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Relevant bibliographies by topics / High school experiences

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Academic literature on the topic 'High school experiences'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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Journal articles on the topic "High school experiences"

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Schmitt, Carrie, and Vella Goebel. "Experiences of High-Ability High School Students." Journal for the Education of the Gifted 38, no. 4 (2015): 428–46. http://dx.doi.org/10.1177/0162353215607325.

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This study attempted to answer the question, “To what extent do 12th-grade high-ability students feel that their past educational experiences, particularly in high school, have challenged their academic abilities?” Much research has been conducted in the field of gifted education about the identification, social and emotional characteristics, and educational needs of gifted students. However, little research has focused on how students themselves feel about the rigor and value of their educational experiences. This case study involved three high school seniors identified as high ability and enrolled in an Advanced Placement Language and Composition course in Indiana. Learning how these students feel about their experiences should help inform educators’ decisions regarding programming options, instructional methods, and differentiation strategies for high-ability students in Indiana.

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Garcia, Angela Cora. "Understanding High School Students’ Sports Participation." Sport Science Review 24, no. 3-4 (2015): 121–44. http://dx.doi.org/10.1515/ssr-2015-0012.

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Abstract In this paper we conducted a qualitative analysis of twenty-eight semi-structured interviews of college students. Interviewees were asked about their high school experiences with sports in order to discover the main factors leading to positive or negative experiences. We found that the influence of family and friends and the opportunity to participate in a competitive activity were the two most important positive aspects of students’ high school sports experiences. The most prevalent negative aspect of high school sports participation was a problematic experience with a coach. While both friends and family influenced students’ decisions to initiate and maintain participation in sports while in high school, family influence was much stronger than the influence of friends. Given the need to expand physical fitness on a national and global level, greater understanding of the factors impacting sports participation will be useful to a wide range of stakeholders, including students, teachers and educational institutions, and policy makers.

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Norling, Maja, Karin Stenzelius, Nina Ekman, and Anne Wennick. "High School Students’ Experiences in School Toilets or Restrooms." Journal of School Nursing 32, no. 3 (2015): 164–71. http://dx.doi.org/10.1177/1059840515611476.

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Richardson, John M. "Online “iDentity” Formation and the High School Theatre Trip." Articles 51, no. 2 (2017): 771–86. http://dx.doi.org/10.7202/1038602ar.

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Over the years that I have taken secondary school students to the theatre, the the digital revolution has moved through schools, classrooms, and even theatres, calling into question my goal of contributing positively to students’ identity formation through exposure to live plays. Responding to calls to examine the ways in which young people’s online and offline lives are interwoven, a one-year qualitative case study of student theatregoers suggests that online settings feature prominently in students’ identity formation and that non-digital school experiences such as the theatre trip are often experienced in light of students’ digital lives. Traditional events such as a trip to the theatre are influenced by and combined with online experiences to contribute to a new “iDentity” formation.

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Magidi, Mufaro, Rinie Schenk, and Charlene Erasmus. "HIGH SCHOOL LEARNERS’ EXPERIENCES OF GANGSTERISM IN HANOVER PARK." Southern African Journal of Social Work and Social Development 28, no. 1 (2016): 69–84. http://dx.doi.org/10.25159/2415-5829/1351.

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The culture of gang violence has become deeply entrenched in South Africa. The present study explored the experiences of non-gang school-going adolescents regarding gangs and gangsterism in Hanover Park in the Western Cape. A qualitative exploratory approach was used. Data collection instruments were focus group discussions supported by qualitative semi-structured interviews involving 18 adolescents between the ages of 16 and 18 from two secondary schools in Hanover Park, Cape Town. The data were thematically analysed. The results have shown that the presence of gangs affects the learners’ school attendance, restricts their mobility, increases bullying at school and seriously disrupts family and community life.

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Panaligan, Jan April, and Jimmy Bernabe Maming. "Challenges Encountered by Junior High School Graduates of the School of Tomorrow Program to Senior High School Program in Capiz: A Case Study." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 4 (2021): 321–26. http://dx.doi.org/10.11594/ijmaber.02.04.05.

