Academic literature on the topic 'English High School (Boston, Mass.)'
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Journal articles on the topic "English High School (Boston, Mass.)"
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Ginsberg, Daniel, Maya Honda, and Wayne O'Neil. "Looking beyond English: Linguistic inquiry for English Language Learners." LSA Annual Meeting Extended Abstracts 1 (May 2, 2010): 28. http://dx.doi.org/10.3765/exabs.v0i0.507.
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Is there a role for linguistic inquiry in a class of high school English Language Learners? Based on a year-long pilot project initiated by a Greater Boston high school teacher, we present evidence: (1) that examining the spoken and written languages represented in the classroom captures students’ interest and engages them in critical inquiry about the nature of linguistic knowledge and about their beliefs about language; (2) that the analysis of students’ home languages validates these languages in the school context, defining them as a rich resource worthy of study, rather than as a hindrance to education.
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Bolon, Craig. "Significance of Test-based Ratings for Metropolitan Boston Schools." education policy analysis archives 9 (October 16, 2001): 42. http://dx.doi.org/10.14507/epaa.v9n42.2001.
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In 1998 Massachusetts began state-sponsored, annual achievement testing of all students in three public school grades. It has created a school and district rating system for which scores on these tests are the sole factor. It proposes to use tenth-grade test scores as a sole criterion for high school graduation, beginning with the class of 2003. The state is treating scores and ratings as though they were precise educational measures of high significance. A review of tenth-grade mathematics test scores from academic high schools in metropolitan Boston showed that statistically they are not. Community income is strongly correlated with test scores and accounted for more than 80 percent of the variance in average scores for a sample of Boston-area communities. Once community income was included in models, other factors--including percentages of students in disadvantaged populations, (Note 1) percentages receiving special education, percentages eligible for free or reduced price lunch, percentages with limited English proficiency, school sizes, school spending levels, and property values--all failed to associate substantial additional variance. Large uncertainties in residuals of school-averaged scores, after subtracting predictions based on community income, tend to make the scores ineffective for rating performance of schools. Large uncertainties in year-to-year score changes tend to make the score changes ineffective for measuring performance trends.
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Blaise, Jean G. "The Effects of High-Stakes Accountability Measures on Students With Limited English Proficiency." Urban Education 53, no. 9 (2015): 1154–81. http://dx.doi.org/10.1177/0042085915613549.
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This article reports on a 3-year ethnographic study in a Boston Public school of the performance of Haitian students on the Massachusetts Comprehensive Assessment System (MCAS) and its lasting and likely impact upon them. MCAS is a mandated exam required for students to graduate from high school. Although there are certain provisions for students with limited English proficiency (LEP) to participate under the mandate, LEP students face the test with an enormous disadvantage compared with other students. The issue of second language acquisition appears to have been completely dismissed in the mandated policy. In light of the challenges faced by students with LEP, the article focuses on the core issues at hand in the Massachusetts standardized exam. It analyzes the complexities of language use and acquisition with respect to students with LEP, the pitfalls of the mandated exam, and the effects and impacts created by MCAS on students and their communities. It suggests that an educational system should take into consideration the complexity of acquiring a second language in a particular social context and develop new testing policies and requirements for students whose first language is not English.
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Dodd, Anne Wescott. "Horace's Hope: What Works for the American High School. By Theodore Sizer. Boston, Mass.: Houghton Mifflin, 1996. $22.95." NASSP Bulletin 81, no. 585 (1997): 120–21. http://dx.doi.org/10.1177/019263659708158520.
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Siddique, Lamisa Saiyara, Samsun Nahar, and Tanjima Parvin. "Frequency of the High Body Mass Index in School Going Children in Dhaka City." University Heart Journal 10, no. 1 (2015): 23–26. http://dx.doi.org/10.3329/uhj.v10i1.24592.
