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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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Cooper-Nicols, Marjorie B. "Exploring the experiences of gay, lesbian, and bisexual adolescents in school : lessons for school psychologists /." View online ; access limited to URI, 2006. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3225315.
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Molapo, Cecilia Mamojela. "Experiences of young school-going mothers in high schools at Leribe District of Lesotho." Thesis, University of Zululand, 2012. http://hdl.handle.net/10530/1214.
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A dissertation submitted to the Faculty of Education in the fulfilment of the requirements for the degree of Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, South Africa, 2012.<br>This study examined the experiences of young school-going mothers with
regard to how their teachers, classmates/peers and the community view them.
A qualitative research design was deemed on appropriate approach for this
study. The sample comprised of 10 young school- going mothers from 5 high
schools in Leribe district of Lesotho. Interviews were used to collect data
individually and in focus groups. Data were analyzed qualitatively using the
process of content analysis. Information emanating from the interviewers
were transcribed and coded into themes pertaining to the school-going
mothers’ experiences in high schools. The findings suggest that the young
mothers were not supported by some of their teachers; they were rejected by
their peers and classmates and, labeled by the community they live in.
Sample comprised 10 young mothers from 5 high schools in Leribe district of
Lesotho. On the basis of the findings, both curative and preventative
strategies were recommended for dealing with young school going mothers.
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Scheick, Amy. "VIRTUAL VISTAS: HIGH SCHOOL STUDENTS DESCRIBING THEIR EXPERIENCES IN ONLINE COURSES." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4012.
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Current research indicates that distance education courses can be as effective as traditional courses when the method and technologies used are appropriate to the instructional tasks. The number of states, counties, and school districts that provide online courses for high school students has rapidly expanded during the last ten years. The number of students, who enroll in these courses, has often grown by double digits each year. Understanding K-12 students' experiences in, and expectations of, online learning is important for many reasons. Online learning is certainly growing and may become a graduation requirement in more states. Currently Michigan requires every student must participate in some form of online learning as a high school graduation requirement. High school students enrolling in online courses may have a measurable influence on higher education courses in the future, as students become more experienced with online learning. A great deal has been written about the development of virtual high schools, some of the issues surrounding them and basic student demographics. There are only a few studies that have interviewed students in detail as to why they have chosen to participate in a virtual school and examined how this choice has impacted them. The purpose of this study was to describe from the student's perspective, why they had enrolled in online courses and allowed them to characterize their experiences. Further, this study sought to identify the personality types and traits of the students enrolled in online high school courses and reported on one measure of the student's cognitive style or cognitive tempo. Forty-three students who were enrolled in a state sponsored virtual high school participated in this study. The study used three online instruments to collect data. The Matching Familiar Figures Test-20 was used to measure the impulsive or reflective responses of the students. The Long-Dziuban Reactive Behavioral Survey was used to determine the students' personality types. The third instrument was an online questionnaire of open-ended questions asking the students about their online experiences. In addition, twelve students participated in follow-up interviews. The study found that the students enrolled in online courses for a variety of reasons; students were concerned about and wanted control over the timing and pacing of their learning. Students' comments suggested that there may be a relationship between cognitive tempo as classified by the MFFT-20, and the students' preference for pacing through the online course materials. In addition, the distribution of personality types and cognitive styles represented in this sample were different from the general school population suggesting that perhaps some students are more interested in online learning than others are. After reviewing the results of the students responses to the MFFT-20, it may be that students may are becoming faster at processing visual information with fewer errors. More research is needed in this area. There does seem to be a trend in this direction and this could have implications for students enrolled in virtual high school courses. Finally, the students in this study characterized their online learning experiences as positive but did not feel that online learning should be a high school graduation requirement for all students.<br>Ph.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Education PhD
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Costin, Dana. "Junior high school students' experiences and perceptions of school violence, explorations and implications." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0023/MQ50406.pdf.
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Ngqela, Nozuko. "Exploring learners' experiences of violence in a township high school." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5165.
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Thesis (MEdPsych))--University of Stellenbosch, 2010.<br>Bibliography<br>ENGLISH ABSTRACT: School violence is a reality in South African township schools contaminating the school environment and jeopardizing the educational process.
The aim of this study is to explore adolescent learners' experience of school violence in township high schools in order to develop and recommend a school prevention intervention programme/strategy. The study is explained in the theoretical framework of the bio-ecosystemic theory where violence is discussed as a reaction and as an action that occurs through reciprocal interaction between systems and the social environment. Through this interaction, adolescent learners are exposed to individual, family, school and community risk factors which place them at risk. Literature shows that schools in the township are sites of widespread violence; and these impacts on learners‟ emotional well-being. School violence also reflects the relationship that exists between what occurs in schools and what happens in learners' homes and communities.
