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1
Lester, Emile, and Patrick S. Roberts. "Learning about World Religions in Modesto, California: The Promise of Teaching Tolerance in Public Schools." Politics and Religion 4, no. 2 (April 26, 2011): 264–88. http://dx.doi.org/10.1017/s1755048311000174.
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AbstractAfter cultural and religious controversy in Modesto, California, community leaders attempted to increase tolerance and respect by requiring an unique world religions course for high school students. The first large-n empirical study of the effect of teaching about religion in public schools indicates that students taking the course showed statistically significant increases in passive tolerance, their willingness to refrain from discriminatory behavior, and active respect, the willingness to take action to counter discrimination. This research documents the circumstances that gave rise to the course and evaluates the course's effects using qualitative and quantitative evidence. It also connects the course to a larger research tradition in political science on the effects of civic education programs that promote liberal, democratic values.
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Edwards, Clarence M. "The Internet High School: A Modest Proposal." NASSP Bulletin 79, no. 573 (October 1995): 67–71. http://dx.doi.org/10.1177/019263659507957311.
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Kelly, Sean, and Richard Majerus. "School-to-School Variation in Disciplined Inquiry." Urban Education 46, no. 6 (August 11, 2011): 1553–83. http://dx.doi.org/10.1177/0042085911413151.
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In recent years No Child Left Behind has provided new labels to supposedly high- and low-performing schools and has identified large numbers of schools as low performing. Are school-to-school differences in the quality of instruction offered as great as the public is led to believe? Using the disciplined inquiry typology of Newman, Marks, and Gamoran, we examine whether variation in observable indicators of school quality correspond to real differences in instruction between schools. Consistent with the large body of research on school effects we find very modest school-level variation in the prevalence of disciplined inquiry.
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Daun-Barnett, Nathan, and Edward P. St. John. "Constrained Curriculum in High Schools: The Changing Math Standards and Student Achievement, High School Graduation and College Continuation." education policy analysis archives 20 (February 20, 2012): 5. http://dx.doi.org/10.14507/epaa.v20n5.2012.
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Mathematics education is a critical public policy issue in the U.S. and the pressures facing students and schools are compounded by increasing expectations for college attendance after high school. In this study, we examine whether policy efforts to constrain the high school curriculum in terms of course requirements and mandatory exit exams affects three educational outcomes – test scores on SAT math, high school completion, and college continuation rates. We employ two complementary analytic methods – fixed effects and difference in differences (DID) – on panel data for all 50 states from 1990 to 2008. Our findings suggest that within states both policies may prevent some students from completing high school, particularly in the near term, but both policies appear to increase the proportion of students who continue on to college if they do graduate from high school. The DID analyses provide more support for math course requirement policies than mandatory exit exams, but the effects are modest. Both the DID and fixed effects analyses confirm the importance of school funding in the improvement of high school graduation rates and test scores.
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Downey, Douglas B., David M. Quinn, and Melissa Alcaraz. "The Distribution of School Quality: Do Schools Serving Mostly White and High-SES Children Produce the Most Learning?" Sociology of Education 92, no. 4 (August 23, 2019): 386–403. http://dx.doi.org/10.1177/0038040719870683.
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What is schools’ role in the stratification system? One view is that schools are an important mechanism for perpetuating inequality because children from advantaged backgrounds (white and high socioeconomic) enjoy better school learning environments than their disadvantaged peers. But it is difficult to know this with confidence because children’s development is a product of both school and nonschool factors, making it a challenge to isolate school’s role. A novel approach for isolating school effects is to estimate the difference in learning when school is in versus out, what is called impact. Scholars employing this strategy have come to a remarkable conclusion—that schools serving disadvantaged children produce as much learning as those serving advantaged children. The empirical basis for this position is modest, however, and so we address several shortcomings of the previous research by analyzing a nationally representative sample of about 3,500 children in 270 schools from the Early Childhood Longitudinal Study–Kindergarten Cohort of 2011. With more comprehensive data and better scales, we also find no difference in impact on reading scores across schools serving poor or black children versus those serving nonpoor or white children. These patterns challenge the view that differences in school quality play an important role shaping achievement gaps and prompt us to reconsider theoretical positions regarding schools and inequality.
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Domina, Thurston. "What Works in College Outreach: Assessing Targeted and Schoolwide Interventions for Disadvantaged Students." Educational Evaluation and Policy Analysis 31, no. 2 (June 2009): 127–52. http://dx.doi.org/10.3102/0162373709333887.
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By offering information, counseling, and tutoring, college outreach programs attempt to smooth the path between high school and higher education for at-risk students. But do these program work? This paper uses longitudinal data from the Education Longitudinal Study to construct two quasi-experiments to assess the effectiveness of college outreach. The first compares outreach program participants with a propensity score matched sample of program non-participants to measure the effects of targeted college outreach programs. The second assesses the effects of school-wide college outreach programs by comparing students in school-wide outreach high schools with students in a matched sample of high schools that offer no formal outreach. The results suggest that targeted outreach programs do little to change the educational experiences of participating students. However, there is limited evidence to suggest that school-wide outreach programs may have modest “spill-over” effects, improving the educational outcomes of relatively unengaged students at participating schools.
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Thio, Li-Ann, and Jaclyn Ling-Chen Neo. "Religious Dress in Schools: The Serban Controversy in Malaysia." International and Comparative Law Quarterly 55, no. 3 (July 2006): 671–88. http://dx.doi.org/10.1093/iclq/lei110.
