students from five high schools in Daegu City, South Korea, were asked to provide demographic information and complete a self-diagnostic smartphone addiction scale and validated Korean version of a self-control scale. Among at-risk students, self-control did not mediate the relation between smartphone addiction and school adjustment; among those not at risk, there was a partial mediating effect. To improve school adjustment among high school students, prevention of smartphone addiction seems important. Smartphone addiction could be managed by strengthening self-control to promote healthy use of smartphones. The current results can serve as groundwork for the development of programs to improve school adjustment among high school students. [Journal of Psychosocial Nursing and Mental Health Services, xx(x), xx-xx.]. Copyright 2018, SLACK Incorporated.

  10. Tanzanian High School students' attitude towards five University ...

    African Journals Online (AJOL)

    Objective: To determine the attitude of high school students majoring in Physics, Chemistry and Biology (PCB) towards Medicine, Pharmacy, Dentistry, Veterinary Medicine and Nursing as professions at university. Design: A cross sectional study of a representative sample of high school students using a pretested attitudinal ...

  11. Analyzing High School Students' Reasoning about Electromagnetic Induction

    Science.gov (United States)

    Jelicic, Katarina; Planinic, Maja; Planinsic, Gorazd

    2017-01-01

    Electromagnetic induction is an important, yet complex, physics topic that is a part of Croatian high school curriculum. Nine Croatian high school students of different abilities in physics were interviewed using six demonstration experiments from electromagnetism (three of them concerned the topic of electromagnetic induction). Students were…

  12. Adolescent use of school-based health centers and high school dropout.

    Science.gov (United States)

    Kerns, Suzanne E U; Pullmann, Michael D; Walker, Sarah Cusworth; Lyon, Aaron R; Cosgrove, T J; Bruns, Eric J

    2011-07-01

    To determine the association between use of school-based health centers (SBHCs) and school dropout. Quasi-experimental longitudinal analysis of a retrospective student cohort, with SBHC use as the independent variable. We statistically controlled for dropout risk and used propensity score regression adjustment to control for several factors associated with SBHC use. Integrated database from an urban public school district (academic outcomes) and department of public health (SBHC use). District-enrolled students in their first semester of ninth grade in 2005 (N = 3334), followed up through their anticipated on-time graduation semester of 12th grade in 2009. Students were divided into 4 groups: never used (47%); low use (23%); moderate use (20%); and high users (10%). Time to nongraduation (described as dropout). Low to moderate SBHC use (0.125-2.5 visits per semester) was associated with a 33% reduction in dropout compared with non-SBHC users. The high-use group (>2.5 visits per semester) did not have dropout rates that differed from nonusers. For SBHC users who did drop out, dropout occurred approximately 1 semester later than nonusers. Exploratory analyses revealed that the association between SBHC use and prevention of dropout was greatest for higher-risk students. This study found an association between low to moderate SBHC use and reductions in dropout for high school students in an urban school district, especially for students at higher risk for dropout. This study supports the theory that benefits of SBHCs extend beyond managing physical and mental health needs to include academic outcomes.

  13. Understanding adolescent caffeine use: connecting use patterns with expectancies, reasons, and sleep.

    Science.gov (United States)

    Bryant Ludden, Alison; Wolfson, Amy R

    2010-06-01

    Little is known about adolescents' caffeine use, yet caffeinated soda, and more recently coffee and energy drinks, are part of youth culture. This study examines adolescents' caffeine use and, using cluster analysis, identifies three groups of caffeine users who differed in their reasons for use, expectancies, and sleep behaviors. In this high school student sample (N = 197), 95% of participants reported recent caffeine use-most often soda-where typical first use of the day was in the evening. Results reveal that adolescents in the mixed use and high soda use groups consumed similar amounts of soda, reporting significantly more use than the low caffeine use group. In contrast with high soda users, mixed users drank more coffee, expected more dependence symptoms and energy enhancement from caffeine, and were more likely to report getting up early, daytime sleepiness, and using caffeine to get through the day.

  14. NASA Ames Summer High School Apprenticeship Research Program

    Science.gov (United States)

    Powell, P.

    1985-01-01

    The Summer High School Apprenticeship Research Program (SHARP) is described. This program is designed to provide engineering experience for gifted female and minority high school students. The students from this work study program which features trips, lectures, written reports, and job experience describe their individual work with their mentors.

  15. Reshaping High School English.

    Science.gov (United States)

    Pirie, Bruce

    This book takes up the question of what shape high school English studies should take in the coming years. It describes an English program that blends philosophical depth with classroom practicality. Drawing examples from commonly taught texts such as "Macbeth,""To Kill a Mockingbird," and "Lord of the Flies," the…

  16. Reducing School Factors That Lead to Student Dropout at Sussex Central High School

    Science.gov (United States)

    Jerns, Pamela Renee

    2012-01-01

    The focus of this Executive Position Paper (EPP) is to address the dropout rate at Sussex Central High School (SCHS) in the Indian River School District (IRSD). Studies conducted for this EPP align with current research--student dropout is a result of culminating school-based factors that include poor attendance and lack of exposure to rigorous…

  17. The Nature, Causes and Effects of School Violence in South African High Schools

    Science.gov (United States)

    Ncontsa, Vusumzi Nelson; Shumba, Almon

    2013-01-01

    We sought to investigate the nature, causes and effects of school violence in four South African high schools. A purposive sample of five principals, 80 learners and 20 educators was selected from the four schools used in the study. A sequential mixed method approach was used in this study; both questionnaires and interviews were used. The design…

  18. High School Renewal in South Carolina: An Angry Response to Abandonment.

    Science.gov (United States)

    Hicks, Anna T.; Anderson, Lorin W.

    1998-01-01

    Feeling angry and abandoned over losing a cooperative training center, South Carolina high school educators began a series of "what next?" conversations. Following two information-sharing conferences, 17 high schools and the University of South Carolina formed a school-university partnership called the South Carolina High School Renewal…

  19. Re-Conceptualizing Extra Help for High School Students in a High Standards Era.

    Science.gov (United States)

    Balfanz, Robert; McPartland, James; Shaw, Alta

    The push for higher academic standards has resulted in an increase in the numbers of high school students needing extra help. The need for extra help is most pervasive in high-poverty areas and most high school students need extra help not in traditional basic elementary skills but in reading, mathematics, and advanced reasoning skills. Most…

  20. School psychologists' views on challenges in facilitating school ...

    African Journals Online (AJOL)

    School psychologists' views on challenges in facilitating school development through intersectoral collaboration. ... In the Western Cape, the context of this study, school psychologists are assigned to circuit teams, where they are expected to work collaboratively with other professionals to provide support to schools.

  1. Gendered Motivational Processes Affecting High School Mathematics Participation, Educational Aspirations, and Career Plans: A Comparison of Samples from Australia, Canada, and the United States

    Science.gov (United States)

    Watt, Helen M. G.; Shapka, Jennifer D.; Morris, Zoe A.; Durik, Amanda M.; Keating, Daniel P.; Eccles, Jacquelynne S.

    2012-01-01

    In this international, longitudinal study, we explored gender differences in, and gendered relationships among, math-related motivations emphasized in the Eccles (Parsons) et al. (1983) expectancy-value framework, high school math participation, educational aspirations, and career plans. Participants were from Australia, Canada, and the United…

  2. TOCUSO: Test of Conceptual Understanding on High School Optics Topics

    Science.gov (United States)

    Akarsu, Bayram

    2012-01-01

    Physics educators around the world often need reliable diagnostic materials to measure students' understanding of physics concept in high school. The purpose of this study is to evaluate a new diagnostic tool on High School Optics concept. Test of Conceptual Understanding on High School Optics (TOCUSO) consists of 25 conceptual items that measures…

  3. Space and place in researching male early high school leaving in ...

    African Journals Online (AJOL)

    question the school systems' organisational components (Coleman, 1988), curriculum .... 2001:379) because of the value placed on a high-school certificate. Early school ..... Male early high school leaving in Orange Farm Township: A hidden.

  4. The Relations of Stressful Events and Nonacademic Future Expectations in African American Adolescents: Gender Differences in Parental Monitoring

    Science.gov (United States)

    Cunningham, Michael; Mars, Dustin E.; Burns, Lateela J.

    2012-01-01

    Urban African American high school students (N = 206) completed a study to examine gender differences in parental monitoring and the effect on the relationship between exposure to stressful life events and nonacademic future expectations. Participant's ages range from 13 to 18 (M = 15.78, SD = 1.19). Participants reported high exposure to…

  5. Math-related career aspirations and choices within Eccles et al.'s expectancy-value theory of achievement-related behaviors.

    Science.gov (United States)

    Lauermann, Fani; Tsai, Yi-Miau; Eccles, Jacquelynne S

    2017-08-01

    Which occupation to pursue is one of the more consequential decisions people make and represents a key developmental task. Yet the underlying developmental processes associated with either individual or group differences in occupational choices are still not well understood. This study contributes toward filling this gap, focusing in particular on the math domain. We examined two aspects of Eccles et al.'s (1983) expectancy-value theory of achievement-related behaviors: (a) the reciprocal associations between adolescents' expectancy and subjective task value beliefs and adolescents' career plans and (b) the multiplicative association between expectancies and values in predicting occupational outcomes in the math domain. Our analyses indicate that adolescents' expectancy and subjective task value beliefs about math and their math- or science-related career plans reported at the beginning and end of high school predict each other over time, with the exception of intrinsic interest in math. Furthermore, multiplicative associations between adolescents' expectancy and subjective task value beliefs about math predict math-related career attainment approximately 15 years after graduation from high school. Gender differences emerged regarding career-related beliefs and career attainment, with male students being more likely than female to both pursue and attain math-related careers. These gender differences could not be explained by differences in beliefs about math as an academic subject. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  6. Intertextuality in Chinese High School Students' Essay Writing

    Science.gov (United States)

    Liddicoat, Anthony J.; Scrimgeour, Andrew; Chen, Toni

    2008-01-01

    This paper investigates the intertextual practices developed for writing in Chinese of high school students in Taiwan. On the basis of texts written by Chinese high school students, we investigate these practices within their own cultural context to develop an understanding of intertextual practices into which Chinese learners are socialised. We…

  7. Perceptions of sexual harassment in Swedish high schools: experiences and school-environment problems.

    Science.gov (United States)

    Witkowska, Eva; Menckel, Ewa

    2005-02-01

    Sexual harassment in schools is recognized as a public-health problem detrimental to girls' psychosomatic health. This study examines the magnitude of sexual harassment and types of behaviours related to sexual harassment that female students are exposed to in a school environment, and their perceptions of them as problems in school. A random sample of 540 female high school students, from all over Sweden, responded to an anonymous self-report mail questionnaire consisting of items related to personal experiences of different behaviours related to sexual harassment during the previous school year. Sexual harassment was identified by 49% of the female students as a problem present in their schools. The most common types were verbal behaviours, such as: sexualized conversations, attractiveness rating, demeaning comments about gender, name-calling, and sexual personal comments. The most common non-verbal displays were: sexualized contact seeking and sexual looks. Behaviours in the sexual assault and teacher-to-student categories were less prevalent. In all four categories, the respondents who reported exposure to a particular behaviour were significantly more likely to identify that behaviour as a problem in their school. However, many non-exposed respondents also perceived such behaviours as problems in their school. Female high-school students in Sweden are exposed to a variety of inappropriate and/or unacceptable behaviours of a sexual nature, or based on sex, that may infringe their right to a supportive, respectful and safe learning environment or their dignity. Greater efforts are needed to analyse and prevent sexual harassment in schools.

  8. Educational Management Organizations as High Reliability Organizations: A Study of Victory's Philadelphia High School Reform Work

    Science.gov (United States)

    Thomas, David E.

