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Journal articles on the topic 'High school students – Macau – Evaluation'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Zhang, Weiyuan, and Yau Ling Cheng. "Quality assurance in e-learning: PDPP evaluation model and its application." International Review of Research in Open and Distributed Learning 13, no. 3 (2012): 66. http://dx.doi.org/10.19173/irrodl.v13i3.1181.

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<p>E-learning has become an increasingly important teaching and learning mode in educational institutions and corporate training. The evaluation of e-learning, however, is essential for the quality assurance of e-learning courses. This paper constructs a four-phase evaluation model for e-learning courses, which includes planning, development, process, and product evaluation, called the PDPP evaluation model. Planning evaluation includes market demand, feasibility, target student group, course objectives, and finance. Development evaluation includes instructional design, course material design, course Web site design, flexibility, student-student interaction, teacher/tutor support, technical support, and assessment. Process evaluation includes technical support, Web site utilization, learning interaction, learning evaluation, learning support, and flexibility. Product evaluation includes student satisfaction, teaching effectiveness, learning effectiveness, and sustainability. Using the PDPP model as a research framework, a purely e-learning course on Research Methods in Distance Education, developed by the School of Professional and Continuing Education at the University of Hong Kong (HKU SPACE) and jointly offered with the School of Distance Learning for Medical Education of Peking University (SDLME, PKU) was used as a case study. Sixty students from mainland China, Hong Kong, Macau, and Malaysia were recruited for this course. According to summative evaluation through a student e-learning experience survey, the majority of students were very satisfied/satisfied on all e-learning dimensions of this course. The majority of students thought that the learning effectiveness of this course was equivalent, even better, than face-to-face learning because of cross-border collaborative learning, student-centred learning, sufficient learning support, and learning flexibility. This study shows that a high quality of teaching and learning might be assured by using the systematic PDPP evaluation procedure. It is hoped that the PDPP evaluation model and its application can provide a benchmark for establishing a wider e-learning quality assurance mechanism in educational institutions.</p><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />

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Husna, Nor Aqidatul, Muhammad Zaini, and Atiek Winarti. "The Validity of Biology Module for Senior High School on Grade X in Even Semester Based on Critical Thinking Skills." BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan 3, no. 1 (2021): 28. http://dx.doi.org/10.20527/bino.v3i1.9918.

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Biology learning in schools still experiences several problems. The learning process carried out has not optimally fulfilled the demands of the Education Curriculum, including in helping students to have critical thinking skills. Critical thinking skills can be optimized by developing learning modules. This study aims to obtain a valid biology module based on critical thinking skills for SMA/MA students. The module development method uses Tessmer's research and development design model that focuses on formative evaluation. The module developed refers to six kinds of critical thinking skills according to Facione, including interpretation, analysis, evaluation, inference, explanation, and self-regulation. Data obtained from the validity test by three validators. The percentage of expert validation data was then categorized. Data analysis used the descriptive technique. The biology learning module based on critical thinking skills that were developed as a whole obtained very valid criteria.Abstrak Pembelajaran Biologi di sekolah masih mengalami beberapa permasalahan. Proses pembelajaran yang dilaksanakan belum secara optimal memenuhi tuntutan Kurikulum Pendidikan, diantaranya dalam membantu peserta didik untuk memiliki keterampilan berpikir kritis. Keterampilan berpikir kritis dapat dioptimalkan dengan mengembangkan modul pembelajaran. Tujuan dari penelitian ini adalah untuk mendapatkan modul biologi yang berbasis keterampilan berpikir kritis pada peserta didik SMA/MA yang valid. Metode pengembangan modul menggunakan model desain penelitian pengembangan dari Tessmer yang fokus pada evaluasi formatif. Modul yang dikembangkan mengacu pada enam macam keterampilan berpikir kritis menurut Facione, meliputi interpretasi, analisis, evaluasi, inferensi, eksplanasi dan regulasi diri. Data diperoleh dari uji validitas oleh tiga validator. Persentase data validasi ahli kemudian dikategorisasi. Analisis data menggunakan teknik deskriptif kategorisasi. Modul pembelajaran biologi berbasis keterampilan berpikir kritis yang dikembangkan secara keseluruhan memperoleh kriteria sangat valid.

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Yuan, Hao-Bin. "Evaluation of undergraduate students’ nursing assessment and communication skills through an objective structured clinical examination within a high-fidelity simulation using a student-simulated patient†." Frontiers of Nursing 8, no. 2 (2021): 159–68. http://dx.doi.org/10.2478/fon-2021-0018.

