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Turdimurodov, Dilmurod Yuldashevich. "Testing Volitional Qualities For Students Of High Schools Of Secondary School." American Journal of Social Science and Education Innovations 03, no. 03 (2021): 405–13. http://dx.doi.org/10.37547/tajssei/volume03issue03-62.
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The article discusses the features of the manifestation of volitional qualities in high school students when performing tasks in the form of test exercises of a different nature. Based on the analysis of scientific and research work on the formation and development of volitional qualities, studies of the mid-education school, studies have been conducted by studies to identify the level of evidence in the performance of test exercises in the lessons of physical education. As test exercises, the researcher took and carried out: holding a dumbbell in front of him (for a while) with an outstretched arm (static mode of operation), work with a dumbbell for biceps with a strong arm for the number of times (dynamic mode of operation), breath holding test (for time). Tables of measurements of volitional component indices were compiled for students with different levels of motor activity (LMA) when performing tasks of a different nature. Indicators of the level of manifestation of volitional qualities of senior pupils in the experiment were assessed by the method of E.P. Shcherbakov.
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Maiorana, Francesco. "From High School to Higher Education." International Journal of Smart Education and Urban Society 12, no. 4 (2021): 36–51. http://dx.doi.org/10.4018/ijseus.2021100104.
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The vision of introducing computing as a literacy taught from primary school to higher and lifelong education is producing a worldwide new curriculum design and adoption. A strong research effort has involved researchers and educators to find the best ways to prepare teachers and their students for computing with an emphasis on core computer science concepts. This paper, starting from a previously developed curriculum, aims to present and discuss learning trajectories for a first course on computing aiming to presenting key concepts first, such as functions and their use. This learning trajectory is compared with a second learning trajectory presenting loop and loop invariant first and a third one presenting variable first.
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Cilesiz, Sebnem, and Stephanie M. Drotos. "High-Poverty Urban High School Students’ Plans for Higher Education." Urban Education 51, no. 1 (2014): 3–31. http://dx.doi.org/10.1177/0042085914543115.
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Anjar, Tri. "STUDENT READINESS HIGH SCHOOL ENTRANCE EXAMS HIGHER EDUCATION AND THE ROLE OF SCHOOL COUNSELORS." GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling 5, no. 1 (2015): 50. http://dx.doi.org/10.24127/gdn.v5i1.62.
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Abstract: The process of preparing to take the test SNMPTN is something that often makes prospective students experiencing various problems. I prepare for the selection of the necessary physical, material, and also psychological. This research was initiated from the problems that occurred in the preparation of the admission public universities by students coming from private schools . These problems such as high school rules violations / lack of discipline, learn less motivated to learn. This condition greatly affects the readiness of students to achieve success SNMPTN pass. This study aimed to describe the readiness of high school students college entrance exams and the role of BK teacher / school counselor. The study population is students of SMA Muhammadiyah 1 Metro are 212 students. This type of research is quantitative descriptive, and the questionnaire used as an instrument of collecting data. The results showed that the average score of 80.53 with an average percentage of 26.84%, are in the category is not ready. BK teacher's role in preparing students in private schools that help students related to school by making a counseling program, either individually or in the classical style. Increase cooperation with fellow teachers and parents and guardians to fostering the development of children's potential.Keywords: Readiness, Students, Counselor role
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Karshiyev, Abror Amrullayevich. "The Structure Of Information Competence Of High School Students." American Journal of Social Science and Education Innovations 02, no. 11 (2020): 98–106. http://dx.doi.org/10.37547/tajssei/volume02issue11-17.
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The article is devoted to determining the structure of information competence of high school students. The development and application of modern information and communication technologies in all spheres of science, technology, education and industry at the present stage of integration development has influenced changes in the education system. The process of informatization of education is largely determined by the level of competence of students in the field of information and communication technologies. In this regard, teaching students who are able to use their knowledge in production with the use of new information technologies is a top priority for secondary schools. Comparing different approaches to this phenomenon, the authors try to find common elements in different classifications in order to propose a structure of information competence of high school students.
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Khadijah, Siti. "ANALYSIS OF STUDENTS' INTEREST TO CONTINUE HIGHER EDUCATION." JURNAL PENDIDIKAN ILMU SOSIAL 26, no. 2 (2017): 178. http://dx.doi.org/10.17509/jpis.v26i2.5617.
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This study aims to analyze the factors that affect the interests of students pursue higher education. Respondence of this study are 185 students from SMA Negeri 2 Tambang Kampar. Analysis of data using mean scores and multiple linear regression. The results showed that motivation, aspirations, wishes, school and family environment jointly significant effect on the interests of students pursue higher education. Variables that have the most significant influence is the motivation of students for higher education, due to high motivation will emphasize a strong interest in the students to pursue higher education. While the variables that had a significant influence is the school environment, the cause of alumni and peers do not support students to pursue higher education. Meanwhile, the school should provide constructive motivation to the students to pursue higher education and schools to provide complete information about college students.
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Allensworth, Elaine M., Paul T. Moore, Lauren Sartain, and Marisa de la Torre. "The Educational Benefits of Attending Higher Performing Schools: Evidence From Chicago High Schools." Educational Evaluation and Policy Analysis 39, no. 2 (2016): 175–97. http://dx.doi.org/10.3102/0162373716672039.
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Policymakers are implementing reforms with the assumption that students do better when attending high-achieving schools. In this article, we use longitudinal data from Chicago Public Schools to test that assumption. We find that the effects of attending a higher performing school depend on the school’s performance level. At elite public schools with admission criteria, there are no academic benefits—test scores are not better, grades are lower—but students report better environments. In contrast, forgoing a very low-performing school for a nonselective school with high test scores and graduation rates improves a range of academic and nonacademic outcomes.
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Domina, Thurston. "Higher Education Policy as Secondary School Reform: Texas Public High Schools After Hopwood." Educational Evaluation and Policy Analysis 29, no. 3 (2007): 200–217. http://dx.doi.org/10.3102/0162373707304995.