    2013-01-01

    This executive position paper proposes recommendations for designing reform models between public and private sectors dedicated to improving school reform work in low performing urban high schools. It reviews scholarly research about for-profit educational management organizations, high reliability organizations, American high school reform, and…

  9. What School Leaders Need to Know about English Learners

    Science.gov (United States)

    Dormer, Jan Edwards

    2016-01-01

    School leaders have the unique opportunity and responsibility to play a crucial role in creating a culture of high expectations and an environment of support so that ELLs can succeed and continue to enrich the fabric of our country. "What School Leaders Need to Know About English Learners" offers school leaders the foundation, the ideas,…

  10. Changes in cognitive functions of students in the transitional period from elementary school to junior high school.

    Science.gov (United States)

    Mizuno, Kei; Tanaka, Masaaki; Fukuda, Sanae; Sasabe, Tetsuya; Imai-Matsumura, Kyoko; Watanabe, Yasuyoshi

    2011-05-01

    When students proceed to junior high school from elementary school, rapid changes in the environment occur, which may cause various behavioral and emotional problems. However, the changes in cognitive functions during this transitional period have rarely been studied. In 158 elementary school students from 4th- to 6th-grades and 159 junior high school students from 7th- to 9th-grades, we assessed various cognitive functions, including motor processing, spatial construction ability, semantic fluency, immediate memory, delayed memory, spatial and non-spatial working memory, and selective, alternative, and divided attention. Our findings showed that performance on spatial and non-spatial working memory, alternative attention, divided attention, and semantic fluency tasks improved from elementary to junior high school. In particular, performance on alternative and divided attention tasks improved during the transitional period from elementary to junior high school. Our finding suggests that development of alternative and divided attention is of crucial importance in the transitional period from elementary to junior high school. Copyright © 2010 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

  11. School Engagement, Risky Peers, and Student-Teacher Relationships as Mediators of School Violence in Taiwanese Vocational versus Academically Oriented High Schools

    Science.gov (United States)

    Chen, Ji-Kang; Astor, Ron Avi

    2011-01-01

    Educational tracking based on academic ability accounts for different school dynamics between vocational versus academically-oriented high schools in Taiwan. Many educational practitioners predict that the settings of vocational schools and academic schools mediate school violence in different ways. Alternatively, some researchers argue the actual…

  12. Every Student Succeeds Act High School Graduation Rate: Non-Regulatory Guidance

    Science.gov (United States)

    US Department of Education, 2017

    2017-01-01

    Student graduation from high school with a regular high school diploma is an important indicator of school success and one of the most significant indicators of student college and career readiness. In addition, there are substantial economic benefits to high school completion. For example, according to the U.S. Department of Education's National…

  13. Distance Education of Vocational High Schools in Turkey

    Directory of Open Access Journals (Sweden)

    Tuğçe GÜNTER

    2012-01-01

    Full Text Available The aim of vocational high schools is to teach qualified, high self-sufficient, self-confident, technical staff who have critical and mathematical thinking competence and who can utilize science and technology efficiently. However, because of the limitations of traditional education, students can not take enough education attendance. In this context; along with the advances in science and technology area, “Web- Based Distance Education Programme”, which provides equal education conditions to students, is developed. This programme has got great progresses in abroad, and has also started to practice in Turkish Vocational High Schools. It is determined that some Vocational High Schools have applied Web-Based Distance Education in Medical Documentation and Secretarial (MDS and Medical Laboratory Techniques (MLT Associate Degree Programmes which are also existed in Bülent Ecevit University (BEU Ahmet Erdoğan Health Services Vocational High School. It is observed that the universities, that implemented distance education in these associate degree programmes, have higher technical infrastructure and they design a constructivism-based modules. It is considered that this distance education programme for MDS and MLT Associate Degree Programmes in certain Vocational Schools, can also be implemented for students in Medical Documentation and Secretarial (MDS and Medical Laboratory Techniques (MLT which continues education by computers and overhead projector that is slightly different from traditional education.

  14. High School Start Times and the Impact on High School Students: What We Know, and What We Hope to Learn.

    Science.gov (United States)

    Morgenthaler, Timothy I; Hashmi, Sarah; Croft, Janet B; Dort, Leslie; Heald, Jonathan L; Mullington, Janet

    2016-12-15

    Several organizations have provided recommendations to ensure high school starts no sooner than 08:30. However, although there are plausible biological reasons to support such recommendations, published recommendations have been based largely on expert opinion and a few observational studies. We sought to perform a critical review of published evidence regarding the effect of high school start times on sleep and other relevant outcomes. We performed a broad literature search to identify 287 candidate publications for inclusion in our review, which focused on studies offering direct comparison of sleep time, academic or physical performance, behavioral health measures, or motor vehicular accidents in high school students. Where possible, outcomes were combined for meta-analysis. After application of study criteria, only 18 studies were suitable for review. Eight studies were amenable to meta-analysis for some outcomes. We found that later school start times, particularly when compared with start times more than 60 min earlier, are associated with longer weekday sleep durations, lower weekday-weekend sleep duration differences, reduced vehicular accident rates, and reduced subjective daytime sleepiness. Improvement in academic performance and behavioral issues is less established. The literature regarding effect of school start time delays on important aspects of high school life suggests some salutary effects, but often the evidence is indirect, imprecise, or derived from cohorts of convenience, making the overall quality of evidence weak or very weak. This review highlights a need for higher-quality data upon which to base important and complex public health decisions. © 2016 American Academy of Sleep Medicine

  15. "Life Skills": A Single-Sex Classroom Intervention for Black Boys Transitioning from Middle School to High School

    Science.gov (United States)

    Flennaugh, Terry

    2017-01-01

    The transition from middle school to high school can be difficult for many students due to increases in school size, the structure of an academic schedule, and the complexity of social interactions in high school. However, Black boys face unique challenges during this transition period due to racism and structural inequalities. In response to…

  16. Multimodal Behavior Therapy: Case Study of a High School Student.

    Science.gov (United States)

    Seligman, Linda

    1981-01-01

    A case study of a high school student concerned with weight problems illustrates multimodal behavior therapy and its use in a high school setting. Multimodal therapy allows the school counselor to maximize referral sources while emphasizing growth and actualization. (JAC)

  17. School District Wellness Policy Quality and Weight-Related Outcomes among High School Students in Minnesota

    Science.gov (United States)

    Hoffman, Pamela K.; Davey, Cynthia S.; Larson, Nicole; Grannon, Katherine Y.; Hanson, Carlie; Nanney, Marilyn S.

    2016-01-01

    Weight-related outcomes were examined among high school students in Minnesota public school districts according to the quality of district wellness policies. Wellness policy strength and comprehensiveness were scored using the Wellness School Assessment Tool (WellSAT) for 325 Minnesota public school districts in 2013. The associations between…

  18. Creative Approaches to Teaching Shakespeare in High School.

    Science.gov (United States)

    Dienstfrey, Sherri R.

    William Shakespeare should be taught in high schools in an entertaining fashion so the high school student will appreciate his genius, keen insights, and talents. A strategy to accomplish this goal starts with simple material and progresses to the more difficult. Shakespeare's personal and historical background are presented in a short lecture,…

  19. Interpretation Awareness of Creativity Mathematics Teacher High School

    Science.gov (United States)

    Mastuti, Ajeng Gelora; Nusantara, Toto; Purwanto; As'ari, Abdurrahman; Subanji; Abadyo; Susiswo

    2016-01-01

    The purposes of this study are: a) to investigate high school math teacher creativity equality, b) to investigate what factors can inhibit their creativity consciousness. The subjects of this study consisted of two high school math teacher who had a different experience academically. The results of the qualitative research show the relationship…

  20. High School Education in Vietnam

    OpenAIRE

    Hasebe, Io

    2018-01-01

    In this report, I will introduce high school school education in Vietnam in two aspects: time schedule and language instruction. When I had an international exchange with local high school students, I was surprised at how fluently students spoke English and Japanese and thus became interested in language instruction in Vietnam. As I continued my research, I discovered many unique differences between Vietnam and Japan in terms of education. This is why I chose high school education as my repor...

  1. Improving low-performing high schools: searching for evidence of promise.

    Science.gov (United States)

    Fleischman, Steve; Heppen, Jessica

    2009-01-01

    Noting that many of the nation's high schools are beset with major problems, such as low student reading and math achievement, high dropout rates, and an inadequate supply of effective teachers, Steve Fleischman and Jessica Heppen survey a range of strategies that educators have used to improve low-performing high schools. The authors begin by showing how the standards-based school reform movement, together with the No Child Left Behind Act requirement that underperforming schools adopt reforms supported by scientifically based research, spurred policy makers, educators, and researchers to create and implement a variety of approaches to attain improvement. Fleischman and Heppen then review a number of widely adopted reform models that aim to change "business as usual" in low-performing high schools. The models include comprehensive school reform programs, dual enrollment and early college high schools, smaller learning communities, specialty (for example, career) academies, charter high schools, and education management organizations. In practice, say the authors, many of these improvement efforts overlap, defying neat distinctions. Often, reforms are combined to reinforce one another. The authors explain the theories that drive the reforms, review evidence of their reforms' effectiveness to date, and suggest what it will take to make them work well. Although the reforms are promising, the authors say, few as yet have solid evidence of systematic or sustained success. In concluding, Fleischman and Heppen emphasize that the reasons for a high school's poor performance are so complex that no one reform model or approach, no matter how powerful, can turn around low-performing schools. They also stress the need for educators to implement each reform program with fidelity to its requirements and to support it for the time required for success. Looking to the future, the authors suggest steps that decision makers, researchers, and sponsors of research can take to promote

  2. Homeless High School Students in America: Who Counts?

    Science.gov (United States)

    Cumming, John M.; Gloeckner, Gene W.

    2012-01-01

    After interviewing homeless high school students, the research team in a Colorado school district discovered that many students had not revealed their true living conditions (homelessness) to anyone in the school district. This research team developed an anonymous survey written around the homeless categories identified in the McKinney-Vento…

  3. The anthropometric match between high school learners and ...

    African Journals Online (AJOL)

    Background: A South African study illustrated that the school computer chair was the least ergonomic aspect of a school computer workstation and this may explain why computer usage was the only predictor of cervical pain among high school students (Smith et al. 2007). An alarming percentage of South African learners ...

  4. In-Service Teacher Training to Provide Psychosocial Support and Care in High-Risk and High-Need Schools: School-Based Intervention Partnerships

    Science.gov (United States)

    Ebersöhn, Liesel; Loots, Tilda; Eloff, Irma; Ferreira, Ronél

    2015-01-01

    This article uses a South African case study to argue that postcolonial, emerging economy societies in transition often contain schools characterised as high risk and high need. Such schools require teachers to adapt to roles other than facilitating learning, such as psychosocial support and care, and which requires additional professional…

  5. Measuring school climate in high schools: a focus on safety, engagement, and the environment.

    Science.gov (United States)

    Bradshaw, Catherine P; Waasdorp, Tracy E; Debnam, Katrina J; Johnson, Sarah Lindstrom

    2014-09-01

    School climate has been linked to multiple student behavioral, academic, health, and social-emotional outcomes. The US Department of Education (USDOE) developed a 3-factor model of school climate comprised of safety, engagement, and environment. This article examines the factor structure and measurement invariance of the USDOE model. Drawing upon 2 consecutive waves of data from over 25,000 high school students (46% minority), a series of exploratory and confirmatory factor analyses examined the fit of the Maryland Safe and Supportive Schools Climate Survey with the USDOE model. The results indicated adequate model fit with the theorized 3-factor model of school climate, which included 13 subdomains: safety (perceived safety, bullying and aggression, and drug use); engagement (connection to teachers, student connectedness, academic engagement, school connectedness, equity, and parent engagement); environment (rules and consequences, physical comfort, and support, disorder). We also found consistent measurement invariance with regard to student sex, grade level, and ethnicity. School-level interclass correlation coefficients ranged from 0.04 to .10 for the scales. Findings supported the USDOE 3-factor model of school climate and suggest measurement invariance and high internal consistency of the 3 scales and 13 subdomains. These results suggest the 56-item measure may be a potentially efficient, yet comprehensive measure of school climate. © 2014, American School Health Association.

  6. School Improvement in High-Capacity Schools: Educational Leadership and Living-Systems Ontology

    Science.gov (United States)

    Mitchell, Coral; Sackney, Larry

    2016-01-01

    Although school improvement continues to present as an unresolved educational problem, the required changes are relatively straightforward. Essentially, schools need to be retooled with students' experiences and high-quality instruction at the center of the design. In this article, we present the findings of research into the leadership of…

  7. Sleep patterns in high school and university students: a longitudinal study.

    Science.gov (United States)

    Urner, Martin; Tornic, Jure; Bloch, Konrad E

    2009-08-01

    We performed a longitudinal study to investigate whether changes in social zeitgebers and age alter sleep patterns in students during the transition from high school to university. Actimetry was performed on 24 high-school students (mean age+/-SD: 18.4+/-0.9 yrs; 12 females) for two weeks. Recordings were repeated in the same subjects 5 yrs later when they were university students. The sleep period duration and its center, the mid-sleep time, and total sleep time were estimated by actimetry. Actigraphic total sleep time was similar when in high school and at the university on school days (6.31+/-0.47 vs. 6.45+/-0.80 h, p = ns) and longer on leisure days by 1.10+/-1.10 h (p school days) when in high school, but not at the university. Compared to the high school situation, the mid-sleep time was delayed when at the university on school days (03:11+/-0.6 vs. 03:55+/-0.7 h, p sleep times on school and leisure days when in high school were significantly correlated with the corresponding values 5 yrs later when at the university (r = 0.58 and r = 0.55, p sleep time between school and leisure days when students attended high school and the delayed mid-sleep time on school days when students attended university are consistent with a circadian phase shift due to changes in class schedules, other zeitgebers, and lifestyle preferences. Age-related changes may also have occurred, although some individuality of the sleep pattern was maintained during the 5 yr study span. These findings have important implications for optimizing school and work schedules in students of different age and level of education.

