Improving the primary school science learning unit about force and motion through lesson study

Science.gov (United States)

Phaikhumnam, Wuttichai; Yuenyong, Chokchai

2018-01-01

The study aimed to develop primary school science lesson plan based on inquiry cycle (5Es) through lesson study. The study focused on the development of 4 primary school science lesson plans of force and motion for Grade 3 students in KKU Demonstration Primary School (Suksasart), first semester of 2015 academic year. The methodology is mixed method. The Inthaprasitha (2010) lesson study cycle was implemented in group of KKU Demonstration Primary School. Instruments of reflection of lesson plan developing included participant observation, meeting and reflection report, lesson plan and other document. The instruments of examining students' learning include classroom observation and achievement test. Data was categorized from these instruments to find the issues of changing and improving the good lesson plan of Thai primary school science learning. The findings revealed that teachers could develop the lesson plans through lesson study. The issues of changing and improving were disused by considering on engaging students related to societal issues, students' prior knowledge, scientific concepts for primary school students, and what they learned from their changing. It indicated that the Lesson Study allowed primary school science teachers to share ideas and develop ideas to improve the lesson. The study may have implications for Thai science teacher education through Lesson Study.

Classroom management at the university level: lessons from a former high school earth science teacher

Science.gov (United States)

Lazar, C.

2009-12-01

Just a few days before my career as a fledgling science teacher began in a large public high school in New York City, a mentor suggested I might get some ideas about how to run a classroom from a book called The First Days Of School by Harry Wong. Although the book seemed to concentrate more on elementary students, I found that many of the principles in the book worked well for high school students. Even as I have begun to teach at the university level, many of Wong’s themes have persisted in my teaching style. Wong’s central thesis is that for learning to occur, a teacher must create the proper environment. In education jargon, a good climate for learning is generated via classroom management, an array of methods used by elementary and secondary school teachers to provide structure and routine to a class period via a seamless flow of complementary activities. Many college professors would likely consider classroom management to be chiefly a set of rules to maintain discipline and order among an otherwise unruly herd of schoolchildren, and therefore not a useful concept for mature university students. However, classroom management is much deeper than mere rules for behavior; it is an approach to instructional design that considers the classroom experience holistically. A typical professorial management style is to lecture for an hour or so and ask students to demonstrate learning via examinations several times in a semester. In contrast, a good high school teacher will manage a class from bell-to-bell to create a natural order and flow to a given lesson. In this presentation, I will argue for an approach to college lesson design similar to the classroom management style commonly employed by high school and elementary school teachers. I will suggest some simple, practical techniques learned during my high school experience that work just as well in college: warm-up and practice problems, time management, group activities, bulletin boards, learning environment

A Qualitative Study on Primary School Mathematics Lesson Evaluation

Science.gov (United States)

Zhao, Dongchen; Ma, Yunpeng

2009-01-01

Through the qualitative interviews of five implementers of primary school mathematics curriculum, this study addresses the ways in which mathematics lessons are evaluated. Results show that each evaluator recognizes different aspects of a "good lesson," however, among all criteria, the design of the lesson plan, realization of the lesson…

Building Energy-Efficient Schools in New Orleans: Lessons Learned (Brochure)

Energy Technology Data Exchange (ETDEWEB)

2011-12-01

This case study presents the lessons learned from incorporating energy efficiency in the rebuilding and renovating of New Orleans K-12 schools after Hurricanes Katrina and Rita. Hurricane Katrina was the largest natural disaster in the United States, striking the Gulf Coast on August 29, 2005, and flooding 80% of New Orleans; to make matters worse, the city was flooded again only three weeks later by the effects of Hurricane Rita. Many of the buildings, including schools, were heavily damaged. The devastation of schools in New Orleans from the hurricanes was exacerbated by many years of deferred school maintenance. This case study presents the lessons learned from incorporating energy efficiency in the rebuilding and renovating of New Orleans K-12 schools after Hurricanes Katrina and Rita. The experiences of four new schools-Langston Hughes Elementary School, Andrew H. Wilson Elementary School (which was 50% new construction and 50% major renovation), L.B. Landry High School, and Lake Area High School-and one major renovation, Joseph A. Craig Elementary School-are described to help other school districts and design teams with their in-progress and future school building projects in hot-humid climates. Before Hurricane Katrina, New Orleans had 128 public schools. As part of the recovery planning, New Orleans Public Schools underwent an assessment and planning process to determine how many schools were needed and in what locations. Following a series of public town hall meetings and a district-wide comprehensive facility assessment, a Master Plan was developed, which outlined the renovation or construction of 85 schools throughout the city, which are expected to be completed by 2017. New Orleans Public Schools expects to build or renovate approximately eight schools each year over a 10-year period to achieve 21st century schools district-wide. Reconstruction costs are estimated at nearly $2 billion.

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…

Lessons Learned Through the Implementation of an eHealth Physical Activity Gaming Intervention with High School Youth.

Science.gov (United States)

Pope, Lizzy; Garnett, Bernice; Dibble, Marguerite

2018-04-01

To encourage high school students to meet physical activity goals using a newly developed game, and to document the feasibility, benefits, and challenges of using an electronic gaming application to promote physical activity in high school students. Working with youth and game designers an electronic game, Camp Conquer, was developed to motivate high school students to meet physical activity goals. One-hundred-five high school students were recruited to participate in a 12-week pilot test of the game and randomly assigned to a Game Condition or Control Condition. Students in both conditions received a FitBit to track their activity, and participants in the Game Condition received access to Camp Conquer. Number of steps and active minutes each day were tracked for all participants. FitBit use, game logins, and qualitative feedback from researchers, school personnel, and participants were used to determine intervention engagement. The majority of study participants did not consistently wear their FitBit or engage with the gaming intervention. Numerous design challenges and barriers to successful implementation such as the randomized design, absence of a true school-based champion, ease of use, and game glitches were identified. Developing games is an exciting technique for motivating the completion of a variety of health behaviors. Although the present intervention was not successful in increasing physical activity in high school students, important lessons were learned regarding how to best structure a gaming intervention for the high school population.

Radiation education to the elementary and junior high school students in Aomori prefecture

International Nuclear Information System (INIS)

Nagai, Susumu; Okamura, Yasuharu; Sakata, Misaki; Miyakawa, Toshiharu

2015-01-01

In 2006, Japan Nuclear Fuel Limited (JNFL) began 'the delivery lesson on radiation' in order to promote understanding of radiation for the elementary and junior high schools students. Currently, 'the delivery lesson on radiation' is aimed mainly for the junior high school students. About 1800 students per year take the lesson. We will report the effects and tasks of 'the delivery lesson on radiation' based on the results of the questionnaire filled out before and after the lesson. (author)

Educating for Freedom and Responsibility: Lessons From the First Amendment Schools Project

Science.gov (United States)

Mitchell, Cynthia

2016-01-01

The First Amendment Schools project holds rich lessons in how to change school cultures into "laboratories of democracy"--as well as in how to increase the odds of success for any school reform effort. School reform programs of any sort need to make sure to build in sustainability, to provide ways to spread their lessons beyond the…

A systematic review and meta-analysis of moderate-to-vigorous physical activity levels in secondary school physical education lessons.

Science.gov (United States)

Hollis, Jenna L; Sutherland, Rachel; Williams, Amanda J; Campbell, Elizabeth; Nathan, Nicole; Wolfenden, Luke; Morgan, Philip J; Lubans, David R; Gillham, Karen; Wiggers, John

2017-04-24

Schools play an important role in physical activity promotion for adolescents. The systematic review aimed to determine the proportion of secondary (middle and high) school physical education (PE) lesson time that students spend in moderate to vigorous physical activity (MVPA), and to assess if MVPA was moderated by school level (middle and high school), type of physical activity measurement and type of PE activities. A systematic search of nine electronic databases was conducted (PROSPERO2014:CRD42014009649). Studies were eligible if they were published between 2005 and 2014; written in English; assessed MVPA in PE lessons of secondary (middle and high) school students; and used a quantitative MVPA measure (i.e., accelerometry, heart rate monitoring, pedometers or observational measures). Two reviewers examined the retrieved articles, assessed risk of bias, and performed data extraction. Random effects meta-analysis was used to calculate a pooled estimate of the percent of PE lesson time spent in MVPA and to assess moderator effects where data allowed. The search yielded 5,132 potentially relevant articles; 28 articles representing 25 studies (7 middle and 18 high school) from seven countries were included. Twelve studies measured MVPA through observational measures, seven used accelerometers, five used heart rate monitors and four used pedometers (including three studies using a mix of measures). Meta-analysis of 15 studies found that overall, students spent a mean (95% CI) of 40.5% (34.8-46.2%) of PE in MVPA. Middle school students spent 48.6% (41.3-55.9%) of the lesson in MVPA (n = 5 studies) and high school students 35.9% (28.3-43.6%) (n = 10 studies). Studies measuring MVPA using accelerometers (n = 5) showed that students spent 34.7% (25.1-44.4%) of the lesson in MVPA, while 44.4% (38.3-50.5%) was found for lessons assessed via observation (n = 9), 43.1% (24.3-61.9%) of the lesson for a heart rate based study, and 35.9% (31.0-40.8%) for a

Plants and Photosynthesis: Level III, Unit 3, Lesson 1; The Human Digestive System: Lesson 2; Functions of the Blood: Lesson 3; Human Circulation and Respiration: Lesson 4; Reproduction of a Single Cell: Lesson 5; Reproduction by Male and Female Cells: Lesson 6; The Human Reproductive System: Lesson 7; Genetics and Heredity: Lesson 8; The Nervous System: Lesson 9; The Glandular System: Lesson 10. Advanced General Education Program. A High School Self-Study Program.

Science.gov (United States)

Manpower Administration (DOL), Washington, DC. Job Corps.

This self-study program for the high-school level contains lessons in the following subjects: Plants and Photosynthesis; The Human Digestive System; Functions of the Blood; Human Circulation and Respiration; Reproduction of a Single Cell; Reproduction by Male and Female Cells; The Human Reproductive System; Genetics and Heredity; The Nervous…

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.

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…

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…

HIGH SCHOOL STUDENTS’ VIEWS ON BLENDED LEARNING

Directory of Open Access Journals (Sweden)

Ibrahim Umit YAPICI,

2012-08-01

Full Text Available 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 9th grade students attending Nevzat Ayaz Anatolian High School in the second term of the academic year of 2009-2010. The lessons were taught in a way appropriate to the blended learning model both via the Internet and on face-to-face basis. As the online dimension of the blended learning model, Moodle, a Learning Management System (LMS, was used. The application lasted 10 weeks. The scale of learners’ views on blended learning was applied and interviews were held to determine the views. As a result of the analysis of the scale, it was seen that their views were “highly” positive. The interviews held with the students revealed that the blended learning model provided students with various opportunities such as getting prepared for the lessons, reviewing the lessons as many times as wanted, reaching the subject-related materials without being dependent on time and place, testing oneself and communicating with the teacher and other students out of the school. The interviews also revealed that there were various problems though such as lack of Internet connection at home and problems experienced while playing the videos.

Effects of School Gardening Lessons on Elementary School Children's Physical Activity and Sedentary Time.

Science.gov (United States)

Rees-Punia, Erika; Holloway, Alicia; Knauft, David; Schmidt, Michael D

2017-12-01

Recess and physical education time continue to diminish, creating a need for additional physical activity opportunities within the school environment. The use of school gardens as a teaching tool in elementary science and math classes has the potential to increase the proportion of time spent active throughout the school day. Teachers from 4 elementary schools agreed to teach 1 math or science lesson per week in the school garden. Student physical activity time was measured with ActiGraph GT3X accelerometers on 3 garden days and 3 no-garden days at each school. Direct observation was used to quantify the specific garden-related tasks during class. The proportion of time spent active and sedentary was compared on garden and no-garden days. Seventy-four children wore accelerometers, and 75 were observed (86% participation). Children spent a significantly larger proportion of time active on garden days than no-garden days at 3 of the 4 schools. The proportion of time spent sedentary and active differed significantly across the 4 schools. Teaching lessons in the school garden may increase children's physical activity and decrease sedentary time throughout the school day and may be a strategy to promote both health and learning.

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…

Probability Lessons at Hancock School, Lexington; Cambridge Conference on School Mathematics Feasibility Study No. 41.

Science.gov (United States)

McLane, Lyn

These materials were written with the aim of reflecting the thinking of Cambridge Conference on School Mathematics (CCSM) regarding the goals and objectives for school mathematics. Presented are plans for teaching 23 probability lessons in the elementary grades at Hancock School, Lexington, Massachusetts. The discovery approach was utilized by the…

The Experience of a Highly Skilled Student during Handball Lessons in Physical Education: A Relevant Pointer to the Gap between School and Sports Contexts of Practice

Science.gov (United States)

Crance, Marie-Cecile; Trohel, Jean; Saury, Jacques

2013-01-01

Introduction: This study investigated the experience of a highly skilled student during a handball physical education unit in a French high school. More specifically, the analysis describes the nature of his involvement during two lessons that follow a pedagogical model close to the principles of Sport Education. The present case study of a…

Preparing Future Teacher Leaders: Lessons from Exemplary School Systems

Science.gov (United States)

Schrum, Lynne; Levin, Barbara B.

2013-01-01

In this paper, we argue that teachers have an opportunity to take on leadership roles in technology-rich schools and districts. Based on data collected during a year-long project to investigate award-winning schools and districts, we used observations, interviews and focus groups, and document analysis to glean lessons learned from leaders and…

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

"Living with Volcanoes": Cross-Curricular Teaching in the High School Classroom

Science.gov (United States)

Jolley, Alison; Ayala, Gianna

2015-01-01

A new, interdisciplinary high school geoarchaeology curriculum unit, titled "Living with Volcanoes," was created and tested in two pilot lessons with 30 high school students total studying geography and classical civilization in northern England. Students were highly engaged during the curriculum unit and showed positive learning gains…

UKRAINIAN EXPERIENCE OF ENHANCING SECONDARY SCHOOL PUPILS’ FINANCIAL LITERACY AT MATHEMATICS LESSONS

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Nataliia VASILIUK

2017-12-01

Full Text Available The article covers the role of financial literacy in the country’s economic growth, reveals the essence of the notion and significance of financial literacy, highlights the main results of studies that determine the level of financial literacy of the population of Romania and Ukraine. The main steps to improve the level of financial literacy of the citizens of both countries are listed. The Ukrainian experience of developing financial literacy of high school students during mathematics lessons is underscored. The author suggests the recommendations and certain examples of tasks for raising the level of financial literacy of high school pupils in the process of teaching mathematics.

Coaching and engaging. Developing teaching with CAS in High School

DEFF Research Database (Denmark)

Bang, Henrik Peter; Grønbæk, Niels; Larsen, Claus Richard

The extensive use of CAS at upper secondary school in Denmark provides a laboratory for research on the development of standards for CAS teaching. The poster focuses on action research into teachers developing lessons and student activities in an ongoing collaboration between university and high ...... schools on use of CAS in mathematics teaching. Coaches1 mediate design processes, reflection and documentation, and enable sharing. We discuss coaching as a valuable part of action research, and how to draw findings from the collaboration.......The extensive use of CAS at upper secondary school in Denmark provides a laboratory for research on the development of standards for CAS teaching. The poster focuses on action research into teachers developing lessons and student activities in an ongoing collaboration between university and high...

CLIL in physics lessons at grammar school

Science.gov (United States)

Štefančínová, Iveta; Valovičová, Ľubomíra

2017-01-01

Content and Language Integrated Learning (CLIL) is one of the most outstanding approaches in foreign language teaching. This teaching method has promising prospects for the future of modern education as teaching subject and foreign languages are combined to offer a better preparation for life in Europe, especially when the mobility is becoming a highly significant factor of everyday life. We realized a project called Foreign languages in popularizing science at grammar school. Within the project five teachers with approbation subjects of English, French, German and Physics attended the methodological courses abroad. The teachers applied the gained experience in teaching and linking science teaching with the teaching of foreign languages. Outputs of the project (e.g. English-German-French-Slovak glossary of natural science terminology, student activity sheets, videos with natural science orientation in a foreign language, physical experiments in foreign languages, multimedia fairy tales with natural contents, posters of some scientists) are prepared for the CLIL-oriented lessons. We collected data of the questionnaire for students concerning attitude towards CLIL. The questionnaire for teachers showed data about the attitude, experience, and needs of teachers employing CLIL in their lessons.

Evaluation of the Teaching Methods Used in Secondary School Biology Lessons

Directory of Open Access Journals (Sweden)

Porozovs Juris

2015-06-01

Full Text Available The teacher’s skills in conducting the lesson and choice of teaching methods play an essential role in creating students’ interest in biology. The aim of the research was to study the opinion of secondary school students and biology teachers regarding the most successful teaching methods used in biology lessons and viable options to make biology lessons more interesting. The research comprised polling students and biology teachers from several schools, namely: 2 secondary schools in Jelgava, 2 in Riga and 1 in Vecumnieki. The responses revealed that 58% of students find biology lessons interesting. 56% of students indicated that their ability to focus attention during biology lessons depends on the task presented to them. Most of all they prefer watching the teacher’s presentations, listening to their teacher telling about the actual topic as well as performing laboratory work and group-work. Many students like participating in discussions, whereas a far smaller number would do various exercises, individual tasks, fill out worksheets or complete projects. Least of all students wish to work with the textbook. The methods most frequently applied by teachers are as follows: lecture, explanation, demonstration, and discussion. Teachers believe that their students prefer laboratory work and discussions as well as listening to their teacher and watching presentations or films. They also indicate at the necessity to link theory with practice and to involve information technologies. While teaching their subject biology teachers try to establish relationship between theory and real life in order to develop their students’ interest in natural processes.

Еvaluation of health status of children attending primary schools with different organization of physical education lessons

Science.gov (United States)

Kondratiuk, Oleksandra S.; Korshun, Maria M.; Garkavyi, Serhii I.; Garkavyi, Serhii S.

2018-01-01

The mandatory swimming lesson in primary schools, equipped with swimming pools, was introduced without studying of its health-saving effectiveness. The purpose of this study was to evaluate the health status of pupils studying in schools with different organization of physical education lessons. Cross-sectional study was organized in two schools with different organization of physical education lessons. The experimental group (E) consisted of 408 children of 1‑4 year of study (210 girls and 198 boys) who during one of the lessons of physical education were engaged in swimming in the school basin. Control group (C) consisted of 279 primary school children (210 girls and 156 boys) from a neighboring educational institution where all physical education lessons were organized in the gym. The health status was evaluated using classical method of complex assessment of the state of health with the subsequent assignment of each child to one of the health groups. In result of evaluation of state of health there was established that among pupils from E group the proportion of boys with harmonious anthropometric parameters is higher (pprimary school has positive effect on health status of children.

Inspiring Creativity in Urban School Leaders: Lessons from the Performing Arts

Science.gov (United States)

Kaimal, Girija; Drescher, Jon; Fairbank, Holly; Gonzaga, Adele; White, George P.

2014-01-01

This paper presents an analysis of how guided engagement with the arts can provide leadership lessons for school leaders and administrators. The study was conducted as part of two projects funded by the School Leadership Program (SLP) grants from the U.S. Department of Education. The principal interns and practicing school leaders participated in…

Inequality Lessons at Adams School, Lexington; Cambridge Conference on School Mathematics Feasibility Study No. 42.

Science.gov (United States)

Fitzgerald, B.

These materials were written with the aim of reflecting the thinking of The Cambridge Conference on School Mathematics (CCSM) regarding the goals and objectives for school mathematics. Presented are plans for teaching 15 inequality lessons for above average first grade students. The discovery approach is utilized by the teacher in order to involve…

Evaluating the Implementation and Effectiveness of GIS-Based Application in Secondary School Geography Lessons

OpenAIRE

Ali Ali

2008-01-01

The purpose of the study was to investigate the barriers preventing the use of Geographic Information Systems (GIS) in secondary school geography lessons and to determine its effectiveness on students success. A workshop focusing on ways to implement GIS-based application in the classroom for 14 teachers from nine high schools was conducted in 2006. The teachers were given GIS software, digital data for an application, and the necessary written documents describing the application. Due to var...

Speed, Acceleration, and Velocity: Level II, Unit 9, Lesson 1; Force, Mass, and Distance: Lesson 2; Types of Motion and Rest: Lesson 3; Electricity and Magnetism: Lesson 4; Electrical, Magnetic, and Gravitational Fields: Lesson 5; The Conservation and Conversion of Matter and Energy: Lesson 6; Simple Machines and Work: Lesson 7; Gas Laws: Lesson 8; Principles of Heat Engines: Lesson 9; Sound and Sound Waves: Lesson 10; Light Waves and Particles: Lesson 11; Program. A High.....

Science.gov (United States)

Manpower Administration (DOL), Washington, DC. Job Corps.

This self-study program for high-school level contains lessons on: Speed, Acceleration, and Velocity; Force, Mass, and Distance; Types of Motion and Rest; Electricity and Magnetism; Electrical, Magnetic, and Gravitational Fields; The Conservation and Conversion of Matter and Energy; Simple Machines and Work; Gas Laws; Principles of Heat Engines;…

Virtual Learning Simulations in High School

DEFF Research Database (Denmark)

Thisgaard, Malene Warming; Makransky, Guido

2017-01-01

The present study compared the value of using a virtual learning simulation compared to traditional lessons on the topic of evolution, and investigated if the virtual learning simulation could serve as a catalyst for STEM academic and career development, based on social cognitive career theory....... The investigation was conducted using a crossover repeated measures design based on a sample of 128 high school biology/biotech students. The results showed that the virtual learning simulation increased knowledge of evolution significantly, compared to the traditional lesson. No significant differences between...... the simulation and lesson were found in their ability to increase the non-cognitive measures. Both interventions increased self-efficacy significantly, and none of them had a significant effect on motivation. In addition, the results showed that the simulation increased interest in biology related tasks...

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

Profiles of Change: Lessons for Improving High School Physical Education

Science.gov (United States)

Doolittle, Sarah

2014-01-01

This feature has told stories of high school physical educators who have refused to accept the status quo of high school physical education programs. They have identified problems, initiated innovations in their own classes, implemented changes beyond their classes, and moved toward institutionalizing improvements throughout their programs and…

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

Classroom communication in lessons of educational science and psychology at secondary school

OpenAIRE

Šimáková, Monika

2017-01-01

This bachelor thesis deals with classroom communication during pedagogy and psychology lessons at high schools. The aim of the thesis is to describe classroom communication in the observed subjects in a complex way and to give the reader a realistic idea about the communication between the teachers and their students during instruction. The thesis is divided into a theoretical and an empirical part. The theoretical part focuses on pedagogical communication itself, which is a key term in class...

Righting Your Future: LRE Lesson Plans for Today and Tomorrow.

Science.gov (United States)

CRADLE: Center for Research and Development in Law-Related Education, Winston-Salem, NC.

A compilation of more than 50 lesson plans on law related education, these materials were written by middle school and high school teachers from around the United States. The lessons cover a broad range of topics including "DNA Fingerprints and the Constitutional Right to Privacy"; "Censorship and Book Banning in Public Schools"; "The Death…

Strategic Designs: Lessons from Leading Edge Small Urban High Schools

Science.gov (United States)

Shields, Regis Anne; Miles, Karen Hawley

2008-01-01

Education Resource Strategies (ERS) works with school and district leaders to help them more strategically use resources--people, time, and money--to improve student performance. They have found that many school districts begin creating small high schools without a clear sense of how much they will spend or how to ensure that small schools…

Case Studies of Leading Edge Small Urban High Schools. Relevance Strategic Designs: 4. Boston Arts Academy

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…

Case Studies of Leading Edge Small Urban High Schools. Relevance Strategic Designs: 7. TechBoston Academy

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…

Validitas Lesson Plan Berbasis Multiple Intelligences untuk Pembelajaran Matematika

Directory of Open Access Journals (Sweden)

Vigih Hery Kristanto

2017-12-01

Full Text Available The purpose of this research is to know the validity of Lesson Plan based on multiple intelligences for learning mathematics in junior high school students. This research is a simple research with qualitative type. The validity of Lesson Plan is seen through two aspects, namely the linguistic aspect and the substance (content aspect. Thus, the instrument used in this research is the Linguistic Aspects Validation Guidance and the Substance Validation Guidelines (contents Guidance. Validation is done by two validators Lingusitic expert field and Mathematics expert field. The results showed that the validity of linguistic aspects of 3.35 and the validity of the substance (content of 3.82, so it can be concluded Lesson Plan based multiple intelligences for learning mathematics in junior high school students who have been compiled valid based on the language aspect. In addition, Lesson Plan based multiple intelligences for learning mathematics in junior high school students who have been compiled valid based on aspects of substance (content.

Students' Views About Secondary School Science Lessons: The Role of Practical Work

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Toplis, Rob

2012-06-01

This paper reports an interpretive study that sought students' views about the role that practical work plays in their school science lessons. Twenty-nine students aged between 13 and 16 years were selected from three secondary schools in England. Data were collected from initial lesson observations and in-depth interviews in order to explore students' views about practical work. The findings suggest that students have three main reasons why practical work is important in their school science lessons: for interest and activity, including social and personal features such as participation and autonomy; as an alternative to other forms of science teaching involving a pedagogy of transmission, and as a way of learning, including memorizing and recall. The findings are discussed in the context of a critical view of previous work on the role of practical work, work on attitudes to science and on the student voice. The paper concludes that practical work is seen to provide opportunities for students to engage with and influence their own learning but that learning with practical work remains a complex issue that needs further research and evaluation about its use, effectiveness and of the role of scientific inquiry as a component of practical activity.

An Assessment of Need for Instructional Professional Development for Middle School Science Teachers Using Interactive Lessons

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Burton, Amanda

Numerous studies on the impact of interactive lessons on student learning have been conducted, but there has been a lack of professional development (PD) programs at a middle school focusing on ways to incorporate interactive lessons into the science classroom setting. The purpose of this case study was to examine the instructional practices of science teachers to determine whether the need for an interactive lessons approach to teaching students exists. This qualitative case study focused on teachers' perceptions and pedagogy to determine whether the need to use interactive lessons to meet the needs of all students is present. The research question focused on identifying current practices and determining whether a need for interactive lessons is present. Qualitative data were gathered from science teachers at the school through interviews, lesson plans, and observations, all of which were subsequently coded using an interpretative analysis. The results indicated the need for a professional development (PD) program centered on interactive science lessons. Upon completion of the qualitative study, a detailed PD program has been proposed to increase the instructional practices of science teachers to incorporate interactive lessons within the science classroom. Implications for positive social change include improved teaching strategies and lessons that are more student-centered resulting in better understanding and comprehension, as well as performance on state-mandated tests.

FORMING SCHOOLCHILD’S PERSONALITY IN COMPUTER STUDY LESSONS AT PRIMARY SCHOOL

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Natalia Salan

2017-04-01

Full Text Available The influence of computer on the formation of primary schoolchildren’s personality and their implementing into learning activity are considered in the article. Based on the materials of state standards and the Law of Ukraine on Higher Education the concepts “computer”, “information culture” are defined, modern understanding of the concept “basics of computer literacy” is identified. The main task of school propaedeutic course in Computer Studies is defined. Interactive methods of activity are singled out. They are didactic games, designing, research, collaboration in pairs, and group interaction, etc. The essential characteristics of didactic game technologies are distinguished, the peculiarities of their use at primary school in Computer Study lessons are analyzed. Positive and negative aspects of using these technologies in Computer Study lessons are defined. The expediency of using game technologies while organizing students’ educational and cognitive activity in Computer Studies is substantiated. The idea to create a school course “Computer Studies at primary school” is caused by the wide introduction of computer technics into the educational system. Today’s schoolchild has to be able to use a computer as freely and easily as he can use a pen, a pencil or a ruler. That’s why it is advisable to start studying basics of Computer Studies at the primary school age. This course is intended for the pupils of the 2nd-4th forms. Firstly, it provides mastering practical skills of computer work and, secondly, it anticipates the development of children’s logical and algorithmic thinking styles. At these lessons students acquire practical skills to work with information on the computer. Having mastered the computer skills at primary school, children will be able to use it successfully in their work. In senior classes they will be able to realize acquired knowledge of the methods of work with information, ways of problem solving

"Lesson Study" as Professional Culture in Japanese Schools: An Historical Perspective on Elementary Classroom Practices

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Arani, Mohammad Reza Sarkar; Keisuke, Fukaya; Lassegard, James P.

2010-01-01

This research examines "lesson study" as a traditional model of creating professional knowledge in schools. "Lesson study," typically defined as teachers' classroom based collaborative research, has a long history in Japan as a shared professional culture with potential for enhancing learning, enriching classroom activities and…

Writing Learning Outcomes for English Language Lessons in Multilingual Schools

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Jones, Sally Ann

2016-01-01

This article proposes a pedagogic innovation in teacher education by articulating a method for writing learning outcomes for English language lessons in multilingual school contexts. The argument for this approach is founded on curriculum studies; however, the practice also draws specifically on applied psycholinguistic and sociolinguistic…

Integrating climate-smart rice agriculture into secondary-level curriculum: lessons from three high schools in the Philippines.

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Manalo, Jaime A; Balmeo, Katherine P; Berto, Jayson C; Saludez, Fredierick M; Villaflor, Jennifer D; Pagdanganan, Argie M

2016-01-01

Climate change (CC) is an urgent and highly relevant topic that must be integrated into the school curriculum. Literature on CC integration, however, is scarce, let alone literature on integrating climate-smart rice agriculture (CSRA). Bringing CSRA lessons into the classroom means the chance is higher that climate-smart technologies on rice will reach even the most far-flung areas of the Philippines, which stand to be among the most vulnerable as regards the negative impacts of CC. This paper shares experiences drawn from three high schools in the Philippines on integrating CSRA into their curriculum. The research centers on appropriate teaching tools/strategies, push and exogenous factors in CSRA integration, and the types of information that are likely to be shared by the students with their farmer-parents or other farmers in their communities. Surveys among participating students (n = 155) and three focus group discussions among key school officials were conducted. Different teaching methods and/or tools were found to be generally useful in various contexts. Photos and videos, however, emerged as the most effective tools across sites. The livelihood source of the students does have a bearing on the complexity of messages that they can convey. Students from rice-farming households can competently discuss even highly complex adaptation and mitigation information with their farmer-parents or other farmers. Thorough message-framing is necessary to maximize student involvement as well as to increase production of education-entertainment (edutainment) materials to be utilized in teaching. This study, in general, contributes to CC education by bringing in best-fit practices in teaching tools and strategies to mobilize students to act on urgent matters relating to the impacts of CC. It also advises on considering exogenous factors that might affect CC education by taking into account those that are equally capable of shaping students' perception and knowledge.

Developing Teaching Materials PISA-Based for Mathematics and Science of Junior High School

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Somakim; Suharman, Andi; Madang, Kodri; Taufiq

2016-01-01

This research aims to develop valid and practical teaching materials for mathematics and science lesson PISA-based for junior high school students and to determine potential effects on students in scientific activity. Subjects of this study were students of Junior High School 9 Palembang (SMP Negeri 9 Palembang). The method used in this study is…

Creativity Education Model through Dance Creation for Students of Junior High School

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Malarsih

2015-01-01

Full Text Available This study aims to realize dance as a real product of a dance education process. The product is packaged in a form of audio-visual as well as a scientific publication. As the benefit from this study, the product can be used by school and specifically by dance teacher as a guidance in conducting dance lesson at school. The study on the model of creativity education through the creation is being understood as a form of developmental research. As a developmental research, the research plan is initiated by analyzing the teaching material related to dance lesson, and relate it to the creativity education which has to be accomplished through dance lesson, specifically for Junior High School students. The study will be continued with theoretical/ conceptual analysis and observation which is related to creativity education through the dance creation. In the end of this study, model of creativity education through dance creation is produced, particularly for students of Junior High School level. Results of the study show that, in doing creativity activity through dance creation, the value of the dance as an art is not become the primary aim. Moreover, the main aim of this process is towards the creativity process itself. While producing and creating the dance, two major educational points are derived, which are: the creativity and product value in a form of dance. Based on background of the idea, through this pilot project, the creativity of creating dance for public schools students, especially Junior High School, is possible to be done and used as a dance creativity learning model in Junior High School. Two suggestions are formulated in this study: (1 it is suggested for dance teachers in public schools, in this context is Junior High School teachers, to set their teaching and learning process into the creativity education as it is implied in curriculum. (2 In order to achieve the creativity education itself, the dance creation as one of art subject

Assessing the Efficacy of a School Health Education Advocacy Lesson with College Students

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Wallen, Michele; Chaney, Beth H.; Birch, David A.

2012-01-01

Purpose: The researchers evaluated the efficacy of an advocacy lesson to assess change in intentions to advocate for school health education. This study also measured changes in participants' understanding the importance of school health education and perceived effectiveness in applying advocacy skills. Methods: A convenience sample of college…

The Role of Physical Education Lessons and Recesses in School Lifestyle of Adolescents

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Frömel, Karel; Svozil, Zbynek; Chmelík, František; Jakubec, Lukáš; Groffik, Dorota

2016-01-01

Background: This study investigates school lifestyle among adolescents in terms of physical activity (PA) structure: (1) adolescents participating in a physical education lesson (PEL) versus (2) aggregate recess time exceeding 60 minutes. Methods: The research was conducted in 24 secondary schools in the Czech Republic (boys N = 208, girls N =…

A framework for high-school teacher support in Geosciences

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Bookhagen, B.; Mair, A.; Schaller, G.; Koeberl, C.