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The higher education diversity programs that Texas enacted after Hopwood v. University of Texas banned affirmative action had unexpected positive consequences for the state’s high schools. The Texas top 10% law, the Longhorn Opportunity Scholarship and Century Scholarship programs, and the Towards Excellence, Access and Success Grant program each explicitly linked postsecondary opportunities to high school performance and clearly articulated that link to students across the state. As a result, these programs worked as K–16 school reforms, using college opportunities as incentives to improve educational outcomes at the high school level. Using panel data describing Texas high schools between 1993 and 2002, the author demonstrates that Texas’s post- Hopwood higher education policies redistributed college-related activity at public high schools and boosted high school students’ academic engagement.
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Cetin, Yavuz, and Beste Dincer. "High school students’ higher education expectation: A scale development study." Cypriot Journal of Educational Sciences 15, no. 2 (2020): 232–45. http://dx.doi.org/10.18844/cjes.v15i2.4617.
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The aim of this study is to develop a valid and a reliable scale to determine the expectations of high school students from higher education. The population of the study consisted of 315 high school students in the 2018–2019 academic years. To test the construct validity of the scale, exploratory factor analysis and confirmatory factor analysis were used. The original five-point Likert scale composed of 22 items with five subdimensions. The results showed that the internal consistency coefficient of the scale was calculated as 0.84. The scale factor load values ranged between 0.58 and 0.81, and the rotated factor load values ranged between 0.46 and 0.81 and explained 59.1% of the total variance of the scale. The higher education expectation scale can be used not only to evaluate the students’ future and professional expectations in terms of subjective norms but also goal setting and need for the analysis of the program development studies.
 Keywords: High school students, expectation, scale development.
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A. "Access to Higher Education among High School Students: Challenges and Solutions." Journal of Social Sciences 8, no. 2 (2012): 252–57. http://dx.doi.org/10.3844/jssp.2012.252.257.
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Rickles, Jordan, Kristina L. Zeiser, Rui Yang, Jennifer O’Day, and Michael S. Garet. "Promoting Deeper Learning in High School: Evidence of Opportunities and Outcomes." Educational Evaluation and Policy Analysis 41, no. 2 (2019): 214–34. http://dx.doi.org/10.3102/0162373719837949.
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Policymakers and practitioners are increasingly interested in students’ deeper learning skills, or the interpersonal and intrapersonal skills students need to succeed in school, careers, and civic life. This article presents evidence about whether the concept of deeper learning—applied across a variety of approaches—has potential merit as a means for education improvement. The analysis, based on 16 high schools implementing a school-wide approach to promoting deeper learning within the context of small schools, indicates that students who attended schools focused on deeper learning reported greater opportunities for deeper learning, greater competency in some deeper learning domains, had higher rates of graduating from high school, and were more likely to enroll in 4-year colleges than similar students who attended comparison schools.
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DARLING-HAMMOND, LINDA. "No Child Left Behind and High School Reform." Harvard Educational Review 76, no. 4 (2006): 642–67. http://dx.doi.org/10.17763/haer.76.4.d8277u8778245404.
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Although No Child Left Behind (NCLB) aims to close the achievement gap that parallels race and class, some of its key provisions are at odds with reforms that are successfully overhauling the large, comprehensive high schools that traditionally have failed students of color and low-income students in urban areas. While small, restructured schools are improving graduation and college attendance rates, NCLB accountability provisions create counterincentives that encourage higher dropout and push-out rates for low-achieving students (especially English language learners), create obstacles to staffing that allow for greater personalization, and discourage performance assessments that cultivate higher-order thinking and performance abilities. In this article, Linda Darling-Hammond proposes specific amendments to NCLB that could help achieve the goal of providing high-quality, equitable education for all students by recruiting highly qualified teachers and defining such teachers in appropriate ways; by rethinking the accountability metrics for calculating adequate yearly progress so that schools have incentives to keep students in school rather than pushing them out; and by encouraging the use of performance assessments that can motivate ambitious intellectual work.
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Prazeres Filho, Alcides, Gerfeson Mendonça, João Miguel Souza Neto, Rafael Miranda Tassitano, Anderson Barbosa Paiva Silva, and José Cazuza de Farias Júnior. "Attendance in Physical Education classes and associated factors among high school students." Revista Brasileira de Atividade Física & Saúde 24 (December 17, 2019): 1–10. http://dx.doi.org/10.12820/rbafs.24e0083.
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This study examined the prevalence of attendance in Physical Education (PE) classes and associated factors among high school students. A cross-sectional study performed with 2,874 public and private high school students (57.9% girls, mean age of 16.45 years; SD = 1.22) from João Pessoa, Paraíba, Brazil. Attendance in PE classes was measured by the question: ‘How many PE classes do you attend during a normal week? The factors measured were: attitude, self-efficacy, risks and benefits related to physical activity (PA), perceived health, PA level, sedentary behavior and nutritional status. Binary logistic regression was used. It was observed that 41.9% attended two or more PE classes per week, with higher prevalence rates in public school students than private school counterparts (56.6% vs. 6.6%; p < 0.001). Higher attendance in PE classes was observed in male and younger students from both school systems. It was also observed in students who did not work, were members of the highest economic class and whose parents had higher schooling levels in public schools, and from 1st and 2nd grades of high school education in private institutions. Attending two or more PE classes per week is positively associated with a more favorable attitude to engaging in PA as well as its level, in both school systems, and with positive health perception among public students. In conclusion, attendance in PE classes was low, particularly in private schools. Attending two or more PE classes per week was associated with positive aspects of PA and health in the students under study.
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Prazeres Filho, Alcides, Gerfeson Mendonça, João Miguel Souza Neto, Rafael Miranda Tassitano, Anderson Barbosa Paiva Silva, and José Cazuza Farias Júnior. "Attendance in Physical Education classes and associated factors among high school students." Revista Brasileira de Educação Física e Esporte 34, no. 3 (2020): 405–17. http://dx.doi.org/10.11606/issn.1981-4690.v34i3p405-417.