  8. Energy Design Guidelines for High Performance Schools: Tropical Island Climates

    Energy Technology Data Exchange (ETDEWEB)

    2004-11-01

    The Energy Design Guidelines for High Performance Schools--Tropical Island Climates provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. These design guidelines outline high performance principles for the new or retrofit design of your K-12 school in tropical island climates. By incorporating energy improvements into their construction or renovation plans, schools can significantly reduce energy consumption and costs.

  9. High School Psychology: A Coming of Age Story

    Science.gov (United States)

    Keith, Kenneth D.; Hammer, Elizabeth Yost; Blair-Broeker, Charles T.; Ernst, Randal M.

    2013-01-01

    Although institutional recognition of high school psychology is fairly recent, psychology and psychological subject matters have a history dating to at least the 1830s. By the middle of the twentieth century, high school psychology courses existed in nearly all U.S. states, and enrollments grew throughout the second half of the century. However,…

  10. Are Expectations Alone Enough? Estimating the Effect of a Mandatory College-Prep Curriculum in Michigan

    Science.gov (United States)

    Jacob, Brian; Dynarski, Susan; Frank, Kenneth; Schneider, Barbara

    2017-01-01

    This article examines the impacts of the Michigan Merit Curriculum (MMC), a statewide college-preparatory curriculum that applies to the high school graduating class of 2011 and later. Our analyses suggest that the higher expectations embodied in the MMC had slight impact on student outcomes. Looking at student performance in the ACT, the only…

  11. The Relationship between Parent Expectations and Postschool Outcomes of Adolescents with Disabilities

    Science.gov (United States)

    Doren, Bonnie; Gau, Jeff M.; Lindstrom, Lauren E.

    2012-01-01

    A secondary analysis was conducted of the National Longitudinal Transition Study-2 to examine (a) main effects of parents' school and postschool outcome expectations on the actual outcomes achieved, (b) demographic moderators, and (c) adolescent autonomy as a mediator of parent expectations and outcomes. Parent expectations were found to…

  12. Parental attitudes towards soft drink vending machines in high schools.

    Science.gov (United States)

    Hendel-Paterson, Maia; French, Simone A; Story, Mary

    2004-10-01

    Soft drink vending machines are available in 98% of US high schools. However, few data are available about parents' opinions regarding the availability of soft drink vending machines in schools. Six focus groups with 33 parents at three suburban high schools were conducted to describe the perspectives of parents regarding soft drink vending machines in their children's high school. Parents viewed the issue of soft drink vending machines as a matter of their children's personal choice more than as an issue of a healthful school environment. However, parents were unaware of many important details about the soft drink vending machines in their children's school, such as the number and location of machines, hours of operation, types of beverages available, or whether the school had contracts with soft drink companies. Parents need more information about the number of soft drink vending machines at their children's school, the beverages available, the revenue generated by soft drink vending machine sales, and the terms of any contracts between the school and soft drink companies.

  13. Teacher Use of Constructivism in High School Science Courses: Perception versus Reality

    Science.gov (United States)

    Williams, Alisha M.

    With all of the research devoted to the use and effectiveness of constructivist learning principles in high school science classes, it is somewhat surprising to find that there is very little research devoted to constructivism's use in international settings. The problem that this lack of research poses is that classrooms are increasingly diverse as families are more and more frequently choosing to live in countries that they do not share a cultural background with. This means that there is an increasingly diverse range of cultural norms and expectations within a classroom, both of which are known to affect the effectiveness of learning strategies in general as the students will approach the problems in different ways. The purpose of this study, then, was to begin looking at whether teachers of international classrooms believe in the ideas of constructivism and whether those beliefs translate into classroom practice. A multiple case study approach was used to determine whether the beliefs of seven high school science classroom teachers and one high school administrator are consistent with constructivism and to what extent constructivist learning principles are being used to empower and engage students. The interview data suggested that most of the participants have some beliefs consistent with constructivism but do not fully embrace the learning theory. The observational evidence supported this by failing to provide evidence of constructivist activities in the classrooms. It was concluded that most of the participants in the study do not hold beliefs consistent with constructivism and that they are not using the learning theory to empower and engage students in the learning of science. Recommendations for future study include: exploring why teachers are not using constructivism to empower and engage students; provide training and support to help teachers successfully implement constructivism to engage and empower students; and expanding this study to determine

  14. School Reform in a High Poverty Elementary School: A Grounded Theory Case Study of Capacity Building

    Science.gov (United States)

    Dodman, Stephanie Lynn

    2011-01-01

    There is a persistent and significant gap in the achievement of students who attend high-poverty schools and those who attend low-poverty schools. Students in high-poverty schools, the majority of whom are African American and Hispanic, are not achieving the same levels of academic success as their low-poverty or White counterparts. Retention…

  15. Understanding Students' Precollege Experiences with Racial Diversity: The High School as Microsystem

    Science.gov (United States)

    Park, Julie J.; Chang, Stephanie H.

    2015-01-01

    Few qualitative studies consider how high school experiences affect readiness for diversity engagement in college. Using data from an ethnographic case study, three central trends (student experiences within homogeneous high schools, racial divisions within diverse high schools, and students who attended diverse high schools but had little…

  16. High School Dropouts: Interactions between Social Context, Self-Perceptions, School Engagement, and Student Dropout

    Science.gov (United States)

    Fall, Anna-Maria; Roberts, Greg

    2012-01-01

    Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students' engagement or contribute to decisions to dropout from high school. The self-system model of motivational development…

  17. ExpandED Options: Learning beyond High School Walls

    Science.gov (United States)

    ExpandED Schools, 2014

    2014-01-01

    Through ExpandED Options by TASC, New York City high school students get academic credit for learning career-related skills that lead to paid summer jobs. Too many high school students--including those most likely to drop out--are bored or see classroom learning as irrelevant. ExpandED Options students live the connection between mastering new…

  18. The Method of High School English Word Learning

    Institute of Scientific and Technical Information of China (English)

    吴博涵

    2016-01-01

    Most Chinese students are not interested in English learning, especially English words. In this paper, I focus on English vocabulary learning, for example, the study of high school students English word learning method, and also introduce several ways to make vocabulary memory becomes more effective. The purpose is to make high school students grasp more English word learning skills.

  19. Demographic Factors Affecting Internet Using Purposes of High School Students

    Directory of Open Access Journals (Sweden)

    Abdullah Faruk Kılıç

    2017-01-01

    Full Text Available This study aimed at determining the impact of demographic factors on the Internet usage purposes of high school students. The population of the study consisted of students between 9th and 12th grades from the Anatolian high schools, science high schools, social sciences high schools, sports high schools and fine arts high schools in Turkey. The sample was chosen through the stratified and cluster sampling procedure. The students were chosen randomly depending on the regions of their school attendance. The sample for this research numbered 3170 students. The research was conducted in the second term of the 2014-2015 academic year. The data were obtained through online forms and the bases of participation are honesty, sincerity, and volunteerism. The data collection tool is a questionnaire and a demographic information form prepared by the researchers. Chi-square Automatic Interaction Detector (CHAID analysis was conducted through SPSS in order to determine the demographic factors affecting the purposes of internet usage among high school students. The results of this research show that 9th grade students in Turkey mostly use the Internet to do homework while students from other grades mostly use the Internet for social networking. The male students use the Internet for playing video games more frequently in comparison with female students. Also, socioeconomic status affects the purpose of Internet usage. Hence it is suggested that teachers talking to male students might use the examples of computers and games and with female students they might relate the topics to social media.

  20. Impact of Texas high school science teacher credentials on student performance in high school science

    Science.gov (United States)

    George, Anna Ray Bayless

    A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas Assessment on Knowledge and Skills (Science TAKS), the state standardized exam in science, at grade 11 and student performance on a state standardized exam in science administered in grade 11. Years of teaching experience, teacher certification type(s), highest degree level held, teacher and school demographic information, and the percentage of students who met the passing standard on the Science TAKS were obtained through a public records request to the Texas Education Agency (TEA) and the State Board for Educator Certification (SBEC). Analysis was performed through the use of canonical correlation analysis and multiple linear regression analysis. The results of the multiple linear regression analysis indicate that a larger percentage of students met the passing standard on the Science TAKS state attended schools in which a large portion of the high school science teachers held post baccalaureate degrees, elementary and physical science certifications, and had 11-20 years of teaching experience.

  1. Relationships Among Student-body Composition, School Process, and Mathematics Achievement in Argentina’s High Schools

    Directory of Open Access Journals (Sweden)

    Rubén Alberto Cervini Iturre

    2003-05-01

    Full Text Available This is a study of the relationships between the student-body composition of the school, some characteristics of the scholastic process—culture and school climate—according to learners’ perceptions, and the mathematics achievement of students in the last year of high school in Argentina. The data used came from the 1998 National Census of High School Completion, carried out by the nation’s Ministry of Culture and Education. The file contains data for 135,000 students of 2,708 schools in 25 states. Multilevel linear modeling with three levels (student, school and state was applied. A strong relationship was detected between mathematics achievement and the variables student-body composition and school process. When both variables acted together, the effect of other variables experienced a pronounced descent. Although reduced, the variables of the process influenced the student’s achievement. There was identified for future works a reference model which would evaluate other institutional learning factors.

  2. Values for gender roles and relations among high school and non-high school adolescents in a Maya community in Chiapas, Mexico.

    Science.gov (United States)

    Manago, Adriana M

    2015-02-01

    In the current study, I describe values for gender roles and cross-sex relations among adolescents growing up in a southern Mexican Maya community in which high school was introduced in 1999. A total of 80 adolescent girls and boys, half of whom were attending the new high school, provided their opinions on two ethnographically derived vignettes that depicted changes in gender roles and relations occurring in their community. Systematic coding revealed that adolescents not enrolled in high school tended to prioritise ascribed and complementary gender roles and emphasise the importance of family mediation in cross-sex relations. Adolescents who were enrolled in high school tended to prioritise equivalent and chosen gender roles, and emphasised personal responsibility and personal fulfillment in cross-sex relations. Perceptions of risks and opportunities differed by gender: girls favourably evaluated the expansion of adult female role options, but saw risks in personal negotiations of cross-sex relations; boys emphasised the loss of the female homemaker role, but favourably evaluated new opportunities for intimacy in cross-sex relations. © 2014 International Union of Psychological Science.

  3. Characteristics of headaches in Japanese elementary and junior high school students: A school-based questionnaire survey.

    Science.gov (United States)

    Goto, Masahide; Yokoyama, Koji; Nozaki, Yasuyuki; Itoh, Koichi; Kawamata, Ryou; Matsumoto, Shizuko; Yamagata, Takanori

    2017-10-01

    Few studies have investigated pediatric headaches in Japan. Thus, we examined the lifetime prevalence and characteristics of headaches among elementary and junior high school students in Japan. In this school-based study, children aged 6-15years completed a questionnaire based on the diagnostic criteria of the International Classification of Headache Disorders-3β to assess headache characteristics and related disability. Of the 3285 respondents, 1623 (49.4%) experienced headaches. Migraine and tension-type headaches (TTH) were reported by 3.5% and 5.4% of elementary school students, respectively, and by 5.0% and 11.2% of junior high school students. Primary headaches increased with age. Compared with TTH sufferers, the dominant triggers in migraine sufferers were hunger (odds ratio=4.7), sunny weather (3.3), and katakori (neck and shoulder pain) (2.5). Compared with TTH, migraine caused higher headache-related frustration (P=0.010) as well as difficulty concentrating (P=0.017). Migraine-related disability was greater among junior high school students (feeling fed up or irritated, P=0.028; difficulty concentrating, P=0.016). TTH-related disability was also greater among junior high school students (feeling fed up or irritated, P=0.035). Approximately half of the students who complained of headache-related disability were not receiving medical treatment. This is the first detailed study of headaches in Japanese children to include elementary school students. Nearly 50% of the school children reported headaches and the disruption of daily activities caused by migraine was higher among junior high students than elementary school students. Copyright © 2017 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

  4. Using Dance Therapy with High School Students: A Strategy for School Counselors

    Science.gov (United States)

    Chibbaro, Julia S.; Holland, Charleta Reshae

    2013-01-01

    Professional school counselors are challenged to meet the needs of all students and need a variety of interventions enabling them to meet those needs. High school is a time when many adolescents struggle with social, emotional, and physical issues (Gysbers & Henderson, 2006). Ninth through twelfth grades are critical years of any teenager's…

  5. A Survey of the Problem of Unbalanced High School Educational Resource Allocation within the County Region in Gansu Province--Using Seven High Schools in Three Counties as an Example

    Science.gov (United States)

    Kai, Liu; Gaofu, Du

    2015-01-01

    The imbalance in allocating high school educational resources within the county region has expanded the imbalances in local high school educational development. This has caused "diseconomies of scale" in high schools, aggravated the "expansion impulse" in building model high schools, limited the growth of effective demand by…

  6. Examining the Relationship Between School Climate and Peer Victimization Among Students in Military-Connected Public Schools.