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Abstract Objective To evaluate nursing students’ assessment and communication skills through an objective structured clinical examination (OSCE) within a high-fidelity simulation using a student-simulated patient (SSP) and analyze the validity, reliability, degree of difficulty, and discriminability of the OSCE. Methods A descriptive study was conducted at one nursing school in Macao. All scenarios were designed using a high-fidelity simulator combined with SSPs. A convenience sample of 54 baccalaureate nursing students completed the OSCE. The nursing assessment OSCE checklist (NAOC) and the communication evaluation rubric (CER) were used as observational measurements with three-point Likert scales (2 = Achieved, 1 = Partly achieved, 0 = Not completed/Incorrect). Results Difficulty coefficients of the exam were 0.63 for nursing assessment skills and 0.56 for communication skills. The discrimination index of the majority items of the NAOC (86.4%) was >0.20, showing a better to good discriminability. The items of the CER had satisfactory indexes of item discrimination (from 0.38 to 0.84). Students received high scores in conducting blood oxygen saturation and cardiac and lung auscultation but low scores in vomiting and diarrhea assessment. Students presented good communication skills in eye contacting and listening, but culture assessment needs to be improved. The students with experiences in simulation or simulated patient (SP) interactions had better assessment and communication skills than students without those experiences. There was a positive relationship between nursing assessment and communication skills (r = 0.67, P = 0.000). Conclusions SSPs were involved in enhancing the realism of interactions in simulated scenarios. Nursing students can conduct nursing assessments specific to patient conditions, explain the conditions to the patient, and ensure that the patient remains informed at all times of the precautions to be taken. However, students’ cultural awareness and some communication skills need further training. With moderate difficulty and high discrimination index, OSCE showed satisfactory reliability and validity.

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Lou, Nga Man, Amy Siu Ian So, and Yuchin Jerrie Hsieh. "Integrated resort employee competencies: a Macau perspective." International Journal of Contemporary Hospitality Management 31, no. 1 (2019): 247–67. http://dx.doi.org/10.1108/ijchm-07-2017-0431.

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Purpose This study aims to develop an employee competency model for integrated resorts (IRs) in Macau through insights gleaned from IR professionals and to investigate whether any differences emerge in competency perception between IR professionals and college and high school students. Design/methodology/approach A mixed-method approach was adopted to answer the research questions. The Delphi approach was used, and four IR experts were invited to refine components of the IR competency for the survey questionnaire. Quantitative data were collected from 596 IR professionals and college/high school students. Fisher’s least significant difference test was used to test the competency gaps between groups. Qualitative interviews were conducted with 12 respondents to gather their comments on the survey results. Findings The IR competency model consists of 15 critical competencies. A strong work ethic and customer service orientation were ranked as important attributes of employee competency among the four target groups. A mismatch in IR competency perceptions emerged among IR managers, employees and students. Practical implications The IR competencies can serve as a pragmatic reference for IRs in terms of employee recruitment and training. This model can also serve as a guideline to ensure the alignment between IR industry needs and the course offerings in higher education institutions in Macau. Originality/value The IR competencies contribute to resolving human capital issue challenging Macau’s IRs and provide insights for Macau’s IR stakeholders to improve the IR workforce development.

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Luk, Andrew L., K. M. Leong, and Annah M. L. Au. "Evaluation of the Effectiveness of a Positive Youth Development Program for Secondary Students in Macau." Scientific World Journal 2012 (2012): 1–7. http://dx.doi.org/10.1100/2012/621841.

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A well-tested comprehensive Chinese positive youth development program (Project P.A.T.H.S.) developed in Hong Kong has been modified and adapted for use in Macau. This program aims to help adolescent school children develop positively and to be better prepared for their future. The present study investigated the effectiveness of the Tier 1 Program of “P.A.T.H.S.” for Secondary 2 students of two pilot schools. Since there were “repeating” and “transferring” students joining the program, the effectiveness of the program on these particular groups of participants was also examined. The subjective outcome evaluations including participants' perceptions of the program, program instructors, benefits from the program, and overall satisfaction were positive. Although the longitudinal data from the objective outcome evaluation did not show any notable improvement, the overall effect of the program was found to be positive to the new comers in the junior secondary years. The existing evaluation findings suggest that the Secondary 2 program is especially effective to those newly joining the program. In view of the paucity of youth studies in Macau, the present study can contribute to evidence-based youth work and provide baseline data for the program to be evaluated in the Secondary 3 periods in the future.

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Neill, Robert L. "A Personalized Diet Evaluation for High School Students." American Biology Teacher 53, no. 6 (1991): 354–58. http://dx.doi.org/10.2307/4449325.

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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.

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Hewitt, Michael P. "Self-Evaluation Accuracy among High School and Middle School Instrumentalists." Journal of Research in Music Education 53, no. 2 (2005): 148–61. http://dx.doi.org/10.1177/002242940505300205.

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The purposes of this study were to examine (a) whether grade-level differences exist on self-evaluation tendencies over time, (b) if grade-level differences and evaluator differences exist, alone and in combination, on music performance evaluation, (c) if relationships exist between student self-evaluation and expert evaluations of music performance by grade level, and (d) whether differences exist between grade level and music performance subarea (tone, intonation, melody, etc.) on self-evaluation accuracy. Middle ( N=92) and high school ( N=51) instrumentalists participating in two summer music programs self-evaluated their performances during rehearsals, while expert evaluators judged an individual final performance. Results indicated differences between grade levels on performance self-evaluation as the week progressed for some subareas. High school students were more accurate in their self-evaluations than were middle school musicians for all subareas except melody and rhythm. Middle school students' scores showed greater correlation with experts than did those of high school musicians. Both groups were most accurate in their evaluation of melody and least accurate in evaluation of technique/articulation. January 3, 2005 May 11, 2005.