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Childhood obesity is highly prevalent in urban areas of Bangladesh but information is limited. The aim of this study was to find out the prevalence of obesity in children aged 9-11 years and raise awareness about obesity and its complications. The study was conducted in a Private English Medium school in Dhaka involving 140 students whose height and weight was measured. The BMI was calculated by software provided by Centre of Disease Control. In the present study, we showed that 50% of the students were either overweight or obese out of which26.4% were obese. Majority of those found obese or overweight consumed fast foods. In conclusion, prevalence of obesity was high in a private school, which houses children from mostly middle to high income families. Enforcing healthy eating habits amongst parents could yield better results in lowering the BMI. Further surveillance in this population is essential in verifying the impact of obesity.University Heart Journal Vol. 10, No. 1, January 2014; 23-26
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Smith, Rachel E. "Urban dictionary: youth slanguage and the redefining of definition." English Today 27, no. 4 (2011): 43–48. http://dx.doi.org/10.1017/s0266078411000526.
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In November 2009, Principal Thomas Murray banned the word meep from Danvers High School, located outside of Boston (Netter, 2009). Parents and students received automated e-mails and calls with a warning that saying or displaying the word meep would entail suspension. Students had ignored requests from teachers and administrators to stop, leading to the school-wide ban. This story contains entertaining elements: an overzealous principal who forwarded emails containing meep to the police; references to the meeping Muppet, Beaker; students sporting ‘FREE MEEP’ t-shirts; and Facebook-coordinated meepings. Referring to meep, Danvers High School student Mike Spiewak commented: ‘I think it's unfair that they banned a word that's not even a real word’ (Raz, 2009). According to Melanie Crane, another Danvers student, meep ‘doesn't mean anything in particular’ (Netter, 2009). As a result, its ambiguity allows for countless definitions. The authoritative source in defining the term throughout news coverage of the Danvers incident has been Urbandictionary.com, an online and open-source dictionary for slang and subculture terminology. For those of you who have never meeped, the primary Urban Dictionary (UD) entry deems it ‘the most versatile word in the English language [which] can mean whatever you want it to mean.’ UD lists 93 other definitions for the word, the most popular being.
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Englishtina, Inti, Kristin Marwinda, Steffie Mega Mahardhika, and Novita Al Ihyak Dieni. "Peningkatan Kemampuan Menulis Artikel Berita dan Pemanfaatan Istilah Bahasa Inggris dalam Headline dan Artikel Berita." Perigel: Jurnal Penyuluhan Masyarakat Indonesia 3, no. 2 (2024): 58–63. http://dx.doi.org/10.56444/perigel.v3i2.1656.
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This study aims to determine the effectiveness of news article writing training focused on using English terms in headlines and articles. Participants were students from NU 3 Mualimin High School, Weleri District, Kendal Regency, with varying expertise levels. The training involved intensive workshops on news article structure, appropriate writing styles, and correct use of English terms. Results are expected to provide insights into the impact of training on improving article quality, particularly in English term usage. Evaluation included qualitative analysis of articles before and after training, considering changes in writing style, information clarity, and English term usage skills. The study also discusses challenges faced by authors and presents recommendations for further improvement, aiming to enhance writing skills in the context of globalization and the influence of English in mass media
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George, Alex, and Bhanupriya B. "A Study on Self Confidence and Academic Achievement among High School Students." YMER Digital 21, no. 05 (2022): 1125–33. http://dx.doi.org/10.37896/ymer21.05/c9.
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Education through schools aims to develop an array of skills and clarities where language acquisition is an important part. In the content of school education in India, especially Kerala, English language is an integral part of the curriculum. Speaking, reading and writing skills in English is very important. The role of moving towards globalization where mass communication and interment demand a good knowledge of English. Among the four language skills, self-confidence plays an important role in attaining mastery over the skills. The achievement of oral performance is thought to be highly correlated with confidence. When there is low level of self-esteem and self-confidence, the learning of a second language foreign language is greatly affected, due to relationship between the learner and the challenge that is learning another language that makes them feel unable to be themselves when speaking a new language. Many factors affect the learning of foreign language self-confidence is an important factor that affect foreign language acquisition. Self-confidence refers to an individual’s perceived ability to produce desired results. Self-confidence is a variable that can be improved with the help of teachers and parents in students through different methods and actionists. Every learner requires be and foremost, to be motive, to be attended to, to be valued and to be affirmed out of that attention and affirmation grow the confidence and the courage to learn. A study on the importance of self-confidence and the relationship between self- confidence and achievement is very much relevant. Since self-confidence and related variables are connected with affective domain too, a study on self-confidence and its relation with achievement will help the teachers to prepare their reasons and include activities that will help to improve the level of self confidence in the learners in their class. This is beneficial both for the teachers and the learners especially in the modern class rooms where the individual differences among learners are high. Conducting a study on the relationship between self-confidence and academic achievements proved that there is a relationship between these two factors as self-confidence increases, academic achievements also increase. Keywords: Self- confidence, Achievement, Language, Learners
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Peter, Lois Gwyn, and Adelina Asmawi. "Online remote ESL education challenges, opportunities and readiness among high school students during school closure." JOALL (Journal of Applied Linguistics and Literature) 8, no. 2 (2023): 281–302. http://dx.doi.org/10.33369/joall.v8i2.26821.