2012-04-01

To attract future geoscientists in the classroom and share the passion for science, successful geoscience education needs to combine modern educational tools with applied science. Previous outreach efforts suggest that classroom-geoscience teaching tremendously benefits from structured, prepared lesson plans in combination with hands-on material. Building on our past experience, we have developed a classroom-teaching kit that implements interdisciplinary exercises and modern geoscientific application to attract high-school students. This "Mobile Phone Teaching Kit" analyzes the components of mobile phones, emphasizing the mineral compositions and geologic background of raw materials. Also, as geoscience is not an obligatory classroom topic in Austria, and university training for upcoming science teachers barely covers geoscience, teacher training is necessary to enhance understanding of the interdisciplinary geosciences in the classroom. During the past year, we have held teacher workshops to help implementing the topic in the classroom, and to provide professional training for non-geoscientists and demonstrate proper usage of the teaching kit. The material kit is designed for classroom teaching and comes with a lesson plan that covers background knowledge and provides worksheets and can easily be adapted to school curricula. The project was funded by kulturkontakt Austria; expenses covered 540 material kits, and we reached out to approximately 90 schools throughout Austria and held a workshop in each of the nine federal states in Austria. Teachers received the training, a set of the material kit, and the lesson plan free of charge. Feedback from teachers was highly appreciative. The request for further material kits is high and we plan to expand the project. Ultimately, we hope to enlighten teachers and students for the highly interdisciplinary variety of geosciences and a link to everyday life.

Interactive Online Physics Labs Increase High School Students' Interest

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Gryczka, Patrick; Klementowicz, Edward; Sharrock, Chappel; Montclare, Jin Kim

2016-01-01

Here we describe the incorporation of a web-based application focusing on circuits for the physics high school classroom as part of an outreach program. The program involves college mentors creating and implementing science lessons in collaboration with the classroom teacher. Focusing on the challenge of understanding circuit design, a technology…

A New Way of Using the Interactive Whiteboard in a High School Physics Classroom: A Case Study

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Gregorcic, Bor; Etkina, Eugenia; Planinsic, Gorazd

2017-02-01

In recent decades, the interactive whiteboard (IWB) has become a relatively common educational tool in Western schools. The IWB is essentially a large touch screen, that enables the user to interact with digital content in ways that are not possible with an ordinary computer-projector-canvas setup. However, the unique possibilities of IWBs are rarely leveraged to enhance teaching and learning beyond the primary school level. This is particularly noticeable in high school physics. We describe how a high school physics teacher learned to use an IWB in a new way, how she planned and implemented a lesson on the topic of orbital motion of planets, and what tensions arose in the process. We used an ethnographic approach to account for the teacher's and involved students' perspectives throughout the process of teacher preparation, lesson planning, and the implementation of the lesson. To interpret the data, we used the conceptual framework of activity theory. We found that an entrenched culture of traditional white/blackboard use in physics instruction interferes with more technologically innovative and more student-centered instructional approaches that leverage the IWB's unique instructional potential. Furthermore, we found that the teacher's confidence in the mastery of the IWB plays a crucial role in the teacher's willingness to transfer agency within the lesson to the students.

SWIMMING CLASSES IN JUNIOR HIGH SCHOOL STUDENTS’ OPINION

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Grzegorz Bielec

2013-02-01

Full Text Available The role of modern physical education is not only to develop motor abilities of the students, but most of all prevent them from epidemic youth diseases such as obesity or postural defects. Positive attitudes to swimming as a long-life physical activity, instilled in adolescence should be beneficial in adult life. The group of 130 boys and 116 girls of 7th grade junior high school (mean age 14.6 was asked in the survey to present their opinion of obligatory swimming lessons at school. Students of both sexes claimed that they liked swimming classes because they could improve their swimming skills (59% of answers and because of health-related character of water exercises (38%. 33% of students regarded swimming lessons as boring and monotonous, and 25% of them complained about poor pool conditions like chlorine smell, crowded lanes, too low temperature. Majority of the surveyed students saw practical role of swimming in saving others life.

An Action Research Study: Using Classroom Guidance Lessons to Teach Middle School Students about Sexual Harassment

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Bates, Rebecca C.

2006-01-01

This article describes a three-part classroom guidance lesson that teaches middle school students the definition of sexual harassment, the difference between flirting and sexual harassment, and the harmful effects of sexual harassment. An action research study evaluated the effectiveness of the lessons in decreasing referrals for sexual harassment…

Case Studies of Leading Edge Small Urban High Schools. Relevance Strategic Designs: 5. Life Academy of Health and Bioscience

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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…

Case Studies of Leading Edge Small Urban High Schools. Core Academic Strategic Designs: 1. Academy of the Pacific Rim

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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…

A High School Student's Bill of Rights. Teaching Resources in the ERIC Database (TRIED) Series.

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Gottlieb, Stephen S.

Designed to tap the rich collection of instructional techniques in the ERIC database, this compilation of lesson plans focuses on teaching high school students their Constitutional rights and responsibilities. The 40 lesson plans in the book cover the courts and basic rights, the rights of criminal suspects, the rights of minors and education law,…

High school students as science researchers: Opportunities and challenges

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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.

Breathing Life into Engineering: A Lesson Study Life Science Lesson

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Lawrence, Maria; Yang, Li-Ling; Briggs, May; Hession, Alicia; Koussa, Anita; Wagoner, Lisa

2016-01-01

A fifth grade life science lesson was implemented through a lesson study approach in two fifth grade classrooms. The research lesson was designed by a team of four elementary school teachers with the goal of emphasizing engineering practices consistent with the "Next Generation Science Standards" (NGSS) (Achieve Inc. 2013). The fifth…

Strategies for establishing networking with partner schools for implementing lesson study in Indonesia

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Nurwidodo Nurwidodo

2018-03-01

Full Text Available Lesson Study for Learning Community (LSLC contains two terminologies underpinning one another. There are many difficult challenges when the plan to create LSLC surfaces. Therefore, strong motivation and precise implementation strategies are of urgency. One of the ways is by developing networking of LSLC between universities and partner schools. The LSLC program will become powerful when it is done collaboratively in a form of strong partnership connected by networks. Writing this article aims to describe strategies for establishing networking with partner schools for implementing lesson study in Indonesia. This review article uses literature comparison study methods and use content analysis. In order for LSLC to manifest and become successful, resourcing and utilizing the partnership with schools are required. In a partnership with schools in order to implement LSLC, both parties must share the same need, which is facing the challenge with the willingness to cooperate for solving the problem. Cooperation with partner schools needs to be nurtured to become networking so that the benefits and the spirit of cooperation in solving problem double fold. Networking with partner schools can be implemented and can function well when the management of this networking conforms to shared needs, nurtures cooperation and mutual respect, gives and takes equally, and also promotes fair acceptance, support, independence, and discipline.

Black Students' Recollections of Pathways to Resilience: Lessons for School Psychologists

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Theron, Linda C.

2013-01-01

Drawing on narrative data from a multiple case study, I recount the life stories of two resilient Black South African university students to theorize about the processes that encouraged these students, familiar with penury and parental illiteracy, to resile. I aimed to uncover lessons for school psychologists about resilience, and their role in…

Lessons from school: what nurse leaders can learn from education.

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Davies, Nigel

2015-07-01

The drive to improve quality in the education sector is similar to that in health care, and lessons from the schools system are relevant to nursing leadership. This article discusses these shared traits, and details how school improvement was achieved in London and how a model of learning-centred leadership helped to transform pupil attainment in schools that had been performing poorly. Parallels are drawn between the education inspection system undertaken by Ofsted and the hospital inspections undertaken by the Care Quality Commission, and between the practice discipline-based managerial roles of nurse directors and head teachers. The article suggests that a learning-centred approach to improving the quality of patient care is needed, with a focus on the education and continuing professional development of staff.

Smart Consumer Lesson Plans.

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New Jersey Consortium for Consumer Education, Newark.

Lesson plans are provided for use with different populations of pre-K through senior high school students in four different areas of consumer education. Eight units in advertising are included: A First Look at Ads (pre-K-Grade 3), Don't Judge a Book by Its Cover (Grades 1-3), Fatal Distraction (Junior High), Package Labeling (Junior High), Product…

Locating the difference: A comparison of pedagogic strategies in high and low performing schools

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Kaylianne Rialda Aploon-Zokufa

2013-12-01

Full Text Available A number of research studies have suggested that specific pedagogic strategies can have a positive impact on learning, and in turn, have a positive impact on school performance, in particular for children being schooled in disadvantaged contexts. This analysis describes and measures how four of these pedagogic strategies identified in research – the pacing of a lesson, the sequence and coherence of a lesson, cognitive demand and the nature of feedback within a lesson – are displayed in higher and lower performing schools located in lower-income communities in the Western Cape. The analysis forms part of a broader research project, SPADE (Schools Performing Above Demographic Expectation, and is based on fifteen video-recorded Grade 3 numeracy lessons. The analysis suggests a relationship between specific pedagogic strategies and higher performance for individual learners and for schools. The analysis also identifies further effective pedagogic strategies in higher performing schools in lower-income communities.

Students' perception of mathematics and science plasma lessons in ...

African Journals Online (AJOL)

... to follow the lessons appropriately. Moreover, on regular basis the ministry of education should make appropriate mechanisms for the improvements of the lessons. In addition to this, trainings should be given to high school teachers for maximum utilization of the technology. Keywords: education, plasma TV, mathematics, ...

Exploratory Factor Analysis Study for the Scale of High School Students' Attitudes towards Chemistry

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Demircioglu, Gökhan; Aslan, Aysegül; Yadigaroglu, Mustafa

2014-01-01

It is important to develop students' positive attitudes chemistry lessons in school because research has suggested that attitudes are linked with academic achievement. Therefore, how to evaluate the attitudes is an important topic in education. The purpose of this study was to develop a Likert-type scale that could measure high school students'…

Strategic Designs: Lessons from Leading Edge Small Urban High Schools. Executive Summary

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Shields, Regis Anne; Miles, Karen Hawley

2008-01-01

Education Resource Strategies (ERS) works with school and district leaders to help them more strategically use resources--people, time, and money--to improve student performance. They have found that many school districts begin creating small high schools without a clear sense of how much they will spend or how to ensure that small schools…

Assessment Of The Availability And Utilization Of Icts For Teaching And Learning In Secondary Schools - Case Of A High School In Kwekwe Zimbabwe.

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Sibanda Mavellas

2015-08-01

Full Text Available This paper looked at the availability of common educational Information communications Technologies ICTs in secondary schools using a high school in Kwekwe Zimbabwe as a case study. Such technologies include computers radios televisions networks wireless technologies interactive boards internet email eLearning applications video conferencing and projectors just to mention but a few. It further assessed whether the available ICTs are being utilized by teachers and students looking at such usage activities as preparation for lessons lesson delivery issuing of assignments research and communications. The research further identified the factors that are hindering the ICT utilization in these schools among them lack of power supply insufficient resources fear of technology lack of interest ICT skills deficiency higher ICT cost and poor physical infrastructure. The findings were tabulated and analyzed. Recommendations were put forward on how to improve ICT availability and utilization at the school and schools in general for the betterment of teaching and learning. Conclusions were drawn from the findings.

A Comparative Study of Foreign Language Anxiety and Motivation of Academic- and Vocational-Track High School Students

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Liu, Hui-ju; Chen, Chien-wei

2015-01-01

This study aimed to investigate EFL learner language anxiety and learning motivation of high school students. Subjects included 155 students from the same private senior high school in central Taiwan, 60 in academic track and 95 in vocational track. The majority of the participants started taking English lessons either before entering elementary…

Multicultural science education in Lesotho high school biology classrooms

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Nthathakane, Malefu Christina

2001-12-01

This study investigated how Basotho high school biology students responded to a multicultural science education (MCSE) approach. Students' home language---Sesotho---and cultural experiences were integrated into the teaching of a unit on alcohol, tobacco and other drugs (ATOD) abuse. The focus was on students whose cultural background is African and who are English second language users. The study was conducted in three high school biology classrooms in Lesotho where the ATOD unit was taught using MCSE. A fourth biology classroom was observed for comparison purposes. In this classroom the regular biology teacher taught ATOD using typical instructional strategies. The study was framed by the general question: How does a multicultural science education approach affect Basotho high school biology students? More specifically: How does the use of Sesotho (or code-switching between Sesotho and English) and integration of Basotho students' cultural knowledge and experiences with respect to ATOD affect students' learning? In particular how does the approach affect students' participation and academic performance? A qualitative research method was used in this study. Data were drawn from a number of different sources and analyzed inductively. The data sources included field-notes, transcripts of ATOD lessons, research assistant lesson observation notes and interviews, regular biology teachers' interviews and notes from observing a few of their lessons, students' interviews and pre and posttest scripts, and other school documents that recorded students' performance throughout the year. Using the students' home language---Sesotho---was beneficial in that it enabled them to share ideas, communicate better and understand each other, the teacher and the material that was taught. Integrating students' cultural and everyday experiences was beneficial because it enabled students to anchor the new ATOD ideas in what was familiar and helped them find the relevance of the unit by

Opportunities to Learn Reasoning and Proof in High School Mathematics Textbooks

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Thompson, Denisse R.; Senk, Sharon L.; Johnson, Gwendolyn J.

2012-01-01

The nature and extent of reasoning and proof in the written (i.e., intended) curriculum of 20 contemporary high school mathematics textbooks were explored. Both the narrative and exercise sets in lessons dealing with the topics of exponents, logarithms, and polynomials were examined. The extent of proof-related reasoning varied by topic and…

Lessons for Teachers: What Lower Secondary School Students Tell Us about Learning a Musical Instrument

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Lowe, Geoffrey

2012-01-01

In this study I set out to investigate why many students drop out from elective instrument programmes, particularly in lower secondary school. I examined the values and beliefs a sample of students in their first year in secondary school attach to learning an instrument, and the impact of the instrument lesson upon these values and beliefs.…

Calculating ellipse area by the Monte Carlo method and analysing dice poker with Excel at high school

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Benacka, Jan

2016-08-01

This paper reports on lessons in which 18-19 years old high school students modelled random processes with Excel. In the first lesson, 26 students formulated a hypothesis on the area of ellipse by using the analogy between the areas of circle, square and rectangle. They verified the hypothesis by the Monte Carlo method with a spreadsheet model developed in the lesson. In the second lesson, 27 students analysed the dice poker game. First, they calculated the probability of the hands by combinatorial formulae. Then, they verified the result with a spreadsheet model developed in the lesson. The students were given a questionnaire to find out if they found the lesson interesting and contributing to their mathematical and technological knowledge.

A Summer Math and Physics Program for High School Students: Student Performance and Lessons Learned in the Second Year

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Timme, Nicholas; Baird, Michael; Bennett, Jake; Fry, Jason; Garrison, Lance; Maltese, Adam

2013-05-01

For the past two years, the Foundations in Physics and Mathematics (FPM) summer program has been held at Indiana University in order to fulfill two goals: provide additional physics and mathematics instruction at the high school level, and provide physics graduate students with experience and autonomy in designing curricula and teaching courses. In this paper we will detail changes made to the program for its second year and the motivation for these changes, as well as implications for future iterations of the program. We gauge the impact of the changes on student performance using pre-/post-test scores, student evaluations, and anecdotal evidence. These data show that the program has a positive impact on student knowledge and this impact was greater in magnitude in the second year of the program. We attribute this improvement primarily to the inclusion of more inquiry-driven activities. All activities, worksheets, and lesson plans used in the program are available online.

Health education in primary school textbooks in iran in school year 2010-2011.

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Reza Kazemian

2014-10-01

Full Text Available Health education in schools is one of the most effective ways of promoting health in a society. Studies have shown the effectiveness of health interventions aimed at improving students' knowledge, attitude, and behaviors about health issues. The aim of this study was to evaluate health issues in primary school textbooks in Iran.In school year 2010-2011, the contents of all primary school textbooks in Iran were assessed in accordance to their health-related teachings. Health lessons of these 27 textbooks in the form of picture and text were retrieved and analyzed using content analysis method.In total, 502 health-related lessons were found. The textbooks of the third grade contained the highest (144 and those of the fourth grade had the lowest (26 number of health lessons. Among health-related issues, the largest number (87 of lessons were about personal hygiene, while prevention of high risk behaviors comprised the least number (8. Some important health issues such as nutrition, oral health, and prevention of high-risk behaviors were not adequately discussed in the textbooks.The potential of primary school textbooks in delivering health messages has been neglected in Iran. Taking the critical importance of school ages into account, incorporating health issues in textbooks should be more strongly emphasized.

Health education in primary school textbooks in iran in school year 2010-2011.

Science.gov (United States)

Kazemian, Reza; Ghasemi, Hadi; Movahhed, Taraneh; Kazemian, Ali

2014-09-01

Health education in schools is one of the most effective ways of promoting health in a society. Studies have shown the effectiveness of health interventions aimed at improving students' knowledge, attitude, and behaviors about health issues. The aim of this study was to evaluate health issues in primary school textbooks in Iran. In school year 2010-2011, the contents of all primary school textbooks in Iran were assessed in accordance to their health-related teachings. Health lessons of these 27 textbooks in the form of picture and text were retrieved and analyzed using content analysis method. In total, 502 health-related lessons were found. The textbooks of the third grade contained the highest (144) and those of the fourth grade had the lowest (26) number of health lessons. Among health-related issues, the largest number (87) of lessons were about personal hygiene, while prevention of high risk behaviors comprised the least number (8). Some important health issues such as nutrition, oral health, and prevention of high-risk behaviors were not adequately discussed in the textbooks. The potential of primary school textbooks in delivering health messages has been neglected in Iran. Taking the critical importance of school ages into account, incorporating health issues in textbooks should be more strongly emphasized.

Adapting Features from the SIOP Component: Lesson Delivery to English Lessons in a Colombian Public School

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Rativa Murillo Hollman Alejandro

2013-04-01

Full Text Available Despite some school efforts to offer students the best second language learning, English language lessons are often taught with an overuse of the mother tongue. Hence, an action research project was conducted in order to discover how to adapt some features of the Sheltered Instruction Observation Protocol (SIOP component: Lesson delivery, for the teaching of English in sixth grade at a public school in Bogotá, Colombia. Data collection included observation checklists, field notes, surveys and artifacts. The findings demonstrated that the overuse of Spanish–the students’ mother tongue–was reduced when in addition to implementing the lesson delivery component, the teacher developed vocabulary activities. Finally, it was suggested that teachers have SIOP training for teaching content andto focus more on students needs.A pesar de algunos esfuerzos para ofrecer a los estudiantes un mejor aprendizaje de una segunda lengua, a menudo se recurre al uso excesivo de la lengua materna en las clases de inglés. Con el objetivo de hallar la forma de adaptar algunas características del componente del protocolo deobservación SIOP para la instrucción ‘Sheltered’: Desarrollo de clase, para la enseñanza de inglés en grado séptimo, se realiz�� un proyecto de investigación acción en un colegio público en Bogotá, Colombia. En la recolección de datos se emplearon formatos de observación, notas de campo,cuestionarios y evidencias documentales. Los resultados demostraron que el uso excesivo de español –la lengua materna de los estudiantes– se redujo porque además de la implementación del componente Desarrollo de clase, se llevaron a cabo actividades de vocabulario. Con esta investigación se sugiere que los profesores adquieran conocimientos acerca del citado modelo para la enseñanza de contenidos, y que se enfoquen más en las necesidades de los estudiantes.

High School Principals and School Reform: Lessons Learned from a Statewide Study of Project Re:Learning.

Science.gov (United States)

Anderson, Lorin W.; Shirley, J. Robert

1995-01-01

Summarizes a study examining the high school principal's role in providing the leadership needed to explore and implement Project Re:Learning. The 4-phase study initially included 15 schools and involved questionnaires, interviews, and shadowing. Identifies six types of administrators: the absent administrator, the pawn, the pragmatic principal,…

Six physical education lessons a week can reduce cardiovascular risk in school children aged 6-13 years

DEFF Research Database (Denmark)

Christensen, Heidi Klakk; Andersen, Lars B; Heidemann, Malene Søborg

2014-01-01

to estimate effect of intervention taking the hierarchical structure of data into account. Individual, class and school were considered random effects. Intra class correlation (ICC) was calculated. Results: Intervention significantly lowered mean of composite risk score with 0.17 SD (95% CI: -0.34 to -0.......01). Six PE lessons per week had a beneficial effect on triglycerides (TG) levels (-0.18 SD, 95% CI: -0.36 to 0.00), systolic blood pressure (SBP) (-0.22 SD, 95% CI: -0.42 to -0.02) and insulin resistance (HOMA-IR) (-0.17 SD, 95% CI: -0.34 to 0.01). Conclusions: Six PE lessons at school can reduce children...

Charismatic Leaders: A Lesson Plan.

Science.gov (United States)

Johns, Robert W.

1983-01-01

Focusing upon Franklin D. Roosevelt and Adolf Hitler, these lessons for high school students in U.S. or world history courses deal with what charismatic leadership is, what circumstances and personality factors generate charismatic movements, and the role, results, and dangers of charismatic leadership. (RM)

The Use of Software in Academic Stream High School Mathematics Teaching

Science.gov (United States)

Clay, Simon; Fotou, Nikolaos; Monaghan, John

2017-01-01

This paper reports on classroom observations of senior high school mathematics lessons with a focus on the use of digital technology. The observations were of teachers enrolled in an in-service course, Teaching Advanced Mathematics. The paper reports selected results and comments on: software that was observed to have been used; the use (or not)…

Analysis of high school students’ environmental literacy

Science.gov (United States)

Wardani, R. A. K.; Karyanto, P.; Ramli, M.

2018-05-01

The student’s environmental literacy (EL) is a vital component to improve the awareness of student on environmental issues. This research aims to measure and analyse the EL of high school students, and how the topic of environment has been taught in high school. The research was conducted in February to April 2017. The EL was measured on three aspects, i.e. knowledge, attitude and concern. The participants were sixty-five (21 boys, 44 girls) purposively selected from students of grade X, XI and XII of one Senior High School in Karanganyar Regency, Indonesia. The knowledge of students on concepts of environmental issues was tested by fourteen main questions followed by supported questions. The result showed that 80% of students were classified as inadequate category. The attitude of students was measured by New Ecological Paradigm (NEP) consisted of fifteen items, and students’ average score was 46.42 (medium). The concern was measured by fifteen statements about environment, and it was ranged from 2.58 to 4.18. EL of students may low due to students’ lack understanding of the environment concepts, the limited theories and concepts transferred to students, inappropriate lesson plan to meet the EL components.

Lessons learnt: Observation of Grade 4 reading comprehension teaching in South African schools across the Progress in International Reading Literacy Study (PIRLS 2006 achievement spectrum

Directory of Open Access Journals (Sweden)

Lisa Zimmerman

2014-12-01

Full Text Available The evidence of the huge challenges of literacy development faced by South African learners is primarily gleaned from the results of learners’ external assessments. There is little research which explores, in-depth, the strategies used by teachers to teach reading literacy and reading comprehension specifically. Questions remain about what is going wrong and, most importantly,what can be changed to rectify the poor outcomes of learners. To gain insight into the poor achievement of Grade 4 learners, in South Africa in the Progress in International Reading Literacy Study (PIRLS 2006, six case studies were undertaken. Each school case had a different class average achievement profile ranging from low to high on the PIRLS achievement scale.This article presents findings from the observation of Grade 4 reading comprehension lessons in six schools. The comparison of observations of teaching practices aligned to higher achieving schools, against those of lower performing schools, indicates the discrepancies in the quality of teaching reading comprehension across the schools, and reveals potential foci for teacher development. The value of comparative lesson observation for these purposes is highlighted.

Reflection after teaching a lesson: Experiences of secondary school science teachers

Science.gov (United States)

Halstead, Melissa A.

Secondary science teachers spend most of their time planning, collaborating, and teaching, but spend little time reflecting after teaching a single lesson. The theoretical framework of the adult learning theory and the transformative learning theory was the basis of this study. This qualitative research study was conducted to understand the reflective experiences of secondary science educators after teaching a single or several lessons. The collection of data consisted of interviews from a group of purposefully selected secondary science teachers who met the criteria set forth by the researcher. Through a qualitative analysis of interviews and field notes, the researcher determined that the secondary science teachers in this study shared similar as well as different experiences regarding collaborative and individual reflection after teaching a single or several lessons. The findings from this study also suggested that secondary science educators prefer to collaboratively reflect and then reflect alone to allow for further thought. Additionally, a supportive school culture increases the secondary science teacher’s desire to engage in collaborative as well as individual reflection. The information from this study could be used to close the gaps that exist in the teacher professional development programs.

Lesson study on 2nd grader of elementary school to improve the student’s numeracy skill

Science.gov (United States)

Prabowo, A.; Asih; Jumardi

2018-03-01

The purpose of this research is to find the most appropriate learning media of multiplication and division for the 2nd graders of elementary school. The study used the steps in the lesson study, Plan-Do-See. Data were taken using observation instruments, video documentation, and learning evaluation tools. Initially, teachers used gravel as media of multiplication and division. Students can solve numeracy problems when they learn by those media. In test, 80% of students were failure when the teacher evaluates them. By involving experts and partner teachers at school, classroom teachers can solve problems by discover multiplication and division media with the drawing media created by the students themselves. At the end of the lesson, 100% of students have mastered multiplication and division with the media.

Using Solution Strategies to Examine and Promote High-School Students' Understanding of Exponential Functions: One Teacher's Attempt

Science.gov (United States)

Brendefur, Jonathan

2014-01-01

Much research has been conducted on how elementary students develop mathematical understanding and subsequently how teachers might use this information. This article builds on this type of work by investigating how one high-school algebra teacher designs and conducts a lesson on exponential functions. Through a lesson study format she studies with…

DEVELOPING DIGITAL ENGLISH GRAMMAR MATERIALS FOR THE SENIOR HIGH SCHOOL STUDENTS

Directory of Open Access Journals (Sweden)

Agnes Santi Widiati

2017-04-01

Full Text Available English has become the tool for communication among the people across countries, and schools are competing to provide English for the students as early as possible. There are plenty ready-to-use digital English modules in the market today; however, they are not relevant with the English syllabus of the primary or secondary schools. The teaching is focused on the four skills directed for communication. As such, grammar is not presented as a part of the English lessons; but only when needed to support the four skills. The absence of systematic design of English grammar lesson makes their grammar mastery weak. To fix this, the writers develop grammar materials for the secondary school, specifically for the tenth graders. Young people love working with computers or other kinds of modern gadgets, so the materials developed in this research are in the digital form, both usable by teachers at school and by students independently via the Internet. Based on the needs assessment executed in high schools in Surabaya, Sidoarjo, and Malang, the researchers have obtained the inputs about the grammar topics needed and the types of exercises preferred by the students. Articulate Storyline 2 software is used to develop the materials supported by animation and voice recording. Each module covers the objectives, description, exercises equipped with feedbacks, and quizzes with scores to measure the achievement of the objectives.

Association of a Behaviorally Based High School Health Education Curriculum with Increased Exercise

Science.gov (United States)

Annesi, James J.; Trinity, John; Mareno, Nicole; Walsh, Stephanie M.

2015-01-01

Increasing exercise in children and adolescents through academic classes is an understudied area. Potential benefits include associated improvements in health, psychosocial, and quality-of-life factors. A sample of 98 students (M[subscript age] = 14.3) from high school health education classes received six, 40-min lessons incorporating…

Economics (A High School One Semester Course). Instructional Materials/Resources for Social Studies.

Science.gov (United States)

Jackstadt, Stephen L.; And Others

Designed to aid teachers of a high school economics course, this curriculum guide is presented in self-contained units of study. Thirteen units, each with specific lessons, cover economic problems, the market system, market structure, market imperfections, government regulation, the national economy, aggregate supply and demand, the business…

Students' response to disaster: a lesson for health care professional schools.

Science.gov (United States)

Reyes, Humberto

2010-11-16

The response of medical students, young physicians, and other health professionals to the February 2010 earthquake and tsunami in Chile provides important lessons about health care delivery during disasters and about the development of professionalism. Tertiary and secondary care of victims of these disasters was possible because local and national resources were available and field hospitals provided by Chile's armed forces and foreign countries replaced damaged hospitals. However, primary care of persons living on the outskirts of towns and in small villages and coves that were destroyed and isolated by the disaster required the involvement of volunteer groups that were largely composed of students and other young members of the health professions, all of whom were motivated by solidarity, compassion, and social commitment. This experience, similar to previous catastrophes in Chile and elsewhere, reinforces that medical and other health professional schools must instill in graduates an understanding that the privileges of being a health professional come with responsibilities to society. Beyond providing high-quality scientific and technological education, curricula in these schools should include training that enables graduates to meaningfully contribute in the setting of unexpected disasters and that nurtures a sense of responsibility to do so.

World Energy Issues: An Inquiry-Based Lesson Using ArcGIS Online

Science.gov (United States)

Jo, Injeong

2018-01-01

This 45 minute inquiry lesson can be used for a high school world geography or AP Human Geography course when the class discusses various issues regarding world energy resources. The lesson focuses on two particular issues: fossil fuel dependency and the growing energy demand. Students will examine the geographic distribution of current energy…

Computer Processing 10-20-30. Teacher's Manual. Senior High School Teacher Resource Manual.

Science.gov (United States)

Fisher, Mel; Lautt, Ray

Designed to help teachers meet the program objectives for the computer processing curriculum for senior high schools in the province of Alberta, Canada, this resource manual includes the following sections: (1) program objectives; (2) a flowchart of curriculum modules; (3) suggestions for short- and long-range planning; (4) sample lesson plans;…

Forensic Science Curriculum for High School Students

Science.gov (United States)

Burgess, Christiana J.

Over the last several decades, forensic science---the application of science to civil and criminal legal matters---has become of increasing popularity with the public. The range of disciplines within the field is immense, offering individuals the potential for a unique career, regardless of their specific interests or expertise. In response to this growth, many organizations, both public and private, have recognized the need to create forensic science programs that strive to maintain and enhance the quality of forensic science education. Unfortunately, most of the emphasis placed on developing these materials relates to post-secondary education, and creates a significant lack of forensic science educational materials available in the U.S., especially in Oklahoma. The purpose of this project was to create a high school curriculum that provides the foundation for building a broad, yet comprehensive, overview of the field of forensic science and its associated disciplines. The overall goal was to create and provide course materials to high school teachers in order to increase their knowledge of forensic science such that they are able to teach its disciplines effectively and with accuracy. The Forensic Science Curriculum for High School Students includes sample lesson plans, PowerPoint presentations, and lab activities with step-by-step instructions.

Global Environmental Leadership and Sustainability: High School Students Teaching Environmental Science to Policymakers

Science.gov (United States)

Wilson, S.; Tamsitt, V. M.

2016-02-01

A two week high school course for high-achieving 10th-12th graders was developed through the combined efforts of Scripps Institution of Oceanography (SIO) Graduate Students and UC San Diego Academic Connections. For the high school students involved, one week was spent at SIO learning basic climate science and researching climate-related topics, and one week was spent in Washington D.C. lobbying Congress for an environmental issue of their choosing. The specific learning goals of the course were for students to (1) collect, analyze and interpret scientific data, (2) synthesize scientific research for policy recommendations, (3) craft and deliver a compelling policy message, and (4) understand and experience change. In this first year, 10 students conducted research on two scientific topics; sea level rise using pier temperature data and California rainfall statistics using weather stations. Simultaneous lessons on policy messaging helped students learn how to focus scientific information for non-scientists. In combining the importance of statistics from their Science lessons with effective communication from their Policy lessons, the students developed issue papers which highlighted an environmental problem, the solution, and the reason their solution is most effective. The course culminated in two days of meetings on Capitol Hill, where they presented their solutions to their Congressional and Senate Members, conversed with policymakers, and received constructive feedback. Throughout the process, the students effectively defined arguments for an environmental topic in a program developed by SIO Graduate Students.

Energy levels and the de Broglie relationship for high school students

Science.gov (United States)

Gianino, Concetto

2008-07-01

In this article, four examples of possible lessons on energy levels for high school are described: a particle in a box, a finite square well, the hydrogen atom and a harmonic oscillator. The energy levels are deduced through the use of the steady-state condition and the de Broglie relationship. In particular, the harmonic oscillator energy levels are deduced using correspondence with circular uniform motion.

Effects of stroke education of junior high school students on stroke knowledge of their parents: Tochigi project.

Science.gov (United States)

Matsuzono, Kosuke; Yokota, Chiaki; Takekawa, Hidehiro; Okamura, Tomonori; Miyamatsu, Naomi; Nakayama, Hirofumi; Nishimura, Kunihiro; Ohyama, Satoshi; Ishigami, Akiko; Okumura, Kosuke; Toyoda, Kazunori; Miyamoto, Yoshihiro; Minematsu, Kazuo

2015-02-01

Educating the youth about stroke is a promising approach for spreading stroke knowledge. The aim of this study was to verify communication of stroke knowledge to parents by educating junior high school students about stroke. We enrolled 1127 junior high school students (age, 13-15 years) and their parents in the Tochigi prefecture, Japan. All students received a stroke lesson, watched an animated cartoon, and read the related Manga comic as educational aids. The students took back home the Manga and discussed what they learned with their parents. Questionnaires on stroke knowledge were given to all at baseline and immediately after the lesson. A total of 1125 students and 915 parents answered the questionnaires. In the students, the frequency of correct answers increased significantly for all questions on stroke symptoms except for headache, and for all questions on risk factors after the lesson. In the parents, the correct answer rates increased for stroke symptoms except for headache and numbness in one side of the body, and for all questions on risk factors except for hypertension. Ninety-one percent of students and 92.7% of parents correctly understood the Face, Arm, Speech, and Time (FAST) mnemonic after the lesson. Improvement of stroke knowledge immediately after the stroke lesson was observed in parents as well as their children, which indicated that our teaching materials using the Manga was effective in delivering the stroke knowledge to parents through their children. © 2014 American Heart Association, Inc.

Design Principles for "Thriving in Our Digital World": A High School Computer Science Course

Science.gov (United States)

Veletsianos, George; Beth, Bradley; Lin, Calvin; Russell, Gregory

2016-01-01

"Thriving in Our Digital World" is a technology-enhanced dual enrollment course introducing high school students to computer science through project- and problem-based learning. This article describes the evolution of the course and five lessons learned during the design, development, implementation, and iteration of the course from its…

Fun on the Farm: Evaluation of a Lesson to Teach Students about the Spread of Infection on School Farm Visits

Science.gov (United States)

Hawking, Meredith K. D.; Lecky, Donna M.; Verlander, Neville Q.; McNulty, Cliodna A. M.