The specific design selected for this study is a case study and is qualitative and explorative in nature. Unstructured interviews were conducted with individual learners and focus groups to gather information regarding adolescents' experiences of school violence. The data was analysed with three main themes emerging during the participants' interviews. The findings revealed that a significant number of adolescent learners in the township school have experienced some form of gender-related violence at school, and that boys are more often the perpetrators of this school violence. The findings further showed that lack of safety and class management is another cause of violence and the violent activities within the school are a symptom of the social ills of the community within which the school is situated. Conclusions drawn from the study are that school violence is a multifaceted phenomenon and, based on these findings, it is recommended that a 'whole school' and an integrated approach be taken when dealing with violence in schools.<br>AFRIKAANSE OPSOMMING: Toenemende geweld in skole in Suid-Afrikaanse townships bederf die skoolomgewing en belemmer die opvoedkundige proses. Die doel van hierdie studie is om leerders se ervarings van geweld in hoërskole in townships te verken, ten einde 'n voorkomingsprogram/-strategie vir skole te ontwikkel en aan te beveel.
Die studie gebruik die teoretiese raamwerk van die bio-ekosistemiese teorie waarbinne geweld bespreek word as 'n aksie en 'n reaksie wat plaasvind deur wedersydse interaksie tussen die sisteme en die sosiale omgewing. Hierdie interaksie kan adolessente leerders aan individuele, gesinsverwante, skool- en gemeenskapsrisikofaktore blootstel. Die studie wys dat skole in townships die ligging is van wydverspreide geweld wat 'n uitwerking het op leerders se akademiese prestasie. Dit wys ook dat geweld in skole 'n weerspieëling is van die verhouding wat bestaan tussen gebeure in die skool en gebeure in die leerders se huise en gemeenskappe.
Die navorsingsontwerp vir hierdie studie is dié van 'n gevallestudie. Dit is kwalitatief en verkennend van aard. Ongestruktureerde onderhoude is met leerders en fokusgroepe gevoer om inligting rakende hulle ervarings van geweld in skole in te win. Die data is ontleed na aanleiding van drie temas wat tydens die onderhoude na vore gekom het. Die bevindinge het gewys dat 'n noemenswaardige aantal adolessente leerders in townshipskole een of ander vorm van geweld ervaar het, en dat seuns gewoonlik die aanrigters van die geweld is. Die studie het voorts gevind dat akademiese prestasie ernstig beïnvloed word deur geweld wat binne en buite die skoolgronde plaasvind, en ook dat geweld binne die skole 'n simptoom is van die sosiale euwels van die gemeenskap waarbinne die skole geleë is. Die studie se gevolgtrekking is dat geweld in skole 'n veelvlakkige fenomeen is. Die aanbeveling wat op hierdie gevolgtrekking berus is dat 'n "heel skool" geïntegreerde benadering gevolg moet word wanneer daar met geweld in skole gewerk word.
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Shaw, Andrew Dwight. "How high school science-related experiences influenced science career persistence." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2005. http://etd.umsl.edu/r841.
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Dudgeon, Brian J. "Transition and technology reliance : experiences of youth exiting high school /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7677.
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McKinley, Jimmie Lee. "The Experiences of High School Teachers Who Have Encountered Burnout." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1976.
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This qualitative case study addressed the impact of administration and school leadership on teachers who encounter burnout. The purpose of this project study was to examine this phenomenon through the experiences of Grades 9-12 classroom teachers, which ultimately could reduce the amount of early retirees, reduce the amount of illnesses among teachers, and increase the enthusiasm and vitality of educators. The conceptual framework was based on Bandura's social learning theory. Interview data were collected from four high school educators using purposive sampling, through semi structured face-to-face inter-views, and were coded using a line-by-line content analysis for emergent themes. Findings included positive and negative experiences of teacher burnout, the encounter of change and flexibility, and the importance of professional collaboration. Through the findings of this study, teachers are encouraged to engage in direct coping strategies such as improving class management skills to help with a positive workday. Indirect coping strategies include participation in sports activities outside school hours. Strategies are offered for administrators to support teachers on fostering empathy, relationship building, and communication. The outcomes are beneficial to local school and district administrators to support a positive working environment for teachers in which all students can learn. Positive social change at the local level includes senior district administrators making decisions on the allocation of human and capital resources to help burned out teachers.
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Park, Christine M. "Experiences of High School Noncompleters With Emotional and Psychological Challenges." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7715.
