Log in

Relevant bibliographies by topics / High school experiences / Journal articles

To see the other types of publications on this topic, follow the link: High school experiences.

Journal articles on the topic 'High school experiences'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'High school experiences.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.”

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Hendarwati, Endah, Yarno Yarno, and Naili Saida. "Peningkatan Kualitas Pembelajaran Melalui Kemitraan Dosen dan Guru." AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat 3, no. 1 (2019): 28. http://dx.doi.org/10.30651/aks.v3i1.2064.

Full text

Abstract:

The assignment of lecturers to schools aims to improve the quality of learning. The implementation of Lecturer-to-School Assignment conducted at Kalijudan 01/59 Elementary School, Muhammadiyah 10 Junior High School, Baitussalam Junior High School, and Muhammadiyah 7 Senior High School of Surabaya provided many experiences for lecturers of FKIP UMSurabaya and partner school teachers. Differences in perceptions between lecturers and teachers can be understood and straightened out by the existence of lecturer assignment activities to schools. With the assignment of lecturers to the school lecturers and teachers can collaborate with each other to compile an activity plan by seeing and experiencing firsthand experience how to teach in schools with various problems. Lecturers and teachers exchange experiences in learning activities so that learning is more meaningful. Planned and sustainable school assignment activities have a positive impact on FKIP UMSurabaya and partner schools and for improving the quality of education in the Indonesian nation. Learning model innovations and varied media use in learning activities conducted by lecturers can provide motivation to teachers and students in the learning process. With the assignment of lecturers to school this can improve student learning outcomes.

APA, Harvard, Vancouver, ISO, and other styles

12

Asrowi, Asrowi. "Enhancing the Resilience of Junior High School Students to Bullying." GATR Global Journal of Business Social Sciences Review 7, no. 1 (2019): 98–103. http://dx.doi.org/10.35609/gjbssr.2019.7.1(12).

Full text

Abstract:

Objective - Junior high schools have realized the need for resilience to prevent and respond to bullying. Resilience can help students better respond to bullying. Enhancing this construct can support the efforts of schools to create a supportive and safe learning environment. Methodology/Technique - This research examines a regional sample of 404 Indonesian junior high school students located in Central Java between the ages of 13 and 15. The study explores the connection between experiences with bullying and resilience by examining whether resilient students seem to be significantly affected at school. Findings - The findings of the study indicate that resilience has the potential to prevent the instance of bullying. Students with high resilience were identified as being able to mitigate the effect of bullying in school. Type of Paper - Empirical. Keywords: Level; Bullying Experience; Gender; Age. JEL Classification: A20, A22, A29.

APA, Harvard, Vancouver, ISO, and other styles

13

Yip, Cheng-Wai. "A Basic Microbiology Course for High School Students." American Biology Teacher 72, no. 8 (2010): 485–88. http://dx.doi.org/10.1525/abt.2010.72.8.4.

Full text

Abstract:

I describe a 5-day basic microbiology enrichment course for high school students. In this course, students learn microbiological techniques such as preparation of agar plates, isolation of bacteria from food, serial dilution, and plating. Additionally, they experience the steps involved in the identification of an unknown bacterium and learn about the modes of action of common antibiotics against different types of bacteria. Feedback indicates that this course provided invaluable lessons and experiences for students who had no prior hands-on experience with microorganisms.

APA, Harvard, Vancouver, ISO, and other styles

14

Palmer, Neal A., and Emily A. Greytak. "LGBTQ Student Victimization and Its Relationship to School Discipline and Justice System Involvement." Criminal Justice Review 42, no. 2 (2017): 163–87. http://dx.doi.org/10.1177/0734016817704698.

