Relevant bibliographies by topics / High school students Latin Americans

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'High school students Latin Americans'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "High school students Latin Americans"

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Budden, Michael C., Aristides R. Baraya, Connie B. Budden, and Johana Valero. "Assessing Leadership And Entrepreneurial Capabilities In A Latin American Youth Program." International Journal of Management & Information Systems (IJMIS) 17, no. 4 (2013): 201. http://dx.doi.org/10.19030/ijmis.v17i4.8095.

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PEGE has now ended its third year. PEGE, a program that encourages students to become contributing members of Society upon graduation from high school instills in participants the tools, techniques and mindset of an entrepreneur. The program initially implemented in an English speaking school located in Bogot, Colombia is beginning to spread to other schools. Students in the program have evaluated the program and its impact and are uniformly satisfied with the program and recognize its value.
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Ramirez, Amelie G., Luis F. Velez, Patricia Chalela, Jeannie Grussendorf, and Alfred L. McAlister. "Tobacco Control Policy Advocacy Attitudes and Self-Efficacy Among Ethnically Diverse High School Students." Health Education & Behavior 33, no. 4 (2006): 502–14. http://dx.doi.org/10.1177/1090198106287694.

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This study applied self-efficacy theory to assess empowerment to advocate on behalf of tobacco control policies. The Youth Tobacco Survey with added policy advocacy self-efficacy, attitudes, and outcome expectations scales was given to 9,177 high school students in Texas. Asians showed the lowest prevalence of experimentation and current smoking, followed by African Americans. Anglo-Europeans had higher rates of current smoking. Latino male students had the highest experimentation and current smoking rates. Policy advocacy self-efficacy was higher among African Americans. Latinos scored lowest. Asians had the highest level of approval for tobacco control policies. African Americans had the highest scores in policy advocacy outcome expectations, followed by Asians and Latinos. Anglo-Europeans scored lowest. Students who had never tried smoking had the highest scores in all three scales, with a decreasing trend as the frequency of smoking increased. Associations with smoking status remained significant when controlling by gender and ethnicity
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Tai, Robert H., Xiaoqing Kong, Claire E. Mitchell, et al. "Examining Summer Laboratory Research Apprenticeships for High School Students as a Factor in Entry to MD/PhD Programs at Matriculation." CBE—Life Sciences Education 16, no. 2 (2017): ar37. http://dx.doi.org/10.1187/cbe.15-07-0161.

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Do summer laboratory research apprenticeships during high school have an impact on entry into MD/PhD programs? Apart from the nearly decade-long span of time between high school and matriculation into an MD/PhD program, young people have many life-shaping experiences that presumably impact their education and career trajectories. This quantitative study (n = 236,432) examines the connection between early laboratory research apprenticeship experiences at the high school level and matriculation into one of the more rigorous educational programs for scientific research training. The span of time covered by this analysis reaches across more than a decade, examining the potential importance of research experiences during the precollege years in the educational trajectory of young people. Intertwined with this question on research experiences is a second major concern regarding diversity in the life sciences research corps. Diversity in this wide-ranging discipline refers specifically to the underrepresentation of Blacks/African Americans, Hispanics/Latino/as, and American Indians/Alaska Natives among the ranks of research scientists. Thus, this study includes analyses that specifically focus on research apprenticeships of Blacks/African Americans and Hispanics/Latino/as and their entrance into MD/PhD programs.
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ESTELA ZARATE, MARIA, and RONALD GALLIMORE. "Gender Differences in Factors Leading to College Enrollment: A Longitudinal Analysis of Latina and Latino Students." Harvard Educational Review 75, no. 4 (2005): 383–408. http://dx.doi.org/10.17763/haer.75.4.335158u5712h3366.