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High school noncompleters are those who did not earn a high school diploma. Before their early departure from high school, noncompleters often struggled with challenges (poverty, mental health, addiction, and emotional and physical abuse). Some enter remedial education to earn their equivalency credential. However, in this setting, they experience additional challenges, such as increased responsibility, stress, and anxiety. The problem surrounding the experiences of noncompleters has implications for counseling due to the limited use of and access to counseling as well as the disproportionate amount of mental health concerns and adversity among noncompleters. Current literature informs of the challenges noncompleters face, however more in-depth information on their experiences is still needed. The purpose of this hermeneutic phenomenological study was to address this gap and explore how adult remedial learners experience emotional and psychological challenges before dropping out and while enrolled in an equivalency program. Semi-structured interviews were conducted with 7 noncompleters ages 18-25 who were enrolled in adult remedial education classes in Hawaii, spoke English as their primary language, and self-reported experiencing emotional and psychological challenges. Data analysis through the hermeneutic circle yielded 11 themes: external adversity; interpersonal, emotional, psychological, and school struggles; maladaptive behaviors; high school equivalency is positive; external and internal protective factors; counseling is positive; and counseling limitations. From a social change perspective, results can be used to improve counseling services, reduce adversity, and improve outcomes for noncompleters.
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Rashid, Lorenzo A. "African American Urban Public High School Graduates’ Experiences Concerning Mathematics." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1485039549995587.
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Mhlongo, Cynthia Nonhlanhla. "The experiences of high school educators in dealing with substance abuse at uThungulu District Schools." Thesis, University of Zululand, 2018. http://uzspace.unizulu.ac.za:8080/xmlui/handle/10530/1636.
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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Masters in Educational Psychology in the Department Of Educational Psychology and Special Needs Education at the University of Zululand, 2018<br>The study examined the experiences of high school educators in dealing with substance abuse at uThungulu District schools. Data for the study was gathered through survey. A structured questionnaire was designed and used to obtain information from school educators who served as teachers and principals in selected schools. The descriptive design approach was employed in this study. Purposive sampling technique was employed to select five secondary schools in uThungulu Districts, while simple random sampling technique was used to select 176 educators from the five schools. The quantitative data collected through questionnaire were analysed using descriptive statistics of percentage and frequency counts. The results of the quantitative data were displayed as tables and graphs, followed by discussions of each result. The overall results revealed that substance abuse affects both mental and psychological wellbeing of learners, which later develops into poor academic performance. The Educators that participated in the study attested to this when they responded affirmatively that excessive use of drug affects physical coordination of learners in classes, mental disconnection, and permanent brain damage.
The study recommends the inclusion of Education for Substance Abuse Avoidance and Treatment as part of the core subjects in South African schools, and such should be offered in local languages. In addition, interactive teaching methods such as brainstorming, open discussions, and role-playing are recommended for all learners, including those who abuse substance and those addicted. Lastly, the study recommends the engagement of the professional Guidance and Counsellors in the South African schools whose primary assignment would be to counsel learners not only on substance abuse but also on career choice and future professional guidance.
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Butroyd, Robert. "The values and teaching experiences of secondary school teachers." Thesis, University of Huddersfield, 2003. http://eprints.hud.ac.uk/id/eprint/4605/.
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Ingram, Angela. "A Phenomenological Study of Transgender Youth With Disabilities High School Experiences." Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24190.
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The purpose of this study was to gain an in-depth understanding of the lived experiences of transgender youth with disabilties in high school. Utilizing in-depth phenomenological interviews and photography, this study sought to gain insights into how the lived experiences and intersections of transgender and disability identity impact high school experiences. The collection of interview data and photography allowed for a deeper understanding of the essence of the phenomenon under study. The aim was to understand the ways in which the complexities of ‘transgender’ and ‘disability’ identities impact high school experiences.
The analysis of the data lead to six key themes including: gender as fluid, society and identity, conflation of identities, mental health, changes in school and difference as strength. This dissertation offers a more complete picture of the needs and barriers transgender youth with disabilities face to inform future research and practice. Results from this study extend the current research and provide a deeper understanding of the needs and challenges of transgendered youth with disabilities. Findings from this study also support implications for how educators work with transgender youth with disabilities and how schools can be more inclusive in meeting their needs.
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Trolian, Teniell Leigh. "Considering the influence of high school experiences on students’ college aspirations." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/5867.