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The COVID-19 outbreak caused mass school closure, pushing teachers and students into online remote education and forcing them to adapt to unfamiliar pedagogical norms. Drawing on Koole’s (2009) Framework for the Rational Analysis of Mobile Education (FRAME) model, this study explored the challenges and opportunities of online remote ESL learning as experienced by four selected high school students from urban and rural Sarawak, Malaysia. It also explored the extent of their readiness for online remote ESL education one year into school closure. This study employed a multiple case study approach which included observations, document analysis and in-depth interviews of participants from multiple demographic categories. Findings discovered challenges that affected the students’ online remote ESL learning experience included the teacher’s physical absence, lack of engagement during lessons and unfavourable learning conditions. Online remote ESL learning also presented students with educational opportunities, particularly independent learning, online social learning and skills development. Findings suggested that urban students were ready, capable and equipped for online remote ESL learning whereas rural students were not as urban students had better digital resources, higher digital competency, sturdier support system, robust modes of instruction for online remote English lessons and higher language proficiency. This study concluded that individual characteristics of students, digital resources, language proficiency and appropriate learning environments play essential roles in supporting online remote ESL learning. Therefore, this study holds a significant theoretical implication for ESL education and the construct of Koole’s FRAME as it validates that when aspects related to the learner, device and social interactions in online remote learning are fulfilled, it can result in an ideal online remote learning experience.
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Isti, Meul. "EFL Students' Attitude Toward Learning English." JSSH (Jurnal Sains Sosial dan Humaniora) 3, no. 2 (2019): 95. http://dx.doi.org/10.30595/jssh.v3i2.3126.
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Abstract: The purpose of this research was to analyze EFL students’ attitude toward learning English based on three aspects namely affective, cognitive and behaviour and to find out factors shaping students’ attittude. This research was conducted in a public junior high school in district Sokaraja. This research belongs to survey study in which the researcher took 30% from population as the samples. The researcher chose 7th grade students to get involved as the participants. In order to answer the research questions, three instruments were used. Those were questionnaire, interview guide, and note taking of observation. Based on the result of the study, students had possitive attitude in those overall aspects. However, the behavioural aspect comes first accounting for 68,8% followed by affective aspect accounting for 68,10%. Those were higher compare to cognitive aspect which was accounted for just 64,7%. Then it was supported by the results of observation and interview in some points of each aspect. In addition, the result of questionnaire and interview displayed six factors affecting students’ attitude: mass media, refference group, teacher, personal experience, parents and the last is learning climates and classroom task. Some results of factors shapping students’ attitude were also supported by the interview.
Dissertations / Theses on the topic "English High School (Boston, Mass.)"
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Cartin, Gregory Edward. "A formative evaluation of the team advisory program at Boston English High School from the perspective of the program's advisors." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12313.
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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>The purpose of this study was to conduct a formative evaluation of the efficacy of the Team Advisory program, an in-school intervention in an urban public high school using fitness to teach study skills and social responsibility, based on the perspective of its faculty (n=9). The first research question asks what do Boston English Advisors (BEHST Advisors) and Boston University graduate student advisors (BUGS Advisors) perceive as effective and ineffective about the Team Advisory program. The secondary question asks, from the perspective of the Team Advisory staff, was the program accomplishing its goals, and was the program sustainable? An interview guide was developed for the purposes of this study. The sample was comprised of BUGS advisors (n=4) and BEHST advisors (n=4), as well as the program director (n=1) with a total of 9 interviewees. Based on 73 pages of single space transcribed verbatim interviews, data from qualitative interview data and participant observer notes was used for thematic analysis. The four major themes to emerge from the data included challenges, successes, social responsibility, and suggestions to improve the program. Results indicated that the program was successful in teaching social responsibility themes to this specific, urban population of students, but was less successful in incorporating the original academic component. Staff training and schedule inconsistencies lead to other deficiencies. Results can be used by educators and applied to program design and implementation when attempting to teach social responsibility and other study skills through fitness in similar settings. However, there will be a need to focus on improvement in the areas of staff selection, training, school leadership support, and scheduling to achieve these goals.