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There has been a spate of litigation before constitutional and human rights courts challenging restrictions on wearing religious dress in state schools as an infringement of religious freedom rights.1 These cases implicate deeper constitutional issues pertaining to State-Religion relations, religious pluralism and expressions of religious identity in the public domain of multicultural societies. Within Europe, this problem relates to the issue of integrating immigrants into national society and preserving secular political orders. The European Court of Human Rights in Leyla Sahin v Turkey2 [‘Sahin’] noted that within democratic societies, opinions ‘reasonably differ widely’ on State-Religion relations, reflected in the diversity of national approaches. For example, the 2004 French law banning ostentatious religious symbols from public schools,3 embodying a strict, doctrinaire secularism, contrasts sharply with the more accommodating liberal approach where British schools pragmatically offer students alternative uniforms to satisfy religious dress codes for public modesty. The English Court of Appeal in Shabina Begum v Governors of Denbigh High School4 [‘Begum’] held, in applying the Human Rights Act,5 that the school as a state institution was obliged to consider the claimant's religious rights under Article 9(1) of the European Convention of Human Rights [ECHR], and to justify its school policy under the Article 9(2) limitation clause. The United Kingdom is ‘not a secular state’6 as statute provides for religious education and worship in schools.
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Machado, Stephanie S., Lorrene D. Ritchie, Hannah R. Thompson, and Kristine A. Madsen. "The Impact of a Multi-Pronged Intervention on Students’ Perceptions of School Lunch Quality and Convenience and Self-Reported Fruit and Vegetable Consumption." International Journal of Environmental Research and Public Health 17, no. 16 (August 18, 2020): 5987. http://dx.doi.org/10.3390/ijerph17165987.
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School lunch programs provide an opportunity to improve students’ diets. We sought to determine the impact of a multifaceted intervention (cafeteria redesigns, increased points-of-sale and teacher education) on secondary students’ perceptions of school-lunch quality and convenience and fruit and vegetable intake. Surveys (n = 12,827) from middle and high school students in 12 intervention and 11 control schools were analyzed. We investigated change in school-lunch perceptions and lunchtime and daily fruit and vegetable consumption from 2016 to 2018. Among 8th graders, perceptions that school lunch tastes good and that school lunch was enough to make students feel full increased 0.2 points (on a 5-point scale; p < 0.01) in intervention schools relative to control schools. Among 10th graders, lunchtime fruit and vegetable consumption increased 6% in intervention relative to control schools (p < 0.05 and p < 0.01 respectively). Daily fruit intake increased 0.1 cups/day in intervention relative to control schools among 9th graders (p < 0.01). This study provides important evidence on the limited effect of design approaches in the absence of meal changes. We observed only modest changes in school lunch perceptions and fruit and vegetable consumption that were not consistent across grades, suggesting that additional efforts are needed to improve school-lunch uptake.
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Weiss, Carol H., and Joseph Cambone. "Principals, Shared Decision Making, and School Reform." Educational Evaluation and Policy Analysis 16, no. 3 (September 1994): 287–301. http://dx.doi.org/10.3102/01623737016003287.
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When schools adopt shared decision making (SDM), principals' authority is limited. Nevertheless, all six principals in the SDM high schools we studied supported SDM, at least in part because they had chosen to serve in an SDM school. The three principals who were most supportive of SDM also had ambitious visions of instructional reform. After 1.5 to 2 years, the high schools in which these principals served experienced a heightened level of conflict among the faculty. In large part, the conflict was due to these principals' efforts to use SDM as a vehicle to foster large changes. Teachers resisted major change, and principals became impatient with the participatory process and tried to promote their own versions of reform. Only a modest degree of reform was achieved, but it was more than was achieved by SDM principals without a reform agenda. Reformist principals in non-SDM high schools implemented modest reforms as well, although at the expense of suspicion and antagonism after changes were introduced. We explore the dilemmas that reformist principals face and suggest policy implications.
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Zuckermann, Alexandra M. E., Mahmood R. Gohari, Margaret de Groh, Ying Jiang, and Scott T. Leatherdale. "The role of school characteristics in pre-legalization cannabis use change among Canadian youth: implications for policy and harm reduction." Health Education Research 35, no. 4 (July 5, 2020): 297–305. http://dx.doi.org/10.1093/her/cyaa018.
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Abstract Reducing youth cannabis use in Canada is a public health priority with schools of interest as a potential modifier of behavior and as a venue for prevention programming. This work aimed to provide a basis for future policy and programming by evaluating pre-legalization cannabis use change patterns in schools and the impact of school characteristics on these patterns. Average rates of cannabis use behavior change (initiation, escalation, reduction, cessation) were collected from 88 high schools located in Ontario and Alberta, Canada participating in the COMPASS prospective cohort study. There was little variability in cannabis use behaviors between schools with intra-class correlation coefficients lowest for cessation (0.02) and escalation (0.02) followed by initiation (0.03) and reduction (0.05). Modest differences were found based on school province, urbanicity and student-peer use. Cannabis ease of access rates had no significant effect. Fewer than half the schools reported offering school drug use prevention programs; these were not significantly associated with student cannabis use behaviors. In conclusion, current school-based cannabis prevention efforts do not appear sufficiently effective. Comprehensive implementation of universal prevention programs may reduce cannabis harms. Some factors (urbanicity, peer use rates) may indicate which schools to prioritize.
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Lee, Valerie E., Douglas D. Ready, and David J. Johnson. "The Difficulty of Identifying Rare Samples to Study: The Case of High Schools Divided Into Schools-Within-Schools." Educational Evaluation and Policy Analysis 23, no. 4 (December 2001): 365–79. http://dx.doi.org/10.3102/01623737023004365.