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Cheng, Meng-Fei, Jang-Long Lin, Shih-Yin Lin, and Chi-Ho Cheng. "SCAFFOLDING MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS’ MODELING PROCESSES." Journal of Baltic Science Education 16, no. 2 (2017): 207–17. http://dx.doi.org/10.33225/jbse/17.16.207.

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This research explores how scaffolding students’ reflections on scientific modeling criteria influence the students’ views on scientific models, development of explanatory models, and understanding of scientific models. This research recruited treatment groups and comparison groups in middle schools and high schools. The treatment groups adopted a modeling curriculum that was intended to help students engage in scientific modeling by developing scientific models of magnetism while considering scientific modeling criteria. The comparison groups used the traditional curriculum, which offers students scientific models of magnetism. The results show that the modeling curriculum enhanced the students’ views on scientific models and the students’ ability to develop explanatory models of magnetism and modeling criteria. Thus, the findings indicate that the modeling curriculum might serve as a promising tool to facilitate teaching scientific modeling to middle school and high school students, and that the curriculum should be promoted as early as middle school. Keywords: scientific modeling, modeling curriculum, nature of models and modeling, model development, model evaluation, magnetism concepts.

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Theriot, Matthew T., Sarah W. Craun, and David R. Dupper. "Multilevel evaluation of factors predicting school exclusion among middle and high school students." Children and Youth Services Review 32, no. 1 (2010): 13–19. http://dx.doi.org/10.1016/j.childyouth.2009.06.009.

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Çağan, Özlem, and Bennur Koca. "Evaluation of High School Students’ Smartphone Addiction and Insomnia Level." Journal of Turkish Sleep Medicine 7, no. 1 (2020): 45–51. http://dx.doi.org/10.4274/jtsm.galenos.2020.84755.

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A. VENCES, CYRIL, and JEYASEKARAN D. "ATTITUDE TOWARDS CONTINUOUS AND COMPREHENSIVE EVALUATION OF HIGH SCHOOL STUDENTS." i-manager’s Journal on Educational Psychology 9, no. 4 (2016): 21. http://dx.doi.org/10.26634/jpsy.9.4.5973.

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SPIRITO, ANTHONY, JAMES OVERHOLSER, SALLY ASHWORTH, JOHN MORGAN, and CAROLYN BENEDICT-DREW. "Evaluation of a Suicide Awareness Curriculum for High School Students." Journal of the American Academy of Child & Adolescent Psychiatry 27, no. 6 (1988): 705–11. http://dx.doi.org/10.1097/00004583-198811000-00007.

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Ratnawati, Tyas, Rugaiyah Rugaiyah, and Siti Rochanah. "Evaluation of Online Learning for Inclusive Junior High School Students." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (2021): 885–91. http://dx.doi.org/10.35445/alishlah.v13i2.774.

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Online learning has been carried out by all levels of education, starting from elementary school to higher education, applied to traditional and inclusive schools. The purpose of the study was to obtain the results of online learning evaluations for inclusive students at State Junior High Schools 36 Jakarta. This study used a descriptive analytical-qualitative approach. Data were collected through observation, interviews, documentation, and group discussion forums. Data analysis techniques consist of data reduction, data presentation, conclusion drawing/verification. The study results concluded that the implementation of online learning was carried out regularly by government standards in terms of planning, implementation, and evaluation. The students also did not experience any problems and were diligent in participating in online learning activities because of parental assistance. The study results also have implications for understanding the concept of cooperation between the school and parents in carrying out online learning activities so that students can take online classes regularly.

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Ridgway, Carolyn, and Christopher Healy. "Evaluation of Empowerment in a High School Geometry Class." Mathematics Teacher 90, no. 9 (1997): 738–41. http://dx.doi.org/10.5951/mt.90.9.0738.

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Since the publication of the Curriculum and Eualuation Standards for School Mathematics in 1989, the National Council of Teachers of Mathematics has been encouraging teachers to give more responsibility and choice to students. Students become mathematically empowered as they solve problems together in a community oflearners, communicate with one another concerning mathematical ideas, and use reason and logic to defend their work. To teach in accordance with these standards has required teachers to sruft the ways in which they view and manage their classrooms (Frye 1991).

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Herliana, Lina, Soenarjati Djajanegara, and Mamik Suendarti. "Students’ and Teachers’ Perspectives on EFL Textbook For Senior High School Students." DEIKSIS 12, no. 01 (2020): 44. http://dx.doi.org/10.30998/deiksis.v12i01.5585.