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This study considered whether participation in several out-of-class experiences during high school influenced the odds that a student will aspire to earn at least a Bachelor’s degree. Additionally, this study considered whether these experiences, considered together, had a cumulative effect on the odds that a student will aspire to earn at least a Bachelor’s degree, and whether the influence of these high school experiences on college aspirations was moderated by a student’s race/ethnicity or socioeconomic status. Results of the study revealed that several high school experiences, including participation in science-related school programs, participation in extracurricular activities, sitting in on or taking a college class, searching the Internet or reading college guides for college options, and talking to a school counselor about going to college, increased the odds that a student would aspire to earn at least a Bachelor’s degree. Additionally, results revealed that participation in four or more of the high school experiences examined in this study had a cumulative, positive influence on students’ eleventh grade college aspirations, and that the relationship between participation in these high school experiences and students’ aspirations to earn at least a Bachelor’s degree was not moderated by race/ethnicity or socioeconomic status.
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Harwood, Avery. "Labor Experiences of Public High School Counselors: Neoliberalism, Productivity, and Care." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1396.
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This thesis explores the day-to-day realities for public high school counselors inside their schools. The national average student-to-counselor ratio in public high schools in the U.S. is 482:1. This is almost double the recommended counselor caseload by the American School Counselor Association, which recommends 250 students per counselor. However, counselors’ inflated caseloads are not the only reason why counselors are overworked. Using a year’s worth of ethnographic research, I analyze the bureaucratic and care labor practices of counselors and the ways in which their labor exploitation reflects years of neoliberal discourse influencing the functioning of public education. This neoliberalization of public education not only intensifies the bureaucratic labor that counselors must do on a daily basis, but also makes counselors perceive their frequent care labor as “unproductive.” Schools exploit counselors’ labor by depending on their care labor, while also relying on the pressure that counselors put on themselves to continue completing the bureaucratic labor demanded of them.
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Hester, Sr Reginald J. "Experiences of High School Dropouts in a Work Force Development Program." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7545.
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The issue of high school dropouts has been an ongoing concern for educators, community stakeholders, and politicians on local, national, and global levels. Little was known about students' experiences before they enrolled in a workforce development program and how their earlier experiences may have caused them to drop out of high school. The purpose of this qualitative descriptive case study was to understand the school-related experiences of high school dropouts enrolled in a workforce development program, and how the innovation and integration of social media technologies during academic instruction helped reengage these learners. The research questions focused on how the participants described their personal and academic experiences before they dropped out of high school, their collaborative learning and social-relational experiences while enrolled in the New Hope workforce development program, and how the infusion of social media technologies during academic instruction impacted their development. Yin's descriptive qualitative case study model was used to capture the academic and social experiences of 20 program participants from one-on-one interviews and focus groups. Cross-unit evaluation was used to identify emerging codes and themes. Results revealed the importance of sustainable relationships between the students and instructors. Findings may be used to promote functional learning communities with conscientious and compassionate instructors.
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Welch, Heidi. "High School Band Directors' Experiences Using Social Media in the Classroom." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6956.
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While social media is becoming an innovative tool in education for teacher and student use, little is known about how social media is being used in the high school band room to communicate with students, increase student-connectedness, or improve classroom community. Using Vygotsky's theory of social constructivism, Siemens's theory of connectivism, and Wenger's community of practice theory as a framework, this study explored the phenomenon of social media as used in the high school band room for communication, student-connectedness, and classroom community. Participants included 10 high school band directors located throughout the United States who shared their experiences through 1-on-1 semistructured interviews and focus group interviews. Data analysis included coding and categorizing responses from interviews and focus groups to identify themes. Results indicated social media use contributed to improved communication, increased student-connectedness, and improved classroom community in the high school band classroom, though challenges of access, cyber-bulling, and a lack of training in social media use for the classroom were also revealed as concerns by participants. These findings could impact social change by providing evidence to support appropriate use of social media in high school band programs and change teacher mindset to embrace the power of social media for communication, for student connectedness, and to improve classroom community as well as in teacher preparation programs to encourage incorporating social media as a plausible teaching tool.
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Hamady, Christopher M. "High School Teacher Attitudes Towards and Experiences with Classroom Computer Technology." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1564608421089315.
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Bukasa, Kadima. "Influence of Intercultural Experiences Abroad on African American High School Students." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10636902.