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The objective of this study was to examine the prevalence of high school student attendance in Physical Education classes and analyze associated factors. The sample consisted of 2,874 public and private high school students (57.9% women, mean age of 16.5 years; SD = 1.2) from João Pessoa, Paraiba (PB) state in Northeastern Brazil. Attendance in Physical Education classes was measured by the following question: ‘How many Physical Education classes do you attend during a normal week? The associated factors measured were: attitude, self-efficacy, risks and benefits related to physical activity, perceived health, level of physical activity, sedentary behavior and nutritional status. It was observed that 41.9% (95% CI: 40.1-43.7) of the students attended two or more Physical Education classes per week, with a higher incidence in public schools (56.6%, 95%CI: 54.6-58.9) than in their private counterparts (6.6%, 95%CI: 4.9-8.2; p <0.001). Higher attendance in Physical Education classes was identified in the following subgroups: male students and the youngest from both schools, in students from public school that did not work, members of the highest economic class, whose parents had higher schooling levels, and those in the 1st and 2nd year of high school education in private institutions. Attending two or more Physical Education classes per week is positively and significantly associated with a more favorable attitude to engaging in physical activity as well as its level, in both private and public students, in addition to positive health perception in public students. Student attendance in Physical Education classes was low, particularly in private schools. Attending two or more Physical Education classes per week was associated with positive aspects of physical activity and health in the students under study.
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Prazeres Filho, Alcides, Gerfeson Mendonça, João Miguel Souza Neto, Rafael Miranda Tassitano, Anderson Barbosa Paiva Silva, and José Cazuza Farias Júnior. "Attendance in Physical Education classes and associated factors among high school students." Revista Brasileira de Educação Física e Esporte 34, no. 3 (2020): 405–17. http://dx.doi.org/10.11606/1807-5509202000030405.
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The objective of this study was to examine the prevalence of high school student attendance in Physical Education classes and analyze associated factors. The sample consisted of 2,874 public and private high school students (57.9% women, mean age of 16.5 years; SD = 1.2) from João Pessoa, Paraiba (PB) state in Northeastern Brazil. Attendance in Physical Education classes was measured by the following question: ‘How many Physical Education classes do you attend during a normal week? The associated factors measured were: attitude, self-efficacy, risks and benefits related to physical activity, perceived health, level of physical activity, sedentary behavior and nutritional status. It was observed that 41.9% (95% CI: 40.1-43.7) of the students attended two or more Physical Education classes per week, with a higher incidence in public schools (56.6%, 95%CI: 54.6-58.9) than in their private counterparts (6.6%, 95%CI: 4.9-8.2; p <0.001). Higher attendance in Physical Education classes was identified in the following subgroups: male students and the youngest from both schools, in students from public school that did not work, members of the highest economic class, whose parents had higher schooling levels, and those in the 1st and 2nd year of high school education in private institutions. Attending two or more Physical Education classes per week is positively and significantly associated with a more favorable attitude to engaging in physical activity as well as its level, in both private and public students, in addition to positive health perception in public students. Student attendance in Physical Education classes was low, particularly in private schools. Attending two or more Physical Education classes per week was associated with positive aspects of physical activity and health in the students under study.
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Li, Yan, and Qianziang Zhao. "Effect of Personal Characteristics on Chinese High School Students' Internet Self-Efficacy." Social Behavior and Personality: an international journal 41, no. 10 (2013): 1717–24. http://dx.doi.org/10.2224/sbp.2013.41.10.1717.
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We explored the relationship between personal characteristics and Internet self-efficacy (ISE) in Chinese high school students. Hsu and Chiu's (2004) ISE scale was completed by 496 randomly selected students from 7 high schools. Results indicated that their ISE was moderately high and that urban students had higher ISE than did rural students, male students had higher ISE than did female students, students who had a computer at home had higher ISE than did students who did not, and students whose parents had a high level of education had higher ISE than did students whose parents had a low level of education.
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Walpole, MaryBeth, and Felicia Crockett. "Utilizing Service Learning in Master of Higher Education Programs." Journal for the Study of Postsecondary and Tertiary Education 3 (2018): 025–40. http://dx.doi.org/10.28945/3989.
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Aim/Purpose: Service Learning is not used in graduate education to the extent it is in un-dergraduate education. This paper utilizes a developmental evaluation methodological approach and a strategic partnership conceptual framework in examining a service learning course in which higher education master students gain valuable experience they can use in their careers while assisting high school students as they apply to college. Background: Little research has been done on service learning at the graduate level. Moreover, although service learning is growing on campuses, master of higher education students may not have experience with it. Additionally, gaps in college access by socioeconomic status and race continue to exist, yet little research has been done on how service recipients experience service learning. This paper evaluates a service learning course and addresses the service recipients who were high school students at the time and the experiences of graduate students who were enrolled in the course. The research questions are the following. To what extent do high school recipients report an increase in college application behaviors from the beginning to the end of the service learning experience? How do high school recipients describe their experiences with the graduate students? How do Master of Higher Education students describe their knowledge of the college admission process as a result of their experiences with service learning? How do they describe their experiences with service learning? What skills, if any, do they report improved as a result of the service learning experience? Methodology: The paper uses developmental program evaluation methodological ap-proach, and data collection strategies include survey responses and inter-views with former high school students as well as document analysis of former graduate students’ reflective essays and interviews with them. Contribution: Little is documented regarding graduate student experiences with service learning, particularly Higher Education master programs. Additionally, little research exists on service recipients experiences. Findings: The service learning course was helpful to the high school students’ college application process, and students reported increases in college application behaviors as a result of the service learning project. The course also strengthened the higher education master students’ communication skills, interpersonal skills, and awareness of diversity and equity issues. Recommendations for Practitioners: Service learning experiences can be utilized to strengthen higher education master students’ skills, and detailed information regarding the process of creating a service learning course are provided in the paper. Recommendation for Researchers: The paper recommends additional research on service learning in graduate programs and additional research on the experiences of service recipients and community partners. Impact on Society: This paper impacts master students who plan to work on college campuses and strengthen their skills in several areas that should positively affect the future students with whom they work. Additionally, the course resulted in high school students reporting increased college application behaviors, such as taking admission tests, seeking letters of recommendation, and writing essays, and may increase the number of students from underrepresented backgrounds who successfully enroll in college. Future Research: Additional research on service learning in graduate programs and additional research on the experiences of service learning recipients should follow this study.