    Science.gov (United States)

    De Pedro, Kris Tunac; Astor, Ron Avi; Gilreath, Tamika; Benbenishty, Rami; Berkowitz, Ruth

    2016-01-01

    In the Iraq and Afghanistan war context, studies have found that military-connected youth- youth with parents and/or siblings serving in the military-have higher rates of school victimization than their nonmilitary-connected peers. A positive school climate-where students perceive high levels of school connectedness, caring relationships and high expectations from adults, and meaningful participation-is associated with lower rates of victimization in secondary public schools. Based on a survey of 7th, 9th, and 11th grade students (N =14,493) enrolled in 6 military-connected school districts (districts that have a significant proportion of military-connected students), this study explores victimization rates and the role of school climate, deployment, and school transitions in the victimization of military-connected students and their civilian peers. The findings indicate that deployment and school transitions were significant predictors of physical violence and nonphysical victimization. In addition, multiple school climate factors were significantly associated with physical violence and nonphysical victimization. The authors conclude with a discussion of future directions for research on school climate, victimization, and military-connected youth.

  7. Incremental Theory of Intelligence Moderated the Relationship between Prior Achievement and School Engagement in Chinese High School Students.

    Science.gov (United States)

    Li, Ping; Zhou, Nan; Zhang, Yuchi; Xiong, Qing; Nie, Ruihong; Fang, Xiaoyi

    2017-01-01

    School engagement plays a prominent role in promoting academic accomplishments. In contrast to the relative wealth of research that examined the impact of students' school engagement on their academic achievement, considerably less research has investigated the effect of high school students' prior achievement on their school engagement. The present study examined the relationship between prior achievement and school engagement among Chinese high school students. Based on the Dweck's social-cognitive theory of motivation, we further examined the moderating effect of students' theories of intelligence (TOIs) on this relationship. A total of 4036 (2066 girls) students from five public high school enrolled in grades 10 reported their high school entrance exam achievement in Chinese, Math and English, school engagement, and TOIs. Results showed that (a) students' prior achievement predicted their behavioral, emotional, and cognitive engagement, respectively, and (b) the association between prior achievement and behavioral, emotional, and cognitive engagement is strong for students with an incremental theory but not for those with an entity theory in the emotional and cognitive engagement. These findings suggest that prior achievement and incremental theory were implicated in relation to adolescents' school engagement. Implications and future research directions were discussed.

  8. Incremental Theory of Intelligence Moderated the Relationship between Prior Achievement and School Engagement in Chinese High School Students

    Directory of Open Access Journals (Sweden)

    Ping Li

    2017-09-01

    Full Text Available School engagement plays a prominent role in promoting academic accomplishments. In contrast to the relative wealth of research that examined the impact of students’ school engagement on their academic achievement, considerably less research has investigated the effect of high school students’ prior achievement on their school engagement. The present study examined the relationship between prior achievement and school engagement among Chinese high school students. Based on the Dweck’s social-cognitive theory of motivation, we further examined the moderating effect of students’ theories of intelligence (TOIs on this relationship. A total of 4036 (2066 girls students from five public high school enrolled in grades 10 reported their high school entrance exam achievement in Chinese, Math and English, school engagement, and TOIs. Results showed that (a students’ prior achievement predicted their behavioral, emotional, and cognitive engagement, respectively, and (b the association between prior achievement and behavioral, emotional, and cognitive engagement is strong for students with an incremental theory but not for those with an entity theory in the emotional and cognitive engagement. These findings suggest that prior achievement and incremental theory were implicated in relation to adolescents’ school engagement. Implications and future research directions were discussed.

  9. Bullying victimization and student engagement in elementary, middle, and high schools: Moderating role of school climate.

    Science.gov (United States)

    Yang, Chunyan; Sharkey, Jill D; Reed, Lauren A; Chen, Chun; Dowdy, Erin

    2018-03-01

    Bullying is the most common form of school violence and is associated with a range of negative outcomes, including traumatic responses. This study used hierarchical linear modeling to examine the multilevel moderating effects of school climate and school level (i.e., elementary, middle, and high schools) on the association between bullying victimization and student engagement. Participants included 25,896 students in 4th to 12th grades from 114 schools. Results indicated that, after controlling for student and school demographic factors, positive school climate was associated with higher behavioral/cognitive and emotional engagement of students across all grades. This highlights the critical and fundamental role of positive school climate in bullying prevention and intervention, among students across all grade levels, including those with frequent bullying victimization experience. Results also showed that negative associations between student-level bullying victimization and engagement were intensified in more positive school climates. This finding suggests that, in comparison with students in schools with less positive school climates, the engagement of bullying victims in schools with a more positive school climate might be more negatively influenced by their victimization experience. Additionally, the relation between student-level bullying victimization and emotional engagement was significantly different across middle and high schools. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  10. Availability of Automated External Defibrillators in Public High Schools.

    Science.gov (United States)

    White, Michelle J; Loccoh, Emefah C; Goble, Monica M; Yu, Sunkyung; Duquette, Deb; Davis, Matthew M; Odetola, Folafoluwa O; Russell, Mark W

    2016-05-01

    To assess automated external defibrillator (AED) distribution and cardiac emergency preparedness in Michigan secondary schools and investigate for association with school sociodemographic characteristics. Surveys were sent via electronic mail to representatives from all public high schools in 30 randomly selected Michigan counties, stratified by population. Association of AED-related factors with school sociodemographic characteristics were evaluated using Wilcoxon rank sum test and χ(2) test, as appropriate. Of 188 schools, 133 (71%) responded to the survey and all had AEDs. Larger student population was associated with fewer AEDs per 100 students (P schools. Schools with >20% students from racial minority groups had significantly fewer AEDs available per 100 students than schools with less racial diversity (P = .03). Schools with more students eligible for free and reduced lunch were less likely to have a cardiac emergency response plan (P = .02) and demonstrated less frequent AED maintenance (P = .03). Although AEDs are available at public high schools across Michigan, the number of AEDs per student varies inversely with minority student population and school size. Unequal distribution of AEDs and lack of cardiac emergency preparedness may contribute to outcomes of sudden cardiac arrest among youth. Copyright © 2016 Elsevier Inc. All rights reserved.

  11. Remote Research Mentoring of Virginia High School Students

    Science.gov (United States)

    Corby, Joanna; Dirienzo, W. J.; Beaton, R.; Pennucci, T.; Zasowski, G.

    2013-01-01

    Graduate students at the University of Virginia (UVa) are volunteering as research advisors on astronomy projects for Virginia's science and technology high schools. In previous years, we have worked with more than a dozen students through a research class at Central Virginia Governor's School in Lynchburg to develop an astronomy research curriculum that teaches background concepts and terminology, guides students in data analysis, and prepares them to present material in poster and oral forums. In our fourth year of operation, we are continuing to work with Central Virginia Governor's School and adapting the research curriculum to an independent course at Roanoke Valley Governor's School in Roanoke. Because both schools are far from UVa in Charlottesville, the program operates remotely; graduate advisors and high school students interact through "virtual" means, establishing a successful framework for meaningful remote mentoring. In the current year, six students will complete projects on astrophysical topics including megamasers, astrochemistry, and pulsars using data taken by the Green Bank Telescope (GBT). Students at Roanoke Valley were directly trained on the GBT as part of a separate outreach program called the Pulsar Search Collaboratory, and all six students will receive hands-on experience in handling GBT data. The current projects are components of larger research efforts by graduate student and professional level researchers, so that the projects contribute to high-level projects only possible with the GBT. This stands as a rare outreach program that uses the principle of “deliberative practice” to train high school students in the development of skills that are crucial to success in science. Furthermore, it provides graduate students with an opportunity to plan and advise research projects, developing a skill set that is required in more advanced academic positions. Our poster discusses the implementation of our online curriculum in two distinct

  12. Preventing Sudden Cardiac Death: Automated External Defibrillators in Ohio High Schools.

    Science.gov (United States)

    Lear, Aaron; Hoang, Minh-Ha; Zyzanski, Stephen J

    2015-10-01

    Ohio passed legislation in 2004 for optional public funding of automated external defibrillators (AEDs) in all Ohio high schools. To report occurrences of sudden cardiac arrest in which AEDs were used in Ohio high schools and to evaluate the adherence of Ohio high schools with AEDs to state law and published guidelines on AEDs and emergency action plans (EAPs) in schools. Cross-sectional survey. Web-based survey. A total of 264 of 827 schools that were members of the Ohio High School Athletic Association. We surveyed schools on AED use, AED maintenance, and EAPs. Twenty-five episodes of AED deployment at 22 schools over an 11-year period were reported; 8 (32%) involved students and 17 (68%) involved adults. The reported survival rate was 60% (n = 15). Most events (n = 20, 80%) in both students and adults occurred at or near athletic facilities. The annual use rate of AEDs was 0.7%. Fifty-three percent (n = 140) of schools reported having an EAP in place for episodes of cardiac arrest. Of the schools with EAPs, 57% (n = 80) reported having rehearsed them. Our data supported the placement of AEDs in high schools given the frequency of use for sudden cardiac arrest and the survival rate reported. They also suggested the need for increased awareness of recommendations for EAPs and the need to formulate and practice EAPs. School EAPs should emphasize planning for events in the vicinity of athletic facilities.

  13. Case Studies of Leading Edge Small Urban High Schools. Core Academic Strategic Designs: 3. University Park Campus School

    Science.gov (United States)

    Shields, Regis Anne; Ireland, Nicole; City, Elizabeth; Derderian, Julie; Miles, Karen Hawley

    2008-01-01

    This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high…

  14. Effects of Comprehensive, Multiple High-Risk Behaviors Prevention Program on High School Students

    Science.gov (United States)

    Collier, Crystal

    2013-01-01

    The purpose of this mixed methods study was to examine the effect of a multiple high-risk behaviors prevention program applied comprehensively throughout an entire school-system involving universal, selective, and indicated levels of students at a local private high school during a 4-year period. The prevention program was created based upon the…

  15. Elective course student sectioning at Danish high schools

    DEFF Research Database (Denmark)

    Kristiansen, Simon; Stidsen, Thomas Riis

    2016-01-01

    . This paper presents an Adaptive Large Neighborhood Search heuristic for the ESCC. The algorithm is applied to 80 real-life instances from Danish high schools and compared with solutions found by using the state-of-the-art MIP solver Gurobi. The algorithm has been implemented in the commercial product Lectio......, and is thereby available for approximately 200 high schools in Denmark....

  16. Self-Esteem of Junior High and High School Students.

    Science.gov (United States)

    Lee, Kimberly E.