Full text

Abstract:

Lesbian, gay, bisexual, transgender, and queer (LGBTQ) students experience higher rates of school-based victimization than their peers, and this victimization contributes to higher risk of suicide, substance misuse, mental disorder, and unsafe sexual experiences. In addition, these experiences may increase LGBTQ students’ interactions with school authorities and, subsequently, increase their risk of school discipline and involvement in the justice system. Using a sample of 8,215 LGBTQ middle and high school students in the United States surveyed online in 2015, this article explores the relationships between peer victimization and higher school disciplinary and justice system involvement among LGBTQ youth. Results indicate that LGBTQ youth who are victimized at school experience greater school discipline, including disciplinary referrals to school administration, school detention, suspension, and expulsion; and greater involvement in the justice system as a result of school discipline, including arrest, adjudication, and detention in a juvenile or adult facility. Moreover, school staff responses to victimization partially explain this relationship: Students reporting that staff responded to victimization in a discriminatory or unhelpful fashion experienced higher rates of school discipline and justice system involvement than those reporting that staff responded more effectively. Schools must confront pervasive anti-LGBTQ victimization and ineffective or biased responses from school staff to reduce unnecessary disciplinary involvement.

APA, Harvard, Vancouver, ISO, and other styles

15

Turgeon, Stéphanie, Kelsey Kendellen, Sara Kramers, Scott Rathwell, and Martin Camiré. "Making High School Sport Impactful." Kinesiology Review 8, no. 3 (2019): 188–94. http://dx.doi.org/10.1123/kr.2019-0015.

Full text

Abstract:

The practice of high school sport is, in large part, justified based on the premise that participation exposes student-athletes to an array of situations that, when experienced positively, allow them to learn and refine the life skills necessary to become active, thriving, and contributing members of society. The purpose of this paper is to examine how we can maximize the developmental potential of high school sport and make it impactful. Extant literature suggests that high school sport participation exposes student-athletes to a variety of experiences that can positively and negatively influence their personal development, with coaches playing a particularly influential role in this developmental process. However, within this body of evidence, issues of research quality have been raised, limiting the inferences that can be drawn. Future research directions are presented that address methodological limitations. Furthermore, in efforts to (re)consider the desired impact of high school sport, a critical discussion with policy and practical implications is offered.

APA, Harvard, Vancouver, ISO, and other styles

16

Tarhan, Sinem. "Turkish Secondary Education Students’ Perceptions of Justice and Their Experiences of Unjustice." Journal of Education and Learning 7, no. 2 (2018): 247. http://dx.doi.org/10.5539/jel.v7n2p247.

Full text

Abstract:

The purpose of this study was to identify how secondary education students define the concept of justice, based on which criteria they define their experiences as just/unjust, what they see as the source of injustice, how they feel and how they behave when they face injustice.This study was designed as a qualitative research study. Open-ended questions were asked to the students and they were asked to give detailed answers. Descriptive analysis was used in analysing the collected data. The study group consisted of students studying at 9th, 10th, 11th and 12th grades in different types of high schools (Anatolian High School, Vocational School for Girls, Science High School). A total number of 268 high school students participated in the study. We used convenience sampling to choose the study group.The results of the study indicated that students defined the concept of justice with the “equality, equity non-discrimination, respect, rights and freedoms, conscience, rights, deciding the right, being fair and needs” concepts. The students see grades, school rules and non-communication they experience with their teachers and principals as unjust, so they point the school principals as the source of injustice. Besides, the students indicated that they had negative feelings when they experienced something that is not just but preferred to stay silent.

APA, Harvard, Vancouver, ISO, and other styles

17

Kumate, James M., and Mark Falcous. "The lived experiences oftaibatsuin Japanese high school wrestling." Asia-Pacific Journal of Health, Sport and Physical Education 6, no. 1 (2015): 41–56. http://dx.doi.org/10.1080/18377122.2014.997860.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Safran, Joan, Eric Wahl, Erik Thompson, Lynn B. Conley, Debbie Holter, and Kent Lemon. "Making the Difference: Reflections on High School Experiences." NASSP Bulletin 74, no. 530 (1990): 112–16. http://dx.doi.org/10.1177/019263659007453024.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Barillas-Chón, David W. "Oaxaqueño/a Students' (Un)Welcoming High School Experiences." Journal of Latinos and Education 9, no. 4 (2010): 303–20. http://dx.doi.org/10.1080/15348431.2010.491043.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Mertens, Donna M. "Social Experiences of Hearing-Impaired High School Youth." American Annals of the Deaf 134, no. 1 (1989): 15–19. http://dx.doi.org/10.1353/aad.2012.0633.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Hammond, Constance, David Karlin, and Jean Thimonier. "Creative Research Science Experiences for High School Students." PLoS Biology 8, no. 9 (2010): e1000447. http://dx.doi.org/10.1371/journal.pbio.1000447.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Siegle, Del, Lisa DaVia Rubenstein, and Melissa S. Mitchell. "Honors Students’ Perceptions of Their High School Experiences." Gifted Child Quarterly 58, no. 1 (2013): 35–50. http://dx.doi.org/10.1177/0016986213513496.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Martínez-Sierra, Gustavo, and María del Socorro García González. "High school students' emotional experiences in mathematics classes." Research in Mathematics Education 16, no. 3 (2014): 234–50. http://dx.doi.org/10.1080/14794802.2014.895676.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Birnhack, Michael, and Lotem Perry-Hazan. "School Surveillance in Context: High School Students’ Perspectives on CCTV, Privacy, and Security." Youth & Society 52, no. 7 (2020): 1312–30. http://dx.doi.org/10.1177/0044118x20916617.