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Gobaw, Getachew Fetahi, and Harrison Ifeanyichukwu Atagana. "THE RELATIONSHIP BETWEEN STUDENTS’ BIOLOGY LABORATORY SKILL PERFORMANCE AND THEIR COURSE ACHIEVEMENT." Problems of Education in the 21st Century 72, no. 1 (2016): 6–15. http://dx.doi.org/10.33225/pec/16.72.06.
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The focus of this research study was to investigate the relationship between students’ prior achievement in higher education entrance examination score and their course achievement in undergraduate biology program. It also examined the relationship between students’ high school and college preparatory school biology laboratory experience and their undergraduate biology laboratory skill performance. A correlational study was used. The sample consisted of 55 third year undergraduate biology students. The findings of the study showed that there is significant and positive linear correlation between students’ competences in practical skills and performance in higher education entrance examination scores. There is a significant and a positively linear relationship between the students’ cumulative grade point average (CGPA) with higher education entrance exam scores and biology laboratory skill test score. However, laboratory skill performance test score was not correlated with students’ high school laboratory background and sex. The findings implicated that the Ministry of Education should foster secondary high schools and college preparatory schools to put greater efforts at preparing undergraduate admitted students for students’ better outcome and their retention in universities. Key words: high school achievement, practical skill test, undergraduate biology.
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Haugann, E. M. "Visually Impaired Students in Higher Education in Norway." Journal of Visual Impairment & Blindness 81, no. 10 (1987): 482–84. http://dx.doi.org/10.1177/0145482x8708101008.
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A sample of 40 visually impaired college students and older people were surveyed to determine areas for improvement in the educational system for visually impaired people in Norway. The survey found a strong need for career counseling services offering a wider range of occupations. Many of the respondents saw the need for a more diversified curriculum, ensuring a smoother transition from high school to college.
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Fokin, Iurii Georgievich. "Russian model of high school teachers training." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2016): 43–59. http://dx.doi.org/10.51314/2073-2635-2016-4-43-59.
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Based on a review of psychological differences graduates activity and postgraduate education of students from master students training offered methodological update the structure of higher education levels with the addition of an entry-level qualification for teachers of general cultural and methodological training. The combination of national traditions high school in the beginning of XX with activity-learning theory of the XXI century, it allows for truly new Russian model of teacher training for schools.
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CENGIZ, Cevdet, and Kubra TILMAC. "High School Students’ Exercise-Related Stages of Change and Physical Activity Self-Efficacy." Eurasian Journal of Educational Research 18 (March 1, 2018): 1–18. http://dx.doi.org/10.14689/ejer.2018.73.4.
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Suna, Hayri Eren, Bekir S. Gür, Selahattin Gelbal, and Mahmut Özer. "Science High School Students' Socioeconomic Background and Their Preferences Regarding Their Transition into Higher Education." Yuksekogretim Dergisi 10, no. 3 (2021): 356–70. http://dx.doi.org/10.2399/yod.20.734921.
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The aim of this study is to determine the socioeconomic background of students at science high schools and to examine their preferences and placements into higher education programs on a yearly basis. The data regarding the socioeconomic background and placement into higher education programs of 103,635 students who graduated from science high schools between 2011 and 2019 were analyzed. The results show that there has been a partial decrease in the science high school graduates' placement into higher education programs in recent years. This finding seems to be related to the higher education quotas, rather than a dramatic change in the performance of graduates. Nevertheless, the total number of graduates placed into medicine and engineering programs continued to increase between 2011 and 2019. The results also show that placement ratios of graduates to their first, first five, and first ten preferences have decreased remarkably in recent years. The findings indicate that the imbalance of supply-demand in higher education adversely influences the graduates of science high schools, who are among the highest performing-students. The authors suggest a reevaluation of the current higher education quotas to allow an increased access to higher education. Further, our findings show that graduates have a distinct advantage in terms of their parental income and level of education. The authors suggest strengthening remedial education to minimize achievement differences in primary education and to improve the equality of opportunity in secondary education.
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Edmunds, Julie A., Nina Arshavsky, Karla Lewis, Beth Thrift, Fatih Unlu, and Jane Furey. "Preparing Students for College: Lessons Learned From the Early College." NASSP Bulletin 101, no. 2 (2017): 117–41. http://dx.doi.org/10.1177/0192636517713848.
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This article utilizes mixed methods—a lottery-based experimental design supplemented by qualitative data—to examine college readiness within an innovative high school setting: early college high schools. Early colleges are small schools that merge the high school and college experiences and are targeted at students underrepresented in college. Results show that early college students are more likely to have successfully completed the courses they need for entrance into college; early college students also graduated from high school at a higher rate. Interview and survey data show that early college students are generally considered similarly prepared to more traditional postsecondary students. The interview data also provide detailed descriptions of the kinds of strategies the schools use to support college readiness. The article concludes with lessons learned for secondary school principals.
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Marsh, Herbert W., and Kenneth J. Rowe. "The Negative Effects of School-Average Ability on Academic Self-Concept: An Application of Multilevel Modelling." Australian Journal of Education 40, no. 1 (1996): 65–87. http://dx.doi.org/10.1177/000494419604000105.
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This study examines the effects of attending higher-ability high schools on students' academic self-concept, and demonstrates a multilevel modelling approach for evaluating school effects on individual students. Equally able students in higher-ability schools had lower academic self-concepts than those in lower-ability schools, and this effect generalised across a nationally representative sample of 1628 students drawn from 87 high schools. Although the effects were negative for students of all ability levels, the effects were slightly smaller for the most able students and the least able students (a linear school-average ability by quadratic individual student ability interaction). A multilevel analysis of the data provided stronger support for the robustness of this effect than procedures used previously.
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Addi-Raccah, Audrey, and Hanna Ayalon. "From High School to Higher Education: Curricular Policy and Postsecondary Enrollment in Israel." Educational Evaluation and Policy Analysis 30, no. 1 (2008): 31–50. http://dx.doi.org/10.3102/0162373707313775.