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The School of Tomorrow (S.O.T.) having the Accelerated Christian Education (A.C.E.) here in the Philippines promises that they can give the most advanced twenty-first-century educational system available, but the experiences and grievances of S.O.T. graduates stated otherwise. This case study intends to determine the key informant's experiences in transitioning from Accelerated Christian Education (A.C.E.) institution to conventional schools in Capiz. This study utilized interviews, observation, and data reviews in gathering the data while the Mayring (2002) approach was utilized in analyzing the data. Themes came out from the constructs of the interviewees in Capiz, like S.O.T. curriculum is offered in Pre-School to Junior High School only, difficulty in transitioning from S.O.T. school to conventional schools offering Senior High School Program and conventional schools must be adopted and integrated to the S.O.T. Junior High School. The output of the research is the proposed new S.O.T. curriculum model to help address the existing problems.

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Butler, Jesse K., Ruth G. Kane, and Christopher E. Morshead. "“It’s My Safe Space”: Student Voice, Teacher Education, and the Relational Space of an Urban High School." Urban Education 52, no. 7 (2015): 889–916. http://dx.doi.org/10.1177/0042085915574530.

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White Canadian teacher candidates are brought into direct dialogue with urban high school students through a yearlong immersion in a high school with a “demonized” image in the broader community. Interviews with students reveal experiences of school as “my safe space” and the predominance of a student culture not characterized by resistance, but by a positive experience of school as an autonomous relational space. We argue that attention to student voices through extended immersion in urban high schools enables teacher candidates to experience schools as uniquely situated spaces and disrupts the tendency to essentialize urban students and their schools.

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Hudley, Cynthia, Roxanne Moschetti, Amber Gonzalez, Su-Je Cho, Leasha Barry, and Melissa Kelly. "College Freshmen's Perceptions of Their High School Experiences." Journal of Advanced Academics 20, no. 3 (2009): 438–71. http://dx.doi.org/10.1177/1932202x0902000304.

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Among academically talented students, SES and racial group membership predict both college expectations and matriculation, and youth less often attend and complete postsecondary education if their parents did not go to college. For successful adjustment to college, significant adults during high school matter more than they might imagine. Talking to teachers and counselors had strong relationships with social and academic adjustment as well as with positive attitudes for all students. Interestingly, the more participants talked to teachers in high school, the more academically competent they felt in college, and this relationship was especially strong for first-generation students. Such findings suggest that “getting ready” experiences may prepare students to more effectively balance the multiple developmental tasks they face as college students on the threshold of adulthood. This preparation may be especially important for persistence among vulnerable populations, including first-generation students, who spend the least time of any group talking to teachers outside class. Students in low-income, urban communities may be in reasonable proximity to a community, vocational, or 4-year college; students in rural schools may more often see relatively few opportunities for higher education. An academically oriented high school peer group also may prepare students to become socially engaged on the college campus. These preliminary findings are a strong argument for policies and practices that bring all new college students together in personalized social interactions as quickly as possible rather than focusing on groups perceived to be “at risk.”

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MUSANTE, SUSAN. "Summer Research Experiences for High School Teachers." BioScience 56, no. 7 (2006): 569. http://dx.doi.org/10.1641/0006-3568(2006)56[569:srefhs]2.0.co;2.

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Potterton, Amanda U. "Leaders’ experiences in Arizona’s mature education market." Journal of Educational Administration 57, no. 1 (2019): 21–35. http://dx.doi.org/10.1108/jea-02-2018-0043.