Full text

Abstract:

This study examines high school students’ perceptions of school closed-circuit television systems (CCTVs). It draws on interviews conducted with 83 adolescents recruited from 10th- to 12th-grade classes at 39 Israeli schools. The findings indicate that students’ perceptions of CCTVs are embedded in their overall opinions about their school, particularly concerning relationships and trust between students and educators. The various metaphors that students used to describe their relational position regarding school CCTVs highlight that surveillance has become part of the organizational–educational experience. The findings also show that students’ scrutiny of school CCTVs reflects a conflict between privacy and security concerns. Students resolve this conflict by resorting to various balances, which echo general constitutional principles but were also anchored in the students’ personal schooling experiences. While building on Nissenbaum’s framework of contextual integrity for assessing privacy violations, we challenge its assumption of a uniform set of informational norms within a given context.

APA, Harvard, Vancouver, ISO, and other styles

25

Wang, Ze, Ti Zhang, Jingfei Liu, and Suzanne Yonke. "Co-teaching Chinese in middle schools and high schools." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 54, no. 1 (2019): 1–30. http://dx.doi.org/10.1075/csl.17027.wan.

Full text

Abstract:

Abstract This study investigates the co-teaching practices implemented in Chinese language teaching in middle schools and high schools in a school district in the Midwestern United States. With the overarching question of how co-teaching with a native speaker teacher and a language expert teacher enhances the teaching and learning process of Chinese, this study examines co-teachers’ past experiences, their roles and experiences in the co-taught Chinese classes, and their perceptions of student learning and of partner teachers’ experiences, as well as students’ motivational perceptions and classroom engagement. A mixed-methods approach is used. Results suggest that some of the challenges in the co-teaching program are due to insufficient previous co-teaching experience, Chinese co-teachers’ unfamiliarity with the U.S. classroom, and lack of clarity regarding the co-teachers’ responsibilities. The co-teaching approach used in this program is “one teach, one assist.”

APA, Harvard, Vancouver, ISO, and other styles

26

Liang, Laura E., Alexandra Zivkovic, and Marian R. Passannante. "A Public Health Summer Experience for High School Students." Pedagogy in Health Promotion 7, no. 3 (2021): 257–64. http://dx.doi.org/10.1177/23733799211017561.

Full text

Abstract:

Prior to the COVID-19 pandemic, many high school students were unaware of careers in public health—that there are many options available for those interested in improving health and preventing disease beyond being a doctor or a nurse. The Rutgers School of Public Health (R-SPH) developed PHocus (Public Health: Outbreaks, Communities, and Urban Studies) to introduce high school students to the interdisciplinary field of public health as well as to promote population and individual health. The PHocus Summer Experience was designed for high school students to explore population health and learn about the fundamentals of epidemiology, the breadth of topics addressed by public health, and public health careers. R-SPH hosted PHocus as 1-week sessions in Summer 2018 and 2019, available at both the School’s Piscataway, New Jersey, and Newark, New Jersey, locations. The Newark sessions targeted recruitment from high schools with underserved, minority, and/or economically disadvantaged students, and tuition for these students was supported through external funding. Across 2018 and 2019 PHocus Summer Experiences, 130 students participated, representing 63 high schools, in four 1-week sessions. The experience was rated very highly by participants; on a 4-point scale (1 = strongly disagree to 4 = strongly agree), the median score for the program being a worthwhile experience was 4.0. R-SPH faculty, staff, and students, as well as external stakeholders, eagerly volunteered to be part of the program, suggesting that this educational program can be reproduced at other schools and programs of public health.