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This note has two purposes: (1) to describe a process used to identify a rare sample of U.S. public secondary schools, those that are completely divided into smaller subunits that we call “schools-within-schools” (SWS); and (2) to provide descriptive information about the schools of that kind that we identified in our national search in Fall 1998. The procedures that we used to locate “full-model” SWS high schools in the United States involved snowball sampling and telephone interviews, in which we used a two-stage screening strategy. Although we searched extensively, we located a modest number (n = 55) of full-model public SWS high schools. Beyond spelling out our methodology for locating this unusual sample, we provide descriptive information about the schools along several dimensions: their regional location, the type of communities in which they are located, the size of their school districts, how many students they serve, their racial or ethnic compositions, and the themes on the basis of which their subunits are organized. We offer tentative conclusions about the SWS reform based on our research.
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Attewell, Paul, and Thurston Domina. "Raising the Bar: Curricular Intensity and Academic Performance." Educational Evaluation and Policy Analysis 30, no. 1 (March 2008): 51–71. http://dx.doi.org/10.3102/0162373707313409.
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Using national transcript data, the authors examine inequality in access to an advanced curriculum in high school and assess the consequences of curricular intensity on test scores and college entry. Inequalities in curricular intensity are primarily explained by student socioeconomic status effects that operate within schools rather than between schools. They find significant positive effects of taking a more intense curriculum on 12th-grade test scores and in probabilities of entry to and completion of college. However, the effect sizes of curricular intensity are generally modest, smaller than advocates of curricular upgrading policies have implied.
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Bener, Abdulbari, Thomas Stewart, and Latifa M. B. Al-Ketbi. "Cigarette Smoking Habits among High School Boys in the United Arab Emirates." International Quarterly of Community Health Education 18, no. 2 (July 1998): 209–22. http://dx.doi.org/10.2190/mb9b-6tvc-2vmd-xab5.
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This study reports on findings of a survey of smoking behavior and attitudes of approximately 1500 public secondary school boys in three major cities of the United Arab Emirates (UAE), one of the most rapidly developing societies in the world. Using an adaptation of the World Health Organizations Smoking Questionnaire and a multi-stage cluster sample of public schools and classes, the survey determined that 18.9 percent were current smokers and another 28.2 percent had smoking experience but were not active at the time of the study. The majority of smokers were not UAE nationals and had begun smoking between the ages of ten to fifteen. Almost 60 percent of current smokers reported modest consumption of one to six cigarettes daily and nearly two-thirds reported a desire to stop their smoking. Smokers also were much more likely to come from families in which other family members smoked. Implications of findings for prevention programs point to a broad public and school-based effort for the UAE.
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Ghosh-Dastidar, Bonnie, Douglas L. Longshore, Phyllis L. Ellickson, and Daniel F. McCaffrey. "Modifying Pro-Drug Risk Factors in Adolescents: Results From Project ALERT." Health Education & Behavior 31, no. 3 (June 2004): 318–34. http://dx.doi.org/10.1177/1090198104263333.
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The objective of this study was to evaluate the impact of a revised state-of-the-art drug prevention program, Project ALERT, on risk factors for drug use in mostly rural midwestern schools and communities. Fifty-five middle schools from South Dakota were randomly assigned to treatment or control conditions. Treatment-group students received 11 lessons in Grade 7 and 3 more in Grade 8. Effects for 4,276 eighth graders were assessed 18 months after baseline. Results indicate that Project ALERT had statistically significant effects on all the targeted risk factors associated with cigarette and marijuana use and more modest gains with the pro-alcoholrisk factors. The program helped adolescents at low, moderate, and high risk for future use, with the effect sizes typically stronger for the low- and moderate-risk groups. Thus, school-based drug prevention programs can lower risk factors that correlate with drug use, help low- to high-risk adolescents, and be effective in diverse school environments.
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VYNNYCKY, E., and W. J. EDMUNDS. "Analyses of the 1957 (Asian) influenza pandemic in the United Kingdom and the impact of school closures." Epidemiology and Infection 136, no. 2 (April 20, 2007): 166–79. http://dx.doi.org/10.1017/s0950268807008369.
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SUMMARYMany countries plan to close schools during a future influenza pandemic, although the potential impact is poorly understood. We apply a model of the transmission dynamics of pandemic influenza to consultation, serological and clinical data from the United Kingdom from the 1957 (Asian) influenza pandemic, to estimate the basic reproduction number (R0), the proportion of infected individuals who experience clinical symptoms and the impact of school/nursery closures. The R0 for Asian influenza was about 1·8 and 60–65% of infected individuals were estimated to have experienced clinical symptoms. During a future pandemic, closure of schools/nurseries could reduce the epidemic size only by a very small amount (<10%) if R0 is high (e.g. 2·5 or 3·5), and modest reductions, e.g. 22% might be possible if it is low (1·8) and schools are closed early, depending on assumptions about contact patterns. Further data on contact patterns and their dependence on school closures are needed.
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Schueler, Beth E., Joshua S. Goodman, and David J. Deming. "Can States Take Over and Turn Around School Districts? Evidence From Lawrence, Massachusetts." Educational Evaluation and Policy Analysis 39, no. 2 (January 27, 2017): 311–32. http://dx.doi.org/10.3102/0162373716685824.
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The Every Student Succeeds Act (ESSA) requires states to identify and turn around struggling schools, with federal school improvement money required to fund evidence-based policies. Most research on turnarounds has focused on individual schools, whereas studies of district-wide turnarounds have come from relatively exceptional settings and interventions. We study a district-wide turnaround of a type that may become more common under ESSA, an accountability-driven state takeover of Massachusetts’s Lawrence Public Schools (LPS). A differences-in-differences framework comparing LPS to demographically similar districts not subject to state takeover shows that the turnaround’s first 2 years produced sizable achievement gains in math and modest gains in reading. We also find no evidence that the turnaround resulted in slippage on nontest score outcomes and suggestive evidence of positive effects on grade progression among high school students. Intensive small-group instruction over vacation breaks may have led to particularly large achievement gains for participating students.