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<p><em>The purpose of this study is to evaluate the effectiveness of an English textbook “Bahasa Inggris SMA/MA/SMK/MAK Kelas X” from the perspectives of students and teachers. The textbook was prepared by the Indonesian Ministry of National Education for the 10th-grade students and used by some teachers during the 2018-2019 academic year. The evaluation of the concern for the textbook is carried out at the macro level based on eleven parameters. Data was obtained through student questionnaires administered to 94 students and through interviews with four teachers. The data were analyzed and grouped according to 11 criteria used in this study for the evaluation of the particular textbook. The results revealed that both teachers and students felt negative about some of the characteristics of the textbook. It was found that the reading passages needed to be simplified in terms of vocabulary load and that the grammar needed to be presented in detail. The majority of students indicated that the level of the textbook was not appropriate for the particular age group. The teachers pointed out that the tasks and activities were not organized from easy to difficult stages. Also, the listening activities were not supported by audio recordings that should have been included in the textbook. Moreover, the students expected the book to include multiple-choice exercises. It implies that some aspects of the textbook need to be revised, and the audio recordings must be included to support the listening activities. On the other hand, one of the strengths of the textbook was that the activities in the textbook involved opportunities that encourage students’ creativity, interest, and curiosity.</em></p><strong>Keywords:</strong> EFL textbook, textbook evaluation, macro evaluation

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ASHWORTH, C., R. DURANT, C. NEWMAN, and G. GAILLARD. "An evaluation of a school-based AIDS/HIV education program for high school students." Journal of Adolescent Health 13, no. 7 (1992): 582–88. http://dx.doi.org/10.1016/1054-139x(92)90372-i.

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Seymore, Carolyn, Robart H. DuRant, Cheryl Newman, and Gregory L. Gaillard. "An evaluation of a school-based AIDS/HIV education program for high school students." Journal of Adolescent Health 12, no. 2 (1991): 168. http://dx.doi.org/10.1016/0197-0070(91)90490-d.

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Fitrianna, Aflich Yusnita, Sofie Dinia, Mayasari Mayasari, and Astri Yuliani Nurhafifah. "Mathematical Representation Ability of Senior High School Students: An Evaluation from Students’ Mathematical Disposition." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 3, no. 1 (2018): 46. http://dx.doi.org/10.23917/jramathedu.v3i1.5872.

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The purpose of this study is to describe students’ ability in solving mathematical representation problems evaluated from mathematical disposition. The subjects are three students of 10th grade of public senior high school (PSHS) in Padalarang, West Java, Indonesia. They were selected from 35 students with high, medium, and low mathematical disposition ability. The results of the study showed that almost all of the students able to use visual representation to solve mathematical problems, and create mathematical models and solve problems by involving mathematical expressions. In contrast, most of students could not fulfill two indicators of the mathematical representation ability, i.e. creating the sketch of geometric patterns and making the mathematical model based on the situation and data given.

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Tacuban, Tracy N. "Career Decision Support System For Graduating High School Students." Proceedings Journal of Interdisciplinary Research 2 (October 10, 2015): 1–7. http://dx.doi.org/10.21016/irrc.2015.ma15wf13o.

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This study aimed to create and evaluate an online decision support system (DSS) which allows students to take a multiple intelligence test, determine their most dominant intelligence, suggest the most suitable courses to take for college and provide an interpretation for the result of the evaluation. The system captures the knowledge of an expert in guidance and counseling and embodied it to its knowledge base using fuzzy logic, graph search, and depth-first search. The system was tested at the University of Iloilo–Basic Education Department, Iloilo City, and Tabugon National High School, Tabugon, Dingle, Iloilo by a conveniently chosen graduating high school students. The result of the system was evaluated by 39 guidance counselors from the different secondary schools from the province and city of Iloilo. The evaluation of the system’s functionality was assessed by 15 respondents from the Information and Communications Technology (ICT) sector using the International Organization for Standardization (ISO) 9126. The reliability of the system was evaluated by comparing the system output with the two other assessment tools from Western Visayas College of Science and Technology (Weber standard) and the University of Iloilo (NDDCTE standard). Using Cramer’s V, the result of the evaluation of the NDDCTE standard as compared to the Decision Support System of the data taken from the University of Iloilo and the data taken from Tabugon National High School has a significant relationship. It implies that there is no significant difference in the results of the two evaluations. The result of the evaluation using Cramer’s V of the Weber standard as compared to the Decision Support System of the data taken from the University of Iloilo and the data taken from Tabugon National High School has a significant relationship. It implies that the two results are highly related to each other. Using arithmetic mean (M) and standard deviation (SD), the result of the evaluation of the system’s output based on the perception of 39 guidance counselors resulted in a “Very Satisfactory” result. This implies that the system generates the dominant intelligence of the student, provide accurate course and study tips based on his/ her dominant intelligence. The evaluation of the respondents to the system’s software quality characteristics based on ISO 9126 resulted in a value described as “Very Effective”. It confirmed that the overall software characteristics of the system passed the ISO 9126 standards.

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OGURA, Yasuo, and Fumiko MATSUDA. "EFFECTS OF EVALUATION ON INTRINSIC MOTIVATION IN JUNIOR HIGH SCHOOL STUDENTS." Japanese Journal of Educational Psychology 36, no. 2 (1988): 144–51. http://dx.doi.org/10.5926/jjep1953.36.2_144.

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Da Silva, C. C. P., T. H. G. De Oliveira, N. F. Dos Santos, N. R. S. Bossolan, and L. M. Beltramini. "Evaluation of the game Synthesizing Proteins addressed to high school students." Revista de Ensino de Bioquímica 4, no. 3 (2006): 4. http://dx.doi.org/10.16923/reb.v4i3.51.