APA, Harvard, Vancouver, ISO, and other styles

27

Getz, Marjorie, and Sherri Morris. "Starting Them Young: Introducing High School Students to Community Gerontology." Innovation in Aging 4, Supplement_1 (2020): 8. http://dx.doi.org/10.1093/geroni/igaa057.026.

Full text

Abstract:

Abstract The Clinical Research Experience Internship Program (CREST) provides participants with foundations in scientific research appropriate for high school students interested in clinical careers in health-related disciplines (for example, nursing). The overall program goal is to provide research and career experiences to individuals from disadvantaged backgrounds, racial/ethnic minorities, and others who are underrepresented in these fields. The focus of this presentation is that part of the CREST program that has been ongoing since 2013. One program mentor has provided an internship experience to 22 high school students training in and work experience with community-based programs designed to improve health for older adults (identified as ‘community gerontology’). This poster presentation describes some of these experiences (e.g., preparation of caregiver support materials, preparation of nutrition based materials for congregate meal sites for older adults, coaches’ training and program implementation of several evidence-based community programs). Students have worked with older adults in senior housing facilities, supported housing complexes for veterans, and congregate meal sites for older adults. Because of the program experience, the CREST program helps dispel common stereotypes about older adults and encourages students exploring possible clinical career options to consider focusing on older adults as client populations. Program components are described which can allow conference participants to decide on the applicability of this type of programming for their own communities. Qualitative data are presented that provide insights into these experiences as these influence choice of college major and projected career paths and attitudes about working in community-based healthcare with older people.

APA, Harvard, Vancouver, ISO, and other styles

28

Pampati, Sanjana, Jack Andrzejewski, Ganna Sheremenko, Michelle Johns, Catherine A. Lesesne, and Catherine N. Rasberry. "School Climate Among Transgender High School Students: An Exploration of School Connectedness, Perceived Safety, Bullying, and Absenteeism." Journal of School Nursing 36, no. 4 (2018): 293–303. http://dx.doi.org/10.1177/1059840518818259.

Full text

Abstract:

This study used self-administered survey data from seven high schools in Florida with a majority Black and/or Hispanic sample to examine transgender students’ perceptions and experiences related to school climate in comparison to cisgender students. Using propensity score matching, a matched analytic sample was created of transgender and cisgender students ( n = 542, including 186 transgender youth). Adjusted weighted logistic regression models indicated that transgender students were significantly more likely to report ever being bullied at school, being bullied in the past 3 months, and not going to school ≥3 days during the past 30 days. Transgender students were significantly less likely to report feeling safe at school and having positive perceptions of all five school connectedness items compared to cisgender students. Recent bullying experiences moderated the association between transgender status and past month absences. Findings can inform potential roles for school nurses in improving school climate for transgender youth.

APA, Harvard, Vancouver, ISO, and other styles

29

Matheson, Murdoch N., Christopher DeLuca, and Ian A. Matheson. "An assessment of personal financial literacy teaching and learning in Ontario high schools." Citizenship, Social and Economics Education 19, no. 2 (2020): 118–32. http://dx.doi.org/10.1177/2047173420927665.

Full text

Abstract:

The purpose of the study was to examine the experiences of current high school students and teachers in Ontario regarding their experiences with personal financial curriculum and teaching at the secondary level, and to identify the ways in which this important educational experience may have helped prepare students to become financially literate. We considered this overarching issue using a transdisciplinary lens from the perspective of the three stakeholder groups. Using a case study research design, the first of its kind in Ontario or Canada on this topic, We utilized interviews and artifacts to uncover student and teacher experiential data across three high schools in southeastern Ontario. The major findings were that current students and teachers perceived curriculum and teaching experiences as seriously lacking in effectively preparing them to be financially literate, and that a fundamental reorientation around transdisciplinary, student-led learning was key to transforming such learning into a more meaningful and valuable educational experience. With mandatory, properly supported, student-oriented (transdisciplinary) instruction, the potential exists for more effective and valuable learning, resulting in better equipped high school students who were properly prepared to successfully navigate financial issues and the path ahead.