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<p> African American high school students are underrepresented in study abroad programs, and their lack of intercultural skills and international understanding can impede their personal and professional development, and limit their career opportunities. The purpose of this descriptive qualitative case study was to explore the influence of intercultural experiences through study abroad and immersion programs on African American high school students’ intercultural competence. The conceptual framework drew on 2 theories: Bennett’s development model of intercultural sensitivity and Kolb’s experiential learning. Data from interviews and focus groups with 13 African American high school students, 2 parents, and 2 teachers as well as documents and field notes from a Northeast United States urban high school addressed the research questions pertaining to how students perceived travel abroad that fostered intercultural competence skills as well as how teachers and parents perceived students’ personal development. Findings resulted from provisional codes used to identify pattern of codes, and central themes that indicated predeparture seminars and reflective practices enhanced intercultural skills. The portfolios suggested that most students became more reflective and accepting of cultural differences after their sojourn abroad. Recommendations based on the findings suggest increasing homestay experiences and planning and predeparture trainings. Future research is needed on how to attract more male African American students to such programs. The findings may contribute to positive social change by encouraging investment in homestay study abroad and immersion programs with adequate preparation and planning at inner city high schools that might foster intercultural competence skills.</p><p>
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Nash, Erika Raissa. "Black female student's experiences in a predominantly white high achieving suburban school implications for theory and practice /." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2009. http://etd.umsl.edu/r4101.
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Fortuin, Kevin M. "American Indian High School Student Persistence and School Leaving: A Case Study of American Indian Student School Experiences." Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/265553.
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One method by which student success or failure is measured is whether or not students graduate or dropout. The current educational policy, No Child Left Behind Act of 2001, aims to close the achievement gap among different ethnic groups. Despite these goals, American Indian students have the highest dropout rate and lowest graduation rate in the country. For well over a century, federal educational policy has failed to meet the educational needs of American Indian students. This research project shows the need for perspectives to change in terms of "dropping out" and "graduating" in order to address and improve the success rates for Native American students in K-12 public schools. This thesis focuses on urban Native American student schooling experiences, calling for a need to avoid labeling students and for schools to place a greater emphasis on building positive interpersonal relationships with students and families.
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Feghali, Molly Nackley. "INTERRACIAL CONTACT AT A DIVERSE HIGH SCHOOL: HOW SCHOOL AND COMMUNITY STRUCTURES SHAPE STUDENTS’ EXPERIENCES." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1547485755859956.
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Nelson, William G. "Economic Prosperity After High School| How One Northern California School District's High School Academic Experiences Can Better Prepare Students for College and Career." Thesis, Concordia University Irvine, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10617830.
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<p> As we progress into the 21<sup>st</sup> century, we find ourselves at a transition point in the field of education. Preparing students for future careers and economic prosperity requires a dramatic change in the traditional American high school education system. The purpose of this mixed methods study is to identify if the participants’ high school experiences provided the skills necessary for college and career preparation after graduation, ensuring their economic prosperity as adults. Three research questions were addressed in this study: (1) If students graduate from high school unprepared for college and career after graduation, what is the economic impact on the community? (2) Does the completion of career-related programs such as career pathways, career technical education (CTE), or science, technology, engineering, and math (STEM) prepare students for college and career? (3) Does A-G course completion, participation in honors programs, early college, or dual credit courses completed in high school prepare students for college and career? This population was identified because they would have time after graduation from high school to provide answers if their high school education program affected their college and career success or lack thereof. The findings demonstrated that the participants’ high school college and career preparation could influence students’ future economic success as adults. Also, the findings suggest that the specific types of experiences the participants had while in high school that led to their economic success varied and depended on the type of educational programs, opportunities, experiences, support, and motivation they had in high school.</p><p>
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Johnson, Robert Russa Jr. "The Addisonians: The Experiences of Students Who Attended Lucy Addison High School." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/72900.
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Lucy Addison High School was an all-Black high school located in Roanoke, Virginia. All-black high schools are defined in this study as high schools that were segregated by race and attended only by Black students. Lucy Addison operated as an all-Black high school from 1928 until 1970 in two different buildings. Roanoke's secondary schools were desegregated in 1963. Addison was integrated in the fall of 1970 and closed in 1973.
The purpose of the study was twofold. The primary purpose was to document the experiences of the graduates of the classes of 1963-70 of Lucy Addison High School. The secondary purpose was to determine if the supports found in the research literature about all-Black high schools prior to desegregation were present in the Lucy Addison students' experiences during the years between desegregation and integration. The supports are (a) the importance of a spiritual foundation, (b) high expectations from school administrators and teachers, and (c) parent and community support.
Six common themes emerged from the interviews with participants. They were: (a) the importance of a spiritual foundation, (b) high expectations from teachers and administrators, (c) parent and community support, (d) school leadership, (e) attitudes on segregation and integration, and (f) school pride. These themes helped answer the four research questions that guided the study.
After conducting interviews with the graduates, their accounts confirmed that the supports identified in the literature regarding all-Black high schools were present in their school experiences. The importance of a spiritual foundation, high expectations from teachers and administrators, and parent and community support could easily be seen in the experiences of all 16 students who attended Lucy Addison High School from 1963-1970.