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Purpose In Arizona’s mature, market-based school system, we know little about how school leaders make meaning of school choice policies and programs on the ground. Using ethnographic methods, the author asked: How do school leaders in one Arizona district public school and in its surrounding community, which includes a growing number of high-profile and “high-performing” Education Management Organisation (EMO) charter schools, make meaning of school choice policies and programs? The paper aims to discuss these issues. Design/methodology/approach The author analysed 18 months of qualitative fieldnotes that the author collected during participant observations and six semi-structured school leader interviews from both traditional district public schools in the area (n=4) and leaders from EMO charter schools (n=2). Findings School leaders’ decision-making processes were influenced by competitive pressures. However, perceptions of these pressures and leadership actions varied widely and were complicated by inclusive and exclusive social capital influences from stakeholders. District public school leaders felt pressure to package and sell schools in the marketplace, and charter leaders enjoyed the notion of markets and competition. Practical implications As market-based policies and practices become increasingly popular in the USA and internationally, a study that examines leaders’ behaviours and actions in a long-standing school choice system is timely and relevant. Originality/value This study uniquely highlights school leaders’ perceptions and actions in a deeply embedded education market, and provides data about strategies and behaviours as they occurred.

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Dissertations / Theses on the topic "High school experiences"

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Lieblein, Elizabeth R. "Losing in high school sport: The experiences of former high school athletes." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1469622443.

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Drewry, Julie Anne. "High School Dropout Experiences: A Social Capital Perspective." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26260.

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The purpose of this study was to record and analyze students' experiences with dropping out of high school within a social capital framework. Discussing the stories of high school dropouts provided valuable information related to the root causes of dropout behaviors in a social capital context. This information can be used to develop programs designed to increase social capital in schools, families, and communities, which can contribute to a decrease in dropout behaviors. This phenomenological study took a narratological research approach that focused on collecting the lived experiences of high school dropouts within a social capital framework. The context of this study was a high school in an urban school division in Southwestern Virginia. The participants were five high school dropouts who speak English as a primary language and were a part of the general education population at the high school. Triangulation of data sources included field notes, interviews with the participants, and archival documents. A three-iteration code mapping procedure was used for data analysis to provide an audit trail. Narrative descriptions of the life histories of each participant were written. The overarching themes resulting from the analysis across the narratives were that none of the students had relationships with members of their families or communities who had the capacity to assist them in their endeavors to complete school; students had the desire to complete school or obtain a GED, but did not have a relationship with any person outside of the school setting who was persistent with encouragement and knowledge; and the students had access to social capital, but did not understand how to use it effectively. Results and conclusions are included in two articles, one written for publication in Sociology of Education, and the other written for publication in Professional School Counseling.<br>Ph. D.

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Constantine, Megan Eileen Clay. "The High School Musical Experiences of College Students." Case Western Reserve University School of Graduate Studies / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=case1307739987.

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Arsenault, Lee Anne. "High school confidential, lesbian students speak of public high school experiences in Nova Scotia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ54521.pdf.

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Babbitt, Matthew S. "Reflecting on high school experiences through parental involvement." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1293516.

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The purpose of this paper was to look at selected parental traits (i.e. cohesion, commitment, coping, and communication) and determine if they positively affected a student's involvement in extracurricular activities. Also, parental support and pressure were assessed by the athlete in relation to how much of each of these qualities the athlete felt one's parents exhibited. The researcher also examined family categories such as biological parents, step parents, mother only, and an "other" category which combined all other family types. The study took place at a conservative mid-sized institution in the Midwest with 126 males and 106 females participating. All of the participants were in their freshman year of college.Based on the results of the study, parental support and parental pressure were not contributing factors to how well an athlete did in one's sporting event. Also, family type was not a major factor in determining the amount of support and pressure an athlete receives from one's parents. Finally, families that seemed to have higher cohesion, commitment, coping, and communication skills were more likely to be associated with athletes which came from a two parent biological family type.<br>School of Physical Education

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Watkins, Kimberly. "English Language Learners and High School Transition Experiences." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/306.