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NISHINO, Yuichiro, and Shunsuke YOKOYAMA. "EVALUATION OF VACANT CLASSROOM RENOVATION BY JUNIOR HIGH SCHOOL STUDENTS’ DIY." AIJ Journal of Technology and Design 25, no. 59 (2019): 303–8. http://dx.doi.org/10.3130/aijt.25.303.

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Rahmani, Mahmoud, Vahideh Ghorchi, Fatemeh Rezaei, and Asad Vaisi-Raygani. "Evaluation of Total Antioxidant Capacity of Saliva in High School Students." Global Journal of Health Science 8, no. 4 (2015): 89. http://dx.doi.org/10.5539/gjhs.v8n4p89.

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<p><strong>BACKGROUND &amp; OBJECTIVE: </strong>Imbalance between oxidative stress and saliva antioxidants plays a major role in initiation and spread of dental caries. The aim of this study was to evaluate the total antioxidant capacity (TAC) of saliva in dental caries.</p><p><strong>METHODS: </strong>In this case-control study which employed high school students (14-18 years), the un-stimulated saliva samples of 60 students without dental caries (control group) and 60 students with dental caries (with at least 5 teeth levels of dental caries) were gathered. Each group comprised of males (half of cases) and females (half of cases). TAC of saliva was measured by Zellbio® (Netherlands) in terms of micmol/L. The data were analyzed using the SPSS software (ver. 17.0) and t-test with considering significance level at 0.05.</p><p><strong>RESULTS</strong><strong>:</strong> TAC of saliva was significantly lower in cases with dental caries (0.256±0.106) compared to those without dental caries (0.396±0.077); P&lt; 0.001. There was no statistically significant difference of TAC of saliva between males (0.319±0.119) and females (0.333±0.113) irrespective of dental caries (P=0.507).</p><p><strong>CONCLUSION: </strong>The results of the study indicated that there was a reverse association between dental caries and TAC of saliva.</p>

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Larsson, Margareta, Karin Eurenius, Ragnar Westerling, and Tanja Tydén. "Evaluation of a sexual education intervention among Swedish high school students." Scandinavian Journal of Public Health 34, no. 2 (2006): 124–31. http://dx.doi.org/10.1080/14034940510032266.

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Kankam, Philip Kwaku. "Evaluation of Internet Information Sources by High School Students in Ghana." International Information & Library Review 50, no. 2 (2017): 88–93. http://dx.doi.org/10.1080/10572317.2017.1366201.

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Mendoza, Israel David Carofilis, Yenny Rossana Comboza Alcívar, María Virginia Garcés Sabando, and Nory Andreina Sornoza Pico. "Comprehensive assessment and its relationship with high school students learning." International research journal of engineering, IT & scientific research 7, no. 3 (2021): 87–96. http://dx.doi.org/10.21744/irjeis.v7n3.1530.

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The research aims to analyze comprehensive assessment and its relationship with student learning in a particular educational unit in the city of Portoviejo. The applied methodology has a mixed approach (qualitative and quantitative), an exploratory research was carried out to analyze the problem. The research techniques used were the survey of the teaching staff of the institution and the academic averages of the elementary school students. The results reflected that in the institution the comprehensive evaluation is partially applied, which is reflected in an acceptable academic performance. It was concluded that teachers apply evaluative instruments as they deem necessary, there is no homogeneity between hetero-evaluation, co-evaluation and self-evaluation.

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Okayasu, Takahiro, Hironori Shimada, Yoko Niwa, Toshio Mori, and Naomi Yatomi. "The relationship between evaluation of school stressors and stress responses in junior high school students." Japanese journal of psychology 63, no. 5 (1992): 310–18. http://dx.doi.org/10.4992/jjpsy.63.310.

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West, John. "Data, democracy and school accountability: Controversy over school evaluation in the case of DeVasco High School." Big Data & Society 4, no. 1 (2017): 205395171770240. http://dx.doi.org/10.1177/2053951717702408.

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Debate over the closure of DeVasco High School shows that data-driven accountability was a methodological and administrative processes that produced both transparency and opacity. Data, when applied to a system of accountability, produced new capabilities and powers, and as such were political. It created second-hand representations of important objects of analysis. Using these representations administrators spoke on behalf of the school, the student and the classroom, without having to rely on the first-person accounts of students, teachers or principals. They empowered one group—central city administrators—over another—teachers and principals. After analyzing the form these policies took, this article concludes that it is necessary to rethink the processes that create visibility and invisibility. Public data obscured the voices, experiences and collective traumas of students and faculty within the school. A narrow focus on activities within the schools rendered invisible the structural decisions made by the Department of Education in New York City—to favor small schools over large, comprehensive ones. In order to create understanding, and a sense of common purpose, those who are spoken for in simplified data must also be given the opportunity to debate the representations of their performance and quality.

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Winimurti, Yosyie Azharia, and Dedi Rahman Nur. "Evaluation on senior high school English textbooks." Journal of English Language and Pedagogy 2, no. 2 (2019): 143. http://dx.doi.org/10.36597/jelp.v2i2.4530.