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In this article, Maria Estela Zarate and Ronald Gallimore identify factors that predicted college enrollment for Latino and Latina students. Using data from a 15-year study of randomly recruited Latino and Latina youth (primarily second-generation Mexican Americans), they found that different factors were associated with their college enrollment. For Latinos, academic achievement (as measured by standardized tests), parental factors, and language proficiency consistently predicted their college enrollment. In contrast, for Latinas, teacher-rated classroom performance and pursuit of college counseling in high school were consistently significant predictors for college enrollment. These findings contrast with dominant college-attainment models and pose questions about how school agents might influence educational outcomes for Latinas. While their quantitative analyses exposed gender differences in factors that led to college enrollment, the authors conclude that future research should use a qualitative approach to explore how and why gender differences exist. Zarate and Gallimore speculate that nonacademic factors, such as interaction with parents and teachers, may explain the absence of a consistent predictive power of test scores for Latina college enrollment.
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Ronnick, Michele. "In Search of Helen Maria Chesnutt (1880-1969), Black Latinist." New England Classical Journal 48, no. 1 (2021): 110–21. http://dx.doi.org/10.52284/necj/48.1/article/ronnick.

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Classical scholars have begun to delineate the dynamic pattern of black classicism. This new subfield of the classical tradition involves the analysis of the creative response to classical antiquity by artists as well as the history of the professional training in classics of scholars, teachers and students in high schools, colleges and universities. To the first group belongs Helen Maria Chesnutt (1880-1969). Born in Fayetteville, NC, Chesnutt was the second daughter of acclaimed African American novelist, Charles W. Chesnutt (1858-1932). She earned her B.A. from Smith College in 1902 and her M.A. in Latin from Columbia University in 1925. She was a member of the American Philological Association and the Classical Association of the Middle West and South. Her life was spent teaching Latin at Central High School in Cleveland, OH. This is the first full scale account of her career.
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Navarro Bulgarelli, Mauricio Javier. "Vocational counseling and the aspiration of achieving a university admission of students with a migratory background in The United States, Latin America, and South Europe. A systematic literature review." EDUCATIONAL REFLECTIVE PRACTICES, no. 2 (July 2021): 99–113. http://dx.doi.org/10.3280/erp2-2021oa12118.

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There is limited research that considers students with migratory background cultural characteristics within vocational counseling processes in high schools of the United States, Latin America, and South Europe. A systematic literature review was made, guided by the question: In young migrants and second-generation migrants, how vocational counseling influences the achievement of being admitted into a university, comparing their life trajectories during secondary and high school? A total of ten articles, out of three hundred eleven initially found, were selected based on a protocol for the literature review (available on request). All these articles belong to the United States context. One also considered the Spain reality. Based on the protocol used, neither another Southern Europe article, nor any article on the Latin American context was selected. All the analyzed articles pointed up the central role of counseling processes regarding students' vocational decisions. Nonetheless, there is not much attention to counseling processes given to students with a migratory background and their specific needs. Among others, this fact reveals one of the failures of the system in giving post-secondary opportunities to these students. Limitations and recommendations to improve the vocational counseling processes and their influence on the achievement of admission into a university for these students are presented. Besides, some gender differences and the transcendental role of families in the vocational decisions of students are analyzed within the literature review.
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Perez, Miguel A., and Raffy R. Luquis. "Getting to Know US Latinos." Californian Journal of Health Promotion 10, SI-Latino (2012): 65–69. http://dx.doi.org/10.32398/cjhp.v10isi-latino.1483.

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Data from the 2010 US Census Bureau, Latinos are one of the largest non-White groups in the United States, a trend expected to continue during the next two decades. Despite their status as the largest nonWhite populations in the US, Latinos continue to be poorly understood and their heterogeneous backgrounds are often ignored. The purpose of this paper is to describe an interactive learning activity designed to explore Latino demographics, food preferences, and culturally-specific health practices and beliefs among this population that traces its roots to many Latin American countries extending from Mexico to Tierra del Fuego and some Caribbean islands. The activity described in this paper is designed for English speaking audiences and may be used with junior or senior high school or college students
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Tilio, Rogério, and Valdiney Costa Lobo. "TRANSMEDIA PEDAGOGICAL MATERIAL FOR SPANISH TEACHING IN BRAZIL: VOICES FROM LATIN AMERICAN PERIPHERIES." Trabalhos em Linguística Aplicada 59, no. 1 (2020): 78–98. http://dx.doi.org/10.1590/010318135824215912020.