Upon reflection on the study, the researcher made certain recommendations for further study. The recommendations for further study revolve around the continued documentation of experiences of Lucy Addison High School students, conducting a study of Lucy Addison High School as an integrated school from 1970 to 1973, and assessing the reason why Lucy Addison High School was allowed to stay open as an integrated high school.<br>Ed. D.
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Olea, David Michael. "Life after high school| Experiences of adults with learning disabilities who participated in a work skills program in high school." Thesis, Azusa Pacific University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133483.
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<p> This case study explores the life experiences of adults with learning disabilities who participated in a work skills program during high school and later transitioned into adult life post-secondary education. This empirical research analyzes the issues related to the transitional outcomes of eight adults who are learning disabled (LD) post-public education. This study was guided by the following question: How do young adults with learning disabilities experience post-secondary life after their participation in a work skills program in high school? Three themes emerged from the data: (a) Establishing Self-Concept, (b) Developing Vocational/Life Directions, and (c) Building Hope for the Future. The findings of this case study are interpreted in light of Super’s Stages in Career Development theory. This particular cohort of learning disabled adults are faring well in regard to obtaining employment and developing career/life directions regardless of disabilities. All of the participants are thriving at their own pace towards a more independent life. The work skills program they participated in during high school had a direct positive influence on their transition into adult life post-secondary education. Findings reveal that, contrary to some research, these young adults are actively engaged in adult life with the determination to work, learn, and gain independence as they navigate the transition toward adulthood.</p>
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Metze, Melodie Anne. "Teachers' Experiences with Students Who Are Homeless." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1465467608.
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Williamson, Susan J. "My music : the music making and listening experiences of seventh and eighth graders not enrolled in school music ensembles /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/11218.
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Valentine, Megan L. "THROUGH HER EYES: EXPLORING THE HIGH SCHOOL SPORTS EXPERIENCES OF FEMALE ATHLETES." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1151092996.
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Young, Pamela. "Adult high school learners' experiences with literacy education in institutional upgrading classrooms." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40146.pdf.
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Knowles, Paul D. "Constructing the Experiences of Gay and Lesbian High School Students in Maine." Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/KnowlesPD2005.pdf.
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Wright-Stone, Tonya Suzanne. "General Education Diploma Students' Familial Attachment Experiences Influencing Premature High School Departure." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/193.
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Lowered academic achievement and premature departure from high school continue to plague the educational system, creating the need for greater insight into experiences affecting students' classroom performance. Much is known about academic achievement; however, less research has focused on the role of familial attachment on premature departure from high school. Guided by attachment theory, the purpose of this interpretative phenomenological study was to gain insight into General Education Diploma (GED) students' familial attachment experiences influencing premature departure from high school. The research questions focused on GED students' primary caregiver and educational experiences. Participants (n = 14) consisted of current or previous GED students 18-30 years of age. Data were gathered from semistructured interviews and a Life Map used to capture expression of feelings through symbols. Interview transcriptions were hand-coded by bracketing words and phrases for composite textual descriptions. Data interpretations were bolstered by committee member checking and participants' review of extracted data. Findings revealed a close connection between the types of attachment formed with primary caregivers and early departure from high school, but participants were more strongly influenced by external influences such as relationship conflicts, health crises, domestic violence, abuse, loss, and paternal abandonment. This study offers insight to educators, counselors, and those within the criminal justice system on these students' emotional and mental needs.
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Mukenge, Tshimpo C. "Suburban High School Teachers' Teaching Styles, Teaching Experiences, and Acceptance of Edmodo." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7411.
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Southern U.S. teachers at suburban high schools can use Edmodo; however, teachers prefer traditional teacher-centered teaching methods. This quantitative correlative study explored teachers' technology acceptance in relation to teaching styles and experiences. Framing acceptance by Davis's technology acceptance model (TAM), research questions addressed the direct and moderating relationships between teaching style and the TAM variables related to using Edmodo and the direct and moderating relationships between teaching experiences and TAM variables. From 240 teachers at the high school, 45 completed an online survey (response rate of 18.75%). Descriptive statistics, ANOVA, and regression analyzed data. TAM could be verified for the entire sample; however, no significant direct relationship between teaching style and the TAM variables was found. Teaching style moderated the relationships within the TAM; these were stronger for teachers with a teacher-centered teaching style. No significant direct relationship existed between teaching experiences and TAM variables; a moderating effect on the relationships existed within the TAM. Among experienced teachers, ease of use was the strongest acceptance predictor, whereas perceived use was the strongest predictor among less experienced teachers. Results indicated teachers might develop a more student-centered teaching style, thus concentrating on technology's ease of use, rather than its potential utility. A policy recommendation could ensure teachers efficiently used technology to support student-centered learning. The application of the recommended policies might lead to teachers' more effective use of instructional technology, which might affect student learning and motivation.