2013-01-01

Background School visits to farms are a positive educational experience but pose risks due to the spread of zoonotic infections. A lesson plan to raise awareness about microbes on the farm and preventative behaviours was developed in response to the Griffin Investigation into the E. coli outbreak associated with Godstone Farm in 2009. This study evaluated the effectiveness of the delivery of the lesson plan in increasing knowledge about the spread of infection on the farm, amongst school students. Methods Two hundred and twenty-five 9–11 year old students from seven junior schools in England participated. Two hundred and ten students filled in identical questionnaires covering microbes, hand hygiene, and farm hygiene before and after the lesson. Statistical analysis assessed knowledge change using difference in percentage correct answers. Results Significant knowledge improvement was observed for all sections. In the ‘Farm Hygiene’ section, girls and boys demonstrated 18% (plesson plan was successful at increasing awareness of microbes on the farm and infection prevention measures and should be used by teachers in preparation for a farm visit. PMID:24146765

A comparison of rural high school students in Germany with rural Tennessee high school students' mathematics and science achievement

Science.gov (United States)

Harding, R. Fredrick

This descriptive study compared the science and mathematics aptitudes and achievement test scores for the final school year students in rural White County and Van Buren County, Tennessee with rural county students in Germany. In accordance with the previous research literature (Stevenson, 2002), German students outperformed U.S. students on The International Trends in Math and Science test (TIMSS). As reform in the U.S. education system has been underway, this study intended to compare German county student final school year performance with White County and Van Buren County (Grade 12) performance in science and mathematics. The entire populations of 176 White and Van Buren Counties senior high final school year students were compared with 120 school final year students from two rural German county high schools. The student responses to identical test and questionnaire items were compared using the t-test statistical analysis. In conclusion after t-test analyses, there was no significant difference (p>.05 level) in student attitudes on the 27 problem achievement and the 35 TIMSS questionnaire items between the sampled population of 120 German students compared with the population of 176 White and Van Buren students. Also, there was no statistically significant difference (p>.05 level) between the German, White, and Van Buren County rural science and math achievement in the TIMSS problem section of the final year test. Based on the research, recommendations to improve U.S. student scores to number one in the world include making changes in teaching methodology in mathematics and science; incorporating pamphlet lessons rather than heavily reliance on textbooks; focusing on problem solving; establishing an online clearinghouse for effective lessons; creating national standards in mathematics and science; matching students' course choices to job aspirations; tracking misbehaving students rather than mainstreaming them into the regular classroom; and designing

Crossroads: Quality of Life in a Nuclear World. A High School English Curriculum.

Science.gov (United States)

French, Dan; And Others

One of a set of high school curricula on nuclear issues, this 10-day unit for English classes informs students of the issues surrounding the nuclear arms race and military spending. Each lesson includes readings, worksheets, and a daily homework assignment and focuses on one of the following activities: discussion, brainstorming, role playing, or…

Effects of Outdoor School Ground Lessons on Students' Science Process Skills and Scientific Curiosity

Science.gov (United States)

Ting, Kan Lin; Siew, Nyet Moi

2014-01-01

The purpose of this study was to investigate the effects of outdoor school ground lessons on Year Five students' science process skills and scientific curiosity. A quasi-experimental design was employed in this study. The participants in the study were divided into two groups, one subjected to the experimental treatment, defined as…

From EFL to English as an International and Scientific Language: Analysing Taiwan's High-School English Textbooks in the Period 1952-2009

Science.gov (United States)

Ke, I-Chung

2012-01-01

Using both quantitative and qualitative content analysis of Taiwan's high-school English textbooks, this study aimed to investigate the projected roles of English in Taiwan's high-school English textbooks over the past 50 years. A total of 1072 lessons from 14 textbook versions dating from 1952 to 2009 were analysed. The results show that the…

Climate change in the classroom: Reaching out to middle school students through science and math suitcase lessons

Science.gov (United States)

Jacobo, A. C.; Collay, R.; Harris, R. N.; de Silva, L.

2011-12-01

We have formed a link between the Increasing Diversity in Earth Sciences (IDES) program with the Science and Math Investigative Learning Experiences (SMILE) program, both at Oregon State University. The IDES mission is to strengthen the understanding of Earth Sciences and their relevance to society among broad and diverse segments of the population and the SMILE mission is to provide science and math enrichment for underrepresented and other educationally underserved students in grades 4-12. Traditionally, underserved schools do not have enough time or resources to spend on science and mathematics. Furthermore, numerous budget cuts in many Oregon school districts have negatively impacted math and science cirriculum. To combat this trend we have designed suitcase lessons in climate change that can be carried to a number of classrooms. These lesson plans are scientifically rich and economically attractive. These lessons are designed to engage students in math and science through climate change presentations, group discussions, and hands-on activities. Over the past year we have familiarized ourselves with the academic ability of sixth and seventh graders through in-class observation in Salem Oregon. One of the suit case lessons we developed focuses on climate change by exploring the plight of polar bears in the face of diminishing sea ice. Our presentation will report the results of this activity.

Fun on the farm: evaluation of a lesson to teach students about the spread of infection on school farm visits.

Directory of Open Access Journals (Sweden)

Meredith K D Hawking

Full Text Available BACKGROUND: School visits to farms are a positive educational experience but pose risks due to the spread of zoonotic infections. A lesson plan to raise awareness about microbes on the farm and preventative behaviours was developed in response to the Griffin Investigation into the E. coli outbreak associated with Godstone Farm in 2009. This study evaluated the effectiveness of the delivery of the lesson plan in increasing knowledge about the spread of infection on the farm, amongst school students. METHODS: Two hundred and twenty-five 9-11 year old students from seven junior schools in England participated. Two hundred and ten students filled in identical questionnaires covering microbes, hand hygiene, and farm hygiene before and after the lesson. Statistical analysis assessed knowledge change using difference in percentage correct answers. RESULTS: Significant knowledge improvement was observed for all sections. In the 'Farm Hygiene' section, girls and boys demonstrated 18% (p<0.001 and 11% (p<0.001 improvement, respectively (girls vs. boys p<0.004. As girls had lower baseline knowledge the greater percentage improvement resulted in similar post intervention knowledge scores between genders (girls 80%, boys 83%. CONCLUSIONS: The lesson plan was successful at increasing awareness of microbes on the farm and infection prevention measures and should be used by teachers in preparation for a farm visit.

Engaging High School Students in Investigative STEM Activities Based on Field Research

Science.gov (United States)

Stevens, J.; Sheriff, M. M.; Washington, D. S.; Putnam, A. E.; Strand, P.; Radue, M. J.

2017-12-01

The lead author, an Environmental Science teacher at Gary Comer High School (GCHS), a public charter on the South Side of Chicago, accompanied two students over the course of two summers to conduct field research in remote mountain ranges of interior Asia. The expeditions were funded by the National Science Foundation and orchestrated collaboratively with PI Putnam with the purposes of bringing along high school students and teachers (1) to introduce students from urban areas to practical Earth Science and (2) to bolster the Environmental Science curriculum at GCHS by providing real world events to relate to classroom learning. During the first field trip, a student from GCHS and the lead author traveled to western Mongolia to participate in collecting samples for cosmogenic-nuclide dating of glacial landforms. The student performed all parts of sample collection and used the data to create a poster analyzing the rate of recession of the Potanin Glacier. She went on to present her findings at the AGU Fall Meeting 2016. At GCHS, she assisted the teacher in lessons about climate change. Next year she will be attending the University of Vermont to pursue a major in a STEM field. The second student traveled to the Tibetan Plateau in China and also participated fully in sampling activities. She plans on presenting her project on creating 3D models of sample boulders at the AGU Meeting in 2017. She will present her findings to the rest of the student body at GCHS, assist with pertinent Environmental Science lessons for Freshmen, and explain her experience at the Gary Comer Middle School. The lead author faced several restrictions in the classroom due to standardized testing requirements, leading to more focus on testing skills rather than investigative learning. Next year the focus will switch from ACT to SAT standards, allowing more freedom to pursue investigative lessons. The success of adding information on the field experience will be assessed at the end of the 2017

The teach-learning process of high school students: a case of Educational Biology for teachers formation

OpenAIRE

Marisa Laporta Chudo; Maria Cecília Sonzogno

2007-01-01

Objective. To analyze the teach-learning process of high school students, in the scope of Educational Biology. To plan and to develop a methodology with lesson strategies that facilitate the learning. To analyze, in the students vision, the positive and negative points in the process. Method. A research was developed -- of which had participated students of the first semester of the Pedagogy of a high school private institution in São Paulo city -- of the type action-research, with increased ...

The Teach for America RockCorps, Year 2: Using Authentic Research Experiences in Geophysics for STEM Teachers to Inspire Earth Science-Themed Lessons in High School Classrooms

Science.gov (United States)

Parsons, B.; Kassimu, R.; Borjas, C. N.; Griffith, W. A.

2016-12-01

Brooke Parsons1, Rahmatu Kassimu2, Christopher Borjas3, and W. Ashley Griffith31Uplift Hampton Preparatory High School, Dallas, TX, 75232 2H. Grady Spruce High School, Dallas, TX, 75217 3Department of Earth and Environmental Sciences, University of Texas Arlington, Arlington, TX, 76019 As Earth Science courses appear in fewer high school curricula, we seek to find creative ways to integrate Earth Science themes as contextual examples into other K-12 STEM courses in order to develop (A) Earth Science literacy, and (B) a pipeline of young talent into our field. This presentation details the efforts of the 2nd year Teach for America (TFA) Rock Corps, a five year NSF-sponsored partnership between TFA and the University of Texas at Arlington designed to provide STEM teachers with genuine research opportunities using components that can be extrapolated to develop dynamic Geophysics-themed lesson plans and materials for their classrooms. Two teachers were selected from the Dallas-Fort Worth region of TFA to participate in original research modeling off-fault damage that occurs during earthquakes in a lab setting using a Split-Hopkinson-Pressure Bar (SHPB). In particular, we simulate a coseismic transient stress perturbation in a fault damage zone by combining traditional SHPB with a traveling harmonic oscillator: Two striker bars attached by an elastic spring are launched with a gas gun allowing us to create the double stress pulse expected during an earthquake rupture. This research affords teachers inspiration to implement Geophysics-themed lesson plans for their courses, Physics/Pre-AP Physics and Chemistry. The physics course will adopt principles of seismic wave propagation to teach concepts of impulse, momentum, conservation of energy, harmonic motion, wave velocity, wave propagation, and real world applications of waves. The chemistry course will implement geochemistry themed techniques into applying the scientific method, density, isotopic composition, p

Experience in Use of Project Method during Technology Lessons in Secondary Schools of the USA

Science.gov (United States)

Sheludko, Inna

2015-01-01

The article examines the opportunities and prospects for the use of experience of project method during "technology lessons" in US secondary schools, since the value of project technology implementation experience into the educational process in the USA for ensuring holistic development of children, preparing them for adult life, in…

Prayer Lessons to Promote Happiness among Kindergarten School Children: A Cross-Country Experimental Study

Science.gov (United States)

Pandya, Samta P.

2018-01-01

Based on a one-year longitudinal experimental study with 3,782 kindergarten school children across 15 countries, this article examines the association between prayer and happiness. Results show that the post-test scores on the faces scale were higher for the participant group who had taken the prayer lessons vis-à-vis the comparison group.…

The Implementation of Lesson Study in English Language Learning: A Case Study

Directory of Open Access Journals (Sweden)

Wakhid Nashruddin

2016-12-01

Full Text Available Lesson Study as a growing interest in the education world has attracted educators, experts, and professionals in the area to make use of it in improving the lessons—it also happens in Indonesia. Originally applied in the teaching of mathematics in Japan, now it turns to be used in other fields, and English is one of them. This paper highlights the guideline on Lesson Study and pictures its application in a private senior high school in Malang, East Java, Indonesia. The adaptation of Lesson Study is interesting since Japan and Indonesia have different cultural background. How Lesson Study is usually implemented in Japan and the US and how it is applied in Indonesia will be seen here. As this is a case study, it will only focus on a school and the result should not be used to generalize Lesson Study applications in Indonesia. Interview and observation were instruments used in this study. The interview was used to gain information on how Lesson Study was normally conducted and observation (and the researchers’ involvements was used to see the real implementation of Lesson Study. What happened during the implementation of Lesson Study and during the teaching and learning process become a great attention here.

Exploring the use of lesson study with six Canadian middle-school science teachers

Science.gov (United States)

Bridges, Terry James

This qualitative case study explores the use of lesson study over a ten-week period with six Ontario middle school science teachers. The research questions guiding this study were: (1) How does participation in science-based lesson study influence these teachers': (a) science subject matter knowledge (science SMK), (b) science pedagogical content knowledge (science PCK), and (c) confidence in teaching science?, and (2) What benefits and challenges do they associate with lesson study? Data sources for this study were: teacher questionnaires, surveys, reflections, pre- and post- interviews, and follow-up emails; researcher field notes and reflections; pre- and post- administration of the Science Teaching Efficacy Belief Instrument; and audio recordings of group meetings. The teachers demonstrated limited gains in science SMK. There was evidence for an overall improvement in teacher knowledge of forces and simple machines, and two teachers demonstrated improvement in over half of the five scenarios assessing teacher science SMK. Modest gains in teacher science PCK were found. One teacher expressed more accurate understanding of students' knowledge of forces and a better knowledge of effective science teaching strategies. The majority of teachers reported that they would be using three-part lessons and hands-on activities more in their science teaching. Gains in teacher pedagogical knowledge (PK) were found in four areas: greater emphasis on anticipation of student thinking and responses, recognition of the importance of observing students, more intentional teaching, and anticipated future use of student video data. Most teachers reported feeling more confident in teaching structures and mechanisms, and attributed this increase in confidence to collaboration and seeing evidence of student learning and engagement during the lesson teachings. Teacher benefits included: learning how to increase student engagement and collaboration, observing students, including video data

Commentary on "Lessons Learned from Leading an Anger Management Group Using the "Seeing Red" Curriculum in an Elementary School"

Science.gov (United States)

Hoover, Sally

2010-01-01

This commentary responds to "Lessons Learned From Leading an Anger Management Group Using the "Seeing Red" Curriculum in an Elementary School," E. L. Sportsman, J. S. Carlson, and K. M. Guthrie's (2010/this issue) account of an anger control intervention's implementation and effectiveness in an elementary school setting. The accompanying article…

TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS

Directory of Open Access Journals (Sweden)

Alamsyah Harahap

2015-12-01

Full Text Available English classroom's process of teaching and learning is an important aspect of successful English teaching and learning. The analysis of classroom discourse is a very important form which the classroom process research has taken place. The present study focuses on SMA (high school English classroom discourse. The microethnography of Spradley was the research method deployed. Through a detailed description and analysis of the collected data referring to Sinclair and Coulthard’s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear. On the basis of the discourse patterns' problem found, a few strategies for high school English teachers are put forward through the teacher training in order to improve English teaching and learning at high school in Indonesia. The research results showed that teacher talk highly dominated the English classroom discourse; 94% of teacher-students talk. IRF Model of Sinclair and Coulthard was not found in the English classroom (only IF pattern and no lesson achieved.

Methodological Lessons Learned from Conducting Civic Education Research in High Schools

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Matto, Elizabeth C.; Vercellotti, Timothy

2012-01-01

With the growing size of the "Millennial Generation" and its potential impact on American democracy, the civic education of this cohort deserves study. Using news media and discussion of politics at home and in the classroom at four public high schools in New Jersey, we conducted an experiment to measure changes in media use, political…

A Relevant Lesson: Hitler Goes to the Mall

Science.gov (United States)

Gerwin, David

2003-01-01

A "Motivation" eliciting the "Aim" of each lesson initiates each lesson in the orthodox "developmental lesson-plan" that has dominated classroom instruction in NYC public schools for at least the past half-century. An action-research study of 38 lesson-plans (over 5 each from 5 teachers) drawn from student-teaching…

Bards and Beatles: Connecting Spontaneity to Structure in Lesson Plans.

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Cox, Mitch

1991-01-01

Describes how one teacher provides minimally structured lessons that encourage senior high school students to carry their learning beyond the classroom. Describes units on business communication, research, British literature, and independent reading. (MG)

Using a Before-During-After (BDA) Model to Plan Effective Secondary Mathematics Lessons

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Wilburne, Jane Murphy; Peterson, Winnie

2007-01-01

Creating effective mathematics lessons can be a challenge for any teacher. One approach to design an effective lesson is using a before-during-after (BDA) format. This article describes what a BDA format is and provides two examples of how it is implemented in high school mathematics classes. (Contains 2 tables and 5 figures.)

Lessons from High-Performing Hispanic Schools: Creating Learning Communities. Critical Issues in Educational Leadership Series.

Science.gov (United States)

Reyes, Pedro, Ed.; Scribner, Jay D., Ed.; Scribner, Alicia Paredes, Ed.

The current poor condition of education for Hispanic students need not exist. This book reports on high-performing schools along the Texas-Mexico border that have achieved schoolwide success by creating communities of learners. Three elementary, three middle, and two high schools in the border region were selected for study based on the following…

Physically active academic lessons in elementary children.

Science.gov (United States)

Bartholomew, John B; Jowers, Esbelle M

2011-06-01

Although schools are an ideal location to conduct interventions that target children, the emphasis on standardized testing makes it difficult to implement interventions that do not directly support academic instruction. In response, physically active academic lessons have been developed as a strategy to increase physical activity while also addressing core educational goals. Texas I-CAN! is one incarnation of this approach. We will review the on-going research on the impact of these active lessons on: teacher implementation, child step count, child attention control, and academic performance. The collected studies support the impact of physically active academic lessons on each area of interest. If these data can be replicated, it suggests that teachers might find these lessons of benefit to their primary role as educators, which should ease dissemination of these and other physically active lessons in elementary schools. Copyright © 2011 Elsevier Inc. All rights reserved.

The Effects of a Violence Prevention Program on Alternative High School Students

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Triplett, Carla A.

2013-01-01

This study addressed the effectiveness of a violence prevention program in an inner-city alternative school setting. The researcher, an administrator at the school, used a prepackaged curriculum targeting lessons on violence in an eight-week study with the entire school population. Students met bi-weekly with a team of two teachers to review and…

The Acadia Learning Project: Lessons Learned from Engaging High School Teachers and Students in Citizen Science Supporting National Parks

Science.gov (United States)

Nelson, S. J.; Zoellick, B.; Davis, Y.; Lindsey, E.

2009-12-01

In 2007 the authors initiated a citizen science research project, supported with funding from the Maine Department of Education, designed to extend research at Acadia National Park to a broader geographic area while also providing high school students and teachers with an opportunity to engage in authentic research in cooperation with working scientists. The scientific focus of the work has been on providing information about the mercury burden of organisms at different trophic levels across different geographic and environmental settings. The pedagogical focus has been on providing students with immersion in a substantial, field-based project, including background research, hypothesis formulation, data collection and analysis, and presentation of research findings. Starting work with 6 teachers in two schools the first year, the project expanded to involve more than 20 teachers and 350 students in a dozen schools in its second year. In coming years, with support from NOAA and cooperation from other National Parks in the region, the project will expand to include work in other states along the coast of the Gulf of Maine. In this paper the authors describe evolution in the use of the Internet over the first two years of the project, a sharpened focus on professional development for teachers, survey results regarding student views of the nature of science, the importance of focusing on rigorous, useful data collection from an educational perspective, success in establishing that samples collected by students are useful in research, the disjuncture between scientific and pedagogical outcomes, an assessment of the value of student poster presentations, and lessons learned about preparation and use of curriculum support materials. The authors also describe future directions, which include an increased focus on professional development and student work with graphs, a narrower focus in sample collection, and increased use of the Internet to provide participating teachers

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…

The survey of the nuclear sciences in the curricula of senior high schools

International Nuclear Information System (INIS)

Ujeno, Yowri; Okamura, Seizo; Inaoka, Mariko; Nakase, Yoshiaki.

1994-01-01

To know senior high school education and recognition of nuclear science, questionnaire survey was made in a total of 619 university, college or occupational school students who graduated from senior high schools before 1993. Female students accounted for 95% (n=589) because females are believed to more strongly affect the next generation than males. Of these students, 92.7% had graduated from the ordinary course of senior high school. Students who majored in physical science accounted for 38.6%. In the physical science curriculum, nuclear science had been selected in 27.8% of the students. Among the students who majored in physical science, 38.1% did not memorize the learning of basic physical science at all, and only 25% memorized the learning. These results suggest that the learning of physical science is extremely insufficient. However, such an unfamiliar phenomenon of physical science seems to be closely related to the examination system to universities and colleges. The reason why few people give a debate upon atomic power generation is that people have no accurate knowledge because of their insufficient school learning of nuclear science. Only 19.1% had taken lessons of atomic power generation in the curriculum of social science. Serious problems of the senior high school educational system are pointed out. (N.K.)

FORMATION OF COGNITIVE INTEREST AT ENGLISH LANGUAGE LESSONS IN PRIMARY SCHOOL: TECHNOLOGIES, METHODS, TECHNIQUES

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Kotova, E.G.

2017-09-01

Full Text Available There are a lot of didactic and technological methods and techniques that shape and develop cognitive interest of primary school students in modern methodology of teaching foreign languages. The use of various forms of gaming interaction, problem assignments, information and communication technologies in the teaching of primary school students allows diversifying the teaching of a foreign language, contributes to the development of their creative and cognitive activity. The use of health-saving technologies ensures the creation of a psychologically and emotionally supportive atmosphere at the lesson, which is an essential condition for acquiring new knowledge and maintaining stable cognitive interest among students while learning a foreign language.

The physical education lesson in Turkish primary schools: Affective ...

African Journals Online (AJOL)

In the study students' affective entry characteristics related to Physical Education lessons were examined based on three dimensions: interest towards the lesson, level of motivation in the lesson and educational gains. The study further aimed to investigate how these three dimensions were affected by the gender factor.

Crime and Criminal Law as a Theme in Education. Paper on the Starting Points, Objectives, and Teaching Matter of a Series of Lessons Called "Crime and Criminal Law," as a Theme for the School Subject of Social and Political Studies.

Science.gov (United States)

Hooghoff, Hans

This series of lessons is intended to help high school students in the Netherlands consider how they look at, react to, and judge criminal events. The first part of the publication discusses different teaching approaches used in the lessons. These include: (1) a business analysis--study of the organization and structure of the criminal…

Shoring Up Math and Science in the Elementary Grades: Schools Enlist Specialists to Teach Science Lessons

Science.gov (United States)

Jacobson, Linda

2004-01-01

As science gets squeezed in the elementary curriculum, at least two Florida districts are trying a new approach to keeping hands-on lessons a part of pupils' experiences. This article reports how Broward and Palm Beach county districts have increased the number of science specialists working in their elementary schools--teachers who, like physical…

Long-term effects of physically active academic lessons on physical fitness and executive functions in primary school children

NARCIS (Netherlands)

de Greeff, Johannes W; Hartman, Esther; Wijnsma, Marijke; Bosker, Roelof J; Doolaard, Simone; Visscher, Christiaan

Integrating physical activity into the curriculum has potential health and cognitive benefits in primary school children. The aim of this study was to investigate the effects of physically active academic lessons on cardiovascular fitness, muscular fitness and executive functions. In the current

Young Engineers and Sciences (YES) - Mentoring High School Students

Science.gov (United States)

Boice, Daniel C.; Asbell, E.; Reiff, P. H.

2008-09-01

Young Engineers and Scientists (YES) is a community partnership between Southwest Research Institute (SwRI), and local high schools in San Antonio, Texas (USA) during the past 16 years. The YES program provides talented high school juniors and seniors a bridge between classroom instruction and real world, research experiences in physical sciences (including space science) and engineering. YES consists of two parts: 1) an intensive three-week summer workshop held at SwRI where students experience the research environment first-hand; develop skills and acquire tools for solving scientific problems, attend mini-courses and seminars on electronics, computers and the Internet, careers, science ethics, and other topics; and select individual research projects to be completed during the academic year; and 2) a collegial mentorship where students complete individual research projects under the guidance of their mentors during the academic year and earn honors credit. At the end of the school year, students publicly present and display their work, acknowledging their accomplishments and spreading career awareness to other students and teachers. During these years, YES has developed a website for topics in space science from the perspective of high school students, including NASA's Magnetospheric Multiscale Mission (MMS) (http://yesserver.space.swri.edu). High school science teachers participate in the workshop and develop space-related lessons for classroom presentation in the academic year. Student evaluations indicate the effectiveness of YES on their academic preparation and choice of college majors. Over the past 16 years, all YES graduates have entered college, several have worked for SwRI, one business has started, and three scientific publications have resulted. Acknowledgements. We acknowledge funding and support from the NASA MMS Mission, Texas Space Grant Consortium, Northside Independent School District, SwRI, and several local charitable foundations.

Virtual Learning Simulations in High School: Effects on Cognitive and Non-cognitive Outcomes and Implications on the Development of STEM Academic and Career Choice.

Science.gov (United States)

Thisgaard, Malene; Makransky, Guido

2017-01-01

The present study compared the value of using a virtual learning simulation compared to traditional lessons on the topic of evolution, and investigated if the virtual learning simulation could serve as a catalyst for STEM academic and career development, based on social cognitive career theory. The investigation was conducted using a crossover repeated measures design based on a sample of 128 high school biology/biotech students. The results showed that the virtual learning simulation increased knowledge of evolution significantly, compared to the traditional lesson. No significant differences between the simulation and lesson were found in their ability to increase the non-cognitive measures. Both interventions increased self-efficacy significantly, and none of them had a significant effect on motivation. In addition, the results showed that the simulation increased interest in biology related tasks, but not outcome expectations. The findings suggest that virtual learning simulations are at least as efficient in enhancing learning and self-efficacy as traditional lessons, and high schools can thus use them as supplementary educational methods. In addition, the findings indicate that virtual learning simulations may be a useful tool in enhancing student's interest in and goals toward STEM related careers.

Virtual Learning Simulations in High School: Effects on Cognitive and Non-cognitive Outcomes and Implications on the Development of STEM Academic and Career Choice

Directory of Open Access Journals (Sweden)

Malene Thisgaard

2017-05-01

Full Text Available The present study compared the value of using a virtual learning simulation compared to traditional lessons on the topic of evolution, and investigated if the virtual learning simulation could serve as a catalyst for STEM academic and career development, based on social cognitive career theory. The investigation was conducted using a crossover repeated measures design based on a sample of 128 high school biology/biotech students. The results showed that the virtual learning simulation increased knowledge of evolution significantly, compared to the traditional lesson. No significant differences between the simulation and lesson were found in their ability to increase the non-cognitive measures. Both interventions increased self-efficacy significantly, and none of them had a significant effect on motivation. In addition, the results showed that the simulation increased interest in biology related tasks, but not outcome expectations. The findings suggest that virtual learning simulations are at least as efficient in enhancing learning and self-efficacy as traditional lessons, and high schools can thus use them as supplementary educational methods. In addition, the findings indicate that virtual learning simulations may be a useful tool in enhancing student’s interest in and goals toward STEM related careers.

Association of a behaviorally based high school health education curriculum with increased exercise.

Science.gov (United States)

Annesi, James J; Trinity, John; Mareno, Nicole; Walsh, Stephanie M

2015-06-01

Increasing exercise in children and adolescents through academic classes is an understudied area. Potential benefits include associated improvements in health, psychosocial, and quality-of-life factors. A sample of 98 students (M(age) = 14.3) from high school health education classes received six, 40-min lessons incorporating cognitive-behavioral methods to increase exercise over 6 weeks. Significant within-group improvements in exercise, mood, and body satisfaction were found, with slightly larger effect sizes identified for the boys. Increase in exercise was significantly associated with reduced mood distress (β = -.17, p goal setting and self-regulation within high school health education classes may foster increased exercise and associated improvements in mood and body satisfaction. For girls, the positive effects may reinforce one another. © The Author(s) 2014.

Effective Education Materials to Advance Stroke Awareness Without Teacher Participation in Junior High School Students.

Science.gov (United States)

Ohyama, Satoshi; Yokota, Chiaki; Miyashita, Fumio; Amano, Tatsuo; Inoue, Yasuteru; Shigehatake, Yuya; Sakamoto, Yuki; Toyoda, Kazunori; Minematsu, Kazuo

2015-11-01

Youth stroke education is promising for the spread of stroke awareness. The aim of this study was to examine whether our stroke awareness teaching materials without teacher's participation can increase student awareness to act fast on suspected stroke signs. We used the face, arm, speech, and time (FAST) mnemonic derived from the Cincinnati Prehospital Stroke Scale. Seventy-three students of the second grade and 72 students of the third grade (age range, 13-15 years) in a junior high school were enrolled in the study. The students were divided into 2 groups: students who received a teacher's lesson (group I) and those who did not receive a teacher's lesson (group II). Students in group II watched an animated cartoon and read a Manga comic in class. All students took the educational aids home, including the Manga comic and magnetic posters printed with the FAST message. Questionnaires on stroke knowledge were examined at baseline and immediately and 3 months after receiving the intervention. At 3 months after the intervention, a significant improvement in understanding the FAST message was confirmed in both the groups (group I, 85%; group II, 94%). Significant increases in the knowledge of risk factors were not observed in each group. Our education materials include a Manga comic, an animated cartoon, and a magnetic poster, without an accompanying teacher's lesson can increase stroke awareness, including the FAST message, in junior high school students. Copyright © 2015 National Stroke Association. Published by Elsevier Inc. All rights reserved.

The use of high impact practices (HIPs) on chemistry lesson design and implementation by pre-service teachers

Science.gov (United States)

Chamrat, Suthida; Apichatyotin, Nattaya; Puakanokhirun, Kittaporn

2018-01-01

The quality of lesson design is essential to learning effectiveness. Research shows some characteristics of lessons have strong effect on learning which were grouped into "High Impact Practices or HIPs. This research aims to examine the use of HIPs on chemistry lesson design as a part of Teaching Science Strand in Chemistry Concepts course. At the first round of lesson design and implementing in classroom, 14 chemistry pre-services teachers freely selected topics, designed and implemented on their own ideas. The lessons have been reflected by instructors and their peers. High Impact Practices were overtly used as the conceptual framework along with the After-Action Review and Reflection (AARR). The selected High Impact practice in this study consisted of 6 elements: well-designed lesson, vary cognitive demand/academic challenge, students center approach, opportunity of students to reflect by discussion or writing, the assignment of project based learning or task, and the lesson reflects pre-service teachers' Technological Pedagogical Content Knowledge (TPACK). The second round, pre-service teachers were encouraged to explicitly used 6 High Impact Practices in cooperated with literature review specified on focused concepts for bettering designed and implemented lessons. The data were collected from 28 lesson plans and 28 classroom observations to compare and discuss between the first and second lesson and implementation. The results indicated that High Impact Practices effect on the quality of delivered lesson. However, there are some elements that vary on changes which were detailed and discussed in this research article.

Factors Associated with Discussion of Disasters by Final Year High School Students: An International Cross-sectional Survey.

Science.gov (United States)

Codreanu, Tudor A; Celenza, Antonio; Alabdulkarim, Ali A Rahman

2015-08-01

Introduction The effect on behavioral change of educational programs developed to reduce the community's disaster informational vulnerability is not known. This study describes the relationship of disaster education, age, sex, and country-specific characteristics with students discussing disasters with friends and family, a measure of proactive behavioral change in disaster preparedness. Three thousand eight hundred twenty-nine final year high school students were enrolled in an international, multi-center prospective, cross-sectional study using a pre-validated written questionnaire. In order to obtain information from different educational systems, from countries with different risk of exposure to disasters, and from countries with varied economic development status, students from Bahrain, Croatia, Cyprus, Egypt, Greece, Italy, Portugal, Romania, and Timor-Leste were surveyed. Logistic regression analyses examined the relationship between the likelihood of discussing disasters with friends and family (dependent variable) and a series of independent variables (age, gender, participation in school lessons about disasters, existence of a national disaster educational program, ability to list pertinent example of disasters, country's economic group, and disaster risk index) captured by the questionnaire or available as published data. There was no statistically significant relationship between age, awareness of one's surroundings, planning for the future, and foreseeing consequences of events with discussions about potential hazards and risks with friends and/or family. The national educational budget did not have a statistically significant influence. Participants who lived in a low disaster risk and high income Organization for Economic Co-operation and Development (OECD) country were more likely to discuss disasters. While either school lessons or a national disaster education program had a unique, significant contribution to the model, neither had a better

Lessons Learned From Studying The Effects Of Forest Fires With High School Students

Science.gov (United States)

Kanjorski, N.; Hall, M.; Sundberg, F.

2005-12-01

We evaluated the educational successes and challenges of a high school research project designed to assess the effects of a wildfire and subsequent logging on soil erosion during the 2004-2005 school year. The project is extra-curricular for students from Show Low High School in Arizona. Fieldwork is done on Saturdays and lab work is done during lunch periods and after school sessions. Using a silt fence, shovels, and brushes, students collect and measure erosion rates of unburned, burned, and burned and logged land. The project has involved 17 students, 3 female and 14 male students, and their two science teachers. A key goal of the project is to introduce a group of high school students to the process of scientific inquiry through fieldwork and scientific research. A core requirement of this project is that the students will be self-motivated and will lead all major field and laboratory efforts. Interviews of the students and teachers in the fall of 2004 and spring of 2005 are the primary source of the assessment of this project in addition to data collected by informal interviews during two field trips. Consistent student participation was a main challenge to this project in the first year. While most students continued with the program throughout the year, participation was sporadic and generally low during any one class or field session. This is partially due to not having a set schedule for activities and the challenge for students to self-motivate. Interestingly, despite their actual amount of involvement in the project, the students all consider themselves active members of the project and are generally proud of their efforts. To increase the consistency of student participation in the coming year a regular semester schedule has been set and student time and effort requirements have been increased and explicitly stated. Students have a great amount of choice in which role they will fulfill in the project, and which data gathering and analysis skills they

Students’ beliefs and behaviour regarding low-calorie beverages, sweets or snacks: are they affected by lessons on healthy food and by changes to school vending machines?

NARCIS (Netherlands)

Kocken, P.L.; Kesteren, N.M.C. van; Buijs, G.; Snel, J.; Dusseldorp, E.