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Lee, Sy-Ying, and Stephen Krashen. "Free Voluntary Reading and Writing Competence in Taiwanese High School Students." Perceptual and Motor Skills 83, no. 2 (October 1996): 687–90. http://dx.doi.org/10.2466/pms.1996.83.2.687.
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Heft, James L. "Evolution and Catholicism: A Few Modest Proposals." Horizons 35, no. 2 (2008): 203–27. http://dx.doi.org/10.1017/s0360966900005454.
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ABSTRACTDuring 2006, two events, one involving mainly Protestants and the other Catholics, triggered widespread debate on evolution and Christianity. The Dover, Pennsylvania case focused on whether intelligent design (ID) should be taught alongside evolution in public high school science classes; a New York Times Op-Ed by Cardinal Schönborn of Austria argued that Catholics should reject neo-Darwinianism. Once again, these debates raise the important issue of the relationship of science and religion, and more specifically, science and Catholicism, and call for further reflection on how Catholic theology should conceive of its role in an age still dominated by science.
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Junaedi, Mahfud. "IMAM HATIP SCHOOL (IMAM HATIP LISESI): Islamic School in Contemporary Secular Turkey." Analisa 1, no. 1 (May 19, 2016): 121. http://dx.doi.org/10.18784/analisa.v1i1.219.
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<p><em>Imam Hatip schools have been a crucial and controversial Islamic education in a secular Turkey. The majority of Imam Hatip School students come from families who live and conduct their relations in accordance with Islamic norms and principles. Many conservative, religious-minded parents in rural and small town (in central and eastern Turkey) sent their children after primary school to an Imam Hatip High school, because this is the only school type where they would study Islamic subjects besides the general curriculum and where the teachers were believed to impart traditional moral values. Many of those parents would, however, wish their children to pursue modern careers and find more prestigious and better paid jobs than that of a modest preacher.</em><em> </em><em>Today Imam Hatip schools do not only produce Imams (leaders of prayer) and hatips (deliver khutba at every Friday sermon), but also designed to cultivate religious sensibilities (dini hassasiyetler) in their students. The schools aim to heighten their students awareness of faith and promote the notion that religion should play a substantial role in the life of individuals and society. The most important is that Imam Hatip schools play an important role in Turkey’s pious community and making the country more Islamic. </em><em></em></p>
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Muschert, Glenn W. "Afterword: The Columbine Effect on Culture, Policy, and Me." Journal of Contemporary Criminal Justice 35, no. 3 (April 8, 2019): 357–72. http://dx.doi.org/10.1177/1043986219840238.
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This afterword considers the cultural effect of the 1999 Columbine High School shootings. I bring together the aspects of a traditional academic review with my personal reflections as a scholar who spent the past two decades researching its cultural and policy ramifications. Columbine is a noted milestone in the American cultural lexicon, and one that has become an important reference point for discussions of school violence and other social problems concerning youth. Columbine often serves as an inaccurate exemplar of the broader problem of youth violence, and this so-called “Columbine Effect” means that extreme cases exert a disproportionately strong influence on public discourse about the problem. Over the past 20 years, the net effect has been the acceleration of punitive anti-violence school policies that include policing, surveillance, and zero-tolerance policies. I consider my experience as a researcher in this area and conclude with modest suggestions for guiding policy development to mitigate the problem of violence in schools.
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Chehimi, Ghada M. "Lebanese Students’ Attitudes toward English: An Exploratory Study." English Linguistics Research 10, no. 2 (May 19, 2021): 20. http://dx.doi.org/10.5430/elr.v10n2p20.
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This is a study of high school students’ attitudes toward the English language in Lebanon. The purpose of this research is to assess the extent of use of English inside and outside the schools taking into consideration the attitude towards the language. Two schools were selected, one upper middle class and one lower middle class. This selection of different social classes aims at finding whether a student’s socio- economical background affects his/ her attitude toward the English language. The sample of respondents returned 52 questionnaires from the two schools. Although this sample was a modest one, it highlighted the differences in attitudes towards the English language, but these attitudes did not relate much to the socioeconomic class as much as personal preferences. However, what was salient in this research is how students from the lower middle class were more inclined to use English to raise their social status and both groups agreed that English is essential to their progress in life.
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Latouche, Alexandre Pascal, and Michael Gascoigne. "In-Service Training for Increasing Teachers’ ADHD Knowledge and Self-Efficacy." Journal of Attention Disorders 23, no. 3 (May 11, 2017): 270–81. http://dx.doi.org/10.1177/1087054717707045.
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Objective: The aim of this article is to evaluate the efficacy of a brief in-service training workshop at increasing primary school teachers’ ADHD knowledge and sense of self-efficacy. Method: Teachers from 10 schools participated in the study ( n = 274) and were allocated into either an intervention or waitlist control group. Teachers’ ADHD knowledge and self-efficacy were assessed following the provision of a brief training workshop on ADHD. Knowledge and self-efficacy retention were also assessed at a 1-month follow-up. Results: Within the intervention group, ADHD knowledge and self-efficacy increased following the intervention (both ps < .001). Knowledge increased more than twofold, from very low to high levels, although increases in self-efficacy were more modest. Both knowledge and self-efficacy decreased at the 1-month follow-up but, nevertheless, remained higher than baseline levels ( p < .001). Conclusion: Results demonstrate that a brief training workshop can increase primary school teachers’ ADHD knowledge and self-efficacy. Whilst increases in self-efficacy were modest, our findings suggest that a brief professional development intervention can be utilized to greatly increase teachers’ ADHD knowledge, providing a cost-effective, practical solution to address this well-evidenced gap in teachers’ training and knowledge about the disorder.