APA, Harvard, Vancouver, ISO, and other styles

30

Wilson, Kelley Miller. "When the High School Coach Is a Bully." NASN School Nurse 32, no. 1 (2016): 33–35. http://dx.doi.org/10.1177/1942602x16665909.

Full text

Abstract:

Though it is known that a minority of bully coaches exist, statistics regarding the actual prevalence of bully coaches in high schools are not well researched. School nurses may be placed in a consultative role with student athletes and their family members. Resource availability and suggestions for a plan of action are important for the school nurse. Support and encouragement for student athletes is critical for the development of positive mental health for young adults; therefore, families, peers, school personnel, and school nurses must all work together to produce positive sports experiences for high school age students.

APA, Harvard, Vancouver, ISO, and other styles

31

Cunningham, Natashia, Kris J. Knorr, Pippa E. Lock, and Susan L. Vajoczki. "12. Breaking Down the Boundary Between High School and University Chemistry." Collected Essays on Learning and Teaching 6 (June 17, 2013): 65. http://dx.doi.org/10.22329/celt.v6i0.3784.

Full text

Abstract:

This study examined some of the factors that influence students’ transition from Ontario high school chemistry to university introductory chemistry. The study was a mixed-methods, multi-phase research study carried out by an undergraduate honours thesis student who had experienced some of these transition issues. Students’ transition into chemistry was reported to be more difficult than their overall transition into university, including their academic transition; they thus appeared to experience a “transition within a transition.” Students identified testing, curricular experience, and the amount of independent work as the principal areas of misalignment between their high school and university chemistry experiences. In exploring the use of support resources, students reported that there were sufficient resource opportunities but typically did not avail themselves of one-on-one interactions. Analysis of the data has led to recommendations for the instructional team for Introductory Chemistry at McMaster University.

APA, Harvard, Vancouver, ISO, and other styles

32

Sawauchi, Daisuke, Kyoko Kuraoka, Takahiro Sajiki, Tomochika Toguchi, and Yasutaka Yamamoto. "Evaluation of High School Students^|^rsquo; Agricultural Experiences during a School Trip." Journal of Rural Problems 45, no. 1 (2009): 133–36. http://dx.doi.org/10.7310/arfe.45.133.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Goldman, Juliette D. G., and Graham L. Bradley. "The educational experiences of Australian high school dropouts who return to school." International Journal of Lifelong Education 16, no. 1 (1997): 18–38. http://dx.doi.org/10.1080/0260137970160103.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Mateu–Gelabert, Pedro, and Howard Lune. "Street Codes in High School: School as an Educational Deterrent." City & Community 6, no. 3 (2007): 173–91. http://dx.doi.org/10.1111/j.1540-6040.2007.00212.x.

Full text

Abstract:

Elsewhere we have documented how conflict between adolescents in the streets shapes conflict in the schools. Here we consider the impact of street codes on the culture and environment of the schools themselves, and the effect of this culture and on the students’ commitment and determination to participate in their own education. We present the high school experiences of first–generation immigrants and African American students, distinguishing between belief in education and commitment to school. In an environment characterized by ineffective control and nonengaging classes, often students are not socialized around academic values and goals. Students need to develop strategies to remain committed to education while surviving day to day in an unsafe, academically limited school environment. These processes are sometimes seen as minority “resistance” to educational norms. Instead, our data suggest that the nature of the schools in which minority students find themselves has a greater influence on sustaining or dissuading students’ commitment to education than do their immigration status or cultural backgrounds.

APA, Harvard, Vancouver, ISO, and other styles

35

Pazey, Barbara L., and David DeMatthews. "Student Voice From a Turnaround Urban High School: An Account of Students With and Without Dis/Abilities Leading Resistance Against Accountability Reform." Urban Education 54, no. 7 (2016): 919–56. http://dx.doi.org/10.1177/0042085916666930.

Full text

Abstract:

The Every Student Succeeds Act redefines the priorities of our nation’s education system. Prior to its passage, turnaround strategies advanced solutions for low-performing schools. Research literature examining how these reforms impacted the schooling experiences of students attending these schools is lacking. We present the results of a qualitative case study of a reconstituted urban school in the Southwest United States, providing the perspectives of 10 students with dis/abilities and the effects accountability reform efforts had on their high school experience. Three expressed needs and desires were identified: (a) a positive school identity, (b) stability, and (c) to be recognized and heard.