2015-01-01

Objective To study the effects of school lessons about healthy food on adolescents’ self-reported beliefs and behaviour regarding the purchase and consumption of soft drinks, water and extra foods, including sweets and snacks. The lessons were combined with the introduction of lower-calorie foods,

Protein Structure and Function: An Interdisciplinary Multimedia-Based Guided-Inquiry Education Module for the High School Science Classroom

Science.gov (United States)

Bethel, Casey M.; Lieberman, Raquel L.

2014-01-01

Here we present a multidisciplinary educational unit intended for general, advanced placement, or international baccalaureate-level high school science, focused on the three-dimensional structure of proteins and their connection to function and disease. The lessons are designed within the framework of the Next Generation Science Standards to make…

Inductive & Deductive Science Thinking: A Model for Lesson Development

Science.gov (United States)

Bilica, Kim; Flores, Margaret

2009-01-01

Middle school students make great learning gains when they participate in lessons that invite them to practice their developing scientific reasoning skills; however, designing developmentally appropriate, clear, and structured lessons about scientific thinking and reasoning can be difficult. This challenge can be met through lessons that teach…

Effect of four additional physical education lessons on body composition in children aged 8-13 years - a prospective study during two school years

DEFF Research Database (Denmark)

Klakk, Heidi; Chinapaw, Mai; Heidemann, Malene

2013-01-01

Strategies for combating increasing childhood obesity is called for. School settings have been pointed out as potentially effective settings for prevention. The objective of this paper was to evaluate the effect of four additional Physical Education (PE) lessons/week in primary schools on body...

Headache at high school: clinical characteristics and impact.

Science.gov (United States)

Tonini, M C; Frediani, F

2012-05-01

Although migraine (MH) and tension type headache (TTH) are the most common and important causes of recurrent headache in adolescents, they are poorly understood and not recognized by parents and teachers, delaying the first physician evaluation for correct diagnosis and management. The purpose of this study is to assess the knowledge about headache impact among the students of a Communication Private High School in Rimini city, and to evaluate the main different types of headaches interfering with school and social day activities. A self-administered questionnaire interview was given to students of the last 2 years of high school; ten items assessed the headache experience during the prior 12 months, especially during school time: the features and diagnosis of headaches types (based on the 2004 IHS criteria), precipitating factors, disability measured using the migraine disability assessment (MIDAS); therapeutic intervention. Out of the 60 students, 84 % experienced recurrent headache during the last 12 months. 79 % were females, aged 17-20 years; a family history was present in 74 % of headache students, in the maternal line; 45 % of subjects were identified as having MH and 27 % TTH; 25 % had morning headache and 20 % in the afternoon; fatigue, emotional stress and lack of sleep were the main trigger factors for headache, respectively in 86, 50 and 50 % of students; 92 % of headache students could not follow the lessons, could not participate in exercises and physical activity because of the headache; none had consulted a medical doctor and the 90 % of all students had never read, listened or watched television about headache. This study remarks on the need to promote headache educational programs, starting from high school, to increase communication between teachers-family-physician and patient-adolescents, with the goal to have an early appropriate therapeutic intervention, improvement of the quality of life and to prevent long-term headache disease in the

Keiko, Killer Whale. [Lesson Plan].

Science.gov (United States)

Discovery Communications, Inc., Bethesda, MD.

This lesson plan presents activities designed to help students understand that Keiko, the killer whale, lived for a long time in an aquarium and had to be taught to live independently; and that computer users can get updates on how Keiko is doing. The main activity of the lesson involves middle school students working in small groups to produce a…

A Technology Leader's Role in Initiating a Flipped Classroom in a High School Math Class

Science.gov (United States)

Caverly, Gregg

2017-01-01

A mixed methods study was conducted to measure the effectiveness of a flipped classroom in a high school discrete mathematics course. In the flipped classroom, students watched videos of the teacher's lesson for homework while completing problems during class. Two sections of the course were involved in the study, with one group receiving the…

How to develop sex education among adolescents in high school, from the Spanish-Literature lessons ?

Directory of Open Access Journals (Sweden)

Yanicet Rodríguez Marrero

2012-09-01

Full Text Available This article deals with the treatment of sexual education for adolescents from the Spanish-Literature lessons in pr euniversity. It is based on contents that have become of paramount importance at the time of having a responsible sexuality, and in preventing risky behaviour on the STD (Sexual Transmitted Diseases. In its modelling various up-to-date concepts and appro aches that deal with this theme for its contextualization and enrichment of the educative models existing in Cuba were taken into consideration. It is considered that the formation of adolescents should be dealt with in the pedagogical context where the role of the teachers is of great significance from the point of view of the lesson.

Lesson Learned from Leading an Anger Management Group Using the "Seeing Red" Curriculum within an Elementary School

Science.gov (United States)

Sportsman, Emily L.; Carlson, John S.; Guthrie, Kelly M.

2010-01-01

Four fourth-grade boys participated in an anger management group using "Seeing Red: An Anger Management and Peacemaking Curriculum for Kids" facilitated by a school psychology intern and her supervisor (J. Simmonds, 2003). The group met for 30 min weekly for a total of 14 sessions. Lessons consisted of practicing skills and strategies related to…

Primary School Children's Reflections on Physical Education Lessons: An Attributional Analysis and Possible Implications for Teacher Action

Science.gov (United States)

Chedzoy, Susan; Burden, Robert

2009-01-01

The thoughts and feelings of preadolescent children attending three primary schools in the West of England about reasons for doing well or not doing well in Physical Education lessons were explored by means of an open-ended set of questions drawn from attribution theory. A further aim was to seek suggestions from the children of ways in which…

Lesson Plans for "Not for Ourselves Alone: The Story of Elizabeth Cady Stanton and Susan B. Anthony."

Science.gov (United States)

Prososki, Lisa; Krouse, Judith; Harper, Judith E.

These lesson plans for high school students were developed to accompany the documentary film by Ken Burns and Paul Barnes which tells the story of Elizabeth Cady Stanton and Susan B. Anthony and their lifelong fight for women's rights. In the lessons students write editorials about women's rights around the world today, interview senior citizens…

Experimental Garden Plots for Botany Lessons

Science.gov (United States)

Gorodnicheva, V. V.; Vasil'eva, E. I.

1976-01-01

Discussion of the botany lessons used at two schools points out the need for fifth and sixth grade students to be taught the principles of plant life through observations made at an experimental garden plot at the school. (ND)

Interactive Ice Sheet Flowline Model for High School and College Students

Science.gov (United States)

Stearns, L. A.; Rezvanbehbahani, S.; Shankar, S.

2017-12-01

Teaching about climate and climate change is conceptually challenging. While teaching tools and lesson plans are rapidly evolving to help teachers and students improve their understanding of climate processes, there are very few tools targeting ice sheet and glacier dynamics. We have built an interactive ice sheet model that allows students to explore how Antarctic glaciers respond to different climate perturbations. Interactive models offer advantages that are hard to obtain in traditional classroom settings; users can systematically investigate hypothetical situations, explore the effects of modifying systems, and repeatedly observe how systems interrelate. As a result, this project provides a much-needed bridge between the data and models used by the scientific community and students in high school and college. We target our instructional and assessment activities to three high school and college students with the overall aim of increasing understanding of ice sheet dynamics and the different ways that ice sheets are impacted by climate change, while also improving their fundamental math skills.

Analysis of pedagogical communication and interaction of lessons with tablet application

Directory of Open Access Journals (Sweden)

Maněnová Martina

2016-01-01

Full Text Available The article describes possibilities of lessons evaluation by means of structured observations. Our study took an interest in the use of information and communication technologies in teaching of mathematics on elementary school. Concrete it was case tablets implementation in standard lessons on elementary school. The aim of the submitted project was to find out if tablets application in lessons would influence pedagogical communication and interaction. We selected structured FIAS (Flanders Interaction Analysis system observation as a basic research method. This method was spread on 16 categories in total, which we used for structured observation of lessons. The results were successively processed to interaction characteristics.

No More Leaks: A Process-Oriented Lesson Exploring the Invention and Chemistry of Disposable Diapers

Science.gov (United States)

Schiller, Ellen; Yezierski, Ellen

2009-01-01

High school chemistry can be intimidating to some students, so it is critical that we engage students in nonthreatening preparatory investigations during middle school. Based on the learning cycle model (Bybee and Landes 1990), this lesson invites students to investigate disposable diapers. As they explore the properties of sodium polyarcylate, a…

The Effects of Teaching a Science Topic in the Regents Living Environment Course in a Mini-Lesson Instructional Environment

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Barrows, Calder James

2010-01-01

This study investigated the effects on high school students' understanding of studying a science topic in the Regents Living Environment course using a Mini-Lesson educational protocol. Mini-Lesson instruction is one of guided instruction, which consists primarily of three sections. First, a brief, focused section in which the teachers explicitly…

Enhancing mathematics teachers' quality through Lesson Study.

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Lomibao, Laila S

2016-01-01

The efficiency and effectivity of the learning experience is dependent on the teacher quality, thus, enhancing teacher's quality is vital in improving the students learning outcome. Since, the usual top-down one-shot cascading model practice for teachers' professional development in Philippines has been observed to have much information dilution, and the Southeast Asian Ministers of Education Organization demanded the need to develop mathematics teachers' quality standards through the Southeast Asia Regional Standards for Mathematics Teachers (SEARS-MT), thus, an intensive, ongoing professional development model should be provided to teachers. This study was undertaken to determine the impact of Lesson Study on Bulua National High School mathematics teachers' quality level in terms of SEARS-MT dimensions. A mixed method of quantitative-qualitative research design was employed. Results of the analysis revealed that Lesson Study effectively enhanced mathematics teachers' quality and promoted teachers professional development. Teachers positively perceived Lesson Study to be beneficial for them to become a better mathematics teacher.

Knowledge and Cognitive Process Dimensions of Technology Teachers' Lesson Objectives

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Mathumbu, David; Rauscher, Willem; Braun, Max

2014-01-01

A clearly stated lesson objective is considered an essential component of a well-planned lesson. Many teachers of Technology, a relatively new subject in South African schools, teach Technology with rather limited training both in content and methodological approaches. This study sought to investigate and classify lesson objectives framed or…

The Investigation of the Effects of Physical Education Lessons Planned in Accordance with Cooperative Learning Approach on Secondary School Students' Problem Solving Skills

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Gorucu, Alpaslan

2016-01-01

The purpose of the present research was to investigate the effects of physical education lessons planned in accordance with cooperative learning approach on secondary school students' problem solving skills. The research was conducted on 48 students studying at Konya/Selçuklu Sehit Mustafa Çuhadar Secondary School in fall semester of 2015-2016…

Methods of using exercises form tennis with different movement activities for primary school on the physical training lessons

Directory of Open Access Journals (Sweden)

Shuba L.V.

2011-07-01

Full Text Available The problems of physical education of primary school children at the present stage in Ukraine. The question of development of new approaches, related to the differentiated programming of development of motive capabilities of students of first class in the process of the fixed from which will be instrumental in the improvement of decision tasks of physical education at school. We mark the back strength of children from experimental group (boys and girls. Scientific evidence of the elaborated innovative technology of using tennis in physical training lessons.

Design and Implementation of a Pilot Obesity Prevention Program in a Low-Resource School: Lessons Learned and Research Recommendations

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Baskin, Monica L.; Zunker, Christie; Worley, Courtney B.; Dial, Brenda; Kimbrough, Linda

2009-01-01

Purpose: This paper seeks to describe the design, implementation, and lessons learned from an obesity prevention pilot program delivered in a low resource school in the USA. Design/methodology/approach: A planned program evaluation was conducted to: document explicitly the process of designing and implementing the program; and assess the…

Adapting Features from the SIOP Component: Lesson Delivery to English Lessons in a Colombian Public School (Adaptación de las características del componente de SIOP: Desarrollo de clase, en las clases de inglés en un colegio público colombiano)

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Rativa Murillo, Hollman Alejandro

2013-01-01

Despite some school efforts to offer students the best second language learning, English language lessons are often taught with an overuse of the mother tongue. Hence, an action research project was conducted in order to discover how to adapt some features of the Sheltered Instruction Observation Protocol (SIOP) component: Lesson delivery, for the…

Effects of stroke education using an animated cartoon and a manga on elementary school children.

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Sakamoto, Yuki; Yokota, Chiaki; Miyashita, Fumio; Amano, Tatsuo; Shigehatake, Yuya; Oyama, Satoshi; Itagaki, Naruhiko; Okumura, Kosuke; Toyoda, Kazunori; Minematsu, Kazuo

2014-08-01

Stroke education for the youth is expected to reduce prehospital delay by informing the bystander of appropriate action to take and providing knowledge to prevent onset of stroke in future. Previously, we developed effective teaching materials consisting of an animated cartoon and a Manga for junior high school students. The aim of this study was to evaluate the feasibility and effectiveness of our educational materials for stroke education taught by schoolteachers to elementary school children. Using our teaching materials, a 30-minute lesson was given by trained general schoolteachers. Questionnaires on stroke knowledge (symptoms and risk factors) and action to take on identification of suspected stroke symptoms were filled out by school children before, immediately after, and at 3 months after completion of the lesson. A total of 219 children (aged 10 or 11 years) received the stroke lesson. Stroke knowledge significantly increased immediately after the lesson compared with before (symptoms, P Manga that was previously used for junior high school students was feasible for elementary school children. However, revision of the materials is required for better retention of stroke knowledge for children. Copyright © 2014 National Stroke Association. Published by Elsevier Inc. All rights reserved.

Connecting polar research to NGSS STEM classroom lessons

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Brinker, R.; Kast, D.

2016-12-01

Next Generation Science Standards (NGSS) are designed to bring consistent, rigorous science teaching across the United States. Topics are categorized as Performance Expectations (PE), Disciplinary Core Ideas (DCI), Cross-Cutting Concepts (CCC), and Science and Engineering Practices (SEP). NGSS includes a focus on environmental science and climate change across grade levels. Earth and planetary sciences are required at the high school level. Integrating polar science lessons into NGSS classrooms brings relevant, rigorous climate change curriculum across grade levels. Polar science provides opportunities for students to use current data during lessons, conduct their own field work, and collaborate with scientists. Polar science provides a framework of learning that is novel to most students. Inquiry and engagement are high with polar science lessons. Phenomenon related to polar science provide an excellent tool for science teachers to use to engage students in a lesson, stimulate inquiry, and promote critical thinking. When taught effectively, students see the connections between their community, polar regions and climate change, regardless of where on the planet students live. This presentation describes examples of how to effectively implement NGSS lessons by incorporating polar science lessons and field research. Examples of introductory phenomenon and aligned PEs, CCCs, DCIs, and SEPs are given. Suggested student activities, assessments, examples of student work, student research, labs, and PolarTREC fieldwork, use of current science data, and connections to scientists in the field are provided. The goals of the presentation are to give teachers a blueprint to follow when implementing NGSS lessons, and give scientists an understanding of the basics of NGSS so they may be better able to relate their work to U.S. science education and be more effective communicators of their science findings.

Do Students Really Understand Topology in the Lesson? A Case Study

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Narli, Serkan

2010-01-01

This study aims to specify to what extent students understand topology during the lesson and to determine possible misconceptions. 14 teacher trainees registered at Secondary School Mathematics education department were observed in the topology lessons throughout a semester and data collected at the first topology lesson is presented here.…

German and Japanese Education in the Shadow – Do Out-of-School Lessons really contribute to Class Reproduction?

Directory of Open Access Journals (Sweden)

Steve R. Entrich

2014-08-01

Full Text Available Considering the great impact the first PISA-results caused in Germany and Japan, this study seeks to provide an explanation for the continuous higher achievement rates of students in the PISA-winner country Japan compared to their German peers. Another great difference between the two participants that was detected in PISA is the correlation between students’ social origin and educational achievement, which is still very strong in Germany but not in Japan. The author assumes the reason for these differences lay outside the formal school system, in the sector of shadow education. The so called juku-industry in Japan provides out-of-school lessons that seem to enable all Japanese students to achieve top results regardless of their social origin. In Germany the increased use of Nachhilfe is seen as an indicator for the downfall of the compulsory school system and a problem that seem to widen the gap in education levels all the more. If in Japan almost every household regardless of its social status sends its children to out-of-school classes, the assumption that people do invest in further education in terms of extra classes at juku believing this will have a neutralizing effect on disadvantaged family background suggests itself. Consequently the author intends to refute the prevailing assumption of researchers in Germany and Japan stating that out-ofschool lessons just contribute to the reproduction of class structure. Using secondary data as well as PISA-data the author wants to show that shadow education helps to counteract educational disadvantages through the provision of various educational opportunities.

Do extra compulsory physical education lessons mean more physically active children--findings from the childhood health, activity, and motor performance school study Denmark (The CHAMPS-study DK).

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Møller, Niels Christian; Tarp, Jakob; Kamelarczyk, Eva Friis; Brønd, Jan Christian; Klakk, Heidi; Wedderkopp, Niels

2014-09-24

Primarily, this study aims to examine whether children attending sports schools are more active than their counterpart attending normal schools. Secondary, the study aims to examine if physical activity (PA) levels in specific domains differ across school types. Finally, potential modifications by status of overweight/obesity and poor cardio-respiratory fitness are examined. Participants were from the first part of the CHAMPS-study DK, which included approximately 1200 children attending the 0th - 6th grade. At the sports schools, the mandatory physical education (PE) program was increased from 2 to 6 weekly lessons over a 3-year period. Children attending normal schools were offered the standard 2 PE lessons. PA was assessed at two different occasions with the GT3X ActiGraph accelerometer, once during winter in 2009/10 and once during summer/fall in 2010. Leisure time organized sports participation was quantified by SMS track. Based on baseline values in 2008, we generated a high-BMI and a low-cardio-respiratory fitness for age and sex group variable. There were no significant differences in PA levels during total time, PE, or recess between children attending sports schools and normal schools, respectively. However, children, especially boys, attending sports schools were more active during school time than children attending normal schools (girls: β=51, p=0.065; boys: β=113, pactive (girls: β=-41, p=0.004; boys: β=-72, pgirls: β=-0.4, p=0.016; boys: β=-0.2, p=0.236) than children who attended normal schools. Examination of modification by baseline status of overweight/obesity and low cardio-respiratory fitness indicated that during PE low fit girls in particular were more active at sports schools. No differences were revealed in overall PA levels between children attending sports schools and normal schools. Sports schools children were more active than normal schools children during school time, but less active during leisure time. In girls, less organized

How to engage across sectors: lessons from agriculture and nutrition in the Brazilian School Feeding Program

OpenAIRE

Hawkes, Corinna; Brazil, Bettina Gerken; Castro, Inês Rugani Ribeiro de; Jaime, Patricia Constante

2016-01-01

OBJECTIVE: To provide insights for nutrition and public health practitioners on how to engage with other sectors to achieve public health goals. Specifically, this study provides lessons from the example of integrating family farming and a nutrition into a legal framework in Brazil on how to successfully shift other sectors toward nutrition goals.\\ud \\ud METHODS: The study analyzed policy processes that led to a Brazilian law linking family farming with the National School Feeding Program. Ma...

PEDAGOGICAL CONDITIONS OF USING A WIMMELBUCH AT ENGLISH LESSONS AT PRIMARY SCHOOL

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Iryna Lobachova

2017-04-01

Full Text Available The article deals with the problem of using a Wimmelbuch as visual teaching aids for forming foreign language communication skills at English lessons at primary school. Nowadays much attention is given to the problem of forming and improving foreign language communication skills of primary schoolchildren in scholarly works and case studies. The aim of the article is to analyze the problem of implementing visual teaching aids, in particular a Wimmelbuch while forming foreign language communication skills at English lessons at primary school. The aim involves the following tasks: to define the factors that influence forming primary schoolchildren’s communicative competence; to find out the pedagogical conditions of the problem of using visual aids (a Wimmelbuch in teaching a foreign language at primary school. Such methods as analysis, synthesis, and systematization are used to achieve the aim of the article. They help to get to the essence of the outlined problem and pass from a less general idea to more general one logically. Much attention is given to the factors that influence forming primary schoolchildren’s communicative competence. The pedagogical conditions of the problem of using a Wimmelbuch in learning a foreign language at primary school are determined. It is found out that the current labor market conditions require from the organization of the educational process at secondary school to lay the strong foundation for the formation of primary professional skills of an individual. Therefore, teaching English should have both the communicative-oriented character and professionally-directed one that promotes developing consciousness; expanding students’ outlook, their creative development, personal culture and competence; forms recognizing a multicultural world. Nowadays there are the following features of the communicative approach in learning a foreign language: a a language is examined as a means of communication, preference is

Students' beliefs and behaviour regarding low-calorie beverages, sweets or snacks: are they affected by lessons on healthy food and by changes to school vending machines?

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Kocken, Paul L; van Kesteren, Nicole M C; Buijs, Goof; Snel, Jeltje; Dusseldorp, Elise

2015-06-01

To study the effects of school lessons about healthy food on adolescents' self-reported beliefs and behaviour regarding the purchase and consumption of soft drinks, water and extra foods, including sweets and snacks. The lessons were combined with the introduction of lower-calorie foods, food labelling and price reductions in school vending machines. A cluster-randomized controlled design was used to allocate schools to an experimental group (i.e. lessons and changes to school vending machines) and a control group (i.e. 'care as usual'). Questionnaires were used pre-test and post-test to assess students' self-reported purchase of extra products and their knowledge and beliefs regarding the consumption of low-calorie products. Secondary schools in the Netherlands. Twelve schools participated in the experimental group (303 students) and fourteen in the control group (311 students). The students' mean age was 13.6 years, 71.5% were of native Dutch origin and mean BMI was 18.9 kg/m(2). At post-test, the experimental group knew significantly more about healthy food than the control group. Fewer students in the experimental group (43%) than in the control group (56%) reported bringing soft drinks from home. There was no significant effect on attitude, social norm, perceived behavioural control and intention regarding the consumption of low-calorie extra products. The intervention had limited effects on students' knowledge and self-reported behaviour, and no effect on their beliefs regarding low-calorie beverages, sweets or snacks. We recommend a combined educational and environmental intervention of longer duration and engaging parents. More research into the effects of such interventions is needed.

Remembering Columbine: School Safety Lessons for the Future

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Paine, Cathy Kennedy; Cowan, Katherine C.

2009-01-01

April 20, 2009 marks the 10th anniversary of the Columbine High School tragedy that took the lives of 12 students, a teacher, and two teen killers in 1999. This school shooting affected people worldwide who watched on television as police circled the building and terrified students fled the school with hands raised over their heads. The Columbine…

Whole School Improvement and Restructuring as Prevention and Promotion: Lessons from STEP and the Project on High Performance Learning Communities.

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Felner, Robert D.; Favazza, Antoinette; Shim, Minsuk; Brand, Stephen; Gu, Kenneth; Noonan, Nancy

2001-01-01

Describes the School Transitional Environment Project and its successor, the Project on High Performance Learning Communities, that have contributed to building a model for school improvement called the High Performance Learning Communities. The model seeks to build the principles of prevention into whole school change. Presents findings from…

The effects of video-based and activity-based instruction on high school students' knowledge, attitudes, and behavioral intentions related to seat belt use

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Jones, Tudor Griffith, III

The purpose of this study was to determine the effect of video-based science instruction and accompanying activity-based instruction on the knowledge, attitudes, and behavioral intentions of high school students' use of seat belts. Secondarily, the purpose was to determine order effects and interactions between the two treatments used in the study: video-based instruction and hands-on activity-based instruction. The study used Ajzen and Fishbein's theory of reasoned action to investigate the factors influencing high school students' behavioral intentions regarding seat belt use. This study used a pretest-posttest-posttest treatment design. Data were collected on 194 students in high school introductory biology and chemistry classes in Gainesville, Florida. Ten intact high school science classes (eight treatment and two control) took pretests and posttests measuring physics knowledge, attitudes, and behavioral intentions toward seat belt use prior to and after participating in the two treatments. The treatment group students participated in at least 500 minutes of instructional time divided among five lessons over 10 instructional days. All participants were pretested on physics knowledge, attitudes, and behavioral intentions toward seat belt use prior to two treatments. Treatment A was defined as participating in one 50-minute video-based instructional lesson. Treatment B was defined as participating in four hands-on science activities regarding crash-related physics concepts. Cronbach's coefficient alpha was used for analysis of the researcher-designed instruments, and ANOVA was used to analyze the data. The results of the analyses (p young adults.

Teachers' Social Capital as a Resource for Curriculum Development: Lessons Learnt in the Implementation of a Child-Friendly Schools Programme

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Modipane, Mpho; Themane, Mahlapahlapana

2014-01-01

This paper reports on lessons learnt in the use of teachers' social capital as a resource for curriculum development, in the implementation of the Child-Friendly Schools (CFS) programme in South Africa. The researchers in this study were amongst the trainers. The study followed a qualitative research approach, where a descriptive research design…

Influences of Multimedia Lesson Contents On Effective Learning

Directory of Open Access Journals (Sweden)

Tuncay Yavuz Ozdemir

2013-11-01

Full Text Available In the information era that we experience today, there is a rapid change in the methods, techniques and materials used for education and teaching. The usage of information and communication technology-assisted teaching materials are becoming more commonplace. Parallel to these developments, the Ministry of National Education took steps to develop IT substructures of all schools in the country and implemented many projects. The purpose of this study is to determine whether or not the multimedia lesson content used by teachers affect effective learning. This study is a qualitative study, conducted with 45 teachers working in primary schools during the 2011-2012 academic year. According to the study findings, participants believe that using multimedia lesson content during lectures increases student motivation, makes students more curious and interested, and think that using multimedia lesson content has positive effects.

Freedom of Expression Laws and the College Press: Lessons Learned from the High Schools.

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Paxton, Mark

This paper examines two recent attempts to enact state freedom of expression laws for public college and university students and discusses the prospects for such laws in the context of state scholastic freedom of expression laws covering high school journalists in six states. It examines the case of Kincaid v. Gibson, which decided that…

I Can Hardly Wait to See What I Am Going to Do Today: Lesson Planning Perspectives of Experienced Band Teachers

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Shaw, Ryan D.

2017-01-01

The purpose of this study was to investigate the lesson planning practices of three experienced band teachers at the high school level. For the purposes of this study, experienced teachers were those with 25 or more years of teaching experience. Research questions were: (a) how do experienced high school band teachers plan for teaching, and (b)…

Effect of the Dutch school-based education programme 'Taste Lessons' on behavioural determinants of taste acceptance and healthy eating: a quasi-experimental study.

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Battjes-Fries, Marieke C E; Haveman-Nies, Annemien; Renes, Reint-Jan; Meester, Hante J; van 't Veer, Pieter

2015-08-01

To assess the effect of the Dutch school-based education programme 'Taste Lessons' on children's behavioural determinants towards tasting unfamiliar foods and eating healthy and a variety of foods. In a quasi-experimental study design, data on behavioural determinants were collected at baseline, four weeks and six months after the intervention in both the intervention and control group. Children completed consecutively three questionnaires in which knowledge, awareness, skills, attitude, emotion, subjective norm and intention towards the two target behaviours were assessed. Teachers implemented on average a third of the programme activities. Multilevel regression analyses were conducted to compare individual changes in the determinants in the intervention group with those in the control group, corrected for children's gender and age. Effect sizes were expressed as Cohen's d. Dutch elementary schools. Forty-nine classes (1183 children, 9-12 years old) in grades 5-8 of twenty-one elementary schools. The intervention group showed a higher increase in knowledge (d=0·26, Peating healthy and a variety of foods. Full and repeated implementation of Taste Lessons in subsequent years might result in larger effects.

Lessons Learned from a Consultation Process Overseas

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Merino-Soto, César

2014-01-01

In this commentary I discuss three international school consultation experiences, highlighting aspects that serve as lessons for professional development and the implementation of effective and helpful strategies that meet the needs of children and youth in school systems. Relationships developed and maintained between the consulting teams and the…

Authoritative school climate and high school dropout rates.

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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).

Lesson Learning at JPL

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Oberhettinger, David

2011-01-01

A lessons learned system is a hallmark of a mature engineering organization A formal lessons learned process can help assure that valuable lessons get written and published, that they are well-written, and that the essential information is "infused" into institutional practice. Requires high-level institutional commitment, and everyone's participation in gathering, disseminating, and using the lessons

How to engage across sectors: Lessons on leveraging agriculture for nutrition from the Brazilian school meal program

OpenAIRE

Hawkes, C.; Jaime, P. C.; Rugani, I. C.; Brasil, B. G.

2016-01-01

OBJECTIVE:\\ud To provide insights for nutrition and public health practitioners on how to engage with other sectors to achieve public health goals. Specifically, this study provides lessons from the example of integrating family farming and a nutrition into a legal framework in Brazil on how to successfully shift other sectors toward nutrition goals. \\ud METHODS: \\ud The study analyzed policy processes that led to a Brazilian law linking family farming with the National School Feeding Program...

Unintended Learning in Primary School Practical Science Lessons from Polanyi's Perspective of Intellectual Passion

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Park, Jisun; Song, Jinwoong; Abrahams, Ian

2016-03-01

This study explored, from the perspective of intellectual passion developed by Michael Polanyi, the unintended learning that occurred in primary practical science lessons. We use the term `unintended' learning to distinguish it from `intended' learning that appears in teachers' learning objectives. Data were collected using video and audio recordings of a sample of twenty-four whole class practical science lessons, taught by five teachers, in Korean primary schools with 10- to 12-year-old students. In addition, video and audio recordings were made for each small group of students working together in order to capture their activities and intra-group discourse. Pre-lesson interviews with the teachers were undertaken and audio-recorded to ascertain their intended learning objectives. Selected key vignettes, including unintended learning, were analysed from the perspective of intellectual passion developed by Polanyi. What we found in this study is that unintended learning could occur when students got interested in something in the first place and could maintain their interest. In addition, students could get conceptual knowledge when they tried to connect their experience to their related prior knowledge. It was also found that the processes of intended learning and of unintended learning were different. Intended learning was characterized by having been planned by the teacher who then sought to generate students' interest in it. In contrast, unintended learning originated from students' spontaneous interest and curiosity as a result of unplanned opportunities. Whilst teachers' persuasive passion comes first in the process of intended learning, students' heuristic passion comes first in the process of unintended learning. Based on these findings, we argue that teachers need to be more aware that unintended learning, on the part of individual students, can occur during their lesson and to be able to better use this opportunity so that this unintended learning can be

Benefits of Lessons Expected by Parents : Results of a Survey on Parents Enrolling Their Children in Piano Lessons

OpenAIRE

末永,雅子

2013-01-01

With the declining birth rate, parents are becoming increasingly interested in childhood education. While the objective of cram schools and English lessons, which are targeted at advancement to higher education, is enhancement of academic ability, the expected benefits of lessons in activities such as piano and sports are not the acquisition of special knowledge or skills, but rather the development of physical fitness, concentration, and other abilities that are useful in dail...

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

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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…

Sample Lesson Plans. Management for Effective Teaching.

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Fairfax County Public Schools, VA. Dept. of Instructional Services.

This guide is part of the Management for Effective Teaching (MET) support kit, a pilot project developed by the Fairfax County (Virginia) Public Schools to assist elementary school teachers in planning, managaing, and implementing the county's curriculum, Program of Studies (POS). In this guide, a sample lesson plan of a teaching-learning activity…

Implementing an Alcohol and Other Drug Use Prevention Program Using University-High School Partnerships: Challenges and Lessons Learned

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Milroy, Jeffrey J.; Orsini, Muhsin Michael; Wyrick, David L.; Fearnow-Kenney, Melodie; Wagoner, Kimberly G.; Caldwell, Rebecca

2015-01-01

Background: School-based alcohol and other drug use prevention remains an important national strategy. Collaborative partnerships between universities and high schools have the potential to enhance prevention programming; however, there are challenges to sustaining such partnerships. Purpose: The purpose of this commentary is to underscore…

How to engage across sectors: lessons from agriculture and nutrition in the Brazilian School Feeding Program.

Science.gov (United States)

Hawkes, Corinna; Brazil, Bettina Gerken; Castro, Inês Rugani Ribeiro de; Jaime, Patricia Constante

2016-08-11

To provide insights for nutrition and public health practitioners on how to engage with other sectors to achieve public health goals. Specifically, this study provides lessons from the example of integrating family farming and a nutrition into a legal framework in Brazil on how to successfully shift other sectors toward nutrition goals. The study analyzed policy processes that led to a Brazilian law linking family farming with the National School Feeding Program. Main actors involved with the development of the law were interviewed and their narratives were analyzed using a well-established theoretical framework. The study provides five key lessons for promoting intersectorality. First, nutrition and health practitioners can afford to embrace bold ideas when working with other sectors. Second, they should engage with more powerful sectors (or subsectors) and position nutrition goals as providing solutions that meet the interests of these sector. Third is the need to focus on a common goal - which may not be explicitly nutrition-related - as the focus of the intersectoral action. Fourth, philosophical, political, and governance spaces are needed to bring together different sectors. Fifth, evidence on the success of the intersectoral approach increases the acceptance of the process. This study on policy processes shows how a convergence of factors enabled a link between family farming and school feeding in Brazil. It highlights that there are strategies to engage other sectors toward nutrition goals which provides benefits for all sectors involved.

Discovering Euler Circuits and Paths through a Culturally Relevant Lesson

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Robichaux, Rebecca R.; Rodrigue, Paulette R.

2006-01-01

This article describes a middle school discrete mathematics lesson that uses the context of catching crawfish to provide students with a hands-on experience related to Euler circuits and paths. The lesson promotes mathematical communication through the use of cooperative learning as well as connections between mathematics and the real world…

A comparative study of the effectiveness of "Star Show" vs. "Participatory Oriented Planetarium" lessons in a middle school Starlab setting

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Platco, Nicholas L.., Jr.