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Balestra, Julien, Jean-Luc Berenguer, Florence Bigot-Cormier, Françoise Courboulex, Lucie Rolland, David Ambrois, Martin Van Driel, and Philippe Lognonné. "The InSight Blind Test: An Opportunity to Bring a Research Dataset into Teaching Programs." Seismological Research Letters 91, no. 2A (February 5, 2020): 1064–73. http://dx.doi.org/10.1785/0220190137.
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Abstract On 26 November 2019, SEIS, the first broadband seismometer designed for the Martian environment (Lognonné et al., 2019) landed on Mars, thanks to National Aeronautics and Space Administration’s (NASA’s) InSight mission. On 6 April 2019 (sol 128), the InSight Science team detected the first historical “marsquake” (NASA news release). Before it was recorded, the InSight Science team developed the InSight blind test (hereafter, IBT), which consists of a 12-month period of continuous waveform data combining realistic estimates of Martian background seismic noise, 204 tectonic, and 35 impact events (Clinton et al., 2017). This project was originally designed to prepare scientists for the arrival of real data from the upcoming InSight mission. This article presents the work carried out by middle and high school students during this challenge. This project offered schools the opportunity to participate in and strengthen the link between secondary schools and universities. The IBT organizers accepted the approach to enable 14 schools to take part in this scientific challenge. After a training process, each school analyzed the IBT dataset to contribute to the collaborative School Team catalog. The schools relied on a manual procedure combining analyses in time and frequency domains. At the end, a combined catalog was submitted as one of the IBT entries. The IBT organizers then assessed the catalog submitted by the consortium of schools together with the results from science teams (Van Driel et al., 2019). The schools achieved a total of 15 correct detections over a short time period. Although this number may seem modest compared with the 239 synthetic marsquakes included in the IBT waveform data, these correct detections were entirely made during class time. All in all, the students seemed to be fully engaged, and this exercise seemed to increase their scientific inquiry skills to fulfill their task as a team.
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Murnane, Richard J. "U.S. High School Graduation Rates: Patterns and Explanations." Journal of Economic Literature 51, no. 2 (June 1, 2013): 370–422. http://dx.doi.org/10.1257/jel.51.2.370.
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I survey the evidence on patterns in U.S. high school graduation rates over the period 1970–2010 and report the results of new research conducted to fill in holes in the evidence. I begin by pointing out the strengths and limitations of existing data sources. I then describe six striking patterns in graduation rates. They include stagnation over the last three decades of the twentieth century, significant race-, income-, and gender-based gaps, and significant increases in graduation rates over the first decade of the twenty-first century, especially among blacks and Hispanics. I then describe the models economists use to explain the decisions of individuals to invest in schooling, and examine the extent to which the parameters of the models explain recent patterns in graduation rates. I find that increases in the nonmonetary costs of completing high school and the increasing availability of the GED credential help to explain stagnation in the face of substantial gaps between the wages of high school graduates and school dropouts. I point out that there are several hypotheses, but to date, very little evidence to explain the increases in high school graduation rates over the first decade of the twenty-first century. I conclude by reviewing the evidence on effective strategies to increase high school graduation rates, and explaining why the causal evidence is quite modest. (JEL I21, J15, J16)
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Bryan, Julia, Raquel Farmer-Hinton, Anita Rawls, and Chenoa S. Woods. "Social Capital and College-Going Culture in High Schools: the Effects of College Expectations and College Talk on Students' Postsecondary Attendance." Professional School Counseling 21, no. 1 (January 2017): 1096–2409. http://dx.doi.org/10.5330/1096-2409-21.1.95.
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Using the Education Longitudinal Study of 2002, we examined the probability of students attending college by taking into account their 10th- and 12th-grade exposure to college expectations from and college-related interactions with school staff. Our results suggest that college expectations and college-related interactions with their school counselors, teachers, and coaches had a modest impact on students' odds of enrolling in college, considering the large impact of taking advanced courses and completing college admissions tests.
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Radovanović, Vesna, and Jasmina Kovačević. "Pripadnost školi posmatrana iz ugla učenika sa smetnjama u razvoju." Inovacije u nastavi 34, no. 2 (2021): 44–56. http://dx.doi.org/10.5937/inovacije2102044r.
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The success of inclusive education, measured by the students' sense of belonging in school, has recently become the subject of numerous foreign research papers, while a modest number of papers on this topic can be found in our literature. Given that inclusive education has been present in our country for a decade, the aim of the research was to determine the level of the sense of belonging in a school environment of children with developmental difficulties in an inclusive environment. The sample consisted of 35 children with developmental difficulties from 11 primary schools in which inclusive education has been implemented for at least eight years. The research used the Sense of Belonging in School Scale adapted for the needs of the research with children with developmental difficulties. The results of the research obtained by the scaling technique showed that the majority of the students have a high level of the sense of belonging in their school, and no statistically significant difference was found in relation to the type of developmental difficulty. The highest degree of agreement with the statements was found in students with physical and sensory disorders, followed by students with intellectual disabilities, then disorders within the spectrum of autism, while students with behavioral difficulties agreed the least with the claims. The obtained results indicate a positive experience of students during schooling in inclusive classes.
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Zelenak, Michael S. "Measuring the Sources of Self-Efficacy Among Secondary School Music Students." Journal of Research in Music Education 62, no. 4 (December 17, 2014): 389–404. http://dx.doi.org/10.1177/0022429414555018.