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Spanish speaking English language learning (ELL) students in U.S. public schools are among those most likely to drop out of high school. However, there is a research gap concerning Spanish speaking ELL student success and their experiences in transitioning from supported English as a second language (ESL) classes into mainstream, general education classes in high school. Guided by the framework of transitional bilingual education, the purpose of this study was to present the phenomenological experiences of former ESL students as they transitioned from ESL to English-only classes. Participants included 7 adults who transitioned from Spanish speaking ESL during their high school years and were now enrolled in a local community college. Adult participants were chosen to decrease barriers to participation due to age, clarify perspectives since having completed high school, and reduce negative effects related to power differentials when they were still enrolled as high school students. Each participated in a semistructured interview about daily experiences in the high school ESL program. Using Giorgi's 7-step approach to data analysis, deductive coding was used to identify themes: (a) daily experiences with ESL and mainstream classes, (b) understanding of the ESL classes and transition to mainstream, (c) opinions concerning elements of the programs that hurt or helped their education, and (d) suggestions for ways to improve the programs for future students. More qualitative research with a broader range of students is recommended for future study. Positive social change implications include informing current practitioners and future researchers with the aim of facilitating increased perceived and actual school success, reduced dropout rates, and increased graduation rates for Spanish speaking ELL students.

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Lambert, R. Mitch. "The Student Perspective of High School Laboratory Experiences." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1239991811.

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Foscolos, Theodora. "ESL students' perceptions of their high school learning experiences." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ55143.pdf.

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Myers, Monica M. "High School Experiences of Student Advisory in Fostering Resilience." Ashland University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1628091883398647.

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Grobler, Gert H. "Experiences of blind high-school learners regarding computer use." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45889.

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The visually impaired community forms a small but integral part of South Africa with the potential to contribute meaningfully to its infrastructure and society, yet blind learners still seem to struggle with computer use. There are various barriers that stand between blind learners and computer access. In this study, I explore the experiences of blind high-school learners (n=4) with regards to computer use. A qualitative case study was applied as research design at a high-school for the visually impaired. Data sources included semi-structured interviews and focus-group discussions, which were audio-recorded and transcribed. Observation-in-thecontext was documented in research diaries and field notes. Following thematic analysis, the following themes emerged: value of computer use for blind users; barriers related to blind computer use; and future solutions and possibilities of blind computer use. Insights may inform future conceptualisation and implementation of computer use amongst blind high school learners.<br>Mini-dissertation (MEd)--University of Pretoria, 2014.<br>tm2015<br>Educational Psychology<br>MEd<br>Unrestricted

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Books on the topic "High school experiences"

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Apling, Richard N. Postsecondary educational experiences of high school graduates. Congressional Research Service, Library of Congress, 1991.

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Australian Council for Educational Research., ed. Year 12: Students' expectations and experiences. Australian Council for Educational Research, 1989.

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Board, College Entrance Examination, ed. Summer on campus: College experiences for high school students. College Entrance Examination Board, 1989.

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Levin, Shirley. Summer on campus: College experiences for high school students. 2nd ed. College Entrance Examination Board, 1995.

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Utterback, Ann S. Summer on campus: College experiences for high school students. Transemantics, 1985.

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Chan-Kopka, Teresita L. Employment experiences: How do high school dropouts compare with completers? U.S. Dept. of Education, Office of Educational Research and Improvement, 1990.

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Phelan, Patricia. Navigating the psycho/social pressures of adolescence: The voices and experiences of high school youth. Center for Research on the Context of Secondary Teaching, School of Education, Stanford University, 1992.

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Ontario. Ministry of Skills Development. Pathways: A study of labour market experiences and transition patterns of high school leavers. Ontario Ministry of Skills Development, 1989.

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Bennell, Paul. Jobs for the boys?: The employment experiences of secondary school leavers in Zimbabwe. Dept. of Economics, University of Zimbabwe, 1991.

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Education, Marino Institute of, ed. Hear my voice: A longitudinal study of the post-school experiences of early school leavers in Ireland. Marino Institute of Education, 1997.

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Book chapters on the topic "High school experiences"

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Kettler, Todd, and Jeb S. Puryear. "Research Experiences for High School Students." In Modern Curriculum for Gifted and Advanced Academic Students. Routledge, 2021. http://dx.doi.org/10.4324/9781003236696-12.