2005-06-01

The purpose of this study was to compare the effectiveness of "Star Show" and the "Participatory Oriented Planetarium" (POP) instructional programs in a middle school Starlab setting. The Star Show is a planetarium program that relies heavily on an audiovisual/lecture format to impart information, while the POP method of instruction is an inquiry, activity-based approach to teaching astronomy. All Star Show and POP lessons were conducted in a Starlab planetarium. This study examined the effectiveness of the two methods on the attainment of astronomy knowledge, changes in student attitudes toward astronomy, retention of knowledge, and gender differences. A pilot study (N = 69) was conducted at a middle school near King of Prussia, Pennsylvania. The main study (N = 295) was conducted at a middle school near Reading, Pennsylvania. All students were pretested and posttested in both studies. The testing instruments included a 60-question paper-and-pencil content test and a 22-item Likert-style science attitude test. The content test was judged to be valid and reliable by a panel of science educators. The attitude test is a field-tested attitude survey developed by Michael Zeilik. The topics included in the Star Show and POP lessons were seasons, moon phases, eclipses, stars, and constellations. The Star Show programs used in this study are professionally prepared planetarium programs from Jeff Bowen Productions. Several planetarium educators who have been involved with planetarium training workshops throughout the United States developed the POP lessons used in this study. The Star Show was clearly the more effective method for improving student knowledge in both the pilot and main studies. Both methods were equally effective for improving student attitudes toward astronomy. The POP method was the more effective method of instruction when retention of knowledge was examined four weeks after the treatments ended. Gender did not have any significant effect on this study

Creating the High-Resolution Settlement Layer - lessons learned

Science.gov (United States)

Gros, A.

2017-12-01

Facebook publishes the High-resolution Settlement Layer (HRSL: https://ciesin.columbia.edu/data/hrsl/) in collaboration with Columbia University's CIESIN institute and the World Bank. So far, data for 13 countries have been published over the past nine months. HRSL data for Burkina Faso, Ghana, Haiti, Ivory Coast, Madagascar, Malawi, Mexico, The Philippines, Rwanda, South Africa, Sri Lanka, Thailand, and Uganda are available for download. We will present a status update and report on lessons learned.

Interrelations in the Development of Primary School Learners' Creative Imagination and Creative Activity When Depicting a Portrait in Visual Art Lessons

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Šlahova, Aleksandra; Volonte, Ilze; Cacka, Maris

2017-01-01

Creative imagination is a psychic process of creating a new original image, idea or art work based on the acquired knowledge, skills, and abilities as well as on the experience of creative activity. The best of all primary school learners' creative imagination develops at the lessons of visual art, aimed at teaching them to understand what is…

Ideas for using GeoGebra and Origami in Teaching Regular Polyhedrons Lessons

Directory of Open Access Journals (Sweden)

Natalija Budinski

2018-01-01

Full Text Available The approach of combining GeoGebra and origami is well accepted among students in the school "Petro Kuzmjak" where it is used to teach geometry lessons. This article elaborates on how to introduce students (upper elementary and high school students, age 14-18 to Platonic solids and their properties through combination of GeoGebra and origami activities. Some of the important mathematical concepts related to these well-known geometrical solids can be explained to students applying hands-on activities along with educational software.

WAVE~Ripples for Change Obesity Two-Year Intervention in High School Soccer Players: Process Evaluation, Best Practices, and Youth Engagement

Directory of Open Access Journals (Sweden)

Yu Meng

2018-06-01

Full Text Available This paper reports the process data on program fidelity, best practices for intervention implementation, youth and coach engagement, and youth application of knowledge and skills for the two-year WAVE~Ripples for Change (WAVE obesity prevention intervention program focused on healthy eating, physical activity, and life skills with high school (HS soccer players aged 14–19 years. Internal (staff: n = 7; volunteers: n = 27 and external (youth: n = 100; coaches: n = 9 stakeholders were interviewed/ surveyed. Staff rated program fidelity as high (94%, as did volunteers (85%. Best practices included coach encouragement for athlete participation, use of on-line consent for enrollment, building relationships with HS staff to complete assessments, sending text reminders, and providing incentives. Study results showed an enrollment rate of 72%, completion of baseline assessments of 89–98%, attendance of sports nutrition lessons in Year 1 and Year 2 of 90% and 39%, respectively, and team-building workshop (TBW attendance of 25–31%. Activities exceeding youth expectations (>90% included, (1 activities with their soccer team; (2 the TBW-cooking; and (3 sports nutrition lessons. The obesity prevention skills most applied by youth were obtained from the TBW-gardening and harvesting (49%, the TBW-cooking (43%, and sports nutrition lessons (44%. Coaches also rated the sports nutrition lessons highly and reported increased awareness for hydration/fueling during sport by the athletes. Using sport teams/clubs to engage youth in obesity prevention is a feasible model for future study.

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…

Arctic research in the classroom: A teacher's experiences translated into data driven lesson plans

Science.gov (United States)

Kendrick, E. O.; Deegan, L.

2011-12-01

Incorporating research into high school science classrooms can promote critical thinking skills and provide a link between students and the scientific community. Basic science concepts become more relevant to students when taught in the context of research. A vital component of incorporating current research into classroom lessons is involving high school teachers in authentic research. The National Science Foundation sponsored Research Experience for Teachers (RET) program has inspired me to bring research to my classroom, communicate the importance of research in the classroom to other teachers and create lasting connections between students and the research community. Through my experiences as an RET at Toolik Field Station in Alaska, I have created several hands-on lessons and laboratory activities that are based on current arctic research and climate change. Each lesson uses arctic research as a theme for exemplifying basic biology concepts as well as increasing awareness of current topics such as climate change. For instance, data collected on the Kuparuk River will be incorporated into classroom activities that teach concepts such as primary production, trophic levels in a food chain and nutrient cycling within an ecosystem. Students will not only understand the biological concepts but also recognize the ecological implications of the research being conducted in the arctic. By using my experience in arctic research as a template, my students will gain a deeper understanding of the scientific process. I hope to create a crucial link of information between the science community and science education in public schools.

Leaving School — learning at SEA: Regular high school education alongside polar research

Science.gov (United States)

Gatti, Susanne

2010-05-01

Against the background of unsatisfactory results from the international OECD study PISA (Program for International Student Assessment), Germany is facing a period of intense school reforms. Looking back at a tradition of school culture with too few changes during the last century, quick and radical renewal of the school system is rather unlikely. Furthermore students are increasingly turning away from natural sciences [1]. The AWI aims at providing impulses for major changes in the schooling system and is offering solid science education not only for university students but also for a larger audience. All efforts towards this goal are interconnected within the project SEA (Science & Education @ the AWI). With the school-term of 2002/03 the Alfred-Wegener-Institute for Polar and Marine Research started HIGHSEA (High school of SEA). The program is the most important component of SEA. Each year 22 high school students (grade 10 or 11) are admitted to HIGHSEA spending their last three years of school not at school but at the institute. Four subjects (biology as a major, chemistry, math and English as accessory subjects) are combined and taught fully integrated. Students leave their school for two days each week to study, work and explore all necessary topics at the AWI. All of the curricular necessities of the four subjects have been rearranged in their temporal sequencing thus enabling a conceptual formulation of four major questions to be dealt with in the course of the three-year program [2]. Students are taught by teachers of the cooperation schools as well as by scientists of the AWI. Close links and intense cooperation between both groups are the basis of fundamental changes in teaching and learning climate. We are organizing expeditions for every group of HIGHSEA-students (e. g. to the Arctic or to mid-Atlantic seamounts). For each student expedition we devise a "real" research question. Usually a single working group at the AWI has a special interest in the

PENINGKATAN KOMPETENSI PEDAGOGIK GURU DAN KEMAMPUAN AKADEMIK SISWA MELALUI LESSON STUDY

Directory of Open Access Journals (Sweden)

Eka Andriani

2016-11-01

Full Text Available This study aims to improve teachers' pedagogical competence and academic achievement of students through lesson study based learning. The design of this study is classroom action research method of observation and written tests. The data were analyzed by quantitative descriptive. The research was conducted on a geography teacher and students of class XI social science programe specialization courses in high school. The results showed an increase pedagogical competence of teachers of the first cycle to the second cycle. This can be seen from the ability of teachers prepare lesson plans and implementing learning. Based learning lesson study also impact on improving the academic skills of students in the form of activity and learning outcomes. Penelitian ini bertujuan untuk meningkatkan kompetensi pedagogik guru dan prestasi akademik siswa melalui pembelajaran berbasis lesson study. Rancangan penelitian ini adalah penelitian tindakan kelas dengan metode observasi dan tes tertulis. Data dianalisis secara deskriptif kuantitatif. Penelitian ini dilakukan pada guru Geografi dan siswa kelas XI program peminatan ilmu sosial di SMA. Hasil penelitian menunjukkan adanya peningkatan kompetensi pedagogik guru dari siklus I ke siklus II. Hal ini bisa dilihat dari kemampuan guru menyusun RPP dan melaksanakan pembelajaran. Pembelajaran berbasis lesson study juga berdampak pada peningkatan kemampuan akademis siswa berupa aktivitas dan hasil belajar.

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

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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…

The Development of Inquiry Learning Materials to Complete Content Life System Organization in Junior High School Students

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Mayasari, F.; Raharjo; Supardi, Z. A. I.

2018-01-01

This research aims to develop the material eligibility to complete the inquiry learning of student in the material organization system of junior high school students. Learning materials developed include syllabi, lesson plans, students’ textbook, worksheets, and learning achievement test. This research is the developmental research which employ Dick and Carey model to develop learning material. The experiment was done in Junior High School 4 Lamongan regency using One Group Pretest-Posttest Design. The data collection used validation, observation, achievement test, questionnaire administration, and documentation. Data analysis techniques used quantitative and qualitative descriptive.The results showed that the developed learning material was valid and can be used. Learning activity accomplished with good category, where student activities were observed. The aspects of attitudes were observed during the learning process are honest, responsible, and confident. Student learning achievement gained an average of 81, 85 in complete category, with N-Gain 0, 75 for a high category. The activities and student response to learning was very well categorized. Based on the results, this researcher concluded that the device classified as feasible of inquiry-based learning (valid, practical, and effective) system used on the material organization of junior high school students.

The Effectiveness of Collaborative Writing Strategy (CWS in Writing Lesson Regarded to The Students’ Creativity

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Kiky Soraya

2016-11-01

Full Text Available This study is aimed at finding out what appropriate methods to be usedin writing lesson seen from the students’ creativity especially for studentswho have high creativityand low creativity. This study used quasi experimental research. The population of the research was the eighth grade of a Junior High School in Wonosari in the academic year of 2013/2014. The sampling technique used was cluster random sampling. The sample in this study was 64 students covering 32 students of E as experimental class and 32 students of C as control class. The data or the students’ writing scores were analyzed in terms of their frequency distribution, normality, homogeneity, then ANOVA and Tuckey tests to test the research hypotheses. Based on the result, the research findings are: CWS is more effective than MWS in writing lesson; the high creativity students produced better writing rather than the low creativity student; and the interaction of teaching methods and the students’ creativity is existing in this writing lesson. In short, Collaborative Writing Strategy (CWS is effective to teach writing for the eighth grade of a Junior High School in Wonosari, Gunungkidul. Then, the research result implies that it is better for the teachers to apply CWS in teaching and learning process of writing, to improve the students’ writing achievement, CWS needs to be used in the classroom activities, then future research can conduct the similar research with different sample and different students’ condition.

High-school Student Teams in a National NASA Microgravity Science Competition

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DeLombard, Richard; Hodanbosi, Carol; Stocker, Dennis

2003-01-01

The Dropping In a Microgravity Environment or DIME competition for high-school-aged student teams has completed the first year for nationwide eligibility after two regional pilot years. With the expanded geographic participation and increased complexity of experiments, new lessons were learned by the DIME staff. A team participating in DIME will research the field of microgravity, develop a hypothesis, and prepare a proposal for an experiment to be conducted in a NASA microgravity drop tower. A team of NASA scientists and engineers will select the top proposals and then the selected teams will design and build their experiment apparatus. When completed, team representatives will visit NASA Glenn in Cleveland, Ohio to operate their experiment in the 2.2 Second Drop Tower and participate in workshops and center tours. NASA participates in a wide variety of educational activities including competitive events. There are competitive events sponsored by NASA (e.g. NASA Student Involvement Program) and student teams mentored by NASA centers (e.g. For Inspiration and Recognition of Science and Technology Robotics Competition). This participation by NASA in these public forums serves to bring the excitement of aerospace science to students and educators.Researchers from academic institutions, NASA, and industry utilize the 2.2 Second Drop Tower at NASA Glenn Research Center in Cleveland, Ohio for microgravity research. The researcher may be able to complete the suite of experiments in the drop tower but many experiments are precursor experiments for spaceflight experiments. The short turnaround time for an experiment's operations (45 minutes) and ready access to experiment carriers makes the facility amenable for use in a student program. The pilot year for DIME was conducted during the 2000-2001 school year with invitations sent out to Ohio- based schools and organizations. A second pilot year was conducted during the 2001-2002 school year for teams in the six-state region

Standardizing assessment practices of undergraduate medical competencies across medical schools: challenges, opportunities and lessons learned from a consortium of medical schools in Uganda.

Science.gov (United States)

Mubuuke, Aloysius Gonzaga; Mwesigwa, Catherine; Maling, Samuel; Rukundo, Godfrey; Kagawa, Mike; Kitara, David Lagoro; Kiguli, Sarah

2014-01-01

Health professions education is gradually moving away from the more traditional approaches to new innovative ways of training aimed at producing professionals with the necessary competencies to address the community health needs. In response to these emerging trends, Medical Education for Equitable Services to All Ugandans (MESAU), a consortium of Ugandan medical schools developed key competencies desirable of graduates and successfully implemented Competency Based Education (CBE) for undergraduate medical students. To examine the current situation and establish whether assessment methods of the competencies are standardized across MESAU schools as well as establish the challenges, opportunities and lessons learned from the MESAU consortium. It was a cross-sectional descriptive study involving faculty of the medical schools in Uganda. Data was collected using focus group discussions and document reviews. Findings were presented in form of themes. Although the MESAU schools have implemented the developed competencies within their curricular, the assessment methods are still not standardized with each institution having its own assessment procedures. Lack of knowledge and skills regarding assessment of the competencies was evident amongst the faculty. The fear for change amongst lecturers was also noted as a major challenge. However, the institutional collaboration created while developing competencies was identified as key strength. Findings demonstrated that despite having common competencies, there is no standardized assessment blue print applicable to all MESAU schools. Continued collaboration and faculty development in assessment is strongly recommended.

A Lesson Plan Incorporating Collaborative Strategic Reading

Institute of Scientific and Technical Information of China (English)

陈江萍

2017-01-01

This essay is going to have an in-depth analysis of the Collaborative Strategic Reading, a four-step reading comprehen-sion strategy popular in the Western classrooms. It will start with some brief introduction about this instructional approach in company with its theoretical rationale and research evidence for its effectiveness of improving learners 'reading competence. Fo-cused on the previewing skill, the first step of the reading instruction, a modified lesson plan is designed in the Chinese high school setting, followed by justification of the major elements of the plan, and some practical implications.

A Lesson Plan Incorporating Collaborative Strategic Reading

Institute of Scientific and Technical Information of China (English)

陈江萍

2017-01-01

This essay is going to have an in-depth analysis of the Collaborative Strategic Reading, a four-step reading comprehen?sion strategy popular in the Western classrooms. It will start with some brief introduction about this instructional approach in company with its theoretical rationale and research evidence for its effectiveness of improving learners 'reading competence. Fo?cused on the previewing skill, the first step of the reading instruction, a modified lesson plan is designed in the Chinese high school setting, followed by justification of the major elements of the plan, and some practical implications.

Journalism Beyond High School.

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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…

Professional growth in adaptive teaching competence as a result of Lesson Study

NARCIS (Netherlands)

Schipper, Tijmen; Goei, Sui Lin; de Vries, Siebrich; van Veen, Klaas

2017-01-01

Since classrooms have become more diverse, professional development on adaptive teaching seems critically important, yet turns out to be complex. Lesson Study may address this issue due to its explicit focus on student learning. In total, 22 Lesson Study participants from" different school contexts

Professional growth in adaptive teaching competence as a result of Lesson Study

NARCIS (Netherlands)

Tijmen Schipper; Sui Lin Goei; Klaas Veen; Siebrich Vries

2017-01-01

Since classrooms have become more diverse, professional development on adaptive teaching seems critically important, yet turns out to be complex. Lesson Study may address this issue due to its explicit focus on student learning. In total, 22 Lesson Study participants from different school contexts

Process of Argumentation in High School Biology Class: A Qualitative Analysis

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Ramli, M.; Rakhmawati, E.; Hendarto, P.; Winarni

2017-02-01

Argumentation skill can be nurtured by designing a lesson in which students are provided with the opportunity to argue. This research aims to analyse argumentation process in biology class. The participants were students of three biology classes from different high schools in Surakarta Indonesia. One of the classroom was taught by a student teacher, and the rest were instructed by the assigned teachers. Through a classroom observation, oral activities were noted, audio-recorded and video-taped. Coding was done based on the existence of claiming-reasoning-evidence (CRE) process by McNeill and Krajcik. Data was analysed qualitatively focusing on the role of teachers to initiate questioning to support argumentation process. The lesson design of three were also analysed. The result shows that pedagogical skill of teachers to support argumentation process, such as skill to ask, answer, and respond to students’ question and statements need to be trained intensively. Most of the argumentation found were only claiming, without reasoning and evidence. Teachers have to change the routine of mostly posing open-ended questions to students, and giving directly a correct answer to students’ questions. Knowledge and skills to encourage student to follow inquiry-based learning have to be acquired by teachers.

Anticipating students' reasoning and planning prompts in structured problem-solving lessons

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Vale, Colleen; Widjaja, Wanty; Doig, Brian; Groves, Susie

2018-02-01

Structured problem-solving lessons are used to explore mathematical concepts such as pattern and relationships in early algebra, and regularly used in Japanese Lesson Study research lessons. However, enactment of structured problem-solving lessons which involves detailed planning, anticipation of student solutions and orchestration of whole-class discussion of solutions is an ongoing challenge for many teachers. Moreover, primary teachers have limited experience in teaching early algebra or mathematical reasoning actions such as generalising. In this study, the critical factors of enacting the structured problem-solving lessons used in Japanese Lesson Study to elicit and develop primary students' capacity to generalise are explored. Teachers from three primary schools participated in two Japanese Lesson Study teams for this study. The lesson plans and video recordings of teaching and post-lesson discussion of the two research lessons along with students' responses and learning are compared to identify critical factors. The anticipation of students' reasoning together with preparation of supporting and challenging prompts was critical for scaffolding students' capacity to grasp and communicate generality.

Lesson Exemplars in Electricity and Students’ Epistemological Beliefs

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Vergel P. Mirana

2017-10-01

Full Text Available The study evaluated the effects of a developed lesson exemplars in electricity integrating computer simulations and constructivist approach on students' Epistemological Beliefs. Specifically, it sought to determine how computer simulations, constructivist approach and Formativ e Assessment Classroom Technique (FACT can be integrated in the lesson exemplars in electricity; and evaluate the effects of the developed lesson exemplars in the students’ Epistemological Beliefs. The investigation employed the pre - experimental single - gr oup pretest and posttest study using the Epistemological Beliefs Assessment in Physical Sciences (EBAPS questionnaire. The study was conducted among seventy - two (72 Grade 10 students of a laboratory high school from a state university in the Philippines. They were taught using Physics Educational Technology (PhET and other web - based simulations, constructivist approach, and formative assessment classroom technique. The results revealed that the over - all Epistemological Beliefs of the students did not cha nge significantly; only along Nature of Knowing and Learning and Real - Life Applicability. Generally, utilizing computer simulations and applying constructivist approach did not alter students' epistemological beliefs in its entirety. However, it can be en gaging and effective in promoting students’ understanding of Physics.

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…

Creating a lab to facilitate high school student engagement in authentic paleoclimate science practices

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Maloney, A.; Walsh, E.

2012-12-01

A solid understanding of timescales is crucial for any climate change discussion. This hands-on lab was designed as part of a dual-credit climate change course in which high school students can receive college credit. Using homemade ice cores, students have the opportunity to participate in scientific practices associated with collecting, processing, and interpreting temperature and CO2 data. Exploring millennial-scale cycles in ice core data and extending the CO2 record to the present allows students to discover timescales from an investigators perspective. The Ice Core Lab has been piloted in two high school classrooms and student engagement, and epistemological and conceptual understanding was evaluated using quantitative pre and post assessment surveys. The process of creating this lab involved a partnership between an education assessment professional, high school teachers, and University of Washington professors and graduate students in Oceanography, Earth and Space Sciences, Atmospheric Sciences and the Learning Sciences as part of the NASA Global Climate Change University of Washington in the High School program. This interdisciplinary collaboration led to the inception of the lab and was necessary to ensure that the lesson plan was pedagogically appropriate and scientifically accurate. The lab fits into a unit about natural variability and is paired with additional hands-on activities created by other graduate students that explore short-timescale temperature variations, Milankovitch cycles, isotopes, and other proxies. While the Ice Core Lab is intended to follow units that review the scientific process, global energy budget, and transport, it can be modified to fit any teaching platform.

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…

Strategies for Successfully Teaching Students with ADD or ADHD in Instrumental Lessons

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Melago, Kathleen A.

2014-01-01

Teachers can easily encounter students with Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD) in the instrumental lesson setting. Applicable to instrumental lesson settings in the public or private schools, private studios, or college studios, this article focuses on specific strategies ranging from the…

Effectiveness of Student Learning during Experimental Work in Primary School.

Science.gov (United States)

Logar, Ana; Peklaj, Cirila; Ferk Savec, Vesna

2017-09-01

The aim of the research was to optimize the effectiveness of student learning based on experimental work in chemistry classes in Slovenian primary schools. To obtain evidence about how experimental work is implemented during regular chemistry classes, experimental work was videotaped during 19 units of chemistry lessons at 12 Slovenian primary schools from the pool of randomly selected schools. Altogether 332 eight-grade students were involved in the investigation, with an average age of 14.2 years. Students were videotaped during chemistry lessons, and their worksheets were collected afterward. The 12 chemistry teachers, who conducted lessons in these schools, were interviewed before the lessons; their teaching plans were also collected. The collected data was analyzed using qualitative methods. The results indicate that many teachers in Slovenian primary schools are not fully aware of the potential of experimental work integrated into chemistry lessons for the development of students' experimental competence. Further research of the value of different kinds of training to support teachers for the use of experimental work in chemistry teaching is needed.

Bringing Computational Thinking into the High School Science and Math Classroom

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Trouille, Laura; Beheshti, E.; Horn, M.; Jona, K.; Kalogera, V.; Weintrop, D.; Wilensky, U.; University CT-STEM Project, Northwestern; University CenterTalent Development, Northwestern

2013-01-01

Computational thinking (for example, the thought processes involved in developing algorithmic solutions to problems that can then be automated for computation) has revolutionized the way we do science. The Next Generation Science Standards require that teachers support their students’ development of computational thinking and computational modeling skills. As a result, there is a very high demand among teachers for quality materials. Astronomy provides an abundance of opportunities to support student development of computational thinking skills. Our group has taken advantage of this to create a series of astronomy-based computational thinking lesson plans for use in typical physics, astronomy, and math high school classrooms. This project is funded by the NSF Computing Education for the 21st Century grant and is jointly led by Northwestern University’s Center for Interdisciplinary Exploration and Research in Astrophysics (CIERA), the Computer Science department, the Learning Sciences department, and the Office of STEM Education Partnerships (OSEP). I will also briefly present the online ‘Astro Adventures’ courses for middle and high school students I have developed through NU’s Center for Talent Development. The online courses take advantage of many of the amazing online astronomy enrichment materials available to the public, including a range of hands-on activities and the ability to take images with the Global Telescope Network. The course culminates with an independent computational research project.

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…

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…

Teacher and student perspectives on motivation within the high school science classroom

Science.gov (United States)

Pickens, Melanie Turnure

The purpose of this study was to investigate teacher and student perspectives on the motivation of high school science students and to explore specific motivational strategies used by teachers as they attempt to enhance student motivation. Four science teachers took part in an initial audio-taped interview, classroom observations with debriefing conversations, and a final audio-taped interview to discuss findings and allow member checking for data triangulation and interpretation. Participating teachers also took part in a final focus group interview. Student participants from each teacher's class were given a Likert style anonymous survey on their views about motivation and learning, motivation in science class, and specific motivational strategies that emerged in their current science class. This study focused on effective teaching strategies for motivation commonly used by the four teachers and on specific teaching strategies used by two of these four teachers in different tracks of science classes. The intent was to determine not only what strategies worked well for all types of science classes, but also what specific motivational approaches were being used in high and low tracked science classes and the similarities and differences between them. This approach provided insight into the differences in motivating tracked students, with the hope that other educators in specific tracks might use such pedagogies to improve motivation in their own science classrooms. Results from this study showed that science teachers effectively motivate their students in the following ways: Questioning students to engage them in the lesson, exhibiting enthusiasm in lesson presentations, promoting a non-threatening environment, incorporating hands-on activities to help learn the lesson concepts, using a variety of activities, believing that students can achieve, and building caring relationships in the classroom. Specific to the higher tracked classroom, effective motivational

How Junior High School English Teachers in Bengkulu City Utilise Published Textbooks in the Classroom: A Classroom Observation Study

Directory of Open Access Journals (Sweden)

Safnil Safnil

2003-01-01

Full Text Available The purpose of the study was to find out: (1 how the junior high school English teachers in Bengkulu city exploited the commercially published textbooks for classroom use; (2 if there was a difference in the way the experienced and the inexperienced English language teachers exploited the commercially published textbooks in the classroom; and (3 whether the teachers adapted textbooks or produced their own materials for classroom use. Twelve English teachers (6 experienced and 6 inexperienced teachers from four different junior high schools or SMPs (2 favourite and 2 non-favourite in Bengkulu city were the participants in this study. Data were obtained through a questionnaire, classroom observations, and sample lesson plans. The results of the study revealed that: first, the junior high school English language teachers (ET and IT; (1 used the commercially prescribed textbooks to a large extent; (2 there was not much difference between the way experienced teachers and inexperienced teachers exploited the textbooks; (3 both groups of teachers adapted the textbooks or produced their own teaching materials.

Applying Multiculturalism to a High School American Literature Course: Changing Lenses and Crossing Borders.

Science.gov (United States)

Noskin, David; Marshalek, Angela

1995-01-01

Describes a nine-week, secondary-school, language arts unit on the American dream with an emphasis on multicultural issues, particularly as they concern those students who are apathetic about or resistant to the multicultural program. Reviews specific lesson approaches to "The Great Gatsby,""Baseball in April,""Justin and…

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.

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.

Standardizing assessment practices of undergraduate medical competencies across medical schools: challenges, opportunities and lessons learned from a consortium of medical schools in Uganda

Science.gov (United States)

Mubuuke, Aloysius Gonzaga; Mwesigwa, Catherine; Maling, Samuel; Rukundo, Godfrey; Kagawa, Mike; Kitara, David Lagoro; Kiguli, Sarah

2014-01-01

Introduction Health professions education is gradually moving away from the more traditional approaches to new innovative ways of training aimed at producing professionals with the necessary competencies to address the community health needs. In response to these emerging trends, Medical Education for Equitable Services to All Ugandans (MESAU), a consortium of Ugandan medical schools developed key competencies desirable of graduates and successfully implemented Competency Based Education (CBE) for undergraduate medical students. Objectives To examine the current situation and establish whether assessment methods of the competencies are standardized across MESAU schools as well as establish the challenges, opportunities and lessons learned from the MESAU consortium. Methods It was a cross-sectional descriptive study involving faculty of the medical schools in Uganda. Data was collected using focus group discussions and document reviews. Findings were presented in form of themes. Results Although the MESAU schools have implemented the developed competencies within their curricular, the assessment methods are still not standardized with each institution having its own assessment procedures. Lack of knowledge and skills regarding assessment of the competencies was evident amongst the faculty. The fear for change amongst lecturers was also noted as a major challenge. However, the institutional collaboration created while developing competencies was identified as key strength. Conclusion Findings demonstrated that despite having common competencies, there is no standardized assessment blue print applicable to all MESAU schools. Continued collaboration and faculty development in assessment is strongly recommended. PMID:25995778

Most Effective Practices in Lesson Planning

Science.gov (United States)

Womack, Sid T.; Pepper, Stephanie; Hanna, Shellie L.; Bell, Columbus David

2015-01-01

In a previous study with 130 undergraduate teacher candidates from all licensure levels, data on candidate effectiveness were examined using factor analysis. Four factors were found in effective teaching, those being lesson planning, teacher and student reflection, safe school environment, and teacher professionalism. The present study followed…

School education on energy and environment problems

International Nuclear Information System (INIS)

Imakita, Manami

2005-01-01

In Japanese school, elementary and junior- and senior-high, it is widely agreed that teaching of energy and environment is desirable, as has been adopted in a course of study of the Ministry of Education, Culture, Sports, Science and Technology. This paper reports the present state of affairs on these problems from elementary schools to high schools, describing of each school year or grade and each lessons separately. It contains the results of the author's investigation on curriculum and syllabus including some classroom practices and measurement of natural radioactivity and radiation with the help of adequate measuring instruments and visits to some related facilities. Methods of learning and teaching are also studied together with some future prospect. (S. Ohno)

Graduate students teaching elementary earth science through interactive classroom lessons

Science.gov (United States)

Caswell, T. E.; Goudge, T. A.; Jawin, E. R.; Robinson, F.

2014-12-01

Since 2005, graduate students in the Brown University Department of Earth, Environmental, and Planetary Studies have volunteered to teach science to second-grade students at Vartan Gregorian Elementary School in Providence, RI. Initially developed to bring science into classrooms where it was not explicitly included in the curriculum, the graduate student-run program today incorporates the Providence Public Schools Grade 2 science curriculum into weekly, interactive sessions that engage the students in hypothesis-driven science. We will describe the program structure, its integration into the Providence Public Schools curriculum, and 3 example lessons relevant to geology. Lessons are structured to develop the students' ability to share and incorporate others' ideas through written and oral communication. The volunteers explain the basics of the topic and engage the students with introductory questions. The students use this knowledge to develop a hypothesis about the upcoming experiment, recording it in their "Science Notebooks." The students record their observations during the demonstration and discuss the results as a group. The process culminates in the students using their own words to summarize what they learned. Activities of particular interest to educators in geoscience are called "Volcanoes!", "The "Liquid Race," and "Phases of the Moon." The "Volcanoes!" lesson explores explosive vs. effusive volcanism using two simulated volcanoes: one explosive, using Mentos and Diet Coke, and one effusive, using vinegar and baking soda (in model volcanoes that the students construct in teams). In "Liquid Race," which explores viscosity and can be integrated into the "Volcanoes!" lesson, the students connect viscosity to flow speed by racing liquids down a ramp. "Phases of the Moon" teaches the students why the Moon has phases, using ball and stick models, and the terminology of the lunar phases using cream-filled cookies (e.g., Oreos). These lessons, among many others

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…

Virtual fetal pig dissection as an agent of knowledge acquisition and attitudinal change in female high school biology students

Science.gov (United States)

Maloney, Rebecca Scudari

One way to determine if all students can learn through the use of computers is to introduce a lesson taught completely via computers and compare the results with those gained when the same lesson is taught in a traditional manner. This study attempted to determine if a virtual fetal pig dissection can be used as a viable alternative for an actual dissection for females enrolled in high school biology classes by comparing the knowledge acquisition and attitudinal change between the experimental (virtual dissection) and control (actual dissection) groups. Two hundred and twenty-four students enrolled in biology classes in a suburban all-girl parochial high school participated in this study. Female students in an all-girl high school were chosen because research shows differences in science competency and computer usage between the genders that may mask the performance of females on computer-based tasks in a science laboratory exercise. Students who completed the virtual dissection scored significantly higher on practical test and objective tests that were used to measure knowledge acquisition. Attitudinal change was measured by examining the students' attitudes toward dissections, computer usage in the classroom, and toward biology both before and after the dissections using pre and post surveys. Significant results in positive gain scores were found in the virtual dissection group's attitude toward dissections, and their negative gain score toward virtual dissections. Attitudinal changes toward computers and biology were not significant. A purposefully selected sample of the students were interviewed, in addition to gathering a sample of the students' daily dissection journals, as data highlighting their thoughts and feelings about their dissection experience. Further research is suggested to determine if a virtual laboratory experience can be a substitute for actual dissections, or may serve as an enhancement to an actual dissection.

Craftsmanship and Technology: Level I, Unit 5, Lesson 1; Government Separation of Powers: Lesson 2; Comparisons in Literature: Lesson 3. Advanced General Education Program. A High School Self-Study Program.

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Manpower Administration (DOL), Washington, DC. Job Corps.

An advanced General Education Program has been designed to prepare an individual with the information, concepts, and general knowledge required to successfully pass the American Council on Education's High School General Education Development (GED) Test. The Advanced General Education Program provides comprehensive self-instruction in each of the…

High School Economics. Focus.

Science.gov (United States)

Watts, Michael; McCorkle, Sarapage; Meszaros, Bonnie; Smith, Robert F.; Highsmith, Robert J.

This book opens with an exploration of the fundamental trilogy of economics - scarcity, choice, and cost. Students then examine the broad social goals of an economy in preparation for lessons treating many topics new to the precollege level such as the stock market, public choice, and aggregate supply and demand. The set of 20 lessons include: (1)…

Lessons learned from Action Schools! BC--an 'active school' model to promote physical activity in elementary schools.

Science.gov (United States)

Naylor, Patti-Jean; Macdonald, Heather M; Zebedee, Janelle A; Reed, Katherine E; McKay, Heather A

2006-10-01

The 'active school' model offers promise for promoting school-based physical activity (PA); however, few intervention trials have evaluated its effectiveness. Thus, our purpose was to: (1) describe Action Schools! BC (AS! BC) and its implementation (fidelity and feasibility) and (2) evaluate the impact of AS! BC on school provision of PA. Ten elementary schools were randomly assigned to one of the three conditions: Usual Practice (UP, three schools), Liaison (LS, four schools) or Champion (CS, three schools). Teachers in LS and CS schools received AS! BC training and resources but differed on the level of facilitation provided. UP schools continued with regular PA. Delivery of PA during the 11-month intervention was assessed with weekly Activity Logs and intervention fidelity and feasibility were assessed using Action Plans, workshop evaluations, teacher surveys and focus groups with administrators, teachers, parents and students. Physical activity delivered was significantly greater in LS (+67.4 min/week; 95% CI: 18.7-116.1) and CS (+55.2 min/week; 95% CI: 26.4-83.9) schools than UP schools. Analysis of Action Plans and Activity Logs showed fidelity to the model and moderate levels of compliance (75%). Teachers were highly satisfied with training and support. Benefits of AS! BC included positive changes in the children and school climate, including provision of resources, improved communication and program flexibility. These results support the use of the 'active school' model to positively alter the school environment. The AS! BC model was effective, providing more opportunities for "more children to be more active more often" and as such has the potential to provide health benefits to elementary school children.