APA, Harvard, Vancouver, ISO, and other styles

36

Schaefer, Mary Beth, and Lourdes M. Rivera. "Educational Experiences That Matter to Seniors Graduating From an Urban Early College High School." Urban Education 55, no. 3 (2016): 448–75. http://dx.doi.org/10.1177/0042085916654526.

Full text

Abstract:

Preparing underrepresented students in urban settings for college and career is the focus of this study: Nine students graduating from a diverse, urban early college high school describe their experiences. Using narrative inquiry methods, conversations from nine students are examined to uncover crucial points of convergence: all nine engaged in self-awareness, developed relationships with people, looked toward the future, embraced school as a place of learning, and experienced school as “family.” Powerful experiences unique to each student are also highlighted. From students themselves, researchers and educators can learn what it takes to graduate high school ready for college and career.

APA, Harvard, Vancouver, ISO, and other styles

37

DeCesare, Michael. "The High School Sociology Teacher." Teaching Sociology 33, no. 4 (2005): 345–54. http://dx.doi.org/10.1177/0092055x0503300401.

Full text

Abstract:

High school teachers of sociology have long been neglected by academic sociologists and the ASA. Recent developments are encouraging, however. In 2001, the ASA appointed a Task Force on the Advanced Placement Course for Sociology in High School, and Teaching Sociology has published three articles on high school sociology since that year. Still, there is a dire need for research on the characteristics and experiences of teachers themselves, and for empirically-based recommendations for assisting them. The current study uses questionnaire data to examine the personal and professional characteristics of the teachers who offered a sociology course in Connecticut public high schools during academic year 2000-01. The results indicate that teachers have little formal education in sociology, are not involved in the professional activities of the discipline, and have virtually no exposure to sociology outside of their own courses. The paper concludes with recommendations for future research and action.

APA, Harvard, Vancouver, ISO, and other styles

38

Karanja, Lucy. "ESL Learning Experiences of Immigrant Students in High Schools in a Small City." TESL Canada Journal 24, no. 2 (2007): 23. http://dx.doi.org/10.18806/tesl.v24i2.137.

Full text

Abstract:

Immigrant students who attend high schools in small Canadian cities are likely to be few in each school. Consequently, they may receive limited English as a second language (ESL) services and support by school personnel. This study aimed to acquire a deeper understanding of the organization and provision of ESL services in high schools in a small city with few immigrant students. Results indicate that the limited ESL support and services available in these schools pose challenges to the educational success of these students; however, sufficient resources and support would enable meeting their educational needs better, even given their low numbers. Suggestions for improvements are provided.

APA, Harvard, Vancouver, ISO, and other styles

39

Bicer, Ali, Yujin Lee, and Celal Perihan. "Inclusive STEM High School Factors Influencing Ethnic Minority Students’ STEM Preparation." Journal of Ethnic and Cultural Studies 7, no. 2 (2020): 147. http://dx.doi.org/10.29333/ejecs/384.

Full text

Abstract:

The purpose of this study was to better understand school factors influencing ethnic minority students’ science, technology, engineering, and mathematics (STEM) preparation in Inclusive STEM High Schools (ISHSs). The researchers conducted a phenomenological study that used semi-structured interviews with participants (N=13) who graduated from ISHSs in Texas. Participants’ STEM high school experiences were classified into nine categories: a) innovative STEM and non-STEM instruction, b) rigorous STEM curriculum, c) integration of technology and engineering in classrooms, d) quality of teachers, e) real-world STEM partnership, f) informal STEM opportunities, g) academic and social support for struggling students, h) emphasis on STEM courses, majors, and careers, and i) preparation for a college workload. These characteristics can be helpful for schools to establish a STEM-focused school environment and have the potential to cultivate positive experiences for ethnic minority students to increase their interest and capabilities in STEM fields.

APA, Harvard, Vancouver, ISO, and other styles

40

Collis, Chuck. "Field Research and Conservation Class: Clayton High School, Clayton MO." UW National Parks Service Research Station Annual Reports 37 (January 1, 2014): 118–23. http://dx.doi.org/10.13001/uwnpsrc.2014.4063.