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ABSTRACT This article aims to present the results of a research involving Spanish classes at COLUNI/UFF. The investigation about multimodal literacies (KALANTIZS; COPE, 2012) focuses on the production of resistance/reexistance transmedia pedagogical materials. In a first moment, bilingual (Portuguese/Spanish) comic strips are produced, aiming at the problematization of ethnical and racial issues. In a subsequent moment, secondary narrations about the theme are produced: raps and animations. The investigation results are expected to enlighten pedagogical practices with the material in high school classes, aiming at developing students’ critical literacy.
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Goyer, J. Parker, Julio Garcia, Valerie Purdie-Vaughns, et al. "Self-affirmation facilitates minority middle schoolers' progress along college trajectories." Proceedings of the National Academy of Sciences 114, no. 29 (2017): 7594–99. http://dx.doi.org/10.1073/pnas.1617923114.

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Small but timely experiences can have long-term benefits when their psychological effects interact with institutional processes. In a follow-up of two randomized field experiments, a brief values affirmation intervention designed to buffer minority middle schoolers against the threat of negative stereotypes had long-term benefits on college-relevant outcomes. In study 1, conducted in the Mountain West, the intervention increased Latino Americans’ probability of entering a college readiness track rather than a remedial one near the transition to high school 2 y later. In study 2, conducted in the Northeast, the intervention increased African Americans’ probability of college enrollment 7–9 y later. Among those who enrolled in college, affirmed African Americans attended relatively more selective colleges. Lifting a psychological barrier at a key transition can facilitate students’ access to positive institutional channels, giving rise to accumulative benefits.
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Benegas, J., and And J. Sirur Flores. "Does pedagogy influence gains and losses of conceptual understanding?" Revista Mexicana de Física E 65, no. 2 Jul-Dec (2019): 195. http://dx.doi.org/10.31349/revmexfise.65.195.

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The pre-post instruction answer dynamics to the research-based, multiple-choice, single-response test DIRECT, has been used to study the effect of traditional and active learning pedagogies on gains and losses of conceptual knowledge induced by instruction. Our results suggest that, for high school students of a Latin American education system and on the subject of simple DC electric circuits, these features seem to be strongly influenced by the teaching approach. In particular our data suggest that the active learning strategy Tutorials in Introductory Physics is clearly more efficient that traditional instruction, increasing by a factor of two the gain induced by instruction and furthermore, decreasing losses by a similar factor. It is also found that, even using this successful teaching methodology, an important fraction of students need further actions to acquire sought scientific knowledge. It is suggested that reinforcing this instruction with a few, but pedagogically coherent, active-learning activities could further improve learning outcomes, improving therefore the efficiency of instruction to boost conceptual learning, a much needed challenge for science education in most Latin American countries.
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Dissertations / Theses on the topic "High school students Latin Americans"

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Quintero, Nayeli. "A life skills program to prepare Latino high school students for college and professional careers| A grant proposal." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523288.

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<p> The purpose of this project was to write a grant proposal to develop and fund a Life Skills Program to educate Latino students regarding the college application process and professional careers to pursue a higher education. An extensive literature review was conducted to understand the needs of Latino students and interventions that can effectively assist them to improve their higher education enrollment. The S. Mark Taper Foundation was selected as the funder for this program.</p><p> The proposed program would be offered through Santa Fe High School, located in the city of Santa Fe Springs, California. If funded, the program will provide Latino students with the skills and information necessary to pursue a higher education, to be competitive in the workforce and have a prosperous life. The actual submission and/or funding of this grant was not a requirement for the successful completion of the project.</p>
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Cortes, Orizbeth. "Preparing Latino immigrant students for high school graduation and college enrollment| A grant proposal." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1585803.

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<p> The purpose of this project was to locate a potential funding source and write a grant proposal for a program designed to prepare Latino immigrant youth for high school graduation and college readiness through education, mentoring, and parental involvement. The proposed program was designed to be implemented at Estancia High School located in Costa Mesa, California. The program will provide students and their families with an opportunity to gain knowledge and skills needed to navigate high school and postsecondary education. This will be accomplished through participation in educational workshops, mentoring sessions, college tours, and financial aid advising. If funded, the program will address many of the educational needs of Latino immigrant students who often encounter multiple barriers that may put them at greater risk for truancy, school dropout, low-wage jobs, and risky behaviors. Actual submission for funding was not required for successful completion of this project.</p>
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Giraldo, Garcia Regina J. "INDIVIDUAL, FAMILY, AND INSTITUTIONAL FACTORS THAT PROPEL LATINO/A STUDENTS BEYOND HIGH SCHOOL." Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1401963002.