    The purpose of this thesis was to investigate the self-esteem of junior high and high school students. The independent variables investigated were quality of family life, birth order, family size, maternal employment, grade level and family structure. The dependent variables were the self-esteem scores from the following sub-scales of the Texas…

  17. Motivation of Dutch high school students from various backgrounds for applying to study medicine: a qualitative study

    Science.gov (United States)

    Wouters, Anouk; Croiset, Gerda; Isik, Ulviye; Kusurkar, Rashmi A

    2017-01-01

    Objective To explore high school students’ motivation for applying to study medicine and the factors that influence this. To find explanations for under-representation of minority students in medical education, descriptions of motivation of students with different background characteristics were compared. Design Qualitative phenomenological study using semistructured one-on-one interviews. Setting One predominantly white and one mixed high school in a large multicultural city in the Netherlands. The study was conducted in March–December 2015. Participants Twenty-four high school students, purposively sampled for demographic characteristics. Methods The analysis consisted of the coding of data using a template based on the motivation types (autonomous and controlled motivation) described by self-determination theory and open coding for factors that influence motivation. Results The main reasons for pursuing a medical career pertained to autonomous motivation (interest in science and helping people), but controlled motivation (eg, parental pressure, prestige) was also mentioned. Experiences with healthcare and patients positively influenced students’ autonomous motivation and served as a reality check for students’ expectations. Having to go through a selection process was an important demotivating factor, but did not prevent most students from applying. Having medical professionals in their network also sparked students’ interest, while facilitating easier access to healthcare experiences. Conclusions The findings showed a complex interplay between healthcare experiences, growing up in a medical family, selection processes and motivation. Healthcare experiences, often one of the selection criteria, help students to form autonomous motivation for studying medicine. However, such experiences as well as support in the selection process seem unequally accessible to students. As a result, under-represented students’ motivation decreases. Medical schools

  18. The school food environment and adolescent obesity: qualitative insights from high school principals and food service personnel

    Directory of Open Access Journals (Sweden)

    Ellerbeck Edward F

    2007-05-01

    Full Text Available Abstract Objectives To examine high school personnel's perceptions of the school environment, its impact on obesity, and the potential impact of legislation regulating schools' food/beverage offerings. Methods Semi-structured interviews were conducted with the principal (n = 8 and dietitian/food service manager (n = 7 at 8 schools (4 rural, 4 suburban participating in a larger study examining the relationship between the school environment and adolescent health behavior patterns. Results Principal themes included: 1 Obesity is a problem in general, but not at their school, 2 Schools have been unfairly targeted above more salient factors (e.g., community and home environment, 3 Attempts at change should start before high school, 4 Student health is one priority area among multiple competing demands; academic achievement is the top priority, 5 Legislation should be informed by educators and better incorporate the school's perspective. Food service themes included: 1 Obesity is not a problem at their school; school food service is not the cause, 2 Food offerings are based largely on the importance of preparing students for the real world by providing choice and the need to maintain high participation rates; both healthy and unhealthy options are available, 3 A la carte keeps lunch participation high and prices low but should be used as a supplement, not a replacement, to the main meal, 4 Vending provides school's additional revenue; vending is not part of food service and is appropriate if it does not interfere with the lunch program. Conclusion Discrepancies exist between government/public health officials and school personnel that may inhibit collaborative efforts to address obesity through modifications to the school environment. Future policy initiatives may be enhanced by seeking the input of school personnel, providing recommendations firmly grounded in evidence-based practice, framing initiatives in terms of their potential impact on the

  19. The positive bystander effect: passive bystanders increase helping in situations with high expected negative consequences for the helper.

    Science.gov (United States)

    Fischer, Peter; Greitemeyer, Tobias

    2013-01-01

    The present field study investigated the interplay between the presence of a passive bystander (not present versus present) in a simulated bike theft and expected negative consequences (low versus high) in predicting intervention behavior when no physical victim is present. It was found that an additional bystander increases individual intervention in situations where the expected negative consequences for the helper in case of intervention were high (i.e., when the bike thief looks fierce) compared to situations where the expected negative consequences for the helper were low (i.e., when the bike thief does not look fierce). In contrast, no such effect for high vs. low expected negative consequences was observed when no additional bystander observed the critical situation. The results are discussed in light of previous laboratory findings on expected negative consequences and bystander intervention.

  20. The High School Dropout Problem: Perspectives of Teachers and Principals

    Science.gov (United States)

    Bridgeland, John M.; Dilulio, John J., Jr.; Balfanz, Robert

    2009-01-01

    To better understand the views of teachers and administrators on the high school dropout problem, focus groups and nationally representative surveys were conducted of high school teachers and principals. A focus group of superintendents and school board members was also included. To help interpret the results, the authors convened a colloquium…

  1. Music education and musicians: Expectations, course and outcomes

    Directory of Open Access Journals (Sweden)

    Bogunović Blanka

    2012-01-01

    Full Text Available Considering the long-term talent development, from the moment of its recognition to the moment when an adult is confronted with the necessity of integration in the professional music and life streams, we wonder whether education satisfies the needs of talents and provides, in the long run, the necessary knowledge and skills. The aim of this research was to investigate: (1 the initial motivation for learning music and expectations from music education; (2 the course of development of young musicians (the degree of self-actualisation, developmental perspectives, evaluation of music education and (3 outcomes of music education and development of the professional career. The sample (N=487 consisted of five subsamples: music kindergarten pupils, students of primary music schools, students of secondary music schools, university students of music and teachers at music schools and universities. The paper analyses psychological, educational and professional aspects of education of musically gifted pupils and students, as well as music teachers in five successive age groups. The results indicate that with an increase in age there is a considerable increase in the variety and scope of expectations and a higher aspiration towards personal, educational and professional lifelong improvement, while, at the same time, there is a considerable decrease in the level of fulfilment of expectations and the level of assessment of self-actualisation. This is indicative of a continuously present feeling of “hidden underachievement” in the group of (relatively successful young musicians and professionals. Analysis of respondents’ answers points out to the existence of still traditional system of music education, which lacks flexibility and innovation and fails to provide a sufficient level of transferable knowledge and skills. The findings point out to a whole cluster of controversies demanding further reconsideration and (redesigning of the curriculum of (high

  2. High school mathematics teachers' perspectives on the purposes of mathematical proof in school mathematics

    Science.gov (United States)

    Dickerson, David S.; Doerr, Helen M.

    2014-12-01

    Proof serves many purposes in mathematics. In this qualitative study of 17 high school mathematics teachers, we found that these teachers perceived that two of the most important purposes for proof in school mathematics were (a) to enhance students' mathematical understanding and (b) to develop generalized thinking skills that were transferable to other fields of endeavor. We found teachers were divided on the characteristics (or features) of proofs that would serve these purposes. Teachers with less experience tended to believe that proofs in the high school should adhere to strict standards of language and reasoning while teachers with more experience tended to believe that proofs based on concrete or visual features were well suited for high school mathematics. This study has implications for teacher preparation because it appears that there is a wide variation in how teachers think about proof. It seems likely that students would experience proof very differently merely because they were seated in different classrooms.

  3. High School Teachers' Identities: Constructing Civic Selves

    Science.gov (United States)

    Obenchain, Kathryn M.; Balkute, Asta; Vaughn, Erin; White, Shannon

    2016-01-01

    Research suggests that teachers play a role in the type of citizenship education implemented in schools. The purpose of this qualitative case study was to explore how two high school teachers understood and enacted their civic identities as a dimension of their teacher identities. Findings suggest that factors contributing to an individual's civic…

  4. Sports-Related Emergency Preparedness in Oregon High Schools.

    Science.gov (United States)

    Johnson, Samuel T; Norcross, Marc F; Bovbjerg, Viktor E; Hoffman, Mark A; Chang, Eunwook; Koester, Michael C

    Best practice recommendations for sports-related emergency preparation include implementation of venue-specific emergency action plans (EAPs), access to early defibrillation, and first responders-specifically coaches-trained in cardiopulmonary resuscitation and automated external defibrillator (AED) use. The objective was to determine whether high schools had implemented these 3 recommendations and whether schools with a certified athletic trainer (AT) were more likely to have done so. Schools with an AT were more likely to have implemented the recommendations. Cross-sectional study. Level 4. All Oregon School Activities Association member school athletic directors were invited to complete a survey on sports-related emergency preparedness and AT availability at their school. Chi-square and Fisher exact tests were used to analyze the associations between emergency preparedness and AT availability. In total, 108 respondents (37% response rate) completed the survey. Exactly half reported having an AT available. Only 11% (95% CI, 6%-19%) of the schools had implemented all 3 recommendations, 29% (95% CI, 21%-39%) had implemented 2, 32% (95% CI, 24%-42%) had implemented 1, and 27% (95% CI, 19%-36%) had not implemented any of the recommendations. AT availability was associated with implementation of the recommendations (χ 2 = 10.3, P = 0.02), and the proportion of schools with ATs increased with the number of recommendations implemented (χ 2 = 9.3, P Schools with an AT were more likely to implement venue-specific EAPs (52% vs 24%, P schools were inadequately prepared for sports-related emergencies. Schools with an AT were more likely to implement some, but not all, of the recommendations. Policy changes may be needed to improve implementation. Most Oregon high schools need to do more to prepare for sports-related emergencies. The results provide evidence for sports medicine professionals and administrators to inform policy changes that ensure the safety of athletes.

  5. Laboratory Experiments as a Tool in the Empirical Economic Analysis of High-Expectation Entrepreneurship

    Science.gov (United States)

    Curley, Martin; Formica, Piero

    2008-01-01

    High-expectation start-ups are firms launched by entrepreneurs with high ambitions for growth. The encounter between new technology and entrepreneurship that characterizes such new ventures has a significant impact on the nature and speed of economic development, driving the growth of high-technology industries and helping to make the economic…

  6. Publishing the pamphlet of radiation education for junior high school students

    International Nuclear Information System (INIS)

    Kamezawa, Chika; Kamogawa, Masashi; Kanai, Yuko; Nishiura, Shingo; Banda, Kiyomi; Arakawa, Etsuo

    2014-01-01

    We made supplementary materials of the radiation education as a pamphlet for junior high school students along the government course guidelines for junior high school pressed by Ministry of Education, Culture, Sports, Science and Technology. The pamphlet was published as booklet and calendar. For teachers at junior high schools, a pdf file of the booklet was also appended. The pamphlet focused natural phenomenon and latest researches in the radiation science. Many pictures in the booklet could help students to study the radiation science visually. For 100 days since March 2012 published day, 4119 booklets had been distributed to junior high schools and other schools of applicants, free of charge. (author)

  7. Developing Cloud Chambers with High School Students

    Science.gov (United States)

    Ishizuka, Ryo; Tan, Nobuaki; Sato, Shoma; Zeze, Syoji

    The result and outcome of the cloud chamber project, which aims to develop a cloud chamber useful for science education is reported in detail. A project includes both three high school students and a teacher as a part of Super Science High School (SSH) program in our school. We develop a dry-ice-free cloud chamber using salt and ice (or snow). Technical details of the chamber are described. We also argue how the project have affected student's cognition, motivation, academic skills and behavior. The research project has taken steps of professional researchers, i.e., in planning research, applying fund, writing a paper and giving a talk in conferences. From interviews with students, we have learnt that such style of scientific activity is very effective in promoting student's motivation for learning science.

  8. Transition from high schools to engineering education

    DEFF Research Database (Denmark)

    Kolmos, Anette; Holgaard, Jette Egelund; Clausen, Nicolaj Riise

    2017-01-01

    Pre-university engineering education has received increasing attention to attract more students to engineering and make them better prepared to enter engineering studies at university level. Denmark is one of the countries that offer established high school curriculum that makes engineering...... the core identity of the school. In a longitudinal research project, the cohort of all Danish engineering students who were enrolled in 2010 has been followed. This study takes a quantitative approach to highlight the differences in preparedness for engineering students who have a background...... themselves as being better prepared in relation to the conduct of experiments, engineering analysis and tolls, as well as in relation to process competences as design, problem solving and teamwork. The students from the profession-oriented high schools also find themselves better prepared in relation...

  9. Early predictors of high school mathematics achievement.

    Science.gov (United States)

    Siegler, Robert S; Duncan, Greg J; Davis-Kean, Pamela E; Duckworth, Kathryn; Claessens, Amy; Engel, Mimi; Susperreguy, Maria Ines; Chen, Meichu

    2012-07-01

    Identifying the types of mathematics content knowledge that are most predictive of students' long-term learning is essential for improving both theories of mathematical development and mathematics education. To identify these types of knowledge, we examined long-term predictors of high school students' knowledge of algebra and overall mathematics achievement. Analyses of large, nationally representative, longitudinal data sets from the United States and the United Kingdom revealed that elementary school students' knowledge of fractions and of division uniquely predicts those students' knowledge of algebra and overall mathematics achievement in high school, 5 or 6 years later, even after statistically controlling for other types of mathematical knowledge, general intellectual ability, working memory, and family income and education. Implications of these findings for understanding and improving mathematics learning are discussed.