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Culbertson, Pamela A. "High School Blended Learning Courses| Teacher Beliefs, Perceptions of Experiences, and Recommendations." Thesis, State University of New York at Albany, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748089.
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<p> Increasingly, more high school teachers are providing instruction using blended learning. This provides benefits to students such as having more time flexibility in their learning as well as the ability to work through assignments at their own pace (Oliver & Kellogg, 2015). However, this also involves student challenges, such as the need for self-motivation and time management. </p><p> The purpose of this qualitative study is to gain insight regarding teacher perceptions, experiences, and recommendations regarding transitioning from teaching in a face-to-face classroom environment to blended learning. The theoretical frameworks that form the basis for this research include the Community of Inquiry (CoI), Technology Acceptance Model (TAM), Concerns Based Adoption Model (CBAM), and Disruptive Innovation Theory. Hence, this research is based on diverse frameworks to incorporate those that focus on the change process along with frameworks that address online learning for instruction. Through administering background surveys, in-depth participant interviews, review of course design, and time-ordered matrices of syllabi, triangulation of data was used to provide “convergence of evidence” (Yin, 2009, p. 117). </p><p> The research focus on in-depth interviews yielded the opportunity to learn details of the blended course teachers’ experiences from their point of view. By shedding light on teacher perceptions and experiences while transitioning to blended learning, this study sought to inform how teachers may approach this journey and how districts/Board of Cooperative Educational Services (BOCES) may better assist them. Ultimately, this may inform educators of research-based approaches to provide effective blended learning instruction regarding academic, personal, and social skills. </p><p> This study showed that high school blended learning teachers enjoyed having the opportunity to meet with their peers to share their ideas and learning strategies. They take pride in coming up with new and improved ways to assist their students in learning. Hence, this will provide more student engagement opportunities. </p><p> Furthermore, high school blended learning teachers may gain additional ideas from attending conferences and workshops. Although this does cost money and result in reduced teacher time in the classroom, based on teacher willingness and perceptions, the benefits in attending are very valuable. The teachers are able to learn about diverse areas of blended learning through attending sessions and networking. Ultimately, this will provide greater options for student learning in blended learning environments.</p><p>
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Gray, Ashley. "Rural High School Staff Experiences in Implementing Intervention Strategies Against Bullying of LGBTQ Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5870.
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Many lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students in rural schools experience verbal and physical harassment due to their sexual orientation, which leads to higher rates of substance abuse, psychological problems, and greater academic failure when compared to their heterosexual counterparts. Because of the high percentage (81%) of LGBTQ students in rural schools experiencing bullying incidents, it is important to explore how the attitudes and perceptions of professional school staff influence the implementation of intervention strategies to prevent bullying in rural schools. The purpose of this qualitative case study was to gain insight into, and knowledge of, professional school staff's experiences with implementing intervention strategies designed to prevent bullying of LGBTQ students in a rural high school in a northeastern state. The theoretical framework was based on Albert Bandura's social cognitive learning theory, with a focus on collective efficacy. A qualitative case study design was used, with purposeful sampling of 9 professional school staff from a rural high school who have experienced or are familiar with LGBTQ student bullying and intervention strategies. The data were analyzed and coded to identify categories and themes. The results of this study indicated that, although there is limited training and exposure to the LGBTQ population in this rural setting, all 9 school staff were supportive of, and willing to help, their LGBTQ students. These findings have implications for positive social change by supporting collaboration to address antibullying policy and training and education programs to end bullying for all American students.
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Petersen, Jan L. "A narrative inquiry: Eight urban high school students share about their lives and experiences in school." Diss., Wichita State University, 2008. http://hdl.handle.net/10057/1955.
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This qualitative study focused on what eight urban high school students from varying backgrounds had to say about their lives and experiences in school. Discussions with the students involved multifarious topics such as racism, stereotypes, and discrimination and influences in and outside of school that encourage or hinder their education. The theoretical perspectives of critical theory, critical pedagogy, and critical multiculturalism and the narrative inquiry approach to research provided the foundation for this study. Individual narratives and narratives of the student group discussions are shared. The students provided insightful assessments of their schooling experiences and reported they desire greater forums for them to discuss cultures, race, and other issues important to their lives for purposes of influencing much needed change.<br>Thesis (Ph.D.) - Wichita State University, College of Education, Dept. of Educational Leadership
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Petersen, Jan L. Patterson Jean A. "A narrative inquiry : Eight urban high school students share about their lives and experiences in school /." A link to full text of this dissertation in SOAR, 2008. http://hdl.handle.net/10057/1955.