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The purpose of this study was to investigate the four sources of self-efficacy in music performance and examine responses from the Music Performance Self-Efficacy Scale (MPSES). Participants ( N = 290) were middle and high school music students from 10 schools in two regions of the United States. Questions included the following: (1) How much influence does each source have on self-efficacy? (2) Are there differences among band, chorus, and string students? (3) Are there differences between middle and high school students? (4) Does music aptitude predict self-efficacy, and (5) Does evidence support the MPSES as a valid and reliable scale? Results indicated that mastery experience exerted the strongest influence, no differences were found among ensemble types or grade levels, and music aptitude scores predicted modest increases in self-efficacy, β = .16 (.07). Examination of test content, response process, internal structure, and relationships with other variables provided evidence of validity, while internal consistency and test-retest values provided evidence of reliability. Recommendations for further research included examining the development of self-efficacy at different ages, measuring the relationships between the sources of self-efficacy and music achievement, and using the MPSES to assist in the investigations of other psychological constructs, such as self-identity and motivation.
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Reynoso González, Oscar Ulises, Juan Francisco Caldera Montes, Brenda Vianey Carreño Padilla, Diana Patricia García Ornelas, and Luz Adriana Velázquez Aceves. "Explicative and predictive model of suicide ideation in a sample of mexican high school students." Psicología desde el Caribe 36, no. 1 (March 25, 2020): 82–100. http://dx.doi.org/10.14482/psdc.36.1.378.2.
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Rossel, Thibaud, and Marc Creus. "«La Chimie en Couleurs»: Socially Relevant & Original Research in Chemistry in High Schools Using Modest Resources." CHIMIA International Journal for Chemistry 73, no. 7 (August 21, 2019): 599–603. http://dx.doi.org/10.2533/chimia.2019.599.
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Tognin, Stefania, Ana Catalan, Gemma Modinos, Matthew J. Kempton, Amaia Bilbao, Barnaby Nelson, Christos Pantelis, et al. "Emotion Recognition and Adverse Childhood Experiences in Individuals at Clinical High Risk of Psychosis." Schizophrenia Bulletin 46, no. 4 (February 21, 2020): 823–33. http://dx.doi.org/10.1093/schbul/sbz128.
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Abstract Objective To investigate the association between facial affect recognition (FAR) and type of adverse childhood experiences (ACEs) in a sample of clinical high risk (CHR) individuals and a matched sample of healthy controls (HCs). Methods In total, 309 CHR individuals and 51 HC were recruited as part of an European Union-funded multicenter study (EU-GEI) and included in this work. During a 2-year follow-up period, 65 CHR participants made a transition to psychosis (CHR-T) and 279 did not (CHR-NT). FAR ability was measured using a computerized version of the Degraded Facial Affect Recognition (DFAR) task. ACEs were measured using the Childhood Experience of Care and Abuse Questionnaire, the Childhood Trauma Questionnaire, and the Bullying Questionnaire. Generalized regression models were used to investigate the relationship between ACE and FAR. Logistic regressions were used to investigate the relationship between FAR and psychotic transition. Results In CHR individuals, having experienced emotional abuse was associated with decreased total and neutral DFAR scores. CHR individuals who had experienced bullying performed better in the total DFAR and in the frightened condition. In HC and CHR, having experienced the death of a parent during childhood was associated with lower DFAR total score and lower neutral DFAR score, respectively. Analyses revealed a modest increase of transition risk with increasing mistakes from happy to angry faces. Conclusions Adverse experiences in childhood seem to have a significant impact on emotional processing in adult life. This information could be helpful in a therapeutic setting where both difficulties in social interactions and adverse experiences are often addressed.
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Kim, Hyun Woo, and John D. McCarthy. "Accounting for the Decreasing Willingness of U.S. High School Seniors to Protest, 1976–2015." Social Currents 5, no. 6 (February 23, 2018): 531–49. http://dx.doi.org/10.1177/2329496518759078.
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Protest waves ebb and flow in contemporary America. Willingness to protest is a key precursor to a fledgling citizen’s potential for eventually being mobilized to participate in a public demonstration. Here, we explore trends in high school seniors’ willingness to protest from 1976 through 2015, employing annual data from the Monitoring the Future survey. After modest increases in willingness to protest that occurred for cohorts during the early-1990s, willingness to protest has steadily decreased for subsequent cohorts. We found that political interest, prior political experiences, and social engagement have a significant impact on time-series and cross-sectional variations in the willingness to protest for all cohorts. We address the larger implications of our research findings for theories of political participation and social movements.
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Lester, Emile. "The Right to Reasonable Exit and a Religious Education for Moderate Autonomy." Review of Politics 68, no. 4 (October 27, 2006): 612–35. http://dx.doi.org/10.1017/s0034670506000234.
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Political and comprehensive liberals are both pessimistic about finding a satisfactory way to resolve the debate over whether and how to expose students in public schools to religion. An examination of John Tomasi's Liberalism beyond Justice and William Galston's Liberal Pluralism reveals that a central cause of this pessimism is the presumption that an education for autonomy must encourage students to become rational choosers of their beliefs. This essay suggests that it is possible to found an education for autonomy on the more modest goal of ensuring that students have a reasonable ability to exit from their communities when they feel that membership is too painful. An education for exit would involve exposing students at the high school level to alternative religious beliefs to ensure they are aware that it might be possible to lead tolerable lives and achieve salvation outside of their communities of origin.