Full text

Abstract:

Field Research & Conservation emphasizes long-term field research experiences, examines ecosystem processes, and investigates the evolution of American perspectives about nature. Our time spent at the UW-NPS research station is divided between pursuing behavioral ecology research and exploring Grand Teton National Park and the surrounding area. These experiences help students gain understanding of how the region was shaped by geological, biological, and political processes that have been influenced by Americaâs evolving conservation ethic. After the summer field experience, my students assist in data analysis and the development of a poster project. We present our findings at the Phi Sigma Research Symposium at Illinois State University and the St. Louis Ecology, Evolution, and Conservation Retreat at Southern Illinois University Edwardsville.

APA, Harvard, Vancouver, ISO, and other styles

41

Citrayasa, Vinindita. "JUNIOR HIGH SCHOOL STUDENTS� LIVED EXPERIENCES OF LEARNING ENGLISH USING BUSUU." Indonesian EFL Journal 5, no. 2 (2019): 85. http://dx.doi.org/10.25134/ieflj.v5i2.1900.

Full text

Abstract:

Researches on MALL mostly focus on how learning by using mobile phones gives significant effect on second/ foreign language skills. However, only few which focus on their lived-experiences of learning English using their smart phones anywhere outside their class and anytime outside their school time that can reveal meanings related to their awareness, beliefs, and actions. This research is then aimed at describing and interpreting the students� lived experience of using a mobile application namely Bussu for learning English. The study is a hermeneutic phenomenology study which focuses on the description and interpretation of the students� lived experiences of using Busuu to learn English. There were two participants interviewed using in-depth interviews and the data was in the form of texts. The result shows the participants� lived experiences showed some empirical meanings: ubiquitous learning, fun learning, and useful English learning assistant. This study also reveals the finding of transcendent meaning that Busuu encouraged them to become more autonomous learners.

APA, Harvard, Vancouver, ISO, and other styles

42

Bettini, Elizabeth, and Yujeong Park. "Novice Teachers’ Experiences in High-Poverty Schools: An Integrative Literature Review." Urban Education 56, no. 1 (2017): 3–31. http://dx.doi.org/10.1177/0042085916685763.

Full text

Abstract:

Retaining teachers in high-poverty schools is essential for ensuring students who live in poverty have equitable educational opportunities. Understanding novices’ experiences can help school leaders improve novices’ retention in high-poverty schools throughout their careers. This integrative review of studies investigates novices’ experiences teaching in high-poverty schools. We identified common themes in extant studies, as well as several important areas of research that are, to date, under-studied; most notably, more research is needed to explore differences in novices’ experiences of their working conditions in high- versus low-poverty schools, and the implications of those differences for teacher development and retention.

APA, Harvard, Vancouver, ISO, and other styles

43

Hastuti, Retno Yuli, Devi Permatasari, and Sita Novia Rahmawati. "The Relationship Between Bullying Experience and Self-Concept among Adolescents." Indonesian Journal of Global Health Research 3, no. 1 (2021): 57–64. http://dx.doi.org/10.37287/ijghr.v3i1.327.

Full text

Abstract:

Bullying is a situation where an abuse of power is committed by a person or group of people. Bullying behavior experienced by adolescents can result in teenage self-concept being disrupted so that it can result in self-withdrawn or inferior. The results of the study showed that 58.4% of adolescents had high bullying experiences and 41.6% of adolescents had moderate bullying experiences at Junior High School in 2019. The purpose of this study was to determine the relationship between bullying experiences and self-concept in adolescents at Junior High School. This research method used a non- experimental quantitative design with a descriptive-analytic design. The sampling technique used was purposive sampling with a total sample of 89 respondents. Data collection was carried out after the result of the screening from 5 classes matched the inclusion criteria. Data analysis was performed using Rank Spearmen correlation showed that the p-value was 0.000, which means that there was a relationship between bullying and self-concept in adolescents in Junior High School. This study concluded that there was a significant relationship between the experience of bullying and self-concept in adolescents of Junior High School.

APA, Harvard, Vancouver, ISO, and other styles

44

Pesic, Jelena, and Marina Videnovic. "Leisure from the youth perspective: A qualitative analysis of high school students’ time diary." Zbornik Instituta za pedagoska istrazivanja 49, no. 2 (2017): 314–30. http://dx.doi.org/10.2298/zipi1702314p.