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Using multilevel models, the authors tested the hypothesis that high schools, through their curricular policies, operate as mechanisms that help members of privileged groups to take better advantage of postsecondary opportunities. The analysis was based on a 7-year follow-up study of 44,666 Israeli students who graduated from 385 high schools in 1991. The main findings were that (a) the curricular experience of students partly mediated between their sociodemographic characteristics and postsecondary enrollment, (b) the curricular arrangements of schools fully mediated the effects of their social composition on their graduates’ postsecondary education, and (c) graduates of socially privileged schools made a better use of their matriculation certificates. This afforded privileged students an additional advantage.
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Lodewyk, Ken R., and Colin M. Pybus. "Investigating Factors in the Retention of Students in High School Physical Education." Journal of Teaching in Physical Education 32, no. 1 (2013): 61–77. http://dx.doi.org/10.1123/jtpe.32.1.61.
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Several studies have reported declining student enrolment rates in optional physical education. This study—incorporating constructs from social cognitive, self-determination, and body image theory—investigated factors that might be influential to this trend. Surveys were administered to 227 tenth-grade students from five schools in one school district of Ontario, Canada. MANOVA results revealed a significant main effect difference in variables by gender and enrollment group but not by the interaction. Enrollees had statistically higher motivation (domain value, self-efficacy, perceived autonomy support, and autonomous regulation), PE grade, and weekly levels of exercise beyond physical education. Qualitatively, nonenrollees reported more social concerns, less domain value, and disliked activities like fitness training, health content, and competition. Females had statistically higher body size discrepancy and qualitatively more domain value and concern about the social setting and the type of activities. Implications for the retention of high school physical education students are discussed.
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Nagai, Susumu, Yasuharu Okamura, Misaki Sakata, and Toshiharu Miyakawa. "ICONE23-1597 RADIATION EDUCATION TO THE ELEMENTARY AND JUNIOR HIGH SCHOOL STUDENTS IN AOMORI PREFECTURE." Proceedings of the International Conference on Nuclear Engineering (ICONE) 2015.23 (2015): _ICONE23–1—_ICONE23–1. http://dx.doi.org/10.1299/jsmeicone.2015.23._icone23-1_284.
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Nienhusser, H. Kenny. "Role of High Schools in Undocumented Students' College Choice." education policy analysis archives 21 (November 17, 2013): 85. http://dx.doi.org/10.14507/epaa.v21n85.2013.
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In recent years, some states in the United States have enacted policies that grant some higher education benefits—primarily in-state resident tuition eligibility—to certain undocumented students. While in existence since 2001, little is known of the role of high school institutional agents in implementing such policies. This study describes the efforts of seven New York City high schools to educate their undocumented students about such educational benefits within their college choice process. It details five categories of activities that institutional agents developed to address undocumented students’ college choice needs. These college choice activities included: one-on-one counseling, presentations, outreach, scholarship, and curriculum. This study also examined the effects of institutional demographics on the process of educating undocumented students about their college choice. It discovered that those high schools that had higher percentages of undocumented students had a greater number of college choice activities and had organized their implementation in such a way as to make information more available to this student population. This article concludes with a section that is devoted to implications for research and practice.
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Freeman, Kassie. "Increasing African Americans' Participation in Higher Education: African American High-School Students' Perspectives." Journal of Higher Education 68, no. 5 (1997): 523. http://dx.doi.org/10.2307/2959945.
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Wilczenski, Felicia L., and Aimee C. D’Avignon. "Inclusion of Students with Intellectual Disability in Higher Education ." Men Disability Society 40, no. 2 (2018): 5–14. http://dx.doi.org/10.5604/01.3001.0012.7544.
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Students with intellectual disability (ID) are increasingly seeking higher education opportunities. High school to higher education transition presents challenges for all students, including students with ID. Special educators are uniquely positioned to assist students with ID navigate the transition process. This chapter recommends roles for special educators in transition planning and suggests strategies that can prepare students with ID for inclusion in higher education.
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Vosniadou, Stella. "Bridging Secondary and Higher Education. The Importance of Self-regulated Learning." European Review 28, S1 (2020): S94—S103. http://dx.doi.org/10.1017/s1062798720000939.
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It is proposed that the transition from secondary to higher education can be facilitated by improving secondary school students’ capabilities for independent, self-directed, and self-regulated learning (SRL). University learning places high demands on students for complex and independent learning, namely learning that requires the ability to plan, monitor and evaluate one’s work and to control one’s motivation and emotion. A major stream of educational research has shown the beneficial impact of self-regulated learning on student motivation and has concluded that self-regulation is a significant source of achievement differences among students. However, many secondary school students lack the skills of an independent and self-regulated learner when they enter higher education, something that contributes to considerable student attrition during the first year of university study. In this article I argue that more attention should be paid to the promotion of self-regulated learning in secondary schools. This can be achieved by helping teachers understand how to enrich students’ knowledge about learning and strategies to manage it. Some exemplary practices developed at secondary schools are discussed as a means of providing examples of effective learning environments for SRL.
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Hughes, Julia M. Christensen, and Donald L. McCabe. "Academic Misconduct within Higher Education in Canada." Canadian Journal of Higher Education 36, no. 2 (2006): 1–21. http://dx.doi.org/10.47678/cjhe.v36i2.183537.
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Despite a plethora of research on the academic misconduct carried out by U.S. high school and undergraduate university students, little research has been done on the academic misconduct of Canadian students. This paper addresses this shortcoming by presenting the results of a study conducted at 11 Canadian higher education institutions between January 2002 and March 2003. We maintain that academic misconduct does indeed occur in Canada – amongst high school, undergraduate and graduate students. Common self-reported behaviours were as follows: working on an assignment with others when asked for individual work, getting questions and answers from someone who has already taken a test, copying a few sentences of material without footnoting, fabricating or falsifying lab data, and receiving unauthorized help on an assignment. Possible factors associated with these behaviours include student maturity, perceptions of what constitutes academic misconduct, faculty assessment and invigilation practices, low perceived risk, ineffective and poorly understood policies and procedures, and a lack of education on academic misconduct. Canadian educational institutions are encouraged to address these issues, beginning with a recommitment to academic integrity.