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Brière, Frédéric N., Sophie Pascal, Véronique Dupéré, Natalie Castellanos-Ryan, Francis Allard, Gabrielle Yale-Soulière, and Michel Janosz. "Depressive and anxious symptoms and the risk of secondary school non-completion." British Journal of Psychiatry 211, no. 3 (September 2017): 163–68. http://dx.doi.org/10.1192/bjp.bp.117.201418.
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BackgroundEvidence regarding the association between adolescent internalising symptoms and school non-completion has been limited and inconclusive.AimsTo examine whether depressive and anxious symptoms at secondary school entry predict school non-completion beyond confounders and whether associations differ by baseline academic functioning.MethodWe used logistic regression to examine associations between depressive and anxious symptoms in grade 7 (age 12–14) and school non-completion (age 18–20) in 4962 adolescents.ResultsDepressive symptoms did not predict school non-completion after adjustment, but moderation analyses revealed an association in students with elevated academic functioning. A curvilinear association was found for anxiety: both low and high anxious symptoms predicted school non-completion, although only low anxiety remained predictive after adjustment.ConclusionsAssociations between internalising symptoms and school non-completion are modest. Common school-based interventions targeting internalising symptoms are unlikely to have a major impact on school non-completion, but may prevent non-completion in selected students.
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Lee, Chang-Hyung. "Etiologic Factors of Ice Hockey Injuries in Korean High School Players." Pain Physician 6;17, no. 6;12 (November 14, 2014): E747—E784. http://dx.doi.org/10.36076/ppj.2014/17/e747.
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Background: Ice hockey is a competitive sport and ice hockey injuries can be influenced by many physical and psychological factors. Young ice hockey players are especially vulnerable to injury due to their relative lack of experience and rapid physical growth during their juvenile years. Up to now there has been no survey of the physical, psychological, and environmental etiological factors based on the Korean high school ice hockey players population. Purpose: The purpose of our study was to evaluate, through a comprehensive survey, the incidence of ice hockey injuries according to age and the relationship between etiological factors and injuries in high school students. Study Design: A cross-sectional study. Methods: One hundred nineteen ice hockey players in Korean high schools were recruited for this study. The study was conducted by a self-administered questionnaire survey. The researcher explained the purpose of the survey and how to fill it out. Individual questionnaires were distributed to participants. Chi-squared tests were used to evaluate the relationship between the independent and dependent values. There was a significant difference between a player’s age and injury incidence (P = .018). The injury level of each position showed a significant tendency (P = .055). Age was highly correlated with the number of total injuries (P = .019). Results: The average demographic characteristics of those surveyed were age (16.7 years), play line (2.2), height (174.8 cm), weight (69.6 kg), and body mass index (23.4). The shoulder was the most frequent injury area and the knee was the most common cause of hospital visits. There was a higher injury incidence in older groups; however, there was no correlation with body mass index, position, and play line. The causative factors were divided into physical factors, psychological factors, and environmental factors. Generally, 3 factors were not closely regarded as etiologic factors of ice hockey injury. However, deficiency of fitness in the physical factor, aggressiveness in the psychological factor, and injury by other players in the environmental factor showed a high etiological correlation for ice hockey injury. Conclusion: The multiple aspects of this etiological factor analysis showed modest results. However, based on our results, in order to reduce the long-term implications of youth ice hockey injuries and associated public health costs, comprehensive efforts, including psychological and environmental factor modification, should be put in place. Key terms: Ice hockey, etiologic factor, high school player
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Berk, Louis J., Sharon L. Muret-Wagstaff, Riya Goyal, Julie A. Joyal, James A. Gordon, Russell Faux, and Nancy E. Oriol. "Inspiring careers in STEM and healthcare fields through medical simulation embedded in high school science education." Advances in Physiology Education 38, no. 3 (September 2014): 210–15. http://dx.doi.org/10.1152/advan.00143.2013.
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The most effective ways to promote learning and inspire careers related to science, technology, engineering, and mathematics (STEM) remain elusive. To address this gap, we reviewed the literature and designed and implemented a high-fidelity, medical simulation-based Harvard Medical School MEDscience course, which was integrated into high school science classes through collaboration between medical school and K–12 faculty. The design was based largely on the literature on concepts and mechanisms of self-efficacy. A structured telephone survey was conducted with 30 program alumni from the inaugural school who were no longer in high school. Near-term effects, enduring effects, contextual considerations, and diffusion and dissemination were queried. Students reported high incoming attitudes toward STEM education and careers, and these attitudes showed before versus after gains ( P < .05). Students in this modest sample overwhelmingly attributed elevated and enduring levels of impact on their interest and confidence in pursuing a science or healthcare-related career to the program. Additionally, 63% subsequently took additional science or health courses, 73% participated in a job or educational experience that was science related during high school, and 97% went on to college. Four of every five program graduates cited a health-related college major, and 83% offered their strongest recommendation of the program to others. Further study and evaluation of simulation-based experiences that capitalize on informal, naturalistic learning and promote self-efficacy are warranted.
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Bice, Matthew R., James W. Ball, Thomas Parry, and Megan Adkins. "Retrospective evaluation of high school primary physical activities and adulthood physical activity need satisfaction." Sport Science Review 25, no. 3-4 (September 1, 2016): 183–98. http://dx.doi.org/10.1515/ssr-2016-0010.
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Abstract Presumably, individuals are taught skills throughout their primary education that are required to live a healthy lifestyle throughout the lifespan. The primary purpose of this study was to assess adult psychological need satisfaction in relation to high school participation. Participation included university employees and students of two mid-sized universities and members of a state health organization. Participants (n = 512) completed the Psychological Need Satisfaction in Exercise (PNSE) and the International Physical Activity Questionnaire (IPAQ). The current study found modest associations between measured motivation constructs on physical activity levels. Standardized coefficients report competence and autonomy had a significant effect on physical activity in predicting adult physical activity levels. Results of this study provide insight into the determinants underlying the development of physical activity tendencies in adults and suggest high school physical education and sport participation have an equal influence on adult physical activity levels.