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In Indonesia, English teachers use textbooks to help students in the teaching-learning process and use it as a self-help resource to get rich input in learning. To improve the quality of English language teaching in Indonesia, this research was conducted to measure whether the three books used in Senior High School, i.e. “Bahasa Inggris”, “Pathway to English”, and “Outcomes Upper Intermediate” are right or not. This research used Alan Cunningsworth’s theory on excellent textbook and tried to find the strengths and weaknesses of the three books based on the given methods above. The study was conducted using evaluation research to evaluate the three English textbooks used by some schools in Yogyakarta. Evaluation steps included taking some samples from the books to see whether they meet the criteria of good textbooks that the researcher developed based on Cunningsworth’s framework. The research found out that Bahasa Inggris meets five standards: aims and approaches, design and organisation, topic, teachers’ book, and political consideration. Pathway to English meets four standards of excellent textbook by Cunningsworth: aims and approaches, design and organisation, teachers’ book, and political attention. Outcomes Upper Intermediate matches five principles of excellent manual by Cunningsworth: goals and methods, design and organisation, skills, topic, and teachers’ book. The researcher also found out that the strengths and weaknesses of “Bahasa Inggris”, “Pathway to English”, and “Outcomes Upper Intermediate”. From the findings above, the researcher suggests the teacher use three textbooks in the teaching-learning process because three books meet the criteria in a good book.

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Tsai, Kuan Chen. "Development of the Teacher Leadership Style Scale." Social Behavior and Personality: an international journal 45, no. 3 (2017): 477–90. http://dx.doi.org/10.2224/sbp.5751.

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Effective teacher leadership promotes not only students' motivation to learn, but also the productivity and development of educational institutions. My purpose in this study was to develop the Teacher Leadership Style Scale (TLSS) to extend the framework of the charismatic, ideological, and pragmatic (CIP) model of outstanding leadership. Participants were 264 Chinese college students in Macau. Data collection took place midway through the school year, and respondents took approximately 10 minutes to complete the questionnaire. The 29-item TLSS demonstrated high internal consistency (> .80) and a robust 3-dimensional factor solution. Factor loading results showed that the instrument converged well with measures for 3 possible CIP-based teacher leadership styles. Overall, my results showed that the TLSS is suitable for assessing stable teacher leadership styles based on the perceptions of college students, and that it aligns with theoretical expectations.

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Taylor, Linda J. C., and Jeri A. Nichols. "Graphing Calculators Aren't Just for High School Students." Mathematics Teaching in the Middle School 1, no. 3 (1994): 190–96. http://dx.doi.org/10.5951/mtms.1.3.0190.

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Graphing calculators are revolutionizing the learning and teaching of mathematics. Students can view and manipulate graphs of functions in a matter of seconds. Such features as “plot,” “graph,” “trace,” and “zoom” offer opportunities for users to develop an understanding of the terms variable and function. According to the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989), these concepts are vital aspects of the middle school curriculum. According to the standards document, “[A]n ideal 5-8 mathematics curriculum would expand students' knowledge of numbers,… patterns and functions, and the fundamental concepts of algebra” (pp. 65-66). In addition, “[T]echnology, including calculators, computers, and videos, should be used when appropriate” (p. 67). It stand to reason that tools to aid in understanding such concepts as variable and function, specifically graphing calculators, should not be reserved for high school juniors and seniors. This article discusses the use of graphing calculators by students of middle school age in an enrichment program for academically able, but economically disadvantaged, students. The exercises described helped students develop an understanding about variable and function. Students were actively engaged in problem solving that involved hands-on, real-life activities.

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Martaningsih, Sri Tutur. "Evaluation Of Career Guidance Program In Vocational High School." SHS Web of Conferences 42 (2018): 00093. http://dx.doi.org/10.1051/shsconf/20184200093.

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Career success is the achievement and self-actualization of the individual in his chosen career path. Understanding self-potentials and self-weaknesses, choice suitability, readiness and decisions, and understanding career development are expected to support individual career success. Facilitating the preparation of individual career development needs to be pursued for individual careers optimal development to benefit themselves and many others. Vocational high school students armed with relevant job competences, prepared for working after graduation. On the other hand, vocational high school graduates are still in their adolescent age with the development stage of search for identity, not yet thinking about career, so they needed more intensive career insight briefing through career guidance. Career guidance in vocational high school should be able to build students’ career readiness, and the maturity in their adolescent age which is relatively unstable in their socio-emotional. This review of career guidance program evaluation is conducted qualitatively through surveys, interviews and leiterature studies to provide an overview of evaluation program and its relevance to the necessity. Understanding the quality, weaknesses, obstacles to service implementation, and potential utilization are expected to improve career guidance effectiveness services in vocational high school. An evaluation on the overall career guidance program, will provide feedback for ongoing improvement. Various evaluation models are available, it needs to be selected about the relevance to the career counseling program characteristics, so that evaluation feedback is more optimal.

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Atmaca, Taner, and Hamit Ozen. "Self-esteem of high school students: A structural equation modelling analysis." Cypriot Journal of Educational Sciences 14, no. 3 (2019): 422–35. http://dx.doi.org/10.18844/cjes.v14i3.4107.