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.

"Getting Fit Basically Just Means, Like, Nonfat": Children's Lessons in Fitness and Fatness

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Powell, Darren; Fitzpatrick, Katie

2015-01-01

Current concerns about a childhood obesity crisis and children's physical activity levels have combined to justify fitness lessons as a physical education practice in New Zealand primary (elementary) schools. Researchers focused on children's understandings of fitness lessons argue that they construct fitness as a quest for an "ideal"…

[Violence prevention in secondary schools: the Faustlos-curriculum for middle school].

Science.gov (United States)

Schick, Andreas; Cierpka, Manfred

2009-01-01

Schools and kindergartens are particularly suitable for the implementation of violence prevention programs. Many German schools and kindergartens have securely established the violence prevention curriculum Faustlos. The Faustlos programs for kindergartens and elementary schools are now complemented with the version for middle schools. As the kindergarten- and elementary school versions the middle school program too focuses on the theoretically profound, age group-tailored promotion of empathy, impulse control and anger management. These dimensions are subdivided into the five themes "understanding the problem" "training for empathy"; "anger management", "problem solving" and "applying skills" and taught stepwise, highly structured and based on several video sequences in 31 lessons. US-American evaluation studies proof the effectiveness and the violence prevention potential of the program. With the curriculum for middle schools a comprehensive Faustlos program package is now made available to sustainably promote core violence prevention competences of children and adolescents on a developmentally appropriate level and with a consistent didactic approach.

Text Linguistics in Research Papers Prepared by University Students: Teaching through Lesson Plans and Textbooks

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Manuel Albarrán-Santiago

2015-01-01

Full Text Available This research project revolves around the properties of text linguistics under a qualitative approach.  The author analyzed drafts of a research paper by two university students as well as lesson plans and textbooks of high school Spanish Language and Literature courses and lesson plans of courses from the Licentiate degree in Education.  According to the information from the drafts, students struggle with coherence and cohesion in writing; however, they succeed in choosing the correct language for the type of writing.  Difficulties are most likely due to fact that this topic is not included in secondary education plans and is not commonly addressed in textbooks or university classes.  In conclusion, teachers should include the properties of text linguistics in their lesson plans in order to help students overcome these difficulties.

THE SYNERGISTIC SYLLABUS FOR TEACHING READING IN 32 TOURISM VOCATIONAL HIGH SCHOOL

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Ahlis Qoidah Noor

2017-12-01

Full Text Available The new Syllabus at 2013 Curriculum for vocational high school created many problems to apply in the class. Based on the Need Analysis, the writer develops a Synergistic Syllabus for teaching Reading in vocational high school. It contains the syllabus combined from Task- Based Learning, Situational Syllabus, Program of International Student Assessment ( PISA item test and Character Building. It is a R and D research uses three phases of Observation, Developing and Try Out. It is in a True Experimental Research. The main findings are Reading Skill cannot be taught effectively for some reasons. There is no appropriate syllabus for teaching Reading; most teachers need some models in a syllabus. The results are the Synergistic Syllabus for teaching Reading, a set of Reading Material for Teaching Reading and a set of the lesson plan for one semester at Grade X of Tourism VHS. It is measured through mean, median and t- Test. To Sum up Synergistic Syllabus can develop many aspects, the systematic and meaningful activities in the class, motivation and good attitude. The standardized item of assignment, and a sense of competition in Reading activities and the Synergistic Syllabus assist teachers in teaching Reading using 2013 curriculum in the class effectively.

Phagocytosis: history's lessons.

Science.gov (United States)

Garg, Manish; Chandawarkar, Rajiv Y

2013-01-01

The assimilation of lessons from the past is an essential component of education for scientists of tomorrow. These lessons are not easy to find. History books on science are few and usually highly dramatized and biographies of scientists tend to exaggerate the pomp of scientific discovery. Both underplay the hard and laborious work that is integral to any scientific pursuit. Here we illustrate one such example. A century ago, the Nobel Prize in Medicine was awarded to two scientists: Ilya Metchnikoff, a Russian zoologist, for the discovery ofphagocytosis-a cell-mediated ingestion ofmicrobes; and Paul Ehrlich, a distinguished physician-scientist, for discovering a highly antigen-specific serum-derived antibody-based immune defense. These two diametrically opposing views of the host-pathogen interaction set the stage for a strife that led to seminal advancements in immunology. Mirrored in this journey are important lessons for scientists today--ubiquitously as applicable to modern scientific life as they were a century ago. This commentaryhighlights these lessons--a fitting centenary to a well-deserved recognition.

Physics Teachers Programme or how to bring modern physics to school

CERN Multimedia

2002-01-01

A new programme for teachers took place last weekend at CERN. Fifty high school teachers sacrificed their weekend and plunged into CERN physics to find new inspirations for exciting physics lessons.   The fifty participants in the Physics Teachers programme in the Microcosm garden. High school students are often convinced that physics is a boring and useless subject, and physics teachers have a hard time presenting interesting lessons. To help them, CERN has inaugurated the Physics Teachers Programme, whose goal is to present CERN and its activities, so that teachers can get an idea of what kind of physics research is going on at the frontier of science. 'Our philosophy is to show them today what they will read in textbooks of the future', says Antonella Del Rosso, responsible for this course, 'so that they can inspire their pupils'. This programme can be considered the younger brother of the High School Teachers Programme, since it has a similar aim, but instead of being three-weeks long, it las...

Lesson study: Professional development and its impact on science teacher self-efficacy

Science.gov (United States)

Roberts, Megan Rae

This study focuses on an analysis of a professional development program known as lesson study via data obtained during an in-service professional development program for secondary school science teachers. The purpose of this study was to examine the self-efficacy beliefs of one group of science teachers related to their experiences in a lesson study. Another purpose for this research, aligned with the first, included a theoretical analysis of the lesson study construct to see if its design promoted positive self-efficacy beliefs of its participants. The research is framed within the context of social constructivism and self-efficacy and is qualitative in nature and utilized descriptive analysis as a means of research. Case studies were conducted detailing two of the six participants. Data sources included researcher field notes and transcriptions of all planning and debriefing sessions; individual interviews with each participant and the schools' principal; a participant questionnaire, and the Science Teaching Efficacy Belief Instrument. Themes that emerged included the positive perceptions of lesson study as a collaborative and teacher-centered experience; the understanding that lesson study can instill a sense of professionalism to those who participate in the process; the sense that discussing student learning using objective observations from classroom is a powerful way to assess learning and uncover personal teacher beliefs; and the insight that the time commitment that lesson study requires can inhibit teachers and schools from sustaining it as a form of on-going professional development. Although these themes are consistent with the research on lesson study in Japan and elsewhere in the United States, they also extend the research on self-efficacy and science teacher professional development. In the end, this study supported some of the conclusions of the self-efficacy research as it relates to professional development while also adding that interpersonal

Finnish Students’ Engagement in Science Lessons

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Janna Linnansaari

2015-05-01

Full Text Available The decreasing number of students who are engaged in science learning has been recognised as a problem. The pre-conditions of engagement and actual engagement were examined using a novel research method to obtain detailed information on Finnish students’ engagement in different situations and to gain a better understanding of this phenomenon. The study’s participants consisted of 68 students (31 girls, 37 boys from 9th grade and 67 students (46 girls, 21 boys from 1st grade in upper secondary school. The research aimed to answer the following question: How does Finnish students’ engagement occur in exact and life science lessons? Participants received smartphones equipped with a smartphone application that included an experience sampling method questionnaire. The smartphones were programmed to emit a signal during every science lesson and otherwise randomly during the day (from 8 am to 8 pm. The results reveal that situation and grade had significant effects on students’ pre-conditions of engagement and actual engagement. Our results also show that girls had the highest interest in life science lessons and boys in exact science lessons.

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…

Space Rocks Tell Their Secrets: Space Science Applications of Physics and Chemistry for High School and College Classes: Update

Science.gov (United States)

Lindstrom, M. M.; Tobola, K. W.; Stocco, K.; Henry, M.; Allen, J. S.; McReynolds, Julie; Porter, T. Todd; Veile, Jeri

2004-01-01

As the scientific community studies Mars remotely for signs of life and uses Martian meteorites as its only available samples, teachers, students, and the general public continue to ask, How do we know these meteorites are from Mars? This question sets the stage for a six-lesson instructional package Space Rocks Tell Their Secrets. Expanding on the short answer It s the chemistry of the rock , students are introduced to the research that reveals the true identities of the rocks. Since few high school or beginning college students have the opportunity to participate in this level of research, a slide presentation introduces them to the labs, samples, and people involved with the research. As they work through the lessons and interpret authentic data, students realize that the research is an application of two basic science concepts taught in the classroom, the electromagnetic spectrum and isotopes.

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

Mathematics teachers’ reflective practice within the context of adapted lesson study

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Barbara Posthuma

2012-11-01

Full Text Available There seems to be paucity of research in South Africa on mathematics teachers’ reflective practice. In order to study this phenomenon, the context of lesson study (in an adapted form was introduced to five mathematics teachers in a rural school in the Free State. The purpose was to investigate their reflective practice whilst they collaboratively planned mathematics lessons and reflected on the teaching of the lessons. Data were obtained through interviews, video-recorded lesson observations, field notes taken during the lesson study group meetings and document analyses (lesson plans and reflective writings. The adapted lesson study context provided a safe space for teachers to reflect on their teaching and they reported an increase in self-knowledge and finding new ways of teaching mathematics to learners. This finding has some potential value for planning professional learning programmes in which teachers are encouraged to talk about their classroom experiences, share their joys and challenges with one another and strive to build a community of reflective practitioners to enhance their learners’ understanding of mathematics.

Characterizing Mathematics Teaching Research Specialists' Mentoring in the Context of Chinese Lesson Study

Science.gov (United States)

Gu, Feishi; Gu, Lingyuan

2016-01-01

This study examines how mathematics teaching research specialists mentor practicing teachers during post-lesson debriefs of a lesson study in China. Based on a systematic, fine-grained analysis of 107 h of videotaped mentoring meetings of 20 groups of teachers and teaching research specialists from different elementary schools, this study reveals…

Implementation of lesson study in physics teaching by group of teachers in Solok West Sumatera

Science.gov (United States)

Yurnetti, Y.

2018-04-01

This article based of collaborative classroom action research with science teachers group or MGMP at Solok West Sumatera; based on their willingness to implementation of lesson study by this group. The study started by discussing some problems according to the implementation of the lesson study, establishing the teaching materials, developing learning tools, defining the model teachers, conducting classroom activities, and reflecting by discussions. The preparation of this study includes some learning material according to temperature and heat; the observation form that led by observer teachers; teachers’s model impression and open questionnaire implementation of lesson study that applied to the students and teachers. This research got some information about the strengths and weaknesses of learning using lesson study from the students involved. To conclude, the implementation of lesson study should be able to support the principle of collaborative in learning. The challenge of this study is how to make a condition to gather some teachers in one school at a certain time because they have the schedule at their own school.

Space Rocks Tell Their Secrets: Space Science Applications of Physics and Chemistry for High School and College Classes

Science.gov (United States)

Lindstrom, M. M.; Tobola, K. W.; Stocco, K.; Henry, M.; Allen, J. S.

2003-01-01

As the scientific community studies Mars remotely for signs of life and uses Martian meteorites as its only available samples, teachers, students, and the general public continue to ask, "How do we know these meteorites are from Mars?" This question sets the stage for a three-lesson instructional package Space Rocks Tell Their Secrets. Expanding on the short answer "It's the chemistry of the rock", students are introduced to the research that reveals the true identities of the rocks. Since few high school or beginning college students have the opportunity to participate in this level of research, a slide presentation introduces them to the labs, samples, and people involved with the research. As they work through the lessons and interpret real data, students realize that the research is an application of basic science concepts they should know, the electromagnetic spectrum and isotopes. They can understand the results without knowing how to do the research or operate the instruments.

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

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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.

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.

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.

Model Pembelajaran Seni Musik melalui Lesson Study: Studi Kasus di SDN Jawilan, Serang

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Yulianti Fitriani

2015-03-01

Full Text Available Artikel ini dilatar-belakangi persoalan pembelajaran seni musik di SDN Jawilan Kab. Serang. Di SD ini penyelenggaraan pendidikan seni belum memperoleh perhatian yang cukup baik dari guru. Hal ini dapat dilihat dari pembagian alokasi waktu pembelajaran dan keterlibatan guru kelas yang tidak memiliki latar belakang pendidikan seni (musik. Dampak yang muncul, rata-rata siswa belum memiliki kemandirian dalam berkreativitas dan kurang berpartisipasi aktif dalam kegiatan musik baik di sekolah maupun di luar sekolah. Untuk memperbaiki persoalan tersebut dirasa perlu meminjam Lesson Study yang di dalamnya terdapat metode, pendekatan dan strategi pembelajaran sebagai pola untuk membelajarkan seni musik agar dapat memberikan alternatif sudut pandang terhadap persoalan metode yang tepat guna dan terencana dalam pengajaran pendidikan musik di SD, termasuk paradigma membelajarkan musik secara hakiki. Hasil yang diperoleh dapat memberikan alternatif sebagai dasar pengembangan pembelajaran seni musik.   The Model of Music Learning through a Lesson Study: A Case Study in Jawilan Elementary School, Serang. The learning problems of music lessons at Jawilan Elementary School in Serang becomes the mainly source of the research background in this article. The implementation of art education in this school has not gained enough attention from teachers. It can be seen from the distribution of the allocated time of learning and the involvement of classroom teachers who do not have sufficient background in art education (music. The appearing impact shows that the average of students do not have any independence in creativity and have less-active participation in the activities of musical arts either in school or outside the school. However, solving the problem is necessary to do by using a Lesson Study as a pattern (approaches, strategies, and methods of learning to teach music that can be used as an alternative point of view in developing methods and organizing the

Designing an Earthquake-Proof Art Museum: An Arts- and Engineering-Integrated Science Lesson

Science.gov (United States)

Carignan, Anastasia; Hussain, Mahjabeen

2016-01-01

In this practical arts-integrated science and engineering lesson, an inquiry-based approach was adopted to teach a class of fourth graders in a Midwest elementary school about the scientific concepts of plate tectonics and earthquakes. Lessons were prepared following the 5 E instructional model. Next Generation Science Standards (4-ESS3-2) and the…

Pregnant Students Of Secondary Schools As Descendants Of Unwed Mothers Some Lessons To Learn

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Rosenda M. Wamelda

2015-08-01

Full Text Available This phenomenological study was designed to determine the experiences of pregnant secondary school students aged 12-19 students who were descendants of unwed mothers. In-depth-interview and focus group discussion were applied with 14 pregnant students who were utilized in selecting the participants of the study. The participants revealed that their experiences were on humiliation and disdain remorse fear and insecurity escape and remediation support and love financial constraints and acquiescence. Their coping mechanisms were being positive about the situation having the aid and support of the family faith and hope to the divine God and the wisdom of the family. Importantly the teenage mothers valued the lessons learned from the experience the values of resilience and elasticity resolution and repentance for what they have done and hopes and dreams for the future.

BiteScis: Connecting K-12 teachers with science graduate students to produce lesson plans on modern science research

Science.gov (United States)

Battersby, Cara

2016-01-01

Many students graduate high school having never learned about the process and people behind modern science research. The BiteScis program addresses this gap by providing easily implemented lesson plans that incorporate the whos, whats, and hows of today's scienctific discoveries. We bring together practicing scientists (motivated graduate students from the selective communicating science conference, ComSciCon) with K-12 science teachers to produce, review, and disseminate K-12 lesson plans based on modern science research. These lesson plans vary in topic from environmental science to neurobiology to astrophysics, and involve a range of activities from laboratory exercises to art projects, debates, or group discussion. An integral component of the program is a series of short, "bite-size" articles on modern science research written for K-12 students. The "bite-size" articles and lesson plans will be made freely available online in an easily searchable web interface that includes association with a variety of curriculum standards. This ongoing program is in its first year with about 15 lesson plans produced to date.

Moderate-to-vigorous physically active academic lessons and academic engagement in children with and without a social disadvantage : a within subject experimental design

NARCIS (Netherlands)

Mullender-Wijnsma, Marijke J.; Hartman, Esther; de Greeff, Johannes W.; Bosker, Roel J.; Doolaard, Simone; Visscher, Chris

2015-01-01

Background: Integration of physical active academic lessons in the school curriculum may be an innovative way to improve academic outcomes. This study examined the effect of physically active academic lessons (Fit en Vaardig op school) on academic engagement of socially disadvantaged children and

Variables that impact the implementation of project-based learning in high school science

Science.gov (United States)

Cunningham, Kellie

--12, were also used in the data collection process. The results of the study indicated that the use of PBL increased student engagement, ability to problem-solve, and to some extent academic performance. The results also revealed several factors that impacted the implementation of project-based learning: (a) Student attributes such as high student absenteeism, lack of motivation, and poor behavior prevented teachers from completing the PBL unit in a timely fashion. (b) Certain school and district policies and requirements were not conducive to PBL implementation. Policies and practices impacting instructional time and teaching supplies acquisition made it difficult for teachers to plan lessons and obtain necessary supplies. (c) Teachers did not receive PBL training in a timely fashion. Teachers received training approximately two months prior to implementation. (d) Teacher collaboration influenced PBL implementation as it enabled teachers to share and discuss ideas, resources, and lessons. Implications for practice include: (a) School and district leaders must create and follow policies and procedures that support conditions that support inquiry learning, (b) Teachers need resources to overcome the challenges associated with project-based learning, (c) Teachers must have the freedom to have a vision for the implementation of PBL that fits their particular classroom context, and (d) Steps should be taken to ensure students have the prior knowledge and skills to successfully engage in PBL.

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.

New Orleans-Style Education Reform: A Guide for Cities--Lessons Learned 2004-2010

Science.gov (United States)

Brinson, Dana; Boast, Lyria; Hassel, Bryan C.; Kingsland, Neerav

2012-01-01

New Schools for New Orleans (NSNO) commissioned this guide, in collaboration with the Louisiana Recovery School District and the Tennessee Achievement School District, to meet the Investing in Innovation (i3) requirement that grantees disseminate the lessons of their work. To create this guide, NSNO worked with Public Impact to build on prior…

The droso4schools project: Long-term scientist-teacher collaborations to promote science communication and education in schools.

Science.gov (United States)

Patel, Sanjai; DeMaine, Sophie; Heafield, Joshua; Bianchi, Lynne; Prokop, Andreas

2017-10-01

Science communication is becoming an increasingly important part of a scientist's remit, and engaging with primary and secondary schools is one frequently chosen strategy. Here we argue that science communication in schools will be more effective if based on good understanding of the realities of school life, which can be achieved through structured participation and/or collaboration with teachers. For example, the Manchester Fly Facility advocates the use of the fruit fly Drosophila as an important research strategy for the discovery processes in the biomedical sciences. To communicate this concept also in schools, we developed the 'droso4schools' project as a refined form of scientist-teacher collaboration that embraces the expertise and interests of teachers. Within this project, we place university students as teaching assistants in university partner schools to collaborate with teachers and develop biology lessons with adjunct support materials. These lessons teach curriculum-relevant biology topics by making use of the profound conceptual understanding existing in Drosophila combined with parallel examples taken from human biology. By performing easy to implement experiments with flies, we bring living organisms into these lessons, thus endeavouring to further enhance the pupil's learning experience. In this way, we do not talk about flies but rather work with flies as powerful teaching tools to convey mainstream curriculum biology content, whilst also bringing across the relevance of Drosophila research. Through making these lessons freely available online, they have the potential to reach out to teachers and scientists worldwide. In this paper, we share our experiences and strategies to provide ideas for scientists engaging with schools, including the application of the droso4schools project as a paradigm for long-term school engagement which can be adapted also to other areas of science. Copyright © 2017 The Author(s). Published by Elsevier Ltd.. All

Arts Impact: Lessons from ArtsBridge

Science.gov (United States)

Shimshon-Santo, Amy R.

2010-01-01

Arts Impact summarizes lessons learned at the ArtsBridge Program. It is informed by in-depth participant observation, logic modeling, and quantitative evaluation of program impact on K-12 students in inner city schools and arts students at the University of California Los Angeles over a two year period. The case study frames its analysis through a…

How Can We Make Computing Lessons More Inclusive?

OpenAIRE

Shelton , Chris

2017-01-01

Part 3: Computer Science Education and Its Future Focus and Development; International audience; Whilst there is a substantial body of research that shows how Information and Communications Technologies (ICTs) can support schools and teachers to make their classrooms more inclusive, there is a need for more evidence describing how best to ensure that the teaching of computing itself is inclusive. This paper reports on a literature review of inclusive education in school computing lessons. It ...

Social Studies Teachers' Viewpoints of the Social Studies Lesson "Sample of Turkey and Afghanistan"

Science.gov (United States)

Sonmez, Omer Faruk

2014-01-01

This study was conducted to reveal the perceptions of history, geography and social studies teachers giving the social studies lesson at primary schools in Turkey and Afghanistan towards the social studies lesson. The working group of the study involves history, geography and social studies teachers rendering service in Tokat and Kayseri provinces…

Evaluating dosage effects for the positive action program: How implementation impacts internalizing symptoms, aggression, school hassles, and self-esteem.

Science.gov (United States)

Smokowski, Paul R; Guo, Shenyang; Wu, Qi; Evans, Caroline B R; Cotter, Katie L; Bacallao, Martica

2016-01-01

Positive Action (PA) is a school-based intervention for elementary-, middle-, and high-school students that aims to decrease problem behaviors (e.g., violence, substance use) and increase positive behaviors (e.g., academic achievement, school engagement). PA has a long history of documented success achieving these aims, making it an Evidence Based Practice (EBP). Intervention research on EBP's has established the importance of implementation fidelity, especially with regard to program dosage; failure to properly implement an EBP can have negative consequences on targeted outcomes, especially if participants are exposed to a low dosage of the program (e.g., fewer lessons than specified). Much of the current research on PA has neglected to examine how program dosage impacts PA's effect on targeted outcomes. Using propensity score models, multiple imputation, and a 2-level hierarchical linear model, the current study fills this gap and examines how different dosages of PA as measured by years participating in PA and number of PA lessons, impacts adolescent internalizing symptoms, aggression, perceptions of school hassles, and self-esteem over a 3-year period. The current sample included middle school students in grades 6, 7, and 8 (N = 5,894). The findings indicate that students who received 3 years of the PA intervention and a high number of PA lessons had a significantly higher self-esteem score than those who received 0 years of PA or zero lessons. Participants who received 1 year of PA also reported significantly lower school hassle scores than those who received 0 years. Dosage had no statistically significant effects on aggression or internalizing score. Implications are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Movie Lessons: Cultural Politics and the Visible Practices of Schooling

Science.gov (United States)

Saltmarsh, David

2011-01-01

This article examines teaching practices and pedagogies shown in three Hollywood movies. Although some government reports and the media articles may assert that the quality of teaching in public schools is poor, by contrast mainstream movies of the "urban high school" genre often champion teachers who are able to make a difference in…

The Religion Teacher's Handbook: A Primer on the Vocation of Teaching Catholic High School Religion

Science.gov (United States)

Mueting, Timothy R.

2017-01-01

All Catholic school teachers are called to be evangelists and catechists. Religion teachers have a special duty to teach religion systematically in a classroom. This book is meant to be a handbook or guidebook with practical elements of teaching and sample lesson plans and projects.

Space Rocks Tell Their Secrets: Space Science Applications of Physics and Chemistry for High School and College Classes. Update.

Science.gov (United States)

Lindstrom, M. M.; Tobola, K. W.; Allen, J. S.; Stocco, K.; Henry, M.; Allen, J. S.; McReynolds, Julie; Porter, T. Todd; Veile, Jeri

2005-01-01

As the scientific community studies Mars remotely for signs of life and uses Martian meteorites as its only available samples, teachers, students, and the general public continue to ask, "How do we know these meteorites are from Mars?" This question sets the stage for a six-lesson instructional package Space Rocks Tell Their Secrets. Expanding on the short answer "It's the chemistry of the rock", students are introduced to the research that reveals the true identities of the rocks. Since few high school or beginning college students have the opportunity to participate in this level of research, a slide presentation introduces them to the labs, samples, and people involved with the research. As they work through the lessons and interpret authentic data, students realize that the research is an application of two basic science concepts taught in the classroom, the electromagnetic spectrum and isotopes. Additional information is included in the original extended abstract.

Using Technology to Facilitate Differentiated High School Science Instruction

Science.gov (United States)

Maeng, Jennifer L.

2017-10-01

This qualitative investigation explored the beliefs and practices of one secondary science teacher, Diane, who differentiated instruction and studied how technology facilitated her differentiation. Diane was selected based on the results of a previous study, in which data indicated that Diane understood how to design and implement proactively planned, flexible, engaging instructional activities in response to students' learning needs better than the other study participants. Data for the present study included 3 h of semi-structured interview responses, 37.5 h of observations of science instruction, and other artifacts such as instructional materials. This variety of data allowed for triangulation of the evidence. Data were analyzed using a constant comparative approach. Results indicated that technology played an integral role in Diane's planning and implementation of differentiated science lessons. The technology-enhanced differentiated lessons employed by Diane typically attended to students' different learning profiles or interest through modification of process or product. This study provides practical strategies for science teachers beginning to differentiate instruction, and recommendations for science teacher educators and school and district administrators. Future research should explore student outcomes, supports for effective formative assessment, and technology-enhanced readiness differentiation among secondary science teachers.

Incorporating Earth Science into Other High School Science Classes

Science.gov (United States)

Manning, C. L. B.; Holzer, M.; Colson, M.; Courtier, A. M. B.; Jacobs, B. E.

2016-12-01

As states begin to review their standards, some adopt or adapt the NGSS and others write their own, many basing these on the Framework for K-12 Science Education. Both the NGSS and the Frameworks have an increased emphasis on Earth Science but many high school teachers are being asked to teach these standards in traditional Biology, Chemistry and Physics courses. At the Earth Educators Rendezvous, teachers, scientists, and science education researchers worked together to find the interconnections between the sciences using the NGSS and identified ways to reference the role of Earth Sciences in the other sciences during lectures, activities and laboratory assignments. Weaving Earth and Space sciences into the other curricular areas, the teams developed relevant problems for students to solve by focusing on using current issues, media stories, and community issues. These and other lessons and units of study will be presented along with other resources used by teachers to ensure students are gaining exposure and a deeper understanding of Earth and Space Science concepts.

Investigation of high school male and female students‘ attitudes towards Physical Education and Sports course

Directory of Open Access Journals (Sweden)

Kadir PEPE

2016-09-01

Full Text Available Aim: The investigation has been made in order to define high school male and female students’ attitudes towards physical education and sports course. Material and Methods: The Research is in research screening model. The population of the study is consisted of Burdur province and high schools located in the selected district and the sample group consists of students studying at the 9th, 10th, 11th, 12th grade in these schools. The data have been obtained from the written sources and by using survey methods. The attitude scale of physical education and sports classes for secondary school students developed by Güllü and Güçlü (2007 has been used. Questionnaires have been applied to the sample group by being consulted with one to one by sampling method. 950 individuals in total, 522 women and 428 men, have answered to the questionnaire. The data obtained have been transferred to a computer for statistical process and as statistical procedures, frequency (% and Independent samples t- test, to determine the difference between variables, have been applied. In the detection of differences, reviews have been made by being adopting the significance level of 0.05 in compliance with the answer distributions given to each question and the averages. Results: According to the obtained data; according to the responses of the surveyed high school students studying in average, their attitudes are positive to physical education and sports lessons; it is seen that there is a significant relationship in the significance level of 0,05 in comparative statistical procedures (p <0.05 . Conclusion: As a result; we can say that students' attitudes towards physical education and sports classes participated in the survey are positive, but male students have more positive attitudes than female students.

Federal Textbook on Citizenship. Our Constitution and Government: Lessons on the Constitution and Government of the United States for Use in the Public Schools by Candidates for Citizenship.

Science.gov (United States)

Seckler-Hudson, Catheryn

Thirty lessons, including 60 illustrations of maps and charts, provide a study framework for candidates preparing for their naturalization examinations as applicants for U. S. citizenship. Representative government is described in terms of group associations, comparing family, community, church, school, city, state, and national organization. The…

The first English (EFL) lesson : Initial settings or the emergence of a playful classroom culture

NARCIS (Netherlands)

van Dam, J.; Bannink, A.; Bell, N.

2017-01-01

This discourse-based micro-ethnographic study scrutinizes the various forms of play that are a recurrent and salient feature of a first English (EFL) lesson in a Dutch secondary school context. In the first part of the lesson collective speaking formats associated with cultural games and routines in

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...

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

Useful Measures in the Field of Time and Dimensional Rationalisation of Manual Training Lessons

Science.gov (United States)

Fosnaric, Samo; Planinsec, Jurij

2010-01-01

Schoolwork, especially lessons in manual skills is often associated with various ergonomics stresses. These stresses are the result not only of school obligations but also of the physical working environment and inadequate lesson planning. Much can be done in this field if certain approaches are taken into consideration at the work planning stage.…

Teaching Astronomy and Computation with Gaia: A New Curriculum for an Extra-curricular High School Program

Science.gov (United States)

Schwab, Ellianna; Faherty, Jacqueline K.; Barua, Prachurjya; Cooper, Ellie; Das, Debjani; Simone-Gonzalez, Luna; Sowah, Maxine; Valdez, Laura; BridgeUP: STEM

2018-01-01

BridgeUP: STEM (BridgeUP) is a program at the American Museum of Natural History (AMNH) that seeks to empower women by providing early-career scientists with research fellowships and high-school aged women with instruction in computer science and algorithmic methods. BridgeUP achieves this goal by employing post-baccalaureate women as Helen Fellows, who, in addition to conducting their own scientific research, mentor and teach high school students from the New York City area. The courses, targeted at early high-school students, are designed to teach algorithmic thinking and scientific methodology through the lens of computational science. In this poster we present the new BridgeUP astronomy curriculum created for 9th and 10th grade girls.The astronomy course we present is designed to introduce basic concepts as well as big data manipulation through a guided exploration of Gaia (DR1). Students learn about measuring astronomical distances through hands-on lab experiments illustrating the brightness/distance relationship, angular size calculations of the height of AMNH buildings, and in-depth Hertzsprung-Russell Diagram activities. Throughout these labs, students increase their proficiency in collecting and analyzing data, while learning to build and share code in teams. The students use their new skills to create color-color diagrams of known co-moving clusters (Oh et al. 2017) in the DR1 dataset using Python, Pandas and Matplotlib. We discuss the successes and lessons learned in the first implementation of this curriculum and show the preliminary work of six of the students, who are continuing with computational astronomy research over the current school year.

Nutrition sciences as part of school education on secondary level

Directory of Open Access Journals (Sweden)

Christiane Hillger

2008-03-01

Full Text Available

Background: The following article focuses on nutrition related topics that had been implemented in the curricula of secondary level schools in Saxony, Germany, during their reorganisation. The overall aim was to make children and adolescents more sensitive to nutrition related topics in their daily lives. Thus, the lesson plans that have been created for the teachers will be introduced and a preview of further steps will be given.

Methods: For the subject economics-technology-household exemplary lesson plans within the framework of the Saxon curricula were created for secondary level schools from grades eight to ten. Furthermore, conceptions for project days and different kinds of courses were prepared for nutrition related topics. After the lesson plans were tested and three teachers were consulted, feedback from all of the subject teachers was obtained via interview for qualitative analysis. Fifty-two pupils were asked to answer a questionnaire. The responses according to the lessons were taken partially standardised and were evaluated.

Results: Teachers as well as pupils appreciated the complex lesson plans and materials on scientific basis.The consulted subject teachers emphasised that the lesson plans can be regarded as a fundamental preparation for their further work. If necessary they need to be adapted to the teacher’s ideas and special circumstances in school.

Conclusions: With the preparation of the lesson plans important steps were realised within the restructuring process of Saxon curricula. Thus, the implementation of nutrition related topics in school curricula could be achieved.

Geological field study for science education on Elementary and Junior high school student, in Shimane prefecture, Japan

Science.gov (United States)

Matsumoto, I.

2011-12-01

The importance of learning at field has been increasing in the elementary and the junior high school in Japan. And, an environmental education is one of the important subjects even in the school education, too. It was important, as for science education, understanding with actual feeling and learning were specified as for the Teaching outlines (the Japanese Ministry of Education, Culture, Sports, Science and Technology) of the new science textbook of the elementary and the junior high school as well. However, It is a little actual situation that there is in an opportunity for the field learning enforced in the school lesson by the investigation of JST (Japan Science and Tecnology Agency). This tendency is strong as much as school of the city and that circumference. I have this cause think that there are a few suitable places for learning to observe geological and biological field near school. In addition, below two is pointed out as a big problem to obstruct the execution of field learning. 1) A natural experience isn't being done sufficient as much as a teacher can teach to the student. 2) It doesn't have the confidence that a teacher teaches a student geology and biology at the field. I introduce the practical example of geological field learning at the public elementary school of the Shimane prefecture by this research. Though it is the place where nature is comparatively rich even in Japan, it can't be said that field learning is popular in Shimane prefecture. A school teacher has to learning experience at field, and he must settle confidence to guide a student at the field. A specialist in the university and the museum must support continuous learning for that to the school teacher.

Protocol for the 'Virtual Traveller' cluster-randomised controlled trial: a behaviour change intervention to increase physical activity in primary-school Maths and English lessons.