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Plasman, Jay Stratte, and Michael A. Gottfried. "Applied STEM Coursework, High School Dropout Rates, and Students With Learning Disabilities." Educational Policy 32, no. 5 (2016): 664–96. http://dx.doi.org/10.1177/0895904816673738.
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Applied science, technology, engineering, and math (STEM) coursetaking is becoming more commonplace in traditional high school settings to help students reinforce their learning in academic STEM courses. Throughout U.S. educational history, vocational education has been a consistent focus for schools to keep students on the school-to-career pathway. However, very few studies have examined the role of applied STEM coursetaking in improving schooling outcomes for students with learning disabilities. This is a major missing link as students with learning disabilities tend to exhibit much higher dropout rates than students from the general population. This study examines mechanisms displayed through applied STEM courses and the role they play in helping students with learning disabilities complete high school and transition into college. Using a nationally representative data set of high school students and their full transcripts (i.e., Education Longitudinal Study of 2002), we found that students with learning disabilities who took applied STEM courses significantly increased their educational outcomes in the following ways: lowered chances of dropout, increased math test scores, and increased enrollment in postsecondary education. While the general student population also benefited by taking applied STEM courses, the advantages were greater for those students with learning disabilities.
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Shaw, Brian P. "Music Education Opportunities in Ohio K–12 Public and Charter Schools." Journal of Research in Music Education 69, no. 3 (2021): 303–20. http://dx.doi.org/10.1177/0022429420986123.
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The purpose of this study was to examine which Ohio schools offered curricular music courses and the rates at which students participated in those courses. The analysis involved descriptive statistics, analysis of variance, logistic regression, and partially nested multilevel modeling using data from the Ohio Department of Education ( N = 3,222 schools). The investigation revealed that charter schools offered music courses far less often than public schools. However, in charter schools that did offer music, students participated at higher rates than those in public schools. Nearly all public schools featured music classes. The exception was high schools in the highest poverty urban neighborhoods, 31% of which had no curricular music. Students identified as Black, Hispanic, or indigenous were more likely to attend schools without music programs. Elementary students enrolled in an average of 1.00 music classes per year, whereas middle and high school students enrolled in 0.67 and 0.35 music classes per year, respectively. Suburban districts saw the greatest decline in music participation as students progressed to high school. Urban schools with greater percentages of white, non-Hispanic students had higher music enrollment rates.
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Kim, Kyeong-Hwa, and Joungmin Kim. "Transition to Higher Education in South Korea: Current Status and Issues." Intervention in School and Clinic 55, no. 5 (2019): 319–24. http://dx.doi.org/10.1177/1053451219881718.
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In South Korea, higher education is widely available to all people. However, few people with disabilities have received a college education. In 1995, the Higher Education Special Admission for Students with Special Needs policy was implemented to promote opportunities for individuals with disabilities to have access to higher education. Since the special admission policy was implemented, an increasing number of high school students with disabilities have entered college. Research indicates that the transition from high school to higher education is not smooth for students with disabilities. Accordingly, this article discusses issues surrounding this transition for students with disabilities after briefly describing the college entrance system and policies on transitioning to higher education in South Korea.
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Zahri, Triave Nuzila, Yarmis Syukur, and Isna Tania. "Tantangan Peserta Didik SMK dalam Memasuki Perguruan Tinggi dan Peran Pelayanan Konseling." ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam) 3, no. 2 (2020): 87–95. http://dx.doi.org/10.32505/enlighten.v3i2.1899.
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This article discusses the challenges of students in continuing their education to higher education, especially students from vocational or vocational high schools. Vocational (vocational) high school students can continue their education to higher education in addition to having great opportunities to enter the world of work. Students who wish to continue their education to tertiary institutions do not show the required preparation. Likewise, students who will choose to work after completing Vocational High School are less mature in entering the world of work. This study aims to analyze the preparation of students in continuing their education to higher education. This type of research is descriptive research. The research subjects were students of vocational high schools, amounting to 89 people. The questionnaire in this research uses the theory developed by Prayitno. The results showed that at least the number of students who made preparations before they entered college. Thus, it is hoped that the counselor can help improve students' understanding of themselves and their environment, in preparation for entering college.
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Adu-Gyamfi, Kenneth. "LACK OF INTEREST IN SCHOOL SCIENCE AMONG NON-SCIENCE STUDENTS AT THE SENIOR HIGH SCHOOL LEVEL." Problems of Education in the 21st Century 53, no. 1 (2013): 7–21. http://dx.doi.org/10.33225/pec/13.53.07.
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This study investigated the factors that contribute to the non-science students’ lack of interest in school science through the use of a 27-item questionnaire. This assisted in comparing the male and female non-science students’ lack of interest in school science. There were 259 male and female students from three senior high schools in three District Assemblies of the Ashanti Region of Ghana who participated in the study. Quantitative data were collected from the 259 students through a cross-sectional survey. The research questions were answered with mean, standard deviation, percentage, boxplot, and independent-samples t-test. The results of the study have shown that the factors that contribute to students’ lack of interest in school science include as higher demands of students’ time in learning science, less practical nature of science teaching and learning, failure of science students with larger aggregate from high school to gain admission into tertiary institutions, too broad nature of science content, lack of sponsorship for science students, school science as difficult subject compared to others, and teaching of science is a transmission of knowledge from science teachers or textbooks to students. The results of the study have further shown that there was a statistical significant difference between the mean scores of male and female non-science students’ lack of interest in school science. Science teachers are therefore encouraged to adopt strategies that could encourage students to develop and show interest in science related subjects and courses. Key words: factors; lack of interest; male and female; non-science students; school science.
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Grayson, J. Paul. "The Performance of "Gifted" High School Students in University." Canadian Journal of Higher Education 31, no. 1 (2001): 121–39. http://dx.doi.org/10.47678/cjhe.v31i1.183380.