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Castro, Olivo Sara Maria. "The effects of a culturally-adapted social-emotional learning curriculum on social-emotional and academic outcomes of Latino immigrant high school students /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404349111&sid=4&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 118-122). Also available for download via the World Wide Web; free to University of Oregon users.
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Houtchens, Bobbi Ciriza. "Using our present realities to shape our futures: Literacy development of Latino students." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1974.

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Jensen, Michelle Kirstina. "School engagement in Latino high school students : ecological factors and academic outcomes /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3102169.

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Thesis (Ph. D.)--University of Oregon, 2003.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 87-99). Also available for download via the World Wide Web; free to University of Oregon users.
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Mena, Jasmine A. "Parental involvement as predictor of 9th grade Latino students' intention to complete high school mediated by student school beliefs after a one year follow-up /." View online ; access limited to URI, 2007. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3298372.

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Salgado, Susana Ortiz. "Influence of feminist orientation & family connectedness on adolescent Latino/a students' career aspirations /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404354681&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 199-212). Also available for download via the World Wide Web; free to University of Oregon users.
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Misa, Christina Marie. "Marginalized multiplicities : the journeys of Chicana/Latina lesbian and bisexual high school students /." Connect to online resource, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3250294.

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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006.<br>Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0425. Adviser: Laurence Parker. Includes bibliographical references (leaves 149-158) Available on microfilm from Pro Quest Information and Learning.
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Poza-Juncal, Inés Victoria. "Predicting dropout among inner-city Latino youth using psychological indices /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Books on the topic "High school students Latin Americans"

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Romo, Harriet. Latino high school graduation: Defying the odds. University of Texas Press, 1996.

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Project, Fordham University College at Lincoln Center Student Research. Student voices: High school students' perspectives on the Latino dropout problem : report of the Fordham University, College at Lincoln Center, Student Research Project. Latino Commission on Educational Reform, 1992.

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Central American refugees and U.S. high schools: A psychosocial study of motivation and achievement. Stanford University Press, 1989.

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Hernández-Gantes, Victor M. Working with Latino high school students. Center on Education and Work, School of Education, University of Wisconsin-Madison, 1998.

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Durán, Richard P. Verbal comprehension and reasoning skills of Latino high school students. National Center for Research on Cultural Diversity and Second Language Learning, 1995.

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Kim, Heather. Diversity among Asian American high school students. Policy Information Center, Educational Testing Service, 1997.

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Paul, Simon. Beginnings: Senator Paul Simon speaks to young Americans. Continuum, 1986.

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Immigrant children negotiate school: The border in our hearts. LFB Scholarly Pub. LLC, 2014.

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O'Malley, J. Michael. Academic growth of high school age Hispanic students in the United States. Center for Education Statistics, Office of Educational Research and Improvement, U.S. Dept. of Education, 1987.

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O'Malley, J. Michael. Academic growth of high school age Hispanic students in the United States. U.S. G.P.O., 1987.

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Book chapters on the topic "High school students Latin Americans"

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Delgado, Aquiles Pérez. "Quality of Life of High School Students in the City of Caracas, Venezuela." In Indicators of Quality of Life in Latin America. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28842-0_10.

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"EQUAL OPPORTUNITIES, UNFAIR REWARDS: SOCIAL CONSTRUCTIONS AND GENDER STRATEGIES IN URUGUAYAN HIGH SCHOOL STUDENTS." In Feminist Philosophy in Latin America and Spain. Brill | Rodopi, 2007. http://dx.doi.org/10.1163/9789401204439_005.

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García, Ivis, and Keuntae Kim. "Active Commute to School, Physical Activity and Health of Hispanic High School Students in the United States." In Urban Mobility and Social Equity in Latin America: Evidence, Concepts, Methods. Emerald Publishing Limited, 2020. http://dx.doi.org/10.1108/s2044-994120200000012011.

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Osorio, Juan Carlos Parra and Wodon, Quentin. "Performance of Fe y Alegría High School Students in Colombia: Is It a Matter of Fe (Faith) or Alegría (Joy)?" In Faith-Based Schools in Latin America: Case Studies on Fe Y Alegria. The World Bank, 2014. http://dx.doi.org/10.1596/978-0-8213-8695-8_ch3.