Science.gov (United States)

Norris, E; Dunsmuir, S; Duke-Williams, O; Stamatakis, E; Shelton, N

2016-06-27

Physical activity (PA) has been shown to be an important factor for health and educational outcomes in children. However, a large proportion of children's school day is spent in sedentary lesson-time. There is emerging evidence about the effectiveness of physically active lessons: integrating physical movements and educational content in the classroom. 'Virtual Traveller' is a novel 6-week intervention of 10-min sessions performed 3 days per week, using classroom interactive whiteboards to integrate movement into primary-school Maths and English teaching. The primary aim of this project is to evaluate the effect of the Virtual Traveller intervention on children's PA, on-task behaviour and student engagement. This study will be a cluster-randomised controlled trial with a waiting-list control group. Ten year 4 (aged 8-9 years) classes across 10 primary schools will be randomised by class to either the 6-week Virtual Traveller intervention or the waiting-list control group. Data will be collected 5 times: at baseline, at weeks 2 and 4 of the intervention, and 1 week and 3 months postintervention. At baseline, anthropometric measures, 4-day objective PA monitoring (including 2 weekend days; Actigraph accelerometer), PA and on-task behaviour observations and student engagement questionnaires will be performed. All but anthropometric measures will be repeated at all other data collection points. Changes in overall PA levels and levels during different time-periods (eg, lesson-time) will be examined. Changes in on-task behaviour and student engagement between intervention groups will also be examined. Multilevel regression modelling will be used to analyse the data. Process evaluation will be carried out during the intervention period. The results of this study will be disseminated through peer-review publications and conference presentations. Ethical approval was obtained through the University College London Research Ethics Committee (reference number: 3500

Virtual Learning Simulations in High School: Effects on Cognitive and Non-cognitive Outcomes and Implications on the Development of STEM Academic and Career Choice

OpenAIRE

Thisgaard, Malene; Makransky, Guido

2017-01-01

The present study compared the value of using a virtual learning simulation compared to traditional lessons on the topic of evolution, and investigated if the virtual learning simulation could serve as a catalyst for STEM academic and career development, based on social cognitive career theory. The investigation was conducted using a crossover repeated measures design based on a sample of 128 high school biology/biotech students. The results showed that the virtual learning simulation increas...

Faster and Further Morphosyntactic Development of CLIL vs. EFL Basque-Spanish Bilinguals Learning English in High-School

Directory of Open Access Journals (Sweden)

Amparo Lázaro

2012-06-01

Full Text Available A general advantage in proficiency has been repeatedly reported for learners receiving Content and Language Integrated Learning (CLIL when compared to learners who only receive English lessons. However, fine-grained studies addressing the aspects which make up this general advantage are still scarce. Within this context, this paper concentrates on the morphosyntactic development of two groups of (Basque-Spanish adolescents learning English in high-school over a two-year period. One group (n= 15 received CLIL instruction and English classes while the other group (n=11 only received English classes. The results indicate a clear advantage for the CLIL group, which seems to be at a further developmental stage. Nonetheless, both groups improve over the two years and, unlike previous claims in schools, no signs of fossilization are found although inaccuracies in inflection still exist. In light of these results, the value of increasing exposure in the form of CLIL lessons in high-school is discussed.Repetidamente se ha demostrado que los alumnos en programas de Adquisición Integrada de Contenidos y Lengua Extranjera (AICLE son mejores que los alumnos que únicamente reciben clases de inglés. Sin embargo, pocos trabajos han especificado qué aspectos concretos de la lengua mejoran con estas metodologías. Este trabajo analiza, a lo largo de dos años, el desarrollo morfosintáctico de dos grupos de adolescentes bilingües (euskera-castellano que aprenden inglés en el colegio. Un grupo (n=11 solo recibe clases de inglés mientras que el otro (n=15 también recibe clases de AICLE. Los resultados muestran que los alumnos AICLE presentan un mayor desarrollo morfosintáctico. También se muestra que ambos grupos evolucionan a lo largo de los dos años y, frente a trabajos anteriores, no hay signos de fosilización aunque los problemas flexivos persisten. Con estos resultados, se discute la validez de aumentar la exposición al inglés mediante programas

"Give Me a Lesson and I'll Deliver It": Teaching Assistants' Experiences of Leading Primary Mathematics Lessons in England

Science.gov (United States)

Houssart, Jenny

2013-01-01

Teaching Assistants (TAs) in primary schools in England have a growing pedagogic role. For some, this sometimes includes responsibility for the whole class instead of the teacher. This article draws on 24 interview transcripts to examine the practice in the context of primary mathematics lessons and from TAs' viewpoints. Emergency cover is often…

Implementing A Flipped Classroom: A Case Study of Biology Teaching in A Greek High School

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Angeliki GARIOU-PAPALEXIOU

2017-07-01

Full Text Available The purpose of this study was to investigate the application of the model of the “flipped classroom” as a complementary method to school distance education in junior high school Biology. The “flipped classroom” model attempts a different way of organizing the educational process according to which the traditional methods of learning at school and studying at home are interchanged, the learners’ active involvement is supported, their autonomy is reinforced, ICT is utilized and learning occurs partially by distance (blended learning. We performed an action research implementing flipped classroom in Biology teaching in a class of 17 students attending the1st year of junior high school. The educational platform used was the Learning Activity Management System (LAMS. The findings were evaluated qualitative rather than quantitative, and can provide evidence about the prevailing situation. During the action research, it became evident that time management in the classroom was improved. Furthermore, it was observed that students’ involvement in the educational process was also improved. Students had already familiarized themselves with the cognitive aspect of the lesson before entering the class and they considered the learning process as an individual affair which does not only depend on the teacher. The implementation of digital activities accomplished by distance led to taking action and initiative and finally to active learning. School distance education combined with the radical development of ICT can be complementary with the use of various methods, like the “flipped learning”, and give a new perspective and potential to the limited choices of conventional education in the Greek educational system which is worth further investigation.

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,…

Let's Think Creatively: Designing a High School Lesson on Metaphorical Creativity for English L2 Learners

Science.gov (United States)

Wang, Hung-chun

2018-01-01

This article reports on a practitioner research study exploring how creative thinking activities can be designed and integrated into high school English classes. It delineates the process of developing a metaphorical creativity workshop for year 11 students in Taiwan and demonstrates the students' workshop experiences and learning outcomes.…

ADULT FOLK HIGH SCHOOLS DURING THE SOVIET ERA (1917-1991

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Olga Vasilevna Gordina

2015-02-01

Full Text Available Life-long education is the important factor of adult’s effective social functioning. In contemporary informational society this statement is considered to be true. However, content and technological aspects of a life-long education have not been worked out in detail, therefore, those aspects are at the center of Russian and foreign specialists’ debates. Studying the development of adult schools during the Soviet period could have a heuristic value. Throughout this period we can trace effective and diverse experience in organizing adult education through variety of school types. Education of Soviet nation was seen to be a state priority. From the one hand, in that time it led to unification of adult education schools, form the other hand, it contributed to forming a base for education of various strata of society. During the Soviet epoch school system evolved, with school’s purposes and curricula changing: from fight against in 1920–1940-s, knowledge level renewal in post-war period (evening schools for young people living in rural areas or working at plants to improving standard of life, providing opportunities for creativity and personal security (Adult education centers. History of adult education development in Russia that is being shaped nowadays may rest on predecessors’ experience to reveal some risks and learn a lesson relevant to new generations of specialists in adult education.

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.

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.

School-Based Drug Abuse Prevention Programs in High School Students

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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…

Expository Text and Middle School Students: Some Lessons Learned.

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Street, Chris

2002-01-01

Presents the "Structured Reading Lesson" as one simple way to structure reading activities so that the before, during, and after phases of the reading experience are all touched upon. Considers how reading strategies that students have developed to comprehend fictional narratives do not always help them with textbooks. Presents…

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...

Catholic High Schools and Rural Academic Achievement.

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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…

E-LEARNING FROM NATURE THROUGH E-LESSONS

Directory of Open Access Journals (Sweden)

Anca Cristina COLIBABA

2017-08-01

Full Text Available The article is a study based on the e-Learning from Nature project (2015-1-IT02-KA201-015133 funded by the European Commission. The project’s main objectives are centred on improving students’ low achievement and stimulating secondary school students’ interest in science subjects. The article focuses on scientific education and its challenges and suggests an innovative approach which connects science with nature. It examines one of the most important project outputs: the e-lessons (short video lessons created within the European partnership and the way they can contribute to increasing students’ motivation to learn science. Participant teachers’ testimonials have also been considered in the general evaluation of this project output.

Teaching Ethics to High School Students

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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…

The effect of acute exercise and psychosocial stress on fine motor skills and testosterone concentration in the saliva of high school students.

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Mirko Wegner

Full Text Available Little is known about the influence of different stressors on fine motor skills, the concentration of testosterone (T, and their interaction in adolescents. Therefore, 62 high school students aged 14-15 years were randomly assigned to two experimental groups (exercise, psychosocial stress and a control group. Exercise stress was induced at 65-75% of the maximum heart rate by running for 15 minutes (n = 24. Psychosocial stress was generated by an intelligence test (HAWIK-IV, which was uncontrollable and characterized by social-evaluative-threat to the students (n = 21. The control group followed was part of a regular school lesson with the same duration (n = 28. Saliva was collected after a normal school lesson (pre-test as well as after the intervention/control period (post-test and was analyzed for testosterone. Fine motor skills were assessed pre- and post-intervention using a manual dexterity test (Flower Trail from the Movement Assessment Battery for Children-2. A repeated measure ANCOVA including gender as a covariate revealed a significant group by test interaction, indicating an increase in manual dexterity only for the psychosocial stress group. Correlation analysis of all students shows that the change of testosterone from pre- to post-test was directly linked (r = -.31, p = .01 to the changes in manual dexterity performance. Participants showing high increases in testosterone from pre- to post-test made fewer mistakes in the fine motor skills task. Findings suggest that manual dexterity increases when psychosocial stress is induced and that improvement of manual dexterity performance corresponds with the increase of testosterone.

Implementing Enrichment Clusters in Elementary Schools: Lessons Learned

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Fiddyment, Gail E.

2014-01-01

Enrichment clusters offer a way for schools to encourage a high level of learning as students and adults work together to develop a product, service, or performance by applying advanced knowledge and authentic processes to real-world problems. This study utilized a qualitative research design to examine the perceptions and experiences of two…

Credentialing high school psychology teachers.

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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.

The Pulsar Search Collaboratory: Involving High School Students in Astronomical Research -- A Progress Report

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Rosen, Rachel; Heatherly, S.; McLauglin, M.; Lorimer, D.

2010-01-01

The National Science Foundation funded "Pulsar Search Collaboratory” project is a collaboration between the National Radio Astronomy Observatory (NRAO) in Green Bank, WV and West Virginia University aimed at provoking interest in Science-Technology-Engineering-Math (STEM) careers and increasing scientific and information technology literacy among high-school students within the state and region. Over the initial three-year phase of this program, 60 high-school teachers at schools throughout region and over 300 students will be involved in the search for new pulsars and transient objects by analyzing over 30 TB of data collected by the Green Bank Telescope in 2007. Although training is provided to teachers and student leaders via a summer workshop, additional students may join the program, learning from their peers how to conduct the data analysis. We are now in the second year of the PSC and we present a progress report from the first year of the PSC. We will summarize our approaches to implementing this challenging project, including the use of online tools to communicate with and sustain interest among the student teams, and the development of a unique graphical database through which students access and analyze pulsar plots. We will present the student results including one astronomical discovery as well as statistics on the plots that students have analyzed, including distribution among schools, number of known pulsars found, and RFI detection. Finally we will present evaluation results and lessons learned from the first year of the PSC. These include results from pre/post testing of teachers and students that show changes in student interest in STEM careers resulting from the PSC, and statistics on student participation.

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

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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…

Protocol for the ‘Virtual Traveller’ cluster-randomised controlled trial: a behaviour change intervention to increase physical activity in primary-school Maths and English lessons

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Norris, E; Dunsmuir, S; Duke-Williams, O; Stamatakis, E; Shelton, N

2016-01-01

Introduction Physical activity (PA) has been shown to be an important factor for health and educational outcomes in children. However, a large proportion of children's school day is spent in sedentary lesson-time. There is emerging evidence about the effectiveness of physically active lessons: integrating physical movements and educational content in the classroom. ‘Virtual Traveller’ is a novel 6-week intervention of 10-min sessions performed 3 days per week, using classroom interactive whiteboards to integrate movement into primary-school Maths and English teaching. The primary aim of this project is to evaluate the effect of the Virtual Traveller intervention on children's PA, on-task behaviour and student engagement. Methods and analysis This study will be a cluster-randomised controlled trial with a waiting-list control group. Ten year 4 (aged 8–9 years) classes across 10 primary schools will be randomised by class to either the 6-week Virtual Traveller intervention or the waiting-list control group. Data will be collected 5 times: at baseline, at weeks 2 and 4 of the intervention, and 1 week and 3 months postintervention. At baseline, anthropometric measures, 4-day objective PA monitoring (including 2 weekend days; Actigraph accelerometer), PA and on-task behaviour observations and student engagement questionnaires will be performed. All but anthropometric measures will be repeated at all other data collection points. Changes in overall PA levels and levels during different time-periods (eg, lesson-time) will be examined. Changes in on-task behaviour and student engagement between intervention groups will also be examined. Multilevel regression modelling will be used to analyse the data. Process evaluation will be carried out during the intervention period. Ethics and dissemination The results of this study will be disseminated through peer-review publications and conference presentations. Ethical approval was obtained through the University

Safe school task force: University-community partnership to promote student development and a safer school environment.

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Adler, Corey; Chung-Do, Jane; Ongalibang, Ophelia

2008-01-01

The Asian/Pacific Islander Youth Violence Prevention Center (APIYVPC) focuses its youth violence prevention efforts on community mobilization by partnering with Kailua High School and other local community groups. This paper describes the development and activities of the Safe School Task Force (SSTF) and the lessons learned. In response to concerns of school, community members, and students, the SSTF was organized to promote student leadership in raising awareness about problems related to violence. Collaboration among the school, community, and the university places students in leadership roles to reduce school violence and enhances their self-efficacy to improve their school environment. To increase SSTF effectiveness, more attention must be paid to student recruitment, consistent community partnerships, and gaining teacher buy-in. This partnership may be useful in multicultural communities to provide students the opportunities to learn about violence prevention strategies, community mobilization, and leadership skills.

School Uniforms in Urban Public High Schools

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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…

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

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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…

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…

The Study of Potentials and Problems in Reading Faced By the Eighth Grade Students of Junior High School

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Ida Ayu Made Istri Utami

2017-03-01

Full Text Available Knowing students’ problems, especially in reading, is very important to design an appropriate and meaningful learning. From the problem identification, teacher can find the potency of designing and developing material to meet students’ need. Therefore, this study was aimed to identify the potentials and problems toward reading lesson faced by the eighth grade students of Junior High School. This study was based on the result of classroom observation, document study, and also checklists. The identification of potency and problems through classroom observation was done to obtain data on how existing reading material was used in teaching reading on the classroom. There was also document study to evaluate existing reading material and syllabus used for teaching reading. Then, the data from the teacher and students had been gathered by administering checklists. From the result of the study, it can be identified that the problems faced by the eighth grade students of Junior High School in reading dealt with topic selection, pictures or illustration, and reading activities, while the potency was to develop new reading material by using those problems as consideration.

Tobacco Use Prevention Education. K-12 Lesson Plans from the Montana Model Curriculum for Health Enhancement.

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Montana State Office of Public Instruction, Helena.

This publication presents K-12 tobacco use prevention lesson plans for schools in the state of Montana. Lessons for students in grades K-6 include: family connections; body tracing; smokeless tobacco; prenatal development; tobacco look-alikes; tobacco chemicals; analyzing tobacco and alcohol ads; tobacco use and the lungs; and a personal health…

The academic and nonacademic characteristics of science and nonscience majors in Yemeni high schools

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Anaam, Mahyoub Ali

The purposes of this study were: (a) to identify the variables associated with selection of majors; (b) to determine the differences between science and nonscience majors in general, and high and low achievers in particular, with respect to attitudes toward science, integrated science process skills, and logical thinking abilities; and (c) to determine if a significant relationship exists between students' majors and their personality types and learning styles. Data were gathered from 188 twelfth grade male and female high school students in Yemen, who enrolled in science (45 males and 47 females) and art and literature (47 males and 49 females) tracks. Data were collected by the following instruments: Past math and science achievement (data source taken from school records), Kolb's Learning Styles Inventory (1985), Integrated Science Process Skills Test, Myers-Briggs Type Indicator, Attitude Toward Science in School Assessment, Group Assessment of Logical Thinking, Yemeni High School Students Questionnaire. The Logistic Regression Model and the Linear Discriminant Analysis identified several variables that are associated with selection of majors. Moreover, some of the characteristics of science and nonscience majors that were revealed by these models include the following: Science majors seem to have higher degrees of curiosity in science, high interest in science at high school level, high tendency to believe that their majors will help them to find a potential job in the future, and have had higher achievement in science subjects, and have rated their math teachers higher than did nonscience majors. In contrast, nonscience majors seem to have higher degrees of curiosity in nonscience subjects, higher interest in science at elementary school, higher anxiety during science lessons than did science majors. In addition, General Linear Models allow that science majors generally demonstrate more positive attitudes towards science than do nonscience majors and they

Science teachers' beliefs about teaching and reform: Case studies from a restructured high school

Science.gov (United States)

King, Elizabeth A.

A qualitative research study of the beliefs of three science teachers about teaching and educational reform was carried out at a restructured high school belonging to the Coalition of Essential Schools (CES), a nationally prominent restructuring movement. One problem of educational reform is to sustain change in the science classroom. A new wave of reform is shifting the focus away from curriculum changes and towards professionalism of teachers empowered to restructure schools. The beliefs of the teachers are key to decisions made in the classroom. The teachers and staff of Metro High School adopted the Ten Common Principles of CES as their guide to restructuring and sustaining change. Changes included increased authority for teachers in shared decision making, increased staff time for professional development, grouping students heterogeneously, grouping students and faculty in teams for extended time periods, and organizing instruction around small group and individual student study (student-centered). The theoretical framework centers on the constructivist theory of learning, particularly Vygotsky's socio-cultural model, and Bakhtin's dialogic function of language. Nespor's belief system model was used to describe the four characteristic features of beliefs: episodic memories, alternativity, existential presumption, and evaluative loading. My research questions were: What memories of teaching have influenced the teachers? What are the teachers' beliefs about the learning environment? What are the teachers' beliefs about their students? What are the teachers' beliefs about student activities? Interviews were the primary data source for the case studies of the three teachers, with additional data from lesson plans, photo-voice, and other artifacts. The teachers shared many common beliefs including that strong peer support is necessary for reform. The teachers' beliefs allied themselves to the majority of the common principles of CES, especially personalization and

The implementation of discovery learning model based on lesson study to increase student's achievement in colloid

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Suyanti, Retno Dwi; Purba, Deby Monika

2017-03-01

The objectives of this research are to get the increase student's achievement on the discovery learning model based on lesson study. Beside of that, this research also conducted to know the cognitive aspect. This research was done in three school that are SMA N 3 Medan. Population is all the students in SMA N 11 Medan which taken by purposive random sampling. The research instruments are achievement test instruments that have been validated. The research data analyzed by statistic using Ms Excell. The result data shows that the student's achievement taught by discovery learning model based on Lesson study higher than the student's achievement taught by direct instructional method. It can be seen from the average of gain and also proved with t-test, the normalized gain in experimental class of SMA N 11 is (0.74±0.12) and control class (0.45±0.12), at significant level α = 0.05, Ha is received and Ho is refused where tcount>ttable in SMA N 11 (9.81>1,66). Then get the improvement cognitive aspect from three of school is C2 where SMA N 11 is 0.84(high). Then the observation sheet result of lesson study from SMA N 11 92 % of student working together while 67% less in active using media.

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

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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"…

Stroke education using an animated cartoon and a manga for junior high school students.

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Shigehatake, Yuya; Yokota, Chiaki; Amano, Tatsuo; Tomii, Yasuhiro; Inoue, Yasuteru; Hagihara, Takaaki; Toyoda, Kazunori; Minematsu, Kazuo

2014-07-01

We investigated whether junior high school students could be educated regarding stroke with an animated cartoon and a Manga that we produced for the purpose of dissemination of this knowledge. We produced a 10-minute animated cartoon and a Manga that provided information regarding stroke risk factors, stroke signs and symptoms, and awareness to immediately contact emergent medical service (EMS) on identification of stroke signs and symptoms. From December 2011 to March 2012, 493 students in 15 classes of the first grade (age 12-13 years) of 3 junior high schools were enrolled in the study. Each subject watched the animated cartoon and read the Manga; this was referred to as "training." Lessons about stroke were not given. Questionnaires on stroke knowledge were evaluated at baseline, immediately after the training, and 3 months after the training. The proportion of correct answers given immediately after the training was higher for all questions, except those related to arrhythmia, compared with baseline. Percentage of correct answers given at 3 months was higher than that at baseline in questions related to facial palsy (75% versus 33%), speech disturbance (91% versus 60%), hemiplegia (79% versus 52%), numbness of 1 side (58% versus 51%), calling for EMS (90% versus 85%), alcohol intake (96% versus 72%), and smoking (69% versus 54%). At 3 months after the training, 56% of students answered the FAST (facial droop, arm weakness, speech disturbance, time to call for EMS) mnemonic correctly. Stroke education using these teaching aids of the animated cartoon and the Manga improved stroke knowledge in junior high school students. Copyright © 2014 National Stroke Association. Published by Elsevier Inc. All rights reserved.

Effects of same-sex versus coeducational physical education on the self-perceptions of middle and high school students.

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Lirgg, C D

1993-09-01

The purpose of this field experiment was to investigate the effects of attending either a coeducational or a same-sex physical education class on several self-perception variables. Middle and high school youth who had previously been in coeducational classes were assigned to either a same-sex or a new coeducational physical education class for a 10-lesson unit of basketball. Analyses were conducted at both the group and the individual levels. Self-perception variables examined included perceived self-confidence of learning basketball, perceived usefulness of basketball, and perceived gender-appropriateness of basketball. Results of hierarchical linear model group level analyses indicated that the variability in groups for self-confidence could be explained by grade, class type, and the interaction between gender and class type. At the individual level, multivariate results showed that, after the unit, males in coeducational classes were significantly more confident in their ability to learn basketball than males in same-sex classes. Also, males in same-sex classes decreased in confidence from pretreatment to posttreatment. Perceived usefulness of basketball emerged as the strongest predictor of self-confidence for learning basketball for both genders. In general, middle school students preferred same-sex classes, whereas high school students preferred coeducational classes.

A School-Located Vaccination Adolescent Pilot Initiative in Chicago: Lessons Learned.

Science.gov (United States)

Caskey, Rachel N; Macario, Everly; Johnson, Daniel C; Hamlish, Tamara; Alexander, Kenneth A

2013-09-01

Many adolescents underutilize preventive services and are underimmunized. To promote medical homes and increase immunization rates, we conceptualized and implemented a 3-year, 8-school pilot school-located vaccination collaborative program. We sought community, parent, and school nurse input the year prior to implementation. We selected schools with predominantly Medicaid-enrolled or Medicaid-eligible students to receive Vaccines For Children stock vaccines. Nurses employed by a mass immunizer delivered these vaccines at participating schools 3 times a year. Over 3 years, we delivered approximately 1800 vaccines at schools. School administrators, health centers, and neighboring private physicians generally welcomed the program. Parents did not express overt concerns about school-located vaccination. School nurses were not able to participate because of multiple school assignments. Obtaining parental consent via backpack mail was an inefficient process, and classroom incentives did not increase consent form return rate. The influenza vaccine had the most prolific uptake. The optimal time for administering vaccines was during regular school hours. Although school-located vaccination for adolescents is feasible, this is a paradigm shift for community members and thus accompanies challenges in implementation. High principal or school personnel turnover led to a consequent lack of institutional memory. It was difficult to communicate directly with parents. Because we were uncertain about the proportion of parents who received consent forms, we are exploring Internet-based and back-to-school registration options for making the consent form distribution and return process more rigorous. Securing an immunization champion at each school helped the immunization processes. Identifying a financially sustainable school-located vaccination model is critical for national expansion of school-located vaccination. © The Author 2013. Published by Oxford University Press on behalf of

[Heritage Education Lesson Plans and Slide Presentations].

Science.gov (United States)

Van Buren, Maurie

Field tested in 27 schools and in grades four through twelve, this teaching unit stresses heritage education through the study of southern U.S. architectural styles for homes from the pioneer log structures to the 1950s ranch home. Each of the four lessons in this unit focuses around a slide presentation of 20 slides designed to fit into one…

Effectiveness of physical education to promote motor competence in primary school children

OpenAIRE

Lopes, Vítor P.; Stodden, David F.; Rodrigues, Luis Paulo

2017-01-01

Motor skill (MS) competence is an important contributing factor for healthy development. The goal was to test the effectiveness of primary school physical education (PE) on MS and physical fitness (PF) development. Three classes (n = 60, aged 9.0 ± 0.9) were randomly assigned to three diverse conditions during a school year: two PE lessons/week (PE-2), three PE lessons/week (PE-3), and no PE lessons control group (CG). BMI, skinfolds, PF (9-min run/walk, sit-up, modified pull-ups), gymnast...

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

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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…

The Tension between Authoritative and Dialogic Discourse: A Fundamental Characteristic of Meaning Making Interactions in High School Science Lessons

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Scott, Philip H.; Mortimer, Eduardo F.; Aguiar, Orlando G.

2006-01-01

In this paper, we draw upon a framework for analyzing the discursive interactions of science classrooms (Mortimer & Scott, 2003, "Meaning Making in Secondary Science Classrooms," Maidenhead, UK: Open University Press), to probe the movement between authoritative and dialogic discourse in a Brazilian high school science class. More…

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

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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…

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…

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

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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…

Scientist-teacher collaboration: Integration of real data from a coastal wetland into a high school life science ecology-based research project

Science.gov (United States)

Hagan, Wendy L.

Project G.R.O.W. is an ecology-based research project developed for high school biology students. The curriculum was designed based on how students learn and awareness of the nature of science and scientific practices so that students would design and carry out scientific investigations using real data from a local coastal wetland. This was a scientist-teacher collaboration between a CSULB biologist and high school biology teacher. Prior to implementing the three-week research project, students had multiple opportunities to practice building requisite skills via 55 lessons focusing on the nature of science, scientific practices, technology, Common Core State Standards of reading, writing, listening and speaking, and Next Generation Science Standards. Project G.R.O.W. culminated with student generated research papers and oral presentations. Outcomes reveal students struggle with constructing explanations and the use of Excel to create meaningful graphs. They showed gains in data organization, analysis, teamwork and aspects of the nature of science.

Especially for High School Teachers

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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

Organization of Physical Activities as a Precondition of Quality Development of Motor Abilities of Pre-School and School Children

Directory of Open Access Journals (Sweden)

Marković Živorad

2015-08-01

Full Text Available In their work authors consider the significance of the organization of physical activities for the development of abilities of pre-school and school children. Led by theoretical basis that physical development of children represents the basis of their whole development, and that “fine motor skills” are determined by the development of its large motorics, the authors point to the significance of the content and structure of physical education programme in preschool institutions and younger age school classes. It is evident that the effects of cultivating of children development during preschool period can be seen in younger primary school classes. The goal of this research was to determine if and how much the different organization of preparatory part of physical education lesson for younger school children, determines the differences in the development of their motor abilities. By the use of experimental method, the effects of prolonged preparatory part of a lesson in younger school classes. This part was realized through complex of exercises which were supposed to have influence on transformation of motor abilities in relation to the structure with standard duration of certain parts of a lesson. It is determined that certain increase in body movement of students during physical activity can significantly contribute to better development of motor abilities. These abilities determine correct physical development and strengthening of health, which determines general aim of physical education.

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.

Body Composition and Cardiovascular Health in School-aged children

DEFF Research Database (Denmark)

Klakk, Heidi

2013-01-01

. Methods This study is based on prospective data from 10 public schools, six intervention and four control schools matched according to the uptake area of the schools and socio-economic position of the parents. Intervention schools provided four additional PE lessons per week, where as control schools...... continued as usual (two PE lessons per week). A total of 1507 children (intervention n=773, control n=734) attending pre-school to the 4th grade in 2008 were invited to participate in the CHAMPS study-DK and 1218 (81%) children and their parents accepted. Height, weight, waist circumference, DXA scans......, Cardio respiratory fitness (CRF), blood pressure, pubertal stage and fasting blood samples were obtained at baseline (2008) and follow-up (2010). Information on parental education level, household income and birth weight were collected from questionnaires during the first school year. Results...

Enacting Curriculum Reform through Lesson Study: A Case Study of Mathematics Teacher Learning

Science.gov (United States)

Ni Shuilleabhain, Aoibhinn; Seery, Aidan

2018-01-01

Based in a time of major curriculum reform, this article reports on a qualitative case study of teacher professional development (PD) in the Republic of Ireland (ROI). Five mathematics teachers in an Irish secondary school were introduced to and participated in successive cycles of school-based lesson study (LS) over the course of one academic…

Swimming level of pupils from elementary schools with own swimming pool

OpenAIRE

Zálupská, Klára

2012-01-01

Title: Swimming level of pupils from primary school with private swimming pool. Work objectives: The aim is to identify assess level of swimming of pupils from first to ninth grade of primary school with a private pool in Chomutov district using continuous swimming test with regular swimming lessons, which is started in the first grade and persists until the ninth grade. The condition was organizing a school swimming lessons once a week for 45 minutes in all grades. Methodology: Swimming leve...

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....

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…

Association of School Characteristics and Implementation in the X:IT Study-A School-Randomized Smoking Prevention Program.

Science.gov (United States)

Bast, Lotus S; Due, Pernille; Ersbøll, Annette K; Damsgaard, Mogens T; Andersen, Anette

2017-05-01

Assessment of implementation is essential for the evaluation of school-based preventive activities. Interventions are more easily implemented in schools if detailed instructional manuals, lesson plans, and materials are provided; however, implementation may also be affected by other factors than the intervention itself-for example, school-level characteristics, such as principal support and organizational capacity. We examined school-level characteristics of schools in groups of high, medium, and low implementation of a smoking prevention intervention. The X:IT study is a school-randomized trial testing a multicomponent intervention to prevent smoking among adolescents. Our data came from electronic questionnaires completed by school coordinators at 96.1% of participating intervention schools (N = 49) at first follow -up. Schools that implemented the X:IT intervention to a medium or high degree had higher levels of administrative leadership (77.3% and 83.3% vs 42.9%), school climate/organizational health (95.5% and 91.7% vs 66.7%), mission-policy alignment (90.9% and 100.0% vs 71.4%), personnel expertise (81.8% and 75.0% vs 46.7%), school culture (77.3% and 91.7% vs 53.3%), positive classroom climate (91.4% and 96.2% vs 82.9%) compared with low implementation schools. Our findings highlight the importance of considering the school context in future health prevention initiatives. © 2017, American School Health Association.

Development of Lesson Plans and Student Worksheets Based Socio-Scientific Issues on Pollution Environmental Topic

Science.gov (United States)

Rahayu, S.; Meyliana, M.; Arlingga, A.; Reny, R.; Siahaan, P.; Hernani, H.

2017-09-01

The aim of this study is to develop lesson plans and student worksheets based socio-scientific issues on pollution environmental topic for seventh-grade junior high school students. Environmental pollution topic split into several subtopics namely air pollution, water pollution and soil pollution. The composing of lesson plans were developed based on socio-scientific issues with five stages, namely (1) Motivate; (2) Challenge; (3) Collect scientific evidence; (4) Analyse the evidence; (5) Build knowledge and make connections; and (6) Use evidence. While student worksheets contain articles on socio-scientific issues, practice, and there are a few questions to determine students’ reasoning. The method that is used in this research is research and development (R & D method). Development model used in this study is a model of Plomp that consists of four stages, namely: (1) Initial Research; (2) Design; (3) Realization or Construction; (4) Testing, evaluation and revision; (5) Implementation, while the research was limited to the fourth stage. Lesson plans and student worksheets based on socio-scientific issues was validated through an expert validation. The result showed that lesson plans and student worksheets based socio-scientific issues on pollution theme have a very decent and be able to apply in science classroom.

High Gain Antenna System Deployment Mechanism Integration, Characterization, and Lessons Learned

Science.gov (United States)

Parong, Fil; Russell, Blair; Garcen, Walter; Rose, Chris; Johnson, Chris; Huber, Craig

2014-01-01

The integration and deployment testing of the High Gain Antenna System for the Global Precipitation Measurement mission is summarized. The HGAS deployment mechanism is described. The gravity negation system configuration and its influence on vertical, ground-based, deployment tests are presented with test data and model predictions. A focus is made on the late discovery and resolution of a potentially mission degrading deployment interference condition. The interaction of the flight deployment mechanism, gravity negation mechanism, and use of dynamic modeling is described and lessons learned presented.

Earth Observation from the International Space Station -Remote Sensing in Schools-

Science.gov (United States)

Schultz, Johannes; Rienow, Andreas; Graw, Valerie; Heinemann, Sascha; Selg, Fabian; Menz, Gunter

2016-04-01

Since spring 2014, the NASA High Definition Earth Viewing (HDEV) mission at the International Space Station (ISS) is online. HDEV consists of four cameras mounted at ESA's Columbus laboratory and is recording the earth 24/7. The educational project 'Columbus Eye - Live-Imagery from the ISS in Schools' has published a learning portal for earth observation from the ISS (www.columbuseye.uni-bonn.de). Besides a video live stream, the portal contains an archive providing spectacular footage, web-GIS and an observatory with interactive materials for school lessons. Columbus Eye is carried out by the University of Bonn and funded by the German Aerospace Center (DLR) Space Administration. Pupils should be motivated to work with the footage in order to learn about patterns and processes of the coupled human-environment system like volcano eruptions or deforestation. The material is developed on the experiences of the FIS (German abbreviation for "Remote Sensing in Schools") project and its learning portal (http://www.fis.uni-bonn.de). Based on the ISS videos three different teaching material types are developed. The simplest teaching type are provided by worksheets, which have a low degree of interactivity. Alongside a short didactical commentary for teachers is included. Additionally, videos, ancillary information, maps, and instructions for interactive school experiments are provided. The observatory contains the second type of the Columbus Eye teaching materials. It requires a high degree of self-organisation and responsibility of the pupils. Thus, the observatory provides the opportunity for pupils to freely construct their own hypotheses based on a spatial analysis tool similar to those provided by commercial software. The third type are comprehensive learning and teaching modules with a high degree of interactivity, including background information, interactive animations, quizzes and different analysis tools (e.g. change detection, classification, polygon or NDVI

Closing the Achievement Gap: Urban Schools. CSR Connection.