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The aim of this study is to investigate the effect of the parents’ success pressure, academic stress and fear of negative evaluation on high school students’ self-esteem. The relationships between self-esteem and parent’s pressure for academic success, fear of negative evaluation and academic stress on high school students were investigated employing structural equation modelling. The data were collected from 499 students studying at an Anatolian high school in Duzce province with purposeful sampling method. The characteristic of this school is a project school with successful students who get the highest score in the High School Entrance Examination. The result demonstrates that parental pressure for academic achievement on students and associated academic stress increase students’ fear of being evaluated negatively at school, which in turn affects students’ self-esteem. The fear of negative evaluation is a partial mediator between parental pressure and self-esteem, and full mediation between academic stress and self-esteem. Keywords: Parent pressure; fear of negative evaluation; academic stress; self-esteem, high school.

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Hirano, Mako, Keizo Morisawa, Kenji Kubota, et al. "The functional evaluation of upper and lower extremities in high school students." Orthopedics & Traumatology 35, no. 1 (1986): 230–36. http://dx.doi.org/10.5035/nishiseisai.35.230.

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Suldo, Shannon M., Melanie M. McMahan, Ashley M. Chappel, and Lisa P. Bateman. "Evaluation of the Teacher–Student Relationship Inventory in American High School Students." Journal of Psychoeducational Assessment 32, no. 1 (2013): 3–14. http://dx.doi.org/10.1177/0734282913485212.

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Pita, R., L. Bronze, M. Carvalho Rodrigues, and M. Castelo Branco. "[PP.13.10] HIGH SCHOOL STUDENTS′ BLOOD PRESSURE EVALUATION IN A RURAL DISTRICT." Journal of Hypertension 35 (September 2017): e196-e197. http://dx.doi.org/10.1097/01.hjh.0000523542.77834.92.

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Jin, Ge, Manghui Tu, Tae-Hoon Kim, Justin Heffron, and Jonathan White. "Evaluation of Game-Based Learning in Cybersecurity Education for High School Students." Journal of Education and Learning (EduLearn) 12, no. 1 (2018): 150. http://dx.doi.org/10.11591/edulearn.v12i1.7736.

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Pryor, Robert. "An evaluation of a careers programme for Australian country high school students." British Journal of Guidance and Counselling 15, no. 3 (1987): 313–20. http://dx.doi.org/10.1080/03069888700760331.

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Pryor, Robert G. L. "An evaluation of a careers programme for Australian Country High School Students." British Journal of Guidance & Counselling 15, no. 3 (1987): 313–20. http://dx.doi.org/10.1080/03069888708260403.

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Oguri, Takahiro. "Social skills training for high school students: Scale development and efficacy evaluation." Journal of Health Psychology Research 29, Special_issue (2017): 139–49. http://dx.doi.org/10.11560/jhpr.160523040.

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Brown, Kathryn S., Margaret Riley, Kaitlin A. Meixner, and Christina DeBenedictus. "Medical Students Leading a High School Health Education Program: Evaluation of Mihealth." Journal of Adolescent Health 60, no. 2 (2017): S53. http://dx.doi.org/10.1016/j.jadohealth.2016.10.288.

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Kiswaga, Godlove Elioth, and Anita Triastuti. "Evaluation of English language materials: One junior high school in Yogyakarta." LingTera 5, no. 2 (2018): 154–61. http://dx.doi.org/10.21831/lt.v5i2.22317.

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Teaching language in this global era demands mostly the creativity of the teachers, this is because in 21th century, students need to be critical thinkers, creative, communicative and collaborative. Therefore, the creativity of the teacher is manifested by evaluating the multiple resources and adapting or adopting them based on the contextualized learning situation including individual differences, styles and learners needs. It is also essential for the teacher to integrate the four macro skills in teaching language in order to make the students more communicative and collaborative. Hence, this paper presents the evaluation of the language teaching resources before and during applying them to the classroom contexts. The data were collected by document review, classroom observation and interview with the secondary school teacher. The data were analyzed qualitatively through interactive model. There is variation of the results based on the techniques of data collection. The interview shows that theoretically the teacher is creative to make the materials for students. Meanwhile, the observation and document review findings show that there is a need of improvement on the way to evaluate and use the English materials based on the context. Finally, we suggest that the theoretical knowledge from interview should be implemented practically in class and in evaluating the textbooks in order to adopt or adapt by adding or removing some materials to make English textbooks match with students contexts.

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Setiawati, Esti, and Ika Ernawati. "The Evaluation of Students’ Prosocial Behavior On Primary Education Level." Al-Bidayah: Jurnal Pendidikan Dasar Islam 11, no. 2 (2020): 226–37. http://dx.doi.org/10.14421/al-bidayah.v11i2.205.

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This study aims to evaluate the prosocial behavior of elementary school level students, especially State Junior High School students in Bantul Regency. This research is evaluation research with a quantitative descriptive approach with the CIPP (Context, Input, Process, and Product) model. The research subjects were 131 students of Bantul Regency Public Middle School. Data collection through the questionnaire, interviews, observation, and documentation methods. The results of this study indicate that in general the prosocial behavior of students in Bantul Regency State Junior High Schools was included in the quite good category. The results of this study also showed that the strengthening of the prosocial behavior of state junior high school students in the Bantul Regency was good enough as outlined in the school development program planning document and school activity plan

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Raynal, Margaret E., and W. William Chen. "Evaluation of a Drug Prevention Program for Young High Risk Students." International Quarterly of Community Health Education 16, no. 2 (1996): 187–95. http://dx.doi.org/10.2190/pprq-5t3d-bgbx-kqcj.