  10. The Performing School: The Effects of Market & Accountability Policies

    Science.gov (United States)

    Falabella, Alejandra

    2014-01-01

    Market and accountability educational reforms have proliferated around the globe, along with high expectations of solving countries' school quality deficits and inequities. In this paper I develop an analytical framework from a critical sociology angle for analyzing the effects of these policies within schools. First I discuss conceptually the…

  11. School Socioeconomic Classification, Funding, and the New Jersey High School Proficiency Assessment (HSPA)

    Science.gov (United States)

    Bao, D. H.; Romeo, George C.; Harvey, Roberta

    2010-01-01

    This study examines the relationship between educational effectiveness, as measured by the New Jersey High School Proficiency Assessment (HSPA), and funding of school districts based on socioeconomic classification. Results indicate there is a strong relationship between performance in HSPA, socioeconomic classification, and the different sources…

  12. Factors Affecting Burnout and School Engagement among High School Students: Study Habits, Self- Efficacy Beliefs, and Academic Success

    Science.gov (United States)

    Bilge, Filiz; Tuzgol Dost, Meliha; Cetin, Bayram

    2014-01-01

    This study examines high school students' levels of burnout and school engagement with respect to academic success, study habits, and self-efficacy beliefs. The data were gathered during the 2011-2012 school year from 633 students attending six high schools located in Ankara, Turkey. The analyses were conducted on responses from 605 students. The…

  13. The 3D Digital Story-telling Media on Batik Learning in Vocational High Schools

    Science.gov (United States)

    Widiaty, I.; Achdiani, Y.; Kuntadi, I.; Mubaroq, S. R.; Zakaria, D.

    2018-02-01

    The aim of this research is to make 3D digital Story-telling Media on Batik Learning in Vocational High School. The digital story-telling developed in this research is focused on 3D-based story-telling. In contrast to the digital story-telling that has been developed in existing learning, this research is expected to be able to improve understanding of vocational students about the value of local wisdom batik more meaningful and “live”. The process of making 3D digital story-telling media consists of two processes, namely the creation of 3D objects and the creation of 3D object viewer.

  14. Place Attachment and Place Disruption: The Perceptions of Selected Adults and High School Students on a Rural School District Reorganization.

    Science.gov (United States)

    Wieland, Regi Leann

    2001-01-01

    Interviews with adult residents and high school students in two rural Kansas communities that had consolidated their high schools found that adults in the community that lost its high school had more negative reactions and feelings of loss than adults in the community that retained its high school. Student reactions were generally positive.…

  15. The training and expectations of medical students in Mozambique

    Directory of Open Access Journals (Sweden)

    Gonçalves Luzia

    2007-04-01

    Full Text Available Abstract Background This paper describes the socio-economic profile of medical students in the 1998/99 academic year at the Universidade Eduardo Mondlane (UEM Medical Faculty in Maputo. It aims to identify their social and geographical origins in addition to their expectations and difficulties regarding their education and professional future. Methods The data were collected through a questionnaire administered to all medical students at the faculty. Results Although most medical students were from outside Maputo City and Maputo Province, expectations of getting into medical school were already associated with a migration from the periphery to the capital city, even before entering medical education. This lays the basis for the concentration of physicians in the capital city once their term of compulsory rural employment as junior doctors is completed. The decision to become a doctor was taken at an early age. Close relatives, or family friends seem to have been an especially important variable in encouraging, reinforcing and promoting the desire to be a doctor. The academic performance of medical students was dismal. This seems to be related to several difficulties such as lack of library facilities, inadequate financial support, as well as poor high school preparation. Only one fifth of the students reported receiving financial support from the Mozambican government to subsidize their medical studies. Conclusion Medical students seem to know that they will be needed in the public sector, and that this represents an opportunity to contribute to the public's welfare. Nevertheless, their expectations are, already as medical students, to combine their public sector practice with private medical work in order to improve their earnings.

  16. Teacher Reflective Practice in Jesuit High Schools

    Science.gov (United States)

    Klug, Joseph H.

    2010-01-01

    Teachers who engage in reflective practice are more effective and may encourage higher student achievement. The purpose of this study is to explore and describe the methods that teachers use in order to engage in reflective practice. Further, it is essential to gain an understanding of how schools, including Jesuit high schools, promote reflective…

  17. Cultures of Learning in Effective High Schools

    Science.gov (United States)

    Tichnor-Wagner, Ariel; Harrison, Christopher; Cohen-Vogel, Lora

    2016-01-01

    Purpose: Research indicates that a culture of learning is a key factor in building high schools that foster academic achievement in all students. Yet less is known about which elements of a culture of learning differentiate schools with higher levels of academic performance. To fill this gap, this comparative case study examined the cultures of…

  18. Perceptions of Missouri High School Principals Regarding the Effectiveness of In-School Suspension as a Disciplinary Procedure.

    Science.gov (United States)

    Billings, Ward H.; Enger, John M.

    This paper presents findings of a study that examined Missouri high school principals' perceptions of the effectiveness of various disciplinary procedures, with a focus on in-school suspension (ISS). A survey mailed to 200 Missouri high school principals elicited 159 responses, a 77 percent response rate. The questionnaire asked principals to…

  19. Health-profession students’ teaching and learning expectations in Ugandan medical schools: pre- and postcommunity placement comparison

    Science.gov (United States)

    Wakida, Edith K; Ruzaaza, Gad; Muggaga, Kintu; Akera, Peter; Oria, Hussein; Kiguli, Sarah

    2015-01-01

    Purpose The benefits of community-based medical education for both students and teachers are becoming increasingly clear. However, there is paucity of information about the importance of incorporating students’ thoughts in the community-based education curriculum and the impact it has on their intentions to work in rural communities. The purpose of this study was to assess the teaching and learning expectations before and after placement of health-profession students going for community placement for the first time and make suggestions for improvement of the community-based programs. Methods The study was a cross-sectional survey with both structured and unstructured questions. Participants were recruited from four medical schools in Uganda targeting 100% participation of health-profession students going for community placement in 2014. In total, 454 and 305 participants responded to self-administered questionnaires before and after community placement, respectively; and they were from different programs and years of study. Results Students’ learning expectations before placement, in ranking were: community engagement, interpersonal skills, community diagnosis, clinical skills, lifestyle practices, and patient management. After placement, the order of ranking was: interpersonal skills, community engagement, community diagnosis, lifestyle practices, clinical skills, and patient management. Most of the students had prior rural exposure and expected to do community engagement. However, after community placement they indicated having developed interpersonal skills. The various health-profession students were able to harmoniously work together to achieve a common purpose, which they find difficult to do in a classroom environment. Conclusion Having student teams comprised of different health programs and years of study going for community placement together promoted peer-to-peer mentorship and enhanced team building during community placement. PMID:26677345

  20. Health-profession students' teaching and learning expectations in Ugandan medical schools: pre- and postcommunity placement comparison.

    Science.gov (United States)

    Wakida, Edith K; Ruzaaza, Gad; Muggaga, Kintu; Akera, Peter; Oria, Hussein; Kiguli, Sarah

    2015-01-01

    The benefits of community-based medical education for both students and teachers are becoming increasingly clear. However, there is paucity of information about the importance of incorporating students' thoughts in the community-based education curriculum and the impact it has on their intentions to work in rural communities. The purpose of this study was to assess the teaching and learning expectations before and after placement of health-profession students going for community placement for the first time and make suggestions for improvement of the community-based programs. The study was a cross-sectional survey with both structured and unstructured questions. Participants were recruited from four medical schools in Uganda targeting 100% participation of health-profession students going for community placement in 2014. In total, 454 and 305 participants responded to self-administered questionnaires before and after community placement, respectively; and they were from different programs and years of study. Students' learning expectations before placement, in ranking were: community engagement, interpersonal skills, community diagnosis, clinical skills, lifestyle practices, and patient management. After placement, the order of ranking was: interpersonal skills, community engagement, community diagnosis, lifestyle practices, clinical skills, and patient management. Most of the students had prior rural exposure and expected to do community engagement. However, after community placement they indicated having developed interpersonal skills. The various health-profession students were able to harmoniously work together to achieve a common purpose, which they find difficult to do in a classroom environment. Having student teams comprised of different health programs and years of study going for community placement together promoted peer-to-peer mentorship and enhanced team building during community placement.

  1. Meanings of living in lodgings during senior high school

    DEFF Research Database (Denmark)

    Wannebo, Wenche; Devik, Siri Andreassen; Uhrenfeldt, Lisbeth

    2018-01-01

    Studies show that senior high school students living in lodgings (away from home) when attending high school are vulnerable to stress and mental health problems. Moving away from home at the age of 15-16 is a transition that might affect adolescents' well-being. The aim of this study is to explore...... the experience of living in lodgings during senior high school. In-depth interviews were conducted with 21 Norwegian lodgers of both genders between the ages of 16-18. Interviews were analyzed according to a phenomenological hermeneutical approach. Four main themes were identified: (a) striving between...

  2. Gait analysis by high school students

    NARCIS (Netherlands)

    Heck, A.; van Dongen, C.

    2008-01-01

    Human walking is a complicated motion. Movement scientists have developed various research methods to study gait. This article describes how a high school student collected and analysed high quality gait data in much the same way that movement scientists do, via the recording and measurement of

  3. Aggressive Students and High School Dropout: An Event History Analysis

    Science.gov (United States)

    Orozco, Steven R.

    2016-01-01

    Aggressive students often struggle in multiple domains of their school functioning and are at increased risk for high school dropout. Research has identified a variety of warning flags which are strong predictors of high school dropout. While it is known that aggressive students exhibit many of these warning flags, there is little research which…

  4. Mental skills of South African male high school rugby players ...

    African Journals Online (AJOL)

    The aim of this study was to establish preliminary South African high school rugby norms for the BMSQ. The sample consisted of 152 male high school rugby players from two schools in the Ethekwini region. Preliminary norms are presented in the form of means and standard deviations. Results are compared with those of ...

  5. Research funding expectations as a function of faculty teaching/administrative workload.

    Science.gov (United States)

    Surratt, Christopher K; Kamal, Khalid M; Wildfong, Peter L D

    2011-06-01

    Persistent faculty shortages at US pharmacy schools make faculty recruitment and retention a perennial priority. The literature indicates that a key retention issue is whether the faculty member's scholarship is compromised because of a heavy teaching or service workload. Assess US pharmacy faculty perceptions concerning their views of appropriate expectations of research grant support given their teaching/administrative workloads. Data and opinions were collected using a multiple-choice, cross-sectional survey instrument (SurveyMonkey®; Menlo Park, CA), e-mailed to 1047 faculty members, randomly selected from all Accreditation Council of Pharmacy Education (ACPE)-accredited US pharmacy schools. Statistical analyses were performed using SPSS® (Chicago, IL) for Windows, Version 17.0. Of the researcher respondents, a majority felt that the amount of teaching expected was too much to be a competitive researcher. Teaching commitment was found more likely to increase than decrease after achieving tenure. Reported new faculty start-up funding was well below that typically found at nonpharmacy research schools. This information is anticipated to help pharmacy faculty members gauge their workload and productivity relative to a national peer group, and to help pharmacy schools improve in faculty recruitment and retention. The survey findings may assist pharmacy schools in clarifying reasonable teaching and funding expectations for pre- and post-tenure faculty, which in turn may help attract more pharmaceutical scientists to academic pharmacy positions. Copyright © 2011 Elsevier Inc. All rights reserved.

  6. A pilot study to examine the effects of a nutrition intervention on nutrition knowledge, behaviors, and efficacy expectations in middle school children.

    Science.gov (United States)

    Fahlman, Mariane M; Dake, Joseph A; McCaughtry, Nate; Martin, Jeffrey

    2008-04-01

    This was a pilot study to determine the impact of the Michigan Model (MM) Nutrition Curriculum on nutrition knowledge, efficacy expectations, and eating behaviors in middle school students. The study was conducted in a large metropolitan setting and approved by the Institutional Review Board. The participants for this study were divided into an intervention group (n = 407) and a control group (n = 169). An MM instructor trained health teachers in the use of the curriculum, and the teacher subsequently taught the curriculum to students in the intervention group. A valid and reliable questionnaire was used to determine pre-post differences. It consisted of 3 subscales assessing eating habits, nutrition knowledge, and efficacy expectations toward healthy eating. Subscale scores were analyzed using a 2 groups (intervention vs control) x 2 times (pre vs post) analysis of variance. The intervention group increased their nutrition knowledge at post. There was also a significant main effect for groups in the subscales "Eating Behaviors" and "Efficacy Expectations Regarding Healthy Eating." Subsequent post hoc analysis revealed that the intervention group was significantly more likely to eat fruits and vegetables and less likely to eat junk food than the control group. Students in the intervention group also felt more confident that they could eat healthy. The results of this pilot study suggest that the MM Nutrition Curriculum delivered by trained professionals resulted in significant positive changes in both nutrition knowledge and behaviors in middle school children. Further research needs to be conducted to determine the long-term impact.