Science.gov (United States)

Porter, Kathleen; Soper, Stephanie

This report reviews efforts to reform urban schools, focusing on initiatives in Tennessee and California as examples from which distric leaders may draw useful lessons. The report suggests that comprehensive school reform (CSR) offers promise to struggling urban schools by focusing on transforming the academic climate, school culture, and…

Regulating “big data education” in Europe: lessons learned from the US

Directory of Open Access Journals (Sweden)

Yoni Har Carmel

2016-03-01

Full Text Available European schools are increasingly relying on vendors to collect, process, analyse, and even make decisions based on a considerable amount of student data through big data tools and methods. Consequently, portions of school’s power are gradually shifting from traditional public schools to the hands of for-profit organisations. This article discusses the current and forthcoming European Union (EU data protection regime with respect to the protection of student rights from the potential risk of outsourcing student data utilisation in Kindergarten-12th grade (K-12 educational systems. The article identifies what lessons can be drawn from recent developments in the United States (US “student data affair”. These lessons can provide a new perspective for designing a balanced policy for regulating the shift in school’s power.

The teach-learning process of high school students: a case of Educational Biology for teachers formation

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Marisa Laporta Chudo

2007-08-01

Full Text Available Objective. To analyze the teach-learning process of high school students, in the scope of Educational Biology. To plan and to develop a methodology with lesson strategies that facilitate the learning. To analyze, in the students vision, the positive and negative points in the process. Method. A research was developed -- of which had participated students of the first semester of the Pedagogy of a high school private institution in São Paulo city -- of the type action-research, with increased qualitative character of quantitative instruments; as a way of data collect, had been used questionnaires and field diary; the results had been converted in charts; after that, the data collected by the questionnaires had been analyzed according to the technique of the collective subject analysis. Results. The results had supplied important information to high school teachers reflection about teach-learning process, showing that the used strategies allowed student envolvement and participation, proximity with personal and professional reality, bigger interaction in the interpersonal relations and critical reflection. Conclusions. The theoretical referencial about adult learning, the active methodologies and the interpersonal relationship between professor and pupils, with the analysis of the students vision about the positive and negative points in the teach-learning process, had provided subsidies to believe a methodology and specific didactic strategies for adults and that must contemplate the teachers motivation and the pedagogical communication, including elements like creativity, up to date technician content and formative content to the future profession, experiences exchange, that allow an affective relationship teacher-student, with interaction and dialogue.

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…

Lessons learnt from human papillomavirus (HPV) vaccination in 45 low- and middle-income countries

Science.gov (United States)

Howard, Natasha; Kabakama, Severin; Mounier-Jack, Sandra; Griffiths, Ulla K.; Feletto, Marta; Burchett, Helen E. D.; LaMontagne, D. Scott; Watson-Jones, Deborah

2017-01-01

Objective To synthesise lessons learnt and determinants of success from human papillomavirus (HPV) vaccine demonstration projects and national programmes in low- and middle-income countries (LAMICs). Methods Interviews were conducted with 56 key informants. A systematic literature review identified 2936 abstracts from five databases; after screening 61 full texts were included. Unpublished literature, including evaluation reports, was solicited from country representatives; 188 documents were received. A data extraction tool and interview topic guide outlining key areas of inquiry were informed by World Health Organization guidelines for new vaccine introduction. Results were synthesised thematically. Results Data were analysed from 12 national programmes and 66 demonstration projects in 46 countries. Among demonstration projects, 30 were supported by the GARDASIL® Access Program, 20 by Gavi, four by PATH and 12 by other means. School-based vaccine delivery supplemented with health facility-based delivery for out-of-school girls attained high coverage. There were limited data on facility-only strategies and little evaluation of strategies to reach out-of-school girls. Early engagement of teachers as partners in social mobilisation, consent, vaccination day coordination, follow-up of non-completers and adverse events was considered invaluable. Micro-planning using school/ facility registers most effectively enumerated target populations; other estimates proved inaccurate, leading to vaccine under- or over-estimation. Refresher training on adverse events and safe injection procedures was usually necessary. Conclusion Considerable experience in HPV vaccine delivery in LAMICs is available. Lessons are generally consistent across countries and dissemination of these could improve HPV vaccine introduction. PMID:28575074

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…

TECHNICAL DEVELOPMENT OF HIGH SCHOOL TEACHERS FOR THE USE OF THE EDUCATIONAL TABLET: AN ACTION-RESEARCH

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Elivelton Henrique Gonçalves

2016-12-01

Full Text Available The present study aimed at understanding the importance of continuing development of CESEC’s (State Center of Continuing Education Augusta Raquel da Silveira High School teachers in Lagamar, in the state of Minas Gerais, as a form of enabling the adoption of new technologies, especially the Educational Tablet, to their pedagogical purposes. The action-research was chosen as the method of work. Thus, through the implementation of three actions – technical training, pedagogical training, and elaboration and development of a lesson plan using the Educational Tablet –, it was possible to present to the school teachers technical and pedagogical knowledge about the tablet, promoting its practical use with the necessary guidance and support for their educational routine. From the development of the actions, a body of knowledge concerning the Educational Tablet was constructed and systematized, which contributed for the teachers to get to know it and understand how relevant it is to employ it so as to explore its possibilities and resources that significantly subsidize the teaching work and the teaching-learning process.

Foreign Language Teaching in Rudolf Steiner Schools. Guidelines for Class-Teachers and Language Teachers. First Edition.

Science.gov (United States)

Stott, Michael

This book is intended for foreign language teachers interested in the approaches used in Rudolf Steiner schools, and also classroom teachers who teach foreign languages. Chapters address these issues: what the language lesson is to achieve; how the language lesson differs from other lessons; lesson design; examples of actual lessons; avoiding the…

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

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…

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...

The effectiveness of constructivist science instructional methods on high school students' motivation

Science.gov (United States)

Cook, Michele T.

2007-12-01

A problem facing educators is students' academic motivation to successfully complete science class offerings and pass state standardized tests. This study focused on the effectiveness of constructivist science instructional methods to motivate high school science students to complete classroom activities. It was the intent of this study to provide a voice for students regarding what activities promote their motivation. A constant comparative analysis including open, axial, and selective coding of participants' interview responses and classroom observations provided codes used to develop a substantive theory of motivation and personal investment in students' learning. The findings of this study were that teachers should provide students with constructivist lessons such as cooperative groups, problem-based learning, and inquiry questions in which to learn content objectives. As social beings, students are more motivated to participate in activities that allow them to work with peers, contribute their own ideas, and relate topics of interest to their own realities. Keeping these ideas in mind during lesson preparation will increase students' motivation and achievement. Variation of instruction should include activities that reflect multiple intelligences and real world situations. The researcher recommends the development of professional learning communities as a way for teachers to share teaching practices that motivate students to learn and become problem solvers, thus promoting social change in educators' pedagogy in the researcher's teaching community. In an era of educational accountability and federal regulations, this study provides an important tool for teachers to employ in order to meet the educational needs of their students.

A School Leader's Bookshelf.

Science.gov (United States)

Jones, Rebecca

2003-01-01

Brief reviews of six notable education books selected by the editors of "American School Board Journal." Includes books such as Rachel Simmons's "Odd Girl Out: The Hidden Culture of Aggression in Girls," Jonathan Schorr's "Hard Lessons: The Promise of an Inner City Charter School," Peter Irons's "Jim Crow's Children: The Broken Promise of the…

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

THE HIGH SCHOOL COUNSELOR BEFORE CONFLICTS AND THE SCHOOL VIOLENCE

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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.

Effects of a school-based stroke education program on stroke-related knowledge and behaviour modification-school class based intervention study for elementary school students and parental guardians in a Japanese rural area.

Science.gov (United States)

Kato, Suzuka; Okamura, Tomonori; Kuwabara, Kazuyo; Takekawa, Hidehiro; Nagao, Masanori; Umesawa, Mitsumasa; Sugiyama, Daisuke; Miyamatsu, Naomi; Hino, Tenyu; Wada, Shinichi; Arimizu, Takuro; Takebayashi, Toru; Kobashi, Gen; Hirata, Koichi; Yokota, Chiaki; Minematsu, Kazuo

2017-12-21

This study aimed to determine the effect of a stroke education programme on elementary school students and their parental guardians in a rural area in Japan that has high stroke mortality. School class based intervention study. Eleven public elementary schools in Tochigi Prefecture, Japan. 268 students aged 11-12 years and 267 parental guardians. Students received lessons about stroke featuring animated cartoons and were instructed to communicate their knowledge about stroke to their parental guardians using material (comic books) distributed in the lessons. Stroke knowledge (symptoms, risk factors and attitude towards stroke) and behavioural change for risk factors were assessed at baseline, immediately after the programme and at 3 months. We also evaluated behavioural change for risk factors among parental guardians. The percentage of students with all correct answers for stroke symptoms, risk factors and the recommended response to stroke was significantly increased at 3 months Pbehavioural response to improving risk factors was significantly increased at 3 months compared with baseline (P<0.001). In a rural population with high stroke mortality, stroke education can improve knowledge about stroke in elementary school students and their parental guardians. We conducted the intervention as a part of compulsory education; this study was not a clinical trial. This study was approved by the Ethics Committee of the National Cerebral and Cardiovascular Center (M27-026). © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Does 1:1 Computing in a Junior High-School Change the Pedagogical Perspectives of Teachers and their Educational Discourse?

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Yehuda Peled

2015-12-01

Full Text Available Transforming a school from traditional teaching and learning to a one-to-one (1:1 classroom, in which a teacher and students have personal digital devices, inevitably requires changes in the way the teacher addresses her role. This study examined the implications of integrating 1:1 computing on teachers’ pedagogical perceptions and the classroom’s educational discourse. A change in pedagogical perceptions during three years of teaching within this model was investigated. The research analyzed data from 14 teachers teaching in a junior high school in the north of Israel collected over the course of three years through interviews and lesson observations. The findings show that the 1:1 computing allows teachers to improve their teaching skills; however, it fails to change their fundamental attitudes in regard to teaching and learning processes. It was further found that the use of a laptop by each student does not significantly improve the classroom’s learning discourse. The computer is perceived as an individual or group learning technology rather than as a tool for conducting learning discourse. An analysis of the data collected shows a great contribution to collaboration among teachers in preparing technology-enhanced lessons. The findings are discussed in terms of Bruner’s (Olson & Bruner, 1996 “folk psychology” and “folk pedagogy” of teachers and “the new learning ecology” framework in 1:1 classroom (Lee, Spires, Wiebe, Hollebrands, & Young, 2015. One of the main recommendations of this research is to reflect on findings from the teaching staff and the school community emphasizing 1:1 technology as a tool for significant pedagogical change. It seems that the use of personal technology per se is not enough for pedagogical changes to take place; the change must begin with teachers’ perceptions and attitudes.

INTERCULTURAL FEATURES AND THE THEME OF TRAVELLING IN BILINGUAL MATHEMATICS LESSONS

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Zuzana Naštická

2016-08-01

Full Text Available The present qualitative research is focused on bilingual mathematics education. The research presents findings of a case study of one bilingual Slovak and English mathematics 40-minute lesson within an after school elective bilingual mathematics course running weekly since October, 2015. The lesson took place in March, 2016, and was attended by nine learners aged 12-13, eight boys and one girl. The learners are cases of successive school additive bilingual education. The elective course as a whole is a case of immerse bilingual educational programme. In terms of sociolinguistic settings, the course lessons are cases of bilingual education with external second language. The researcher designed and realized the course lessons in terms of CLIL approach, i.e. Content and Language Integrated Learning. The main aim of the case study was to examine if bilingual mathematics instruction does or does not prevent learners from solving math word problems. Secondly, the analysis of transcription of the lesson audio-record served for identification of intercultural features which might hinder the learning process. The analysis of the transcribed audio-record indicates that the bilingual context did not prevent students from solving math word problems, although each of the students worked at their individual rate. On the other hand, some students were confused by the comma as a thousands-separator in multi-digit numbers, and this actually hindered their learning and problem solving process. This fact has been identified as an intercultural difference which had to be explicitly explained to the students. In order to lessen the possible negative influences of bilingual context on mathematics education, teachers need to predict students’ responses to various intercultural differences which students are unfamiliar with.

Physical education Teachers' and public health Nurses' perception of Norwegian high school Students' participation in physical education - a focus group study.

Science.gov (United States)

Abildsnes, Eirik; Stea, Tonje H; Berntsen, Sveinung; Omfjord, Christina S; Rohde, Gudrun

2015-12-24

High quality physical education programs in high schools may facilitate adoption of sustainable healthy living among adolescents. Public health nurses often meet students who avoid taking part in physical education programs. We aimed to explore physical education teachers' and public health nurses' perceptions of high school students' attitudes towards physical education, and to explore physical education teachers' thoughts about how to facilitate and promote students' participation in class. Prior to an initiative from physical education teachers, introducing a new physical education model in two high schools in the South of Norway, we conducted focus groups with 6 physical education teachers and 8 public health nurses. After implementation of the new model, we conducted two additional focus group interviews with 10 physical education teachers. In analyses we used Systematic Text Condensation and an editing analysis style. In general, the students were experienced as engaged and appreciating physical education lessons. Those who seldom attended often strived with other subjects in school as well, had mental health problems, or were characterized as outsiders in several arenas. Some students were reported to be reluctant to expose their bodies in showers after class, and students who seldom attended physical education class frequently visited the school health services. Although the majority of students were engaged in class, several of the students lacked knowledge about physical fitness and motoric skills to be able to master daily activities. The participants related the students' competence and attitude towards participation in physical education class to previous experiences in junior high school, to the competence of physical education teachers, and to possibility for students to influence the content of physical education programs. The participants suggested that high school students' attitudes towards participation in physical education is heterogeneous

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

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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.

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.

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.

Teaching Humility in First-Grade Christian School Children

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Yonker, Julie E.; Wielard, Cassie J.; Vos, Carolyn L.; Tudder, Ashley M.

2017-01-01

Four classes of first-grade children at a Christian school took pre- and post-tests measuring humility. Two intervention classes had devotional lessons on humility and two comparison classes did not. For one week, devotional lessons featured humility-related children's literature, cognitively appropriate discussions, writing about humility, and…

Mixed method evaluation of the Virtual Traveller physically active lesson intervention: An analysis using the RE-AIM framework.

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Norris, E; Dunsmuir, S; Duke-Williams, O; Stamatakis, E; Shelton, N

2018-02-02

Physically active lessons integrating movement into academic content are a way to increase children's physical activity levels. Virtual Traveller was a physically active lesson intervention set in Year 4 (aged 8-9) primary school classes in Greater London, UK. Implemented by classroom teachers, it was a six-week intervention providing 10-min physically active Virtual Field Trips three times a week. The aim of this paper is to report the process evaluation of the Virtual Traveller randomized controlled trial according to RE-AIM framework criteria (Reach, Effectiveness, Adoption, Implementation and Maintenance). A mixed methods approach to evaluation was conducted with five intervention group classes. Six sources of data were collected via informed consent logs, teacher session logs, teacher and pupil questionnaires, teacher interviews and pupil focus groups. High participation and low attrition rates were identified (Reach) alongside positive evaluations of Virtual Traveller sessions from pupil and teachers (Effectiveness). Participants were from more deprived and ethnic backgrounds than local and national averages, with Virtual Traveller having the potential to be a free intervention (Adoption). 70% of sessions were delivered overall (Implementation) but no maintenance of the programme was evident at three month follow-up (Maintenance). Mixed method evaluation of Virtual Traveller showed potential for it to be implemented as a low-cost physically active lesson intervention in UK primary schools. Copyright © 2018 Elsevier Ltd. All rights reserved.

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

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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.

Body Image in Primary Schools: A pilot evaluation of a primary school intervention program designed by teachers to improve children's body satisfaction.

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Halliwell, Emma; Yager, Zali; Paraskeva, Nicole; Diedrichs, Phillippa C; Smith, Hilary; White, Paul

2016-12-01

Body Image in the Primary School (Hutchinson & Calland, 2011) is a body image curriculum that is widely available but has not yet been evaluated. This study evaluates a set of 6 of the 49 available lessons from this curriculum. Seventy-four girls and 70 boys aged 9-10 were recruited from four primary schools in the UK. Schools were randomly allocated into the intervention condition, where students received 6hours of body image lessons, or to lessons as normal. Body esteem was significantly higher among girls in the intervention group, compared to the control group, immediately post intervention, and at 3-month follow-up. Moreover, girls with lowest levels of body esteem at baseline reported the largest gains. Internalization was significantly lower among boys in the control group compared to the intervention group at 3-month follow-up. The pattern of results among the control group raises interesting issues for intervention evaluation. Copyright © 2016. Published by Elsevier Ltd.

Giving High School Students a Research Grade Radio Telescope to Control; Motivational Results from Access to Real Scientific Tools

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Kohrs, Russell; Langston, G.; Heatherly, S.

2013-01-01

Have you ever wondered what it might be like to place control of a six-story building in the hands of eager high school students? This past summer, the USNO 20m telescope at the National Radio Astronomy Observatory, Green Bank, WV was brought back online for just such a purpose. This telescope is equipped with an X-band receiver, capable of observing center frequencies from 8-10 GHz and is the first radio telescope accessible by students and observers through the SKYNET telescope network. Operated remotely with a queue-based system, students can now collect real radio data for any range of projects. This past summer, five lessons were written that were tailor-made for student exploration of radio astronomy. Each lesson explores various radio objects in the context of an action-packed sci-fi adventure. Some of the work required to bring the 20m online for student use will be discussed here, but the main focus of this presentation will be how this work has been received by the author’s own students in its first classroom application. Topics that are normally difficult to discuss with students in an inquiry-based classroom setting, such as HII regions, synchrotron radiation, lunar temperature profiles, and galactic supermassive black holes were addressed in the classroom using the lessons developed by the author for the 20m as well as data collected by students using the telescope via SKYNET.

Impact of the "Planning to be Active" leisure time physical exercise program on rural high school students.

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Hortz, Brian; Petosa, Rick

2006-10-01

The purpose of the study was to evaluate the effects of a Social Cognitive Theory-based intervention designed to increase the frequency of leisure time planned moderate and vigorous physical exercise among rural high school students attending physical education class. Students in treatment and comparison groups were exposed to an activity-based physical education curricula. The treatment group received eight behavioral skill-building lessons integrated into the existing curriculum. The Social Cognitive Theory-based educational treatment increased levels of moderate physical exercise occurring outside the classroom. This study demonstrated an impact on adolescent leisure time moderate physical exercise using classroom instruction. The intervention was most effective with students who were previously sedentary. The curricular approaches used to promote regular moderate exercise may be useful for sedentary adolescents.

Navigating emotions and identity: Learning to teach science in a high needs school

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Rose, Karen J.

As student populations in the United States become more diverse, teacher education programs are challenged to find innovative and effective ways to prepare teachers for the twenty-first century. However, the goal of "science for all" continues to elude many students in urban and high needs settings where science achievement gaps persist, teacher turnover is high, and novice teachers are often hired to fill those vacancies. Researchers have examined teachers' beliefs, attitudes, practices, as well as content and pedagogical knowledge and made progressive strides in illuminating the complexities of urban classrooms and how we can better prepare teachers for these settings. However, only recently have we begun to venture into the affective areas of teaching to investigate how these areas of human nature interact to influence instruction. This research follows three preservice teachers placed in a high needs school during their student teaching semester. In this case, a high need is described as a school with more than 30% of the students who meet the poverty criteria under section 1113(a)(f) of the Elementary and Secondary Education Act of 1965. This case study explored the connections between preservice teachers' emotions, identity and the implementation of student-centered science instruction during the participants' student teaching experience. Data collection included observations, interviews, and physical artifacts. The interviews included the Teachers' Pedagogical Philosophy Interview (Richardson & Simmons, 1994) and the Meta-Emotions Interview (Gottman, Katz & Hooven, 1997) as well as general interview questions that illuminated the participants' views on teaching, their emotions, life history and identity. Multiple naturalistic observations were used to describe the interactions between the preservice teachers and the students during the implementation of student-centered lessons. Physical artifacts included weekly journals and lesson plans. These artifacts

High school science fair and research integrity

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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

Schools or Students? Identifying High School Effects on Student Suspensions

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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…

Motor skills and school performance in children with daily physical education in school--a 9-year intervention study.

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Ericsson, I; Karlsson, M K

2014-04-01

The aim was to study long-term effects on motor skills and school performance of increased physical education (PE). All pupils born 1990-1992 from one school were included in a longitudinal study over nine years. An intervention group (n = 129) achieved daily PE (5 × 45 min/week) and if needed one extra lesson of adapted motor training. The control group (n = 91) had PE two lessons/week. Motor skills were evaluated by the Motor Skills Development as Ground for Learning observation checklist and school achievements by marks in Swedish, English, Mathematics, and PE and proportion of pupils who qualified for upper secondary school. In school year 9 there were motor skills deficits in 7% of pupils in the intervention group compared to 47% in the control group (P motor skills deficit than among pupils with motor skills deficits (P motor skills training during the compulsory school years is a feasible way to improve not only motor skills but also school performance and the proportion of pupils who qualify for upper secondary school. © 2012 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Teachers’ Perceptions of the Problems faced in the Teaching of History in Senior High Schools

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Gideon Boadu

2016-07-01

Full Text Available History is an important school subject which conveys invaluable lessons from the past and whose worth transcends regional, national and cultural boundaries. Such a subject needs to be taught well in order to make learners gain deep appreciation of the relevance of their learning. However, effective teaching of history in Ghanaian schools has long been blighted by problems and challenges that have often gone unaddressed. With little empirical literature emerging from Ghana, this study, drawing on 32 history teachers from 18 senior high schools, examined history teachers’ perceptions of the problems faced in the teaching of history in the Cape Coast metropolis and Komenda, Edina, Eguafo, Abrim district in the Central Region of Ghana. The descriptive cross-sectional research design was used for the study and data were collected through questionnaires. The study found that overloaded syllabus, insufficient human and material resources, lack of support for the subject and large classes were the major problems facing the teaching of history. Based on the findings, the study concluded that the problems confronting the teaching of history in the two districts are administrative and pedagogical in nature. On this conclusion, it was recommended, among others, that syllabus content should be integrated to make it sync with the period given for its implementation. Also, the necessary resources should be provided to enhance the teaching of the subject.

High School Book Fairs

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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…

School Leadership for Equity: Lessons from the Literature

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Ward, Sophie C.; Bagley, Carl; Lumby, Jacky; Woods, Philip; Hamilton, Tom; Roberts, Amanda

2015-01-01

Responding to Thrupp's [2003. "The School Leadership Literature in Managerialist Times: Exploring the Problem of Textual Apologism." "School Leadership & Management: Formerly School Organisation" 23 (2): 169] call for writers on school leadership to offer "analyses which provide more critical messages about social…

49 Stories That Make an Ultimate STEM Lesson Plan

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Mehta, Swati; Mehta, Rohit; Berzina-Pitcher, Inese; Seals, Christopher; Mishra, Punya

2016-01-01

In this paper we reviewed what 49 large urban public school district STEM teachers enrolled in a year-long graduate certificate and fellowship program at a large Midwestern university considered as their amazing teaching moments. They were asked to share their amazing teaching moments that would make an Ultimate Lesson Plan in STEM. In smaller…

Learning with and about Advertising in Chemistry Education with a Lesson Plan on Natural Cosmetics--A Case Study

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Belova, Nadja; Eilks, Ingo

2015-01-01

This paper describes a case study on the chemistry behind natural cosmetics in five chemistry learning groups (grades 7-11, age range 13-17) in a German comprehensive school. The lesson plan intends to promote critical media literacy in the chemistry classroom and specifically emphasizes learning with and about advertising. The lessons of four…

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

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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…

Chess in Schools: Evaluation Report and Executive Summary

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Jerrim, John; Macmillan, Lindsey; Micklewright, John; Sawtell, Mary; Wiggins, Meg

2016-01-01

Chess in Primary Schools is a whole-school approach to teaching primary school children how to play chess. Children take 30 hours of chess lessons delivered by a tutor who is an experienced chess player, and the school is given the option to set up a chess club as a lunchtime or after-school activity. Chess classes are delivered during the school…

Do Lessons in Nature Boost Subsequent Classroom Engagement? Refueling Students in Flight

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Ming Kuo

2018-01-01

Full Text Available Teachers wishing to offer lessons in nature may hold back for fear of leaving students keyed up and unable to concentrate in subsequent, indoor lessons. This study tested the hypothesis that lessons in nature have positive—not negative—aftereffects on subsequent classroom engagement. Using carefully matched pairs of lessons (one in a relatively natural outdoor setting and one indoors, we observed subsequent classroom engagement during an indoor instructional period, replicating these comparisons over 10 different topics and weeks in the school year, in each of two third grade classrooms. Pairs were roughly balanced in how often the outdoor lesson preceded or followed the classroom lesson. Classroom engagement was significantly better after lessons in nature than after their matched counterparts for four of the five measures developed for this study: teacher ratings; third-party tallies of “redirects” (the number of times the teacher stopped instruction to direct student attention back onto the task at hand; independent, photo-based ratings made blind to condition; and a composite index each showed a nature advantage; student ratings did not. This nature advantage held across different teachers and held equally over the initial and final 5 weeks of lessons. And the magnitude of the advantage was large. In 48 out of 100 paired comparisons, the nature lesson was a full standard deviation better than its classroom counterpart; in 20 of the 48, the nature lesson was over two standard deviations better. The rate of “redirects” was cut almost in half after a lesson in nature, allowing teachers to teach for longer periods uninterrupted. Because the pairs of lessons were matched on teacher, class (students and classroom, topic, teaching style, week of the semester, and time of day, the advantage of the nature-based lessons could not be attributed to any of these factors. It appears that, far from leaving students too keyed up to concentrate

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

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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…

Building a Virtual High School...Click by Click

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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…

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

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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…

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

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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…

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

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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…

Classroom implementation of the practices learned in the Master of Chemistry Education program by the School District of Philadelphia's high school chemistry teachers

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Jayaraman, Uma Devi

This dissertation reports the results of an exploratory case study utilizing quantitative and qualitative methodologies intended to ascertain the extent and differences of implementation of research-based instructional practices, learned in an intensive 26-month professional development, in their urban classrooms. Both the extent and differences in the implementation of practices were investigated in relation to the lesson design and implementation, content, and classroom culture aspects of research-based practices. Additionally, this research includes the concerns of the teachers regarding the factors that helped or hindered the implementation of research-based practices in their classrooms. Six graduates of the Master of Chemistry Education Program who were teaching a chemistry course in a high school in the School District of Philadelphia at the time of the study (2006-8), were the case. The teachers completed a concerns questionnaire with closed and open-ended items, and rated their perceptions of the extent of implementation of the practices in their urban classrooms. Additionally, the teachers were observed and rated by the researcher using a reform-teaching observation protocol and were interviewed individually. Also, the teachers submitted their lesson plans for the days they were observed. Data from these sources were analyzed to arrive at the findings for this study. The research findings suggest that the group of teachers in the study implemented the research-based practices in their classrooms to a low extent when compared to the recommended practices inherent to the MCE Program. The extents of implementation of the practices differed widely among the teachers, from being absent to being implemented at a high level, with inconsistent levels of implementation from various data sources. Further, the teachers expressed the depth of knowledge (gained in the MCE Program), formal laboratory exercises and reports, administrative support, self

Swedish Upper Secondary Students' Perspectives on the Typical Mathematics Lesson

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Andrews, Paul; Larson, Niclas

2017-01-01

This paper presents a group interview study of Swedish upper secondary students' perspectives on the typical mathematics lesson. Students, from four demographically different schools, constructed a collective synthesis of their many years' experience of mathematics classrooms. Transcriptions were subjected to a constant comparison analysis, which…

Partners in Physics with Colorado School of Mines' Society of Physics Students

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Moore, Shirley; Stilwell, Matthew; Boerner, Zach

2011-04-01

The Colorado School of Mines (CSM) Society of Physics Students (SPS) revitalized in 2008 and has since blown up with outreach activity, incorporating all age levels into our programs. In Spring 2010, CSM SPS launched a new program called Partners in Physics. Students from Golden High School came to CSM where they had a college-level lesson on standing waves and their applications. These students then joined volunteers from CSM in teaching local elementary school students about standing waves beginning with a science show. The CSM and high school students then helped the children to build make-and-take demonstrations incorporating waves. This year, rockets are the theme for Partners in Physics and we began with demonstrations with local middle school students. In Spring 2011, CSM SPS will be teaching elementary school students about projectile motion and model rockets along with these middle school students. Colorado School of Mines Department of Physics

Dual Campus High School

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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.

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

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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…

Lessons Learned from Sleep Education in Schools: A Review of Dos and Don'ts.

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Blunden, Sarah; Rigney, Gabrielle

2015-06-15

Sleep duration and quality are associated with negative neuropsychological and psychosocial outcomes in children and adolescents. However, community awareness of this is low and sleep education programs in schools are attempting to address this issue. Several studies now exist assessing the efficacy of these sleep education programs for improving sleep knowledge, sleep hygiene and sleep patterns. This paper presents these sleep education programs, most particularly, it presents the strengths and weaknesses of the current available studies in the hope that this can identify areas where future sleep education programs can improve. A systematic search of all school-based sleep education studies in adolescents was undertaken. Studies were scrutinized for author, teacher and participant comment regarding strengths and limitations of each study, which were then extracted and summarized. Two specific types of sleep education programs emerged from the review, those that sought to change sleep behavior and those that sought simply to disseminate information. Issues that dictated the strength or weakness of a particular study including who delivers the program, the theoretical basis, the tools utilized to measure sleep patterns, the content, and their capacity to engage students were assessed. Sleep education was considered important by teachers, students and parents alike. Future sleep education programs need to take into account lessons learned from previous sleep education efforts in order to maximize the potential for sleep education programs to improve the sleep health of our young people. A commentary on this article appears in this issue on page 595. © 2015 American Academy of Sleep Medicine.

Holocaust Denial among Slovenian Secondary School Pupils

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Maša Pavlič

2015-06-01

Full Text Available The article presents tendencies of Holocaust denial among secondary school pupils in Slovenia. It focuses on research implemented in January 2012, in which 400 Slovenian secondary school pupils were included. In spite of the assumption that Holocaust denial amongst the youth in Slovenia already exists, we also assumed that a degree of Holocaust denial amongs Slovenian pupils is lower that amongst their peers in other EU countries. Research also inquired about the level of anti-Semitism in conjunction with Holocaust denial. The research project confirmed that students on lower levels of high school education and with less history and sociology lessons in curriculum are more receptive for the Holocaust denial and anti-Semitism is more present in this demographic. The level of Holocaust denial amongst secondary school pupils is not negligible; it suggests that this topic should be more thoroughly discussed in secondary schools.

Teacher Accountability at High Performing Charter Schools

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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…

New Orleans Education Reform: A Guide for Cities or a Warning for Communities? (Grassroots Lessons Learned, 2005-2012)

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Buras, Kristen L.

2013-01-01

Louisiana Senator Mary Landrieu, co-chair of the Senate Public Charter School Caucus in Washington, DC, hosted a forum for education policymakers. It centered on "New Orleans-Style Education Reform: A Guide for Cities (Lessons Learned, 2004-2010)," a report published by the charter school incubator New Schools for New Orleans (NSNO).…

Drug education in victorian schools (DEVS: the study protocol for a harm reduction focused school drug education trial

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Midford Richard

2012-02-01

Full Text Available Abstract Background This study seeks to extend earlier Australian school drug education research by developing and measuring the effectiveness of a comprehensive, evidence-based, harm reduction focused school drug education program for junior secondary students aged 13 to 15 years. The intervention draws on the recent literature as to the common elements in effective school curriculum. It seeks to incorporate the social influence of parents through home activities. It also emphasises the use of appropriate pedagogy in the delivery of classroom lessons. Methods/Design A cluster randomised school drug education trial will be conducted with 1746 junior high school students in 21 Victorian secondary schools over a period of three years. Both the schools and students have actively consented to participate in the study. The education program comprises ten lessons in year eight (13-14 year olds and eight in year nine (14-15 year olds that address issues around the use of alcohol, tobacco, cannabis and other illicit drugs. Control students will receive the drug education normally provided in their schools. Students will be tested at baseline, at the end of each intervention year and also at the end of year ten. A self completion questionnaire will be used to collect information on knowledge, patterns and context of use, attitudes and harms experienced in relation to alcohol, tobacco, cannabis and other illicit drug use. Multi-level modelling will be the method of analysis because it can best accommodate hierarchically structured data. All analyses will be conducted on an Intent-to-Treat basis. In addition, focus groups will be conducted with teachers and students in five of the 14 intervention schools, subsequent to delivery of the year eight and nine programs. This will provide qualitative data about the effectiveness of the lessons and the relevance of the materials. Discussion The benefits of this drug education study derive both from the knowledge

"It Reminded Me of What Really Matters": Teacher Responses to the Lessons from Auschwitz Project

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Maitles, Henry; Cowan, Paula

2012-01-01

Since 2007, the Lessons from Auschwitz Project organised by the Holocaust Education Trust, has taken groups of Scottish senior school students (between 16 and 18 years) and where possible an accompanying teacher from their school, to Auschwitz-Birkenau Memorial and Museum as part of a process of increasing young people's knowledge and…

Association of School Characteristics and Implementation in the X:IT Study--A School-Randomized Smoking Prevention Program

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Bast, Lotus S.; Due, Pernille; Ersbøll, Annette K.; Damsgaard, Mogens T.; Andersen, Anette

2017-01-01

Background: Assessment of implementation is essential for the evaluation of school-based preventive activities. Interventions are more easily implemented in schools if detailed instructional manuals, lesson plans, and materials are provided; however, implementation may also be affected by other factors than the intervention itself--for example,…

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.

Cyberbullying Among Greek High School Adolescents.