Full text

Abstract:

In this paper, we explore high school students? intrapersonal experiences regarding their leisure activities, and whether it is justified, on the basis of their perception, to make a distinction between active and passive leisure. The data were collected by 24-hour time diary method (description of experiences regarding the stated activities) and the thematic content analysis method was applied. The comments embedded in students? descriptions (unit of analysis) were classified into four categories: aims/importance of activities, mental effort, motivational value and experience of engagement. The sample of 922 high school students was structured by the region, age (I-IV grade) and type of school (grammar and vocational schools). As expected, extracurricular activities and hobbies are significantly more often described as mentally demanding and important for the development of competencies and identity, compared to passive leisure activities - watching entertainment shows and movies, reading for pleasure, listening to music and playing computer games. For these latter activities, there are significantly more positive comments on their motivational value. There is no significant difference regarding the experience of engagement, partly because of the unexpectedly large number of positive comments on watching entertainment shows and movies. The implications of these findings are discussed from the perspective of positive youth development.

APA, Harvard, Vancouver, ISO, and other styles

45

Šišlova, Eleonora, and Andra Fernāte. "PREVIOUS EXPERIENCE OF UNIVERSITY STUDENTS IN PHYSICAL EDUCATION AT HIGH SCHOOL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 25, 2018): 524. http://dx.doi.org/10.17770/sie2018vol1.3415.

Full text

Abstract:

Students in Latvia have a moderately positive attitude towards organized physical activity at the university, it has been formed in the past and is related to the previous experience in physical education gained at school. To promote student involvement in physical activities and changes in students’ attitude towards physical activity at the university, it is necessary to evaluate their previous experience in physical education acquired at school. The aim of the study is to evaluate of the psychometric properties of the Youth Experiences Survey for Sport (YES-S) (MacDonald et.al., 2012) for students of Latvia. Research methods: The Youth Experiences Survey for Sport (YES-S), Principal component factor analysis. Respondents: 265 students aged from 19 to 24 from four universities of Latvia. Some contradictions were identified between the theoretical basis of the YES-S instrument’s scale and the various criteria that can characterize experience in physical education. As a result, a five-factor structure was developed, which includes 19 items. The factor loads of the other 18 items indicated that these items were not compatible with the theoretical concept of the YES-S.

APA, Harvard, Vancouver, ISO, and other styles

46

Evans-Winters, Venus E. "Flipping the Script: The Dangerous Bodies of Girls of Color." Cultural Studies ↔ Critical Methodologies 17, no. 5 (2017): 415–23. http://dx.doi.org/10.1177/1532708616684867.

Full text

Abstract:

Girls of color have been left out of discussions on youth participatory action research (YPAR) as well as gender- and race-based scholarship related to school marginalization. How Black girls and other girls of color experience girlhood is undertheorized. In this particular discussion, high school girls themselves expose the ways in which girls are punished in schools. Using participatory action research (PAR), high school students unveil girls of color experiences in schools as “dangerous bodies.” The author asseverates that Black girls and other girls of color “flip the script” by becoming conscientious and active agents in social change through the research process.

APA, Harvard, Vancouver, ISO, and other styles

47

Hummel, Rolf E. "Teaching Junior High School Physics: Personal Experiences and Observations." MRS Bulletin 18, no. 3 (1993): 92. http://dx.doi.org/10.1557/s0883769400044043.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Phillips, Katherine A., and Lloyd H. Barrow. "Investigating High School Students' Science Experiences and Mechanics Understanding." School Science and Mathematics 106, no. 4 (2006): 202–8. http://dx.doi.org/10.1111/j.1949-8594.2006.tb18076.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Bottema-Beutel, Kristen, Josephine Cuda, So Yoon Kim, Shannon Crowley, and David Scanlon. "High School Experiences and Support Recommendations of Autistic Youth." Journal of Autism and Developmental Disorders 50, no. 9 (2019): 3397–412. http://dx.doi.org/10.1007/s10803-019-04261-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Ongaga, Kennedy O. "Students’ Learning Experiences in an Early College High School." Peabody Journal of Education 85, no. 3 (2010): 375–88. http://dx.doi.org/10.1080/0161956x.2010.491708.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!