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In Ontario, school boards are required to provide opportunities so that "gifted" students (i.e., those with exceptional abilities) can obtain learning experiences that are beyond those offered in regular classes. This study follows graduates of regular and gifted programs over four years of studies at York University in Toronto. Overall, it is found that having participated in a gifted program in high school does not result in increased levels of achievement in university; however, graduates of gifted high school programs have slightly higher self-assessed thinking and reasoning and problem-solving skills and are marginally faster in credit completion than other students. These findings aside, it is difficult to argue that participation in a high school gifted program confers an advantage students once they get to university.
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Kraemer, Bonnie R., Samuel L. Odom, Brianne Tomaszewski, et al. "Quality of high school programs for students with autism spectrum disorder." Autism 24, no. 3 (2019): 707–17. http://dx.doi.org/10.1177/1362361319887280.
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The purpose of the study was to examine the quality of high school programs for students with autism spectrum disorder in the United States. The Autism Program Environment Rating Scale–Middle/High School was used to rate the quality of programs for students with autism spectrum disorder in 60 high schools located in three geographic locations in the United States (CA, NC, and WI). Findings indicated that the total quality rating across schools was slightly above the adequate criterion. Higher quality ratings occurred for program environment, learning climate, family participation, and teaming domains. However, quality ratings for intervention domains related to the characteristics of autism spectrum disorder (e.g. communication, social, independence, functional behavior, and transition) were below the adequate quality rating level. Also, quality ratings for transition were significantly higher for modified (primarily self-contained) programs than standard diploma (primarily served in general education) programs. School urbanicity was a significant predictor of program quality, with suburban schools having higher quality ratings than urban or rural schools, controlling for race, school enrollment size, and Title 1 eligibility status. Implications for working with teachers and school teams that support high school students with autism spectrum disorder should include a targeted focus on transition programming that includes a breadth of work-based learning experiences and activities that support social-communication domains.
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Ben-David, Iris, and Yaakov Iram. "Access to Higher Education: The Israeli Case." International Higher Education, no. 77 (September 1, 2014): 27–28. http://dx.doi.org/10.6017/ihe.2014.77.5686.
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Israeli higher education has exhibited a high level of academic achievement. However, access to higher education is at the middle level compared with the OECDs and has presented a middle rate of improvement. Stratification is still evident, especially, for minority students and for students from low socio-economic strata. Equity issues for previous schooling levels nurture stratification in higher education. We argue that there is a need for a holistic equitable school policy reform.
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Kim, Soobin, Gregory Wallsworth, Ran Xu, et al. "The Impact of the Michigan Merit Curriculum on High School Math Course-Taking." Educational Evaluation and Policy Analysis 41, no. 2 (2019): 164–88. http://dx.doi.org/10.3102/0162373719834067.
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Michigan Merit Curriculum (MMC) is a statewide college-preparatory policy that applies to the high school graduating class of 2011 and later. Using detailed Michigan high school transcript data, this article examines the effect of the MMC on various students’ course-taking and achievement outcomes. Our analyses suggest that (a) post-MMC cohorts took and passed approximately 0.2 additional years’ of math courses, and students at low socioeconomic status (SES) schools drove nearly all of these effects; (b) post-policy students also completed higher-level courses, with the largest increase among the least prepared students; (c) we did not find strong evidence on students’ ACT math scores; and (d) we found an increase in college enrollment rates for post-MMC cohorts, and the increase is mostly driven by well-prepared students.
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Ratnawati, Tyas, Rugaiyah Rugaiyah, and Siti Rochanah. "Evaluation of Online Learning for Inclusive Junior High School Students." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (2021): 885–91. http://dx.doi.org/10.35445/alishlah.v13i2.774.
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Online learning has been carried out by all levels of education, starting from elementary school to higher education, applied to traditional and inclusive schools. The purpose of the study was to obtain the results of online learning evaluations for inclusive students at State Junior High Schools 36 Jakarta. This study used a descriptive analytical-qualitative approach. Data were collected through observation, interviews, documentation, and group discussion forums. Data analysis techniques consist of data reduction, data presentation, conclusion drawing/verification. The study results concluded that the implementation of online learning was carried out regularly by government standards in terms of planning, implementation, and evaluation. The students also did not experience any problems and were diligent in participating in online learning activities because of parental assistance. The study results also have implications for understanding the concept of cooperation between the school and parents in carrying out online learning activities so that students can take online classes regularly.
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Van Overschelde, James P. "Project Lead The Way Students More Prepared For Higher Education." American Journal of Engineering Education (AJEE) 4, no. 1 (2013): 1–12. http://dx.doi.org/10.19030/ajee.v4i1.7854.
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Project Lead the Way (PLTW) is a hands-on, project-based engineering curriculum for high school and middle school students, which has quadrupled annual enrollment in Texas in five years to over 23,000 students. The diversity of students participating has also increased dramatically. Using six years of longitudinally-linked student data, the academic outcomes of cohorts of PLTW students were compared to matched cohorts of non-PLTW students. Matching was based on Grade 8 state math assessment scores and demographic and program participation variables. Findings show that PLTW students scored significantly higher on the state’s Grade 11 mathematics assessment, a higher percentage met the college-ready criterion, a higher percentage enrolled in Texas higher education institutions, and the non-college-bound PLTW students earned higher wages.
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Şeker, Gürcan. "Examining Career and Academic Outcome Expectations of Turkish High School Students." Journal of Educational Issues 6, no. 2 (2020): 204. http://dx.doi.org/10.5296/jei.v6i2.17532.
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This study aimed to examine career and academic outcome expectations of high school students. Data of the research designed in the survey model were collected from 695 students attending ninth to twelfth grades of high schools that offer academic and vocational education in city center of Niğde in the Central Anatolian Region of Turkey in the academic year of 2018-2019. 56% of the participants are female and 44% are male. The measures used in the research are academic outcome (5 items) and career outcome (4 items) expectation subscales of the Career Outcome Expectations and Exploration Intentions Scale developed by Betz and Voyten (1997) and adapted into Turkish language by Büyükgöze-Kavas (2011) and the Personal Information Form developed by the researcher. Independent groups t-test and one-way ANOVA analysis techniques were utilized in data analysis. It was found in the data analysis that high school students’ scores of career and academic outcome expectations differed significantly by gender, type of school, and grade level. While girls were found to have higher mean scores of career and academic outcome expectations than boys, the students of Anatolian High School that provides academic education had higher mean scores of career and academic outcome expectations than the vocational high school students. Furthermore, ninth-grade students were found to have higher mean scores of career and academic outcome expectations than other grade levels.