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Andrews, Kylie, and Jill Willis. "Imaginings and Representations of High School Learning Spaces: Year 6 Student Experiences." In School Spaces for Student Wellbeing and Learning. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6092-3_5.

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Jugović, Ivana, and Petar Bezinović. "Victimisation experiences in school and perceived teacher support of same-sex-attracted high school students." In Schools as Queer Transformative Spaces. Routledge, 2019. http://dx.doi.org/10.4324/9781351028820-7.

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Cook, Melodie. "Expatriate High School English Teachers’ Experiences with Entrance Examination Creation in Japan: Opportunities and Challenges." In Teacher Involvement in High-Stakes Language Testing. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77177-9_12.

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Roof, Lisa, and Mary B. McVee. "Introduction." In The Experiences of Refugee Youth from Burma in an American High School. Routledge, 2020. http://dx.doi.org/10.4324/9781003096467-2.

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Roof, Lisa, and Mary B. McVee. "The Ant Climbing the Tree." In The Experiences of Refugee Youth from Burma in an American High School. Routledge, 2020. http://dx.doi.org/10.4324/9781003096467-3.

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Roof, Lisa, and Mary B. McVee. "“Why Do the Highest People Want to Break Me Down?”." In The Experiences of Refugee Youth from Burma in an American High School. Routledge, 2020. http://dx.doi.org/10.4324/9781003096467-4.

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Roof, Lisa, and Mary B. McVee. "Following the Shoreline of a Study." In The Experiences of Refugee Youth from Burma in an American High School. Routledge, 2020. http://dx.doi.org/10.4324/9781003096467-5.

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Roof, Lisa, and Mary B. McVee. "Burmese, Karen, American." In The Experiences of Refugee Youth from Burma in an American High School. Routledge, 2020. http://dx.doi.org/10.4324/9781003096467-6.

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Roof, Lisa, and Mary B. McVee. "The Self-Portrait." In The Experiences of Refugee Youth from Burma in an American High School. Routledge, 2020. http://dx.doi.org/10.4324/9781003096467-7.

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Conference papers on the topic "High school experiences"

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Shaner, Andrew, Maitrayee Bose, Michelle R. Kirchoff, et al. "PLANETARY SCIENTISTS’ EXPERIENCES ADVISING HIGH SCHOOL STUDENTS." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-358233.

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Dillon, Edward. "Session details: Paper Session: High School Experiences." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. ACM, 2020. http://dx.doi.org/10.1145/3385571.

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Kelly, Robert M. "Accelerated software development experiences for high school students." In 2011 Integrated STEM Education Conference (ISEC). IEEE, 2011. http://dx.doi.org/10.1109/isecon.2011.6229631.

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Galib, Christine. "BECOMING MINDFUL: SURFACING HIGH SCHOOL STUDENTS' EXPERIENCES OF MINDFULNESS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0223.

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"Promoting Safety in High School Supervised Agricultural Experiences: Teachers’ Training and Student Injury Experiences." In 2014 ASABE Annual International Meeting. American Society of Agricultural and Biological Engineers, 2014. http://dx.doi.org/10.13031/aim.20141901562.

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Dettori, Lucia, Ronald I. Greenberg, Steven McGee, and Dale Reed. "The impact of meaningful high school computer science experiences in the Chicago Public Schools." In 2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2015. http://dx.doi.org/10.1109/respect.2015.7296505.

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Velez, Katrina, Geoff Potvin, and Zahra Hazari. "High School Science Experiences Associated to Mastery Orientation Towards Learning." In 2014 Physics Education Research Conference. American Association of Physics Teachers, 2015. http://dx.doi.org/10.1119/perc.2014.pr.061.

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Dahl, Robyn, Soojin Park, Shelly Wernette, Tyler Womack, and Mary L. Droser. "FIELD EXPERIENCES INCREASE HIGH SCHOOL STUDENTS’ INTEREST IN STUDYING GEOSCIENCES." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-359351.