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AL-Dossary, Saeed Abdullah. "Why Do College Students Cheat? A Structural Equation Modeling Validation of the Theory of Planned Behavior." International Education Studies 10, no. 8 (July 30, 2017): 40. http://dx.doi.org/10.5539/ies.v10n8p40.
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Cheating on tests is a serious problem in education. The purpose of this study was to test the efficacy of a modified form of the theory of planned behavior (TPB) to predict cheating behavior among a sample of Saudi university students. This study also sought to test the influence of cheating in high school on cheating in college within the framework of the TPB. Analyses were conducted on a sample of 322 undergraduate students using structural equation modeling. The results were consistent with the TPB model’s predictions. The TPB model explained a modest variance in cheating in college. When cheating in high school added to the model, the proportion of explained variance increased and cheating in high school was the best predictor of cheating in college. Although not hypothesized by the TPB, subjective norm had a direct effect on attitude.
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Gianto, Emeralda Kislew Andhika, Helti Lygia Mampouw, and Danang Setyadi. "The Development of MOSIRI (Geometry Transformation Module) for High School Students." Al-Jabar : Jurnal Pendidikan Matematika 9, no. 2 (December 15, 2018): 121–34. http://dx.doi.org/10.24042/ajpm.v9i2.3402.
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Geometry transformation is one of the mathematics learning materials that are very closely related to everyday life but has many formulas that make it difficult for students, especially high school students to understand it. Seeing the importance of geometric transformation and difficulties experienced by students, the development of a geometry transformation module was carried out which was able to eliminate difficulties in studying and understanding the geometric transformation. This research is development research with ADDIE development modelto produce a valid, practical, and effectivemodule on geometric transformation. The module is aimed at helping high school students to understand the relevance of geometry transformation to reality and how to solve it. This module is declared valid in terms of media and material aspects with an average validity score of 3.7 (valid) for material aspects and 4 (valid) for media aspect. This module was tested on 10 ten grade high school students and is declared practical based on the indicators of the media practicality sheet. In addition, with the help of a test sheet, it can be seen that this module is able to improve learning outcomes. This can be seen from the results of a paired simple test which shows a significance value of 0,000 () which means that this module is able to provide differences or improve students’ learning outcomes based on the average pretest score which is 51 to 88 of theaverage posttest score. Based on the three tests, this module was declared valid, practical, and effective to be used in geometric transformation material for high school students.
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Morrison, Steven J., Mark Montemayor, and Eric S. Wiltshire. "The Effect of a Recorded Model on Band Students' Performance Self-Evaluations, Achievement, and Attitude." Journal of Research in Music Education 52, no. 2 (July 2004): 116–29. http://dx.doi.org/10.2307/3345434.
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In this study, we examined effectiveness of recorded models in the context of ensemble rehearsals. Over a 5-week treatment period, directors of three middle/junior high and two high school bands systematically included professional recordings as part of their preparation of selected pieces. Students completed weekly self-evaluation reports assessing their individual progress and their ensembles' progress on model and no-model pieces. Using numerical and free-response formats, students evaluated self-achievement and ensemble achievement on notes/rhythms, articulation/dynamics, tuning, and balance. Expert evaluations revealed no difference in achievement between model and no-model pieces on pretreatment and posttreatment performance recordings. Student evaluations showed more modest achievement gains for model pieces. High school students demonstrated more positive self-evaluations for their own versus their ensembles' performance and greater overall differentiation in their evaluations across time. Middle school/junior high students were significantly more positive toward the model pieces. All students provided a greater number of free-response comments for model pieces.
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Tuthill, Robert W., and Edward J. Calabrese. "The Massachusetts Blood Pressure Study, Part 4. Modest Sodium Supplementation and Blood Pressure Change in Boarding School Girls." Toxicology and Industrial Health 1, no. 1 (January 1985): 35–43. http://dx.doi.org/10.1177/074823378500100104.
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Based upon the results of the earlier work, a sodium supplement study was designed and carried out at a private boarding school. Two hundred and sixteen 9th-12th grade girls were randomly assigned to one of three groups while continuing to eat their regular meals at the dining commons. All participating students took two capsules, under supervision, both mid-morning and subsequent to the evening meal. One group received placebos at both times, one group received 2 G of salt in the morning and a placebo in the evening, and the final group received a placebo in the morning and 2 G of salt in the evening. One week of baseline data and eight weeks of follow-up data were collected twice weekly for BP, pulse, 24-hour urine specimen, and stress of daily events. Repeated measures analysis of variance failed to detect a significant difference in change in systolic and diastolic BP between groups. Extensive analysis of other variables did not uncover any negative confounding or interaction. Drop out rates were very low and compliance rates very high. The urinalysis clearly demonstrated that the Na excretion in the two supplement groups was similar and significantly elevated over the placebo group, thus documenting the high Na supplement compliance rates.
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CAMPBELL, DAVID E., and RICHARD G. NIEMI. "Testing Civics: State-Level Civic Education Requirements and Political Knowledge." American Political Science Review 110, no. 3 (August 2016): 495–511. http://dx.doi.org/10.1017/s0003055416000368.
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Do state-level exams in civics have a positive impact on young people's civic knowledge? We hypothesize that civics exams have the biggest effect in states where they are a requirement for high school graduation—theincentivehypothesis. We further hypothesize that civics requirements have the biggest effect on young people with less exposure to information about the U.S