  7. Centauri High School Teacher Honored as Colorado Outstanding Biology

    Science.gov (United States)

    Teacher Centauri High School Teacher Honored as Colorado Outstanding Biology Teacher For more information contact: e:mail: Public Affairs Golden, Colo., May 2, 1997 -- Tracy Swedlund, biology teacher at Centauri High School in LaJara, was selected as Colorado's 1997 Outstanding Biology Teacher and will be

  8. Turnaround High School Principals: Recruit, Prepare and Empower Leaders of Change.

    Science.gov (United States)

    Schmidt-Davis, Jon; Bottoms, Gene

    2012-01-01

    Recent studies make one reality clear: While multiple factors can cause a low-performing high school to be in a turnaround situation, every high school that makes dramatic academic improvement has strong, effective school leadership. Turning a school around is no work for novices. It takes a skilled, visionary and proactive principal to pull apart…

  9. Solving Multiple Timetabling Problems at Danish High Schools

    DEFF Research Database (Denmark)

    Kristiansen, Simon

    name; Elective Course Student Sectioning. The problem is solved using ALNS and solutions are proven to be close to optimum. The algorithm has been implemented and made available for the majority of the high schools in Denmark. The second Student Sectioning problem presented is the sectioning of each...... high schools. Two types of consultations are presented; the Parental Consultation Timetabling Problem (PCTP) and the Supervisor Consultation Timetabling Problem (SCTP). One mathematical model containing both consultation types has been created and solved using an ALNS approach. The received solutions...... problems as mathematical models and solve them using operational research techniques. Two of the models and the suggested solution methods have resulted in implementations in an actual decision support software, and are hence available for the majority of the high schools in Denmark. These implementations...

  10. Successful Transition to High School. Research Brief

    Science.gov (United States)

    Education Partnerships, Inc., 2012

    2012-01-01

    What steps can be taken to assure that 8th graders make a successful transition to 9th grade? More students fail ninth grade than any other grade level. When middle school students took part in high school transition programs with a variety of different articulation activities, fewer students were retained in ninth grade. Ideally, these transition…

  11. Technology Leadership in Malaysia's High Performance School

    Science.gov (United States)

    Yieng, Wong Ai; Daud, Khadijah Binti

    2017-01-01

    Headmaster as leader of the school also plays a role as a technology leader. This applies to the high performance schools (HPS) headmaster as well. The HPS excel in all aspects of education. In this study, researcher is interested in examining the role of the headmaster as a technology leader through interviews with three headmasters of high…

  12. Examining the Internet Addiction Levels of High School Senior Students

    Science.gov (United States)

    Aydemir, Hasan

    2018-01-01

    In the present study, the internet addiction status of high school senior students in Yesilyurt county of Malatya was analyzed and examined in terms of gender variable. The study population consisted of 3442 senior students who were studying at 37 high schools in state schools in Yesilyurt County of the city of Malatya in 2016-2017 academic year.…

  13. A Workshop for High School Students on Naive Set Theory

    Science.gov (United States)

    Wegner, Sven-Ake

    2014-01-01

    In this article we present the prototype of a workshop on naive set theory designed for high school students in or around the seventh year of primary education. Our concept is based on two events which the author organized in 2006 and 2010 for students of elementary school and high school, respectively. The article also includes a practice report…

  14. Efforts to Improve Mathematics Teacher Competency Through Training Program on Design Olympiad Mathematics Problems Based on Higher Order Thinking Skills in The Junior High School

    Science.gov (United States)

    Arnellis, A.; Jamaan, E. Z.; Amalita, N.

    2018-04-01

    The goal to analyse a improvement of teacher competence after being trained in preparing high-order math olympicad based on high order thinking skills in junior high school teachers in Pesisir Selatan Regency. The sample of these activities are teachers at the MGMP junior high school in Pesisir Selatan District. Evaluation of the implementation is done by giving a pre test and post test, which will measure the success rate of the implementation of this activities. The existence of the devotion activities is expected to understand the enrichment of mathematics olympiad material and training in the preparation of math olympiad questions for the teachers of South Pesisir district junior high school, motivating and raising the interest of the participants in order to follow the mathematics olympiad with the enrichment of mathematics materials and the training of problem solving about mathematics olympiad for junior high school teachers, the participants gain experience and gain insight, as well as the ins and outs of junior mathematics olympiad and implement to teachers and students in olympic competitions. The result of that the post-test is better than the result of pretest in the training of mathematics teacher competence improvement in composing the mathematics olympiad problem based on high order thinking skills of junior high school (SMP) in Pesisir Selatan District, West Sumatra, Indonesia.

  15. Biology Factual Knowledge at Eleventh Grade of Senior High School Students in Pacitan based on Favorite Schools

    Science.gov (United States)

    Yustiana, I. A.; Paidi; Mercuriani, I. S.

    2018-03-01

    This study aimed to determine the Biology factual knowledge at eleventh grade of senior high school students in Pacitan based on favorite schools. This research was a descriptive research by using survey method. The population in this study was all of senior high school students in Pacitan. The sampling technique used purposive sampling technique and obtained 3 favorite schools and 3 non-favorite schools. The technique of collecting data used test form which was as the instrument of the research. Data analysis technique used Mann-Whitney U test. Based on the test, it was obtained p = 0,000 (p <0,05) so there was a significant difference between the factual knowledge of the students in the favorite schools and non-favorite schools in Pacitan. The factual knowledge of students in favorite schools was higher with an average of 5.32 while non-favorite schools were obtained an average of 4.36.

  16. Bullying Victimization and Student Engagement in Elementary, Middle, and High Schools: Moderating Role of School Climate

    Science.gov (United States)

    Yang, Chunyan; Sharkey, Jill D.; Reed, Lauren A.; Chen, Chun; Dowdy, Erin

    2018-01-01

    Bullying is the most common form of school violence and is associated with a range of negative outcomes, including traumatic responses. This study used hierarchical linear modeling to examine the multilevel moderating effects of school climate and school level (i.e., elementary, middle, and high schools) on the association between bullying…

  17. Self-Efficacy Expectations in Teacher Trainees and the Perceived Role of Schools and Their Physical Education Department in the Educational Treatment of Overweight Students

    Science.gov (United States)

    Martinez-Lopez, Emilio; Zagalaz Sanchez, Maria; Ramos Alvarez, Manuel; de la Torre Cruz, Manuel

    2010-01-01

    This study is about the relation between self-efficacy expectations and the attitude towards child and youth obesity, as well as the role of the school in this matter. A questionnaire was given to a sample of 436 trainee physical education teachers from eight universities in Andalusia (Spain). The questionnaire was a version of "Teaching…

  18. Lifestyles and psychosomatic symptoms among elementary school students and junior high school students.

    Science.gov (United States)

    Isshiki, Yuriko; Morimoto, Kanehisa

    2004-05-01

    To examine the relationship between lifestyles and psychosomatic symptoms in children, we conducted a self-administered questionnaire survey of elementary school students and junior high school students in Japan. We designed an original questionnaire to investigate the lifestyles and psychosomatic symptoms of children. In 1997, responses to the questionnaires were elicited from public elementary school fourth grade students (then aged 9-10) and public junior high school seventh grade students (then aged 12-13). The survey was repeated annually for three years as the students advanced through school. For both boys and girls, each cross-sectional analysis revealed a strong relationship between lifestyle behaviors and psychosomatic symptoms. Psychosomatic, symptoms scores varied according to daily hours of sleep, eating of breakfast, having strong likes and dislikes of food, bowel habits, and daily hours of television watching. Both boys and girls with "good" lifestyle, behaviors evaluated by the HPI (Health Practice Index) showed lower scores for psychosomatic symptoms. These findings show that the lifestyle behaviors of children are significantly associated with psychosomatic symptoms and suggest that poor lifestyle behaviors are likely to increase physical and psychological health risks.

  19. The Incidence of the Tuition-Free High School Program in Japan

    Science.gov (United States)

    Hori, Masahiro; Shimizutani, Satoshi

    2018-01-01

    This paper examines the effect of a tuition-free high school program launched in FY2010 in Japan on the high school enrollment rate and household spending. We have some interesting findings. First, the program contributed to improvement in the high school enrollment rate for poorer households. Second, the program stimulated household spending…

  20. Characteristics of High School Students' and Science Teachers' Cognitive Frame about Effective Teaching Method for High School Science Subject

    Science.gov (United States)

    Chung, Duk Ho; Park, Kyeong-Jin; Cho, Kyu Seong

    2016-04-01

    We investigated the cognitive frame of high school students and inservice high school science teachers about effective teaching method, and we also explored how they understood about the teaching methods suggested by the 2009 revised Science Curriculum. Data were collected from 275 high school science teachers and 275 high school students. We analyzed data in terms of the words and the cognitive frame using the Semantic Network Analysis. The results were as follows. First, the teachers perceived that an activity oriented class was the effective science class that helped improve students'' problem-solving abilities and their inquiry skills. The students had the cognitive frame that their teacher had to present relevant and enough teaching materials to students, and that they should also receive assistance from teachers in science class to better prepare for college entrance exam. Second, both students and teachers retained the cognitive frame about the efficient science class that was not reflected 2009 revised Science Curriculum exactly. Especially, neither groups connected the elements of ''convergence'' as well as ''integration'' embedded across science subject areas to their cognitive frame nor cognized the fact that many science learning contents were closed related to one another. Therefore, various professional development opportunities should be offered so that teachers succinctly comprehend the essential features and the intents of the 2009 revised Science Curriculum and thereby implement it in their science lessons effectively. Keywords : semantic network analysis, cognitive frame, teaching method, science lesson

  1. Can the American High School become an Avenue of Advancement for All?

    Science.gov (United States)

    Balfanz, Robert

    2009-01-01

    As the twenty-first century opens, says Robert Balfanz, the United States is developing a deep social consensus that American high schools should ensure that all adolescents graduate from high school prepared for postsecondary schooling and training. Balfanz asks how well high schools are succeeding in this mission and whether they can ultimately…

  2. Vital Signs: Exposure to Electronic Cigarette Advertising Among Middle School and High School Students - United States, 2014.

    Science.gov (United States)

    Singh, Tushar; Marynak, Kristy; Arrazola, René A; Cox, Shanna; Rolle, Italia V; King, Brian A

    2016-01-08

    Electronic cigarette (e-cigarette) use has increased considerably among U.S. youths since 2011. Tobacco use among youths in any form, including e-cigarettes, is unsafe. Tobacco product advertising can persuade youths to start using tobacco. CDC analyzed data from the 2014 National Youth Tobacco Survey to estimate the prevalence of e-cigarette advertisement exposure among U.S. middle school and high school students. The 2014 National Youth Tobacco Survey, a school-based survey of middle school and high school students in grades 6-12, included 22,007 participants. Exposure to e-cigarette advertisements (categorized as "sometimes," "most of the time," or "always") was assessed for four sources: retail stores, Internet, TV and movies, and newspapers and magazines. Weighted exposure estimates were assessed overall and by school type, sex, race/ethnicity, and grade. In 2014, 68.9% of middle and high school students (18.3 million) were exposed to e-cigarette advertisements from at least one source. Among middle school students, exposure was highest for retail stores (52.8%), followed by Internet (35.8%), TV and movies (34.1%), and newspapers and magazines (25.0%). Among high school students, exposure was highest for retail stores (56.3%), followed by Internet (42.9%), TV and movies (38.4%), and newspapers and magazines (34.6%). Among middle school students, 23.4% reported exposure to e-cigarette advertising from one source, 17.4% from two sources, 13.7% from three sources, and 11.9% from four sources. Among high school students, 21.1% reported exposure to e-cigarette advertising from one source, 17.0% from two sources, 14.5% from three sources, and 18.2% from four sources. Approximately seven in 10 U.S. middle and high school students were exposed to e-cigarette advertisements in 2014. Exposure to e-cigarette advertisements might contribute to increased use of e-cigarettes among youths. Multiple approaches are warranted to reduce youth e-cigarette use and exposure to e

  3. The experience of medical training and expectations regarding future medical practice of medical students in the Cuban-supported Medical School in Timor-Leste.