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Rothstein, William G. "Medical Schools, 1860–1900." In American Medical Schools and the Practice of Medicine. Oxford University Press, 1987. http://dx.doi.org/10.1093/oso/9780195041866.003.0013.

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During the last half of the nineteenth century, medical schools grew significantly in number and enrollments, as did all institutions of higher education. Many medical schools added optional fall and spring sessions to compete with the private courses and provide additional training for their students. Faculty members were appointed in the clinical specialties, which led to the expansion of the curriculum to include courses in the specialties and the replacement of the repetitive course with a graded one. After the Civil War, enrollments in higher education grew significantly, especially in professional schools. The number of students enrolled in all institutions of higher education increased from 32,000 in 1860 to 256,000 in 1900. The 1860 enrollments, which consisted almost entirely of men, comprised 3.1 percent of the white male population between 18 and 21 years of age. The 1900 enrollments, which included many women in colleges and normal schools, comprised 5.0 percent of the white male and female population between 18 and 21 years of age. In 1860, 51 percent of the students were enrolled in colleges and universities, 44 percent in medical, law, and theological schools, and 6 percent in normal schools. In 1900, 41 percent were enrolled in colleges, 33 percent in professional schools, and 27 percent in normal schools. A higher standard of living and greater access to education led many students to enter college directly from secondary school, according to a study of 20,000 graduates of 11 well-established colleges. The study found that the median age at graduation, between 22 and 23 years, changed very little between the late eighteenth century and 1900, but that the range of ages became smaller over the period. This indicated that students had more preliminary education and were less likely to delay attending college. The admission standards of the colleges remained low. Most did not require a high school diploma. Entrance requirements included Latin and mathematics, plus Greek for admission to the classical course. Equivalents were widely accepted. Most students did not meet even these requirements.
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Flores, Glenda M. "Standardized Tests and Workplace Tensions." In Latina Teachers. NYU Press, 2017. http://dx.doi.org/10.18574/nyu/9781479839070.003.0007.

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Chapter 6 offers an analysis of how California’s structural policies regarding high-stakes testing and the academic labels applied to language-minority children fuel interracial conflicts between Latina teachers and their African American and Asian co-workers. While Latina teachers explained that race relations with their co-workers were ostensibly civil on a daily basis, they use language labels to discuss racial/ethnic conflict between teachers and students on school grounds. The language labels (EO=English Only, ELL=English Language Learner) applied to students in schools result in a differential racialization process of children, with the children of Latino immigrants (ELLs) being preferred at Compton Elementary. Asian children and exceptional children of Latino immigrants are preferred at Goodwill Elementary. Latina cultural guardians resist this structural inequality.
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da Silva, Isabela Nardi, Josiel Pereira, Juarez B. Silva, and Simone Bilessimo. "Remote Laboratories for Engineering Education." In Engineering Education Trends in the Digital Era. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2562-3.ch008.

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The VISIR+ project was an international collaboration project for the dissemination of the remote laboratory VISIR, a tool to support teaching the theory and practice of electrical and electronic circuits. The initiative was first disseminated in Europe, and Latin American countries such as Brazil followed. This chapter essentially aims to discuss the experience of the Federal University of Santa Catarina in Brazil with the VISIR+ project. Various approaches were used for the dissemination of the initiative, including free courses for high school students, teacher training, and the creation of a virtual environment to discuss and share lesson plans that used the remote laboratory VISIR on their plots. In conclusion, the experience was observed as excellent for the institution and there was no reason to put the project ideas aside. After participating in the project, it becomes a challenge to ensure its sustainability.
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"Lighthouse Creativity Lab." In American Perspectives on Learning Communities and Opportunities in the Maker Movement. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8310-3.ch008.