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Major, Louis, Theocharis Kyriacou, and Pearl Brereton. "Experiences of prospective high school teachers using a programming teaching tool." In the 11th Koli Calling International Conference. ACM Press, 2011. http://dx.doi.org/10.1145/2094131.2094161.

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Hernandez-Cuevas, Bryan, William Egbert, Andre Denham, Ajay Mehul, and Chris S. Crawford. "Changing Minds: Exploring Brain-Computer Interface Experiences with High School Students." In CHI '20: CHI Conference on Human Factors in Computing Systems. ACM, 2020. http://dx.doi.org/10.1145/3334480.3382981.

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Reports on the topic "High school experiences"

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Gilbert, Kara. Youth Voices of Bounty and Opportunity: High School Students' Experiences With Food and Community. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.302.

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Reif, R. J., and C. R. Lock. Program to enrich science and mathematics experiences of high school students through interactive museum internships. Office of Scientific and Technical Information (OSTI), 1998. http://dx.doi.org/10.2172/674612.

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Ronak, Paul, and Rashmi. Is educational wellbeing associated with grade repetition and school dropout rates among Indian students? Evidence from a panel study. Verlag der Österreichischen Akademie der Wissenschaften, 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.2.

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Despite the Indian government’s continuing efforts to encourage children to attend school, levels of educational wellbeing among some groups of children during their elementary schooling remain low. High school dropout and grade repetition rates are among the negative and deleterious outcomes of poor educational wellbeing in children that are rarely discussed as policy issues. Using the panel dataset of the India Human Development Survey (IHDS) conducted in 2005 and 2012, this study explores the effects of educational wellbeing on children’s later educational outcomes, as measured by their school dropout and grade repetition rates. Variation in the educational outcomes of children across states was also examined. The results show that the children whose educational wellbeing index was below average during their elementary schooling were more likely to drop out of school or repeat a grade in early adolescence. For policymakers, this study highlights that the experiences of children during their elementary schooling merit more attention.

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Gruber, Samuel H. The Bimini Research Experience for ONR Science High School Students. Defense Technical Information Center, 1997. http://dx.doi.org/10.21236/ada628274.

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Amdahl-Mason, Ameena. The Lived Experience of High School Policy Debate in Oregon. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.531.

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Punjabi, Maitri, Julianne Norman, Lauren Edwards, and Peter Muyingo. Using ACASI to Measure Gender-Based Violence in Ugandan Primary Schools. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0025.2104.

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School-related gender-based violence (SRGBV) remains difficult to measure because of high sensitivity and response bias. However, most SRGBV measurement relies on face-to-face (FTF) survey administration, which is susceptible to increased social desirability bias. Widely used in research on sensitive topics, Audio Computer-Assisted Self-Interview (ACASI) allows subjects to respond to pre-recorded questions on a computerized device, providing respondents with privacy and confidentiality. This brief contains the findings from a large-scale study conducted in Uganda in 2019 where primary grade 3 students were randomly selected to complete surveys using either ACASI or FTF administration. The surveys covered school climate, gender attitudes, social-emotional learning, and experiences of SRGBV. Through this study, we find that although most survey responses were comparable between ACASI and FTF groups, the reporting of experiences of sexual violence differed drastically: 43% of students in the FTF group versus 77% of students in the ACASI group reported experiencing sexual violence in the past school term. We also find that factor structures are similar for data collected with ACASI compared with data collected FTF, though there is weaker evidence for construct validity for both administration modes. We conclude that ACASI is a valuable tool in measuring sensitive sub-topics of SRGBV and should be utilized over FTF administration, although further psychometric testing of these surveys is recommended.

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Mboup, Massene. Perceptions of Students of Color About Their Experience in an Alternative High School: A Phenomenological Inquiry. Portland State University Library, 2020. http://dx.doi.org/10.15760/etd.7334.

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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, et al. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.

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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.

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