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This article provides results of an evaluation of the effectiveness of a multifaceted drug prevention program for high-risk elementary and younger junior high school students. Participants were selected for the program by public school teachers and guidance counselors. These students participated in a series of meetings where they practiced skills to help them effectively handle pressures to use drugs. Researchers evaluated changes in participants' levels of knowledge about drugs, attitudes about drug use, and self-concept. Results indicate that young high-risk students will benefit from multifaceted drug prevention programs that teach life skills.

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Choi, Mi Wha, and Mi Young Son. "A Study on School Uniform Modification Behavior and School Uniform Fitting Evaluation of Middle and High School Students." Journal of the Korean Home Economics Association 50, no. 7 (2012): 37–48. http://dx.doi.org/10.6115/khea.2012.50.7.037.

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Edens, David, Adriana Lopez, Lisa Kessler, and Bonny Burns-Whitmore. "Evaluation of the Factors Influencing Participation in the National School Lunch Program (NSLP) for Latino Students During Middle School and High School Years." Californian Journal of Health Promotion 16, no. 2 (2018): 11–21. http://dx.doi.org/10.32398/cjhp.v16i2.2087.

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Background and Purpose: In California, approximately 3.2 million students participated in the National School Lunch Program (NSLP in 2015). It is estimated that Latino students received over 760,000 meals through the NSLP program. This study evaluates factors that influence middle and high school Latino students’ participation in the (NSLP). Methods: Study participants were a convenience sample of students (n = 232) utilizing a 22-question survey tool. The independent variables were grade level, gender, ethnicity, perceived social stigma, competitive foods served on and off campus, peer influences and parental influences. The dependent variable was participation in the NSLP. T-test, ANOVA, and Stepwise multiple regression were used to answer the research questions. Results: Latino students were not significantly different from non-Latino students in their participation rates in the NSLP. There were several significant predictors of NSLP participation for Latino students. Meal eligibility was the only significant predictor of participation in the NSLP for Latino students who are low-participators. Conclusions: Latino students are different from non-Latino students in the factors that influence their participation in the NSLP. Future research is needed to clarify the factors impacting Latino NSLP participation.

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Lodi, Ernesto, Diego Boerchi, Paola Magnano, and Patrizia Patrizi. "High-School Satisfaction Scale (H-Sat Scale): Evaluation of Contextual Satisfaction in Relation to High-School Students’ Life Satisfaction." Behavioral Sciences 9, no. 12 (2019): 125. http://dx.doi.org/10.3390/bs9120125.

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Recent literature on positive psychology underlines the crucial role of schools to create a psychologically healthy environment and to set programs and strategies fostering adolescents’ well-being. The aim of the present study is to validate a scale that measures scholastic satisfaction since a scientific evaluation and interventions on school satisfaction can help professionals to support adolescents’ positive development and school adjustment. We adapted the College Satisfaction Scale (CSS) and confirmed the previous five-dimensional structure also in a high school students’ sample (n = 792). The High-school Satisfaction Scale (H-Sat Scale) evaluates five dimensions of school satisfaction: appropriateness of choice (CH), quality of school services (SE), relationships with classmates (RE), effectiveness of study habits (ST) and usefulness for a future career (CA). The questionnaire consists of 20 items; it showed good psychometric features and, consistent with previous literature, confirmed its validity in relation to life satisfaction and quality of life of high school students. Compared with previous scales, the H-Sat evaluates two innovative areas of school satisfaction since it gives a measure of satisfaction in career path (appropriateness of choice and usefulness for future career) could help school counsellors to set interventions in this field.

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Mullet, Dianna R., Todd Kettler, and AnneMarie Sabatini. "Gifted Students’ Conceptions of Their High School STEM Education." Journal for the Education of the Gifted 41, no. 1 (2017): 60–92. http://dx.doi.org/10.1177/0162353217745156.

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This qualitative study was conducted to explore gifted students’ conceptions of their high school science, technology, engineering, and mathematics (STEM) education. Participants were seven male and female college freshmen selected from the Honors College of a large research university. In-depth interviews captured students’ retrospective accounts of their conceptualizations of their high school STEM education. Interview transcripts were analyzed inductively using a phenomenographic analysis framework. Findings comprised an outcome space composed of six core categories of meaning representing STEM learning environment, institutional supports, social supports, teacher qualities, active involvement in learning, and students’ self-perceptions of their STEM capability. Findings from this study offer a deep understanding of contemporary STEM education of gifted secondary students and help inform future curriculum design, program evaluation, and educational policy.

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Ishizu, Kenichiro, and Hideo Ambo. "Vulnerability factors for school stress among junior high school students: Over-adaptation and evaluation of emotion." Japanese journal of psychology 84, no. 2 (2013): 130–37. http://dx.doi.org/10.4992/jjpsy.84.130.

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