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The Lighthouse Creativity Lab, a program of Lighthouse Community Public Schools (LCPS), is a school-based makerspace dedicated to serving the student population of Oakland, California. LCPS is a family of two schools, Lighthouse and Lodestar, which opened in 2002 and 2016 respectively. The schools were founded with the mission to provide a high-quality education to the largely Latino population, following the expeditionary learning framework that emphasizes community and critical thinking skills, both important factors in making. Over the last 5 years, making has moved from a high school course into a school-wide endeavor, with all K–4 classes hosting a mini-maker space in the classroom. Moreover, the Creativity Lab works closely with teachers to incorporate making into learning expeditions as well as offering making as an elective in the middle and high-school grades. Learning communities are created through the social aspect of working on specific projects and through preparation for events like the Maker Faire. This chapter explores the Lighthouse Creativity Lab.
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Seungmug (Zech) Lee. "School Mass Shootings in America." In Handbook of Research on Mass Shootings and Multiple Victim Violence. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0113-9.ch005.

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The killings at Columbine High School in 1999, Virginia Tech in 2007, the Sandy Hook Elementary School in 2012, the Marjory Stoneman Douglas High School in 2018 are four dire examples of mass shootings in school settings by current or former students in the U.S. Schools—K-12 and college campuses—which have long been considered a sacred place for our children and young people receiving education. According to the data collected by the author, since 1999, school mass shootings (SMS) have increased steadily, causing higher casualty with more powerful weapons and planned schemes. School and campus security have become significant concerns. One big question to all Americans is, are our schools really safe enough to send our children to in order to learn and grow? This article presents preliminary research findings of SMS incidents based on 71 cases with the discussion.
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Hood, Clifton. "Conclusion." In In Pursuit of Privilege. Columbia University Press, 2016. http://dx.doi.org/10.7312/columbia/9780231172165.003.0009.

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In June 2010, 18-year old Justin Hudson used his delivery of the graduating speech at Hunter College High School to challenge admissions standards there that had resulted in declining numbers of African-American and Latino students. In his speech, Hudson questioned the very idea of merit that had emerged in the 1970s, an understanding that rested on the two pillars of achievement and diversity that were the foundation of anti-elitism. In pinpointing the social and economic basis of hereditary meritocracy, Hudson attacked the legitimacy of the anti-elitist elite. He identified the central flaw with the present-day understanding of merit by condemning elites for distorting and privileging merit to the point that it reinforced instead of democratizing hierarchies. Ironically, anti-elitism had become the basis of a new upper class.
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Conference papers on the topic "High school students Latin Americans"

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Pasqualini, Elaine, Rosemeiry de Castro Prado, Rafael Kopanyshyn Garcia, Thiago Yuri Santos Lopes, and Luiz Barbosa Neto. "Development of a Game for High School Students on Politics." In 2019 XIV Latin American Conference on Learning Technologies (LACLO). IEEE, 2019. http://dx.doi.org/10.1109/laclo49268.2019.00014.

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Baptista, Roberto, Marina Moreira, Rafael Lima, and Mariana Bernardes. "Project Edubot: Teaching Robotics to High School Students." In 2018 Latin American Robotic Symposium, 2018 Brazilian Symposium on Robotics (SBR) and 2018 Workshop on Robotics in Education (WRE). IEEE, 2018. http://dx.doi.org/10.1109/lars/sbr/wre.2018.00108.

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Wong, Kaufui V., Baochan D. Do, and William Hagen. "Math and Science Education Comparisons Between the United States and the Rest of the World." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-67317.

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At the end of secondary education, the students of the United States are behind most advanced countries in science and mathematics. The main problem lies in the fact that the United States education system does not have a clear focus in their teaching of math and science through primary and secondary schools. According to the United States Department of Education, only 22 of the 50 states in the U.S. require that three years of math and science be taught in order to graduate from high school. This puts students of the United States at a disadvantage against the rest of the competitors on the global marketplace. This lack of uniformity in the United States is the reason that high school graduates are behind other developed countries in their math and science scores and subsequently less Americans are graduating from universities in the sciences. These facts could contribute detrimentally to the economic progress in the United States. To remedy this lack of American scientists and engineers, the United States needs to have a comprehensive system to encourage the study of math and science from primary school all the way to implementation in the economic marketplace.
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Reports on the topic "High school students Latin Americans"

1

Lavadenz, Magaly, and Anaida Colón-Muñiz. The Latin@ Teacher Shortage: Learning from the Past to Inform the Future. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.5.

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This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and consortia; 3) offer financial supports; and 4) enhance university-based credentialing routes, internship and residency programs.
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