    Science.gov (United States)

    Ferrinho, Paulo; Valdes, Ana C; Cabral, Jorge

    2015-03-28

    The purpose of this paper is to describe and analyse the professional expectations and profile of medical students at the Cuban-supported School of General Medicine, in the Faculty of Medicine and Health Sciences of the National University of Timor-Leste. A piloted, standardized questionnaire, with closed- and open-ended questions, was distributed to registered medical students attending classes on the day of the survey. All data were analysed using SPSS. The statistical analysis is mostly descriptive. Students decide to study medicine at an early age. Relatives and friends seem to have an especially important influence in encouraging, reinforcing and promoting the desire to be a doctor. The degree of feminization of the student population is high. Medical students are in general satisfied with the training received, though demanding improvements in terms of systems to support their studies and training (e.g. libraries, laboratories, access to computers and the Internet). Medical students know that they will be needed in the public sector and that it would represent their opportunity to contribute to the public's welfare. Nonetheless, they report that they expect to combine public sector practice with private work, probably, in order to improve their earnings. This may be explained by their expectations for salaries, which are much higher than the current level of public sector salaries. A significant proportion of students are unsure about their future area of specialization. Of those that have determined their desired specialization, most intend to train as hospital specialists and to follow a hospital-based career. For many, specialization is equated with migration to study abroad. There are important differences between students at the start of their training compared with more advanced students. This paper gives an overview of student expectations for alignment with stated national human resources for health priorities for Timor-Leste.

  4. School Violence, Social Support and Psychological Health among Taiwanese Junior High School Students

    Science.gov (United States)

    Chen, Ji-Kang; Wei, Hsi-Sheng

    2013-01-01

    Objectives: This paper examines how peer social support mediates the association between school victimization and student psychological health among junior-high students in an Asian context (Taiwan), and further examines how gender and ethnicity differ in the interrelationships of school violence, peer social support and psychological health.…

  5. The effect of the flipped classroom on urban high school students' motivation and academic achievement in a high school science course

    Science.gov (United States)

    Dixon, Keshia L.

    This study investigated the effect of the flipped classroom on urban high school students' motivation and academic achievement in a high school science course. In this quantitative study, the sample population was comprised of North Star High School 12th grade students enrolled in human anatomy and physiology. A quasi-experimental, pretest-posttest non-equivalent group design was conducted. After receipt of Liberty University Institutional Review Board approval and the school district's Department of Research and Evaluation for School Improvement, students completed a pretest comprised of the Science Motivation Questionnaire II (SMQ-II) and the Human Anatomy and Physiology Unit Test. Participants in the experimental group engaged in the treatment, the flipped classroom, using instructional materials on the educational website, Edmodo(TM), and applied content material taught using hands-on activities inclusive of assigned laboratory experiments. Participants in the control group received instruction using traditional face-to-face lecture-homework format while also engaging in assigned laboratory experiments. After the completion of the treatment all participants completed a posttest. Data from both the pretest and posttest was statistically analyzed individually using two separate one-way ANOVA/ANCOVA analyses; and researcher reported the results of the statistical analyses. After completion of the analyses, and interpretation of the results, recommendations for future research were given.

  6. High School Students' Representations and Understandings of Electric Fields

    Science.gov (United States)

    Cao, Ying; Brizuela, Bárbara M.

    2016-01-01

    This study investigates the representations and understandings of electric fields expressed by Chinese high school students 15 to 16 years old who have not received high school level physics instruction. The physics education research literature has reported students' conceptions of electric fields post-instruction as indicated by students'…

  7. Epidemiology of soccer-related injuries among male high school ...

    African Journals Online (AJOL)

    Soccer in Rwandan high schools can expose players to the risk of injury warranting prevention programmes. The aim of this study was to determine the type, causes, severity and management of injuries among high school soccer players in Rwanda, in order to obtain baseline data for injury prevention programmes.

  8. Financial Literacy of High School Students: Evidence from Germany

    Science.gov (United States)

    Erner, Carsten; Goedde-Menke, Michael; Oberste, Michael

    2016-01-01

    After graduating high school, underage individuals soon face ever more complex and important financial decisions. Pivotal to the development of improved financial literacy programs is a comprehensive examination of financial literacy levels and potentially related factors. The authors conducted a survey among German high school students and found…

  9. Adjustment of High School Dropouts in Closed Religious Communities

    Science.gov (United States)

    Itzhaki, Yael; Itzhaky, Haya; Yablon, Yaacov B.

    2018-01-01

    Background: While extensive research has been done on high-school dropouts' adjustment, there is little data on dropouts from closed religious communities. Objective: This study examines the contribution of personal and social resources to the adjustment of high school dropouts in Ultraorthodox Jewish communities in Israel. Method: Using a…

  10. The Family Liaison Position in High-Poverty, Urban Schools

    Science.gov (United States)

    Dretzke, Beverly J.; Rickers, Susan R.

    2016-01-01

    This study examined the roles and responsibilities of family liaisons working in urban schools with enrollments characterized by high poverty, high mobility, and ethnic diversity. Results indicated that the major responsibilities of the liaisons were creating a trusting and welcoming environment, facilitating parent involvement in the school,…

  11. The Treatment of Wealth Distribution by High School Economics Textbooks

    Science.gov (United States)

    Neumann, Richard

    2014-01-01

    This article presents findings from an investigation of the treatment of wealth distribution by high school economics textbooks. The eight leading high school economics texts in the United States were examined.

  12. Parents' Participation and Chicago School Reform: Issues of Race, Class and Expectations.

    Science.gov (United States)

    Rollow, Sharon G.; Bennett, Michael

    Most studies of the early implementation of Chicago (Illinois) school reform have focused on the creation and early functioning of the Local School Councils (LSCs). This study is concerned with understanding the resources that different school communities have to embrace the LSC reform, the time frame needed to promote educational change, and the…

  13. Suggestions for English Culture Teaching in High School

    Institute of Scientific and Technical Information of China (English)

    Cai Hongjuan

    2016-01-01

    With the implementation of the new High School English Curriculum Standards, more and more people have realized the importance of English culture teaching. To realize the goals of English teaching, teachers should cultivate students' culture awareness and develop their intercultural communicative competence. But in the actual teaching, culture teaching did not get real implementation. So the author puts forwards some suggestions for English culture teaching in high school.

  14. Case Study: Fort Mill High School--A Culture of Continuous Improvement

    Science.gov (United States)

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    This is the latest in a series of case studies highlighting best practices High Schools That Work (HSTW) network schools and districts are implementing to prepare students better for further studies and careers. Fort Mill High School is in Fort Mill, South Carolina, an outlying suburb of Charlotte, North Carolina. Fort Mill links high quality…

  15. Total Quality Management (TQM) Practices and School Climate amongst High, Average and Low Performance Secondary Schools

    Science.gov (United States)

    Ismail, Siti Noor

    2014-01-01

    Purpose: This study attempted to determine whether the dimensions of TQM practices are predictors of school climate. It aimed to identify the level of TQM practices and school climate in three different categories of schools, namely high, average and low performance schools. The study also sought to examine which dimensions of TQM practices…

  16. Latina girls of Puerto Rican origin who are successful in science and mathematics high school courses

    Science.gov (United States)

    Oquendo-Rodriguez, Aida L.

    Professions and careers related to science and mathematics lack representation of minorities. Within these underrepresented minority populations there is no other group more affected than Latina women and girls. Women in general, are still underrepresented in many areas of our society. While women's roles are changing in today's society, most changes encourage the participation of more White/Anglo women in traditionally male roles. Latina women are still more disadvantaged than White women. There is no doubt that education is significant in increasing the participation of minorities in the fields of science and mathematics, especially for minority girls (Oakes, 1990; Rodriguez, 1993). This study explored the interests, life experiences, characteristics and motivations of Latina girls of Puerto Rican origin who are successful in science and mathematics high school courses. The study identifies factors that can influence the interest of Latina girls of Puerto Rican origin in science and mathematics career choices. This research is significant and relevant to educators and policy makers, especially to science and mathematics educators. The research is primarily descriptive and exploratory. It explores the social characteristics of Latina girls and professional women who have been successful in science and mathematics high school courses. The research offers the reader a visit to the participants' homes with descriptions and the opportunity to explore the thoughts and life experiences of Latina girls, their mothers and young Latina professionals of Puerto Rican origin. This research reveals the common characteristics of successful students found in the Latina girls of Puerto Rican origin who where interviewed. Creating a portrait of Latina girls of Puerto Rican origin who are successful in science and mathematics high school courses in one of the school districts of western Massachusetts. The research findings reveal that teacher relationships, family expectations

  17. Cyberbullying, school bullying, and psychological distress: a regional census of high school students.

    Science.gov (United States)

    Schneider, Shari Kessel; O'Donnell, Lydia; Stueve, Ann; Coulter, Robert W S

    2012-01-01

    Using data from a regional census of high school students, we have documented the prevalence of cyberbullying and school bullying victimization and their associations with psychological distress. In the fall of 2008, 20,406 ninth- through twelfth-grade students in MetroWest Massachusetts completed surveys assessing their bullying victimization and psychological distress, including depressive symptoms, self-injury, and suicidality. A total of 15.8% of students reported cyberbullying and 25.9% reported school bullying in the past 12 months. A majority (59.7%) of cyberbullying victims were also school bullying victims; 36.3% of school bullying victims were also cyberbullying victims. Victimization was higher among nonheterosexually identified youths. Victims report lower school performance and school attachment. Controlled analyses indicated that distress was highest among victims of both cyberbullying and school bullying (adjusted odds ratios [AORs] were from 4.38 for depressive symptoms to 5.35 for suicide attempts requiring medical treatment). Victims of either form of bullying alone also reported elevated levels of distress. Our findings confirm the need for prevention efforts that address both forms of bullying and their relation to school performance and mental health.

  18. Early high school engagement in students with attention/deficit hyperactivity disorder.

    Science.gov (United States)

    Zendarski, Nardia; Sciberras, Emma; Mensah, Fiona; Hiscock, Harriet

    2017-06-01

    Students with attention/deficit hyperactivity disorder (ADHD) continue to languish behind their peers with regard to academic achievement and education attainment. School engagement is potentially modifiable, and targeting engagement may be a means to improve education outcomes. To investigate school engagement for students with ADHD during the crucial high school transition period and to identify factors associated with low school engagement. Participants are adolescents (12-15 years) in the first and third year of high school with diagnosed ADHD (n = 130). Participants were recruited from 21 paediatric practices. Cross-sectional study assessing school engagement. Data were collected through direct assessment and child, parent, and teacher surveys. School engagement is measured as student attitudes to school (cognitive and emotional) and suspension rates (behavioural). Multivariable regression analyses examined student, family, and school factors affecting engagement. In comparison with state data, students with ADHD in the first year of high school were less motivated (p comparison to state-wide suspensions (21% vs. 6%, p < .01). Explanatory factors for poor attitudes include adolescent depression, poor adolescent supervision, and devaluing education. Conduct problems and increased hyperactivity were related to increased likelihood of being suspended, whilst higher cognitive ability, family socio-economic status, and independent schools reduced risk. Potentially modifiable individual and family factors including adolescent depression, behavioural problems, education values, and family supervision could be targeted to better manage the high school transition for students with ADHD. © 2017 The British Psychological Society.

  19. High School Astronomical Research at the Army and Navy Academy

    Science.gov (United States)

    Boyce, Pat; Boyce, Grady

    2016-06-01

    Establishment of a high school astronomy and research program is a difficult task to accomplish in an environment of state mandated high school educational curricula and the task saturation for many teachers today created by their class room and administrative requirements. This environment is most challenging for public schools. The astronomy program we will describe seems to be better suited at least at the present time for private or specialized schools. We will outline how a broad astronomy program was developed over two years at the Army and Navy Academy (ANA), a private boarding school in Carlsbad, California. Starting with no astronomy program in 2013, the Academy now has an astronomy club, a University of California a-g certified two semester high school course, and a college accredited astronomy research seminar with over 20 published high school authors.At ANA the development followed this path: finding a strong proponent at the school who can make actionable decisions; building interest and perceived value to other staff and faculty members; establishing an astronomy club to generate student interest and future student leaders; and designing the a-g certified high school course including the course length, structure and balance of teaching elements. Building on these foundations, the college level astronomy research seminar was then added to provide an avenue for inspired students to undertake actual research and publication of their work in scientific journals in their free time for college credit.Creating a sustainable program with supporting infrastructure comes next. Success with the three foundation steps builds confidence in the program with faculty and staff. Published, tangible successes highlight the value and enable advanced placement and scholarship opportunities for graduates. These successes build enthusiasm. The further keys to sustainability include addressing course credit, instructor compensation and rewards, and integration into the

  20. Examining Relational Engagement across the Transition to High Schools in Three US High Schools Reformed to Improve Relationship Quality

    Science.gov (United States)

    Davis, Heather A.; Chang, Mei-Lin; Andrzejewski, Carey E.; Poirier, Ryan R.

    2014-01-01

    The purpose of this study was to examine changes in students' relational engagement across the transition to high school in three schools reformed to improve the quality of student-teacher relationships. In order to analyze this data we employed latent growth curve (LGC) modeling techniques (n = 637). We ran three LGC models on three…