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Stasko, Carly. "A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing." Thesis, 2009. http://hdl.handle.net/1807/18109.
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This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.
Books on the topic "English High School (Boston, Mass.)"
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Hobbs, Renee. Reading the media: Media literacy in high school English. Teachers College Press, 2007.
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Paul, Kenney, ed. A true man for others: The Coach Jim Cotter story. Jetty House, 2009.
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Hawthorne, Nathaniel. The scarlet letter: With an introduction and contemporary criticism. Ignatius Press, 2009.
Find full textBook chapters on the topic "English High School (Boston, Mass.)"
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Everett, Judas, and Kacper Zajac. "Refugees, Mass Uncontrolled Immigration, and NATO." In NATO and the Future of European and Asian Security. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7118-7.ch001.
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The issue of migration to Europe is one which has experienced increased salience in recent years. The symbol of this is undoubtedly the image of small, often improvised, vessels attempting to cross the Mediterranean Sea. In some cases, there have even been attempts to traverse the English Channel. The issue of securitisation is one which can best be understood through the work of the Copenhagen School and particularly the work of Bary Buzan. Therefore, this chapter analyses the various legal regimes applicable to the different NATO countries whilst operating on the high seas where the application of such regimes is more questionable. Based on the analysis of relevant areas of law, it appears that the US is better situated, at least from a legal perspective, to conduct naval operations for the protection of the European southern border than the European states themselves. However, what is legally possible is only part of the consideration, as the political will is also an important consideration.
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Morgan, David. "Evangelical Images and the American Tract Society." In Protestants & Pictures Religion, Visual Culture, and the Age of American Mass Production. Oxford University PressNew York, NY, 1999. http://dx.doi.org/10.1093/oso/9780195130294.003.0003.
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Abstract with the disestablishment of religion in the early nineteenth century, New England clergy and laity who had enjoyed in statesanctioned Christianity a vision of a nation with a divine purpose were faced with the challenge of preserving their sense of national mission in a state that no longer officially authorized the practice of the Christian faith. Facing the steady growth of non-English-speaking, nonProtestant immigrants and the expansion of a frontier populated by unchurched whites and non-Christian Indians, a number of evangelical clergy, Christian professionals, businessmen, and well-stationed women formed benevolent societies such as the ABS (1816) and the ASSU (1824). These benevolent associations worked to reform the expanding American populace by producing enormous amounts of literature such as the Bible or Sunday school instructional materials and distributing them as widely as possible. The ATS was established in 1825 when the American Tract Society of Boston, formerly called the New England Tract Society, and many other smaller tract societies in the northeast merged with New York’s Religious Tract Society to form a national organization based in New York City on Nassau Street. Composed primarily of Presbyterians, Congregationalists, and Baptists, the ATS set itself the task of distributing tracts throughout the United States and around the world. Yet its greatest efforts were domestic.
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Simpson, Thula. "Tar Baby." In History of South Africa. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197672020.003.0017.
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Abstract The wind of change following Portugal's imperial retreat from Africa informs the subject matter of this paper. The changes led South Africa to recalibrate its regional policy and pursue "détente". This diplomatic effort failed after the outbreak of civil war in Angola induced South Africa to invade in support of the FNLA and UNITA, to prevent SWAPO from operating in the country. Cuba successfully countered South Africa's intervention by sending combat troops to bolster the MPLA. South Africa's defeat overlapped with growing ferment over the application of the Bantu Education Act, passed in 1953, which decreed that half of high school subjects in black schools had to be taught in English and the other in Afrikaans. The clause had not been enforced until the mid-1970s. Mass student protests against the language clauses resulted in the Soweto massacre on 16 June 1976.