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Domina, Thurston. "What Works in College Outreach: Assessing Targeted and Schoolwide Interventions for Disadvantaged Students." Educational Evaluation and Policy Analysis 31, no. 2 (2009): 127–52. http://dx.doi.org/10.3102/0162373709333887.
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By offering information, counseling, and tutoring, college outreach programs attempt to smooth the path between high school and higher education for at-risk students. But do these program work? This paper uses longitudinal data from the Education Longitudinal Study to construct two quasi-experiments to assess the effectiveness of college outreach. The first compares outreach program participants with a propensity score matched sample of program non-participants to measure the effects of targeted college outreach programs. The second assesses the effects of school-wide college outreach programs by comparing students in school-wide outreach high schools with students in a matched sample of high schools that offer no formal outreach. The results suggest that targeted outreach programs do little to change the educational experiences of participating students. However, there is limited evidence to suggest that school-wide outreach programs may have modest “spill-over” effects, improving the educational outcomes of relatively unengaged students at participating schools.
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Pop, Nicolae Alexandru, and Steluța Todea. "The perception of a university’s brand within the recruitment pool for future students (Case survey for the economic higher education)." Proceedings of the International Conference on Business Excellence 12, no. 1 (2018): 782–92. http://dx.doi.org/10.2478/picbe-2018-0070.
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Abstract The brand of a university is the result of the interaction between the vectors it uses to position itself in relation to its stakeholders. Among these, high school students who aspire to become students play a key role. The way in which the university is perceived by its main recruitment base (the high school environment) is crucial for the capacity of the university to recruit the best qualified candidates. Considering there is a lack of a coherent project by either the higher education system or the secondary education system that looks into the high school students’ choice of an educational trajectory, there is a need for in-depth research about the motivational mechanism that drives future students to opt for a certain university. In order to fill this gap, the present study aims to research the vectors that drive the high school students’ choice of a university programme. It is a quantitative, sample research conducted on high school students in the last year of their programme, in representative high schools in one of the districts of Bucharest. The method used is the survey, the technique is that of face-to-face interviews, and the instrument used was the semi-structured questionnaire. The second research is an exploratory qualitative study conducted on the class tutors of the high school students; its purpose is to describe, with the help of some hypotheses, their preoccupations throughout the pedagogical process of career orientation. By changing the perception of the academic environment, this can help promote social cohesion and a synergy between the processes of accumulating knowledge and those of stimulating creativity and innovation in the university environment. The present study aims to contribute to this project and is based on the literature that reflects the experience of some of the most important schools in the international context, as far as the recruitment of future students is concerned.
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Minarni, Ani, and E. Elvis Napitupulu. "Learning Approach and Soft-skills Contribution toward Mathematical Higher Order Thinking Skill of Junior High School Students." American Journal of Educational Research 7, no. 12 (2019): 925–29. http://dx.doi.org/10.12691/education-7-12-5.
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Catterall, James S., and David Stern. "The Effects of Alternative School Programs on High School Completion and Labor Market Outcomes." Educational Evaluation and Policy Analysis 8, no. 1 (1986): 77–86. http://dx.doi.org/10.3102/01623737008001077.
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This research probes two questions regarding participation in alternative high school programs: Does participation reduce the likelihood of students dropping out? Does participation lead to enhanced experiences in the labor market after students leave school? Using the California subsample of the 1980 and 1982 High School and Beyond surveys (involving nearly 3,000 sophomores and 3,000 seniors), vocational education and participation in other alternatives are scrutinized. Our findings regarding the dropout-preventing effects of these programs are mixed: The assessment varies across different procedures used to control for prior propensity to dropout. Our findings for labor market effects are more definite. Participants in vocational and other alternative programs have generally higher employment rates and, for some, higher wages. Suggested extensions of this work are offered.
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Corbu, Luminiţa Claudia, Daniela Mihaela Neamţu, and Valentin Cristian Hapenciuc. "The rate of high schools’ graduating students to universities." Proceedings of the International Conference on Business Excellence 11, no. 1 (2017): 284–91. http://dx.doi.org/10.1515/picbe-2017-0030.
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Abstract The purpose of the present research is to analyze and explore the opinions of Fălticeni town high school graduates, on the choice of universities that they want to continue their studies, then choosing faculty (profile, specialization) where they will be trained for their future profession. Then first thing taken into account was the ratio of students admitted in the first year of higher education studies in a given academic year, expressed as a ratio of the number of students enrolled in the final year of upper secondary education in the previous school year. For the indicator highlighted and previously enunciated, we conducted a statistical survey based on the data collected from three high schools in Fălticeni town, from Suceava County, schools with different specializations and different profiles of study. In recent years, countries have increased the diversity of education programs. This diversification has been driven by an increasing demand for upper secondary and evolving curriculum of general knowledge taught in general programs and practical skills reserved for professional studies to complete programs that include learning, but also to lead to more flexible ways of further education or employment.
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Wang, Xin, Jinwu Zhang, Xiaoxiang Wang, and Jianhong Liu. "Intervening Paths From Strain to Delinquency Among High School and Vocational School Students in China." International Journal of Offender Therapy and Comparative Criminology 64, no. 1 (2019): 22–37. http://dx.doi.org/10.1177/0306624x19856513.
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Chinese education system comprises high schools and vocational school, and their differences on delinquency have seldom been investigated. From the perspective of general strain theory, the present study examined the differences among high school and vocational school students for delinquency, strain, and other explanatory variables. General strain theory delineates the effect of strain on delinquency or deviance and presents the paths from strain to delinquency or deviance through social control and social learning variables. Using a sample of 1,852 tenth-grade students in Guangzhou City, the present study tests the intervening paths from strains to deviance among high school and vocational school students. Results indicated that vocational school students have higher likelihood to be strained and delinquent, and have lower social control and higher interactions with delinquent peers. School type is a significant predictor for strain, as well as social control and delinquent peers.