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Hinton, Anna Elisabeth. "Lunchtime Experiences and Students' Sense of Belonging in Middle School." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6890.
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We know that it is important that students feel a sense of belonging in school, but additional research is needed to better understand the influences on belonging, especially for junior high and middle school students. Junior high lunchtime is an ideal space to study as a potential influence on belonging because it is a central part of the secondary school experience and it is a social space for students. The purpose of this study is to connect lunchtime experiences to school belonging by showing that how students experience lunchtime and how this affects their overall sense of belonging in school.Descriptive statistical methods such as SPSS Two-Step Cluster Analysis as well as predictive statistics such as logistical regression are used to evaluate data collected during a schoolwide survey conducted in spring 2014 at a junior high (grades 7-8) located in the intermountain region of the United States. The survey provided responses from 832 students across the junior high. Results indicate that loving lunch significantly positively affects school belonging and that students naturally group into different profiles based on their lunchtime preferences. The results also indicate that these lunchtime activity preference profiles significantly affect belonging. Three recommendations are made based on the findings of this study. (a) Offer a variety of lunchtime activity options for students to choose from aimed at making lunch a more positive experience for all students. (b) Create more structured activities for students to participate in during lunch for those who may have anxiety about what to do during lunch. (c) Involve students in making lunch more enjoyable for themselves and others through a school-wide initiative to improve lunchtime experiences for all students.While this study confirms the suspected connection between lunchtime experiences and school belonging, further research is necessary to better understand how lunchtime is experienced by students and how lunchtime can be used as a space for fostering belonging in junior highs.
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Sedory, Stacy Jill. "Comparing the Viewpoint: Understanding New and Experienced High School Teachers' Perceptions of Parent Involvement in Students' Educational Experiences." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/48590.
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The purpose of this study was to examine the high school teacher's perceptions of parent involvement and how viewpoints differ based on years of experience and the population served. The study consisted of a survey with open-ended questions given to teachers and administrators and other non-classroom instructional personnel at a high socio-economic school and at a low socio-economic school. The surveys were analyzed and data were presented based on the viewpoints of teachers with fewer than six years of experience, between six and fourteen years of experience and greater than fifteen years of experience. Responses were also presented from non-classroom educators such as guidance counselors and administrators.
There were five findings emerging from this study. The first finding revealed that teacher perceptions of parent involvement varied between low and high socio-economic schools. Another finding discovered that the group of students being taught may play more of a role in teacher perception of parent involvement than the socio-economic status of the school. The third finding was teacher perceptions of key characteristics of parent involvement don't necessarily align with ways teachers say parents are involved. The next finding revealed that teachers communicate with parents via various forms of technology. The final finding exposed that teachers feel that school related involvement at home is important.<br>Ed. D.
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Brenner, Rose K. "Early College High School: Hispanic Students’ Perceptions and Experiences From a Texas Campus." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115053/.
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Early college high school (ECHS) is a dual enrollment program that allows high school students to earn college credits while in high school. ECHS was developed with the intention of attracting students to pursue a 4-year college degree, especially students who might not attend college without intervention. The program targets students from low-income families, students who have low academic achievement, and students from minority groups including Hispanics, African Americans, and Native Americans. The purpose of this study was to explore the perceptions and opinions of Hispanic students about their experiences in an ECHS, and to better understand how their ECHS experiences affected motivation to engage in academics. The expectancy theory and college-going culture provided the theoretical framework for this case study. Semi-structured interviews captured the experiences of the participants. The study focused on 10 Hispanic students, 5 seniors and 5 juniors, enrolled at an ECHS located on a community college campus in Texas. The study found that students with higher motivation to work at high school and college courses had several reasons for choosing to attend ECHS. The reasons included a chance to earn a high school diploma and associate’s degree simultaneously, free college tuition, and an accelerated program to get through college. The students also identified rewarding outcomes for completing college. Those outcomes included satisfying career, personal satisfaction, ability to provide for their family and making their family proud as the first high school graduate and college attendee. One student had a lower motivation to work at high school and college work. He chose to attend ECHS to seek more freedom than a traditional high school. He was not certain about graduating from high school and doubtful about college graduation. This study contributes to the ECHS literature by providing details on students’ experiences at an ECHS. Using the qualitative method of an interview allowed the researcher to discover the richer picture of students' experiences.
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Cooper, Kristie Lynn. "Urban high school counselors' experiences with students' access to and success in college." Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1208272710.
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Thesis (Ph.D.)--Cleveland State University, 2008.<br>Abstract. Title from PDF t.p. (viewed on May 8, 2008). Includes bibliographical references (p. 300-313). Available online via the OhioLINK ETD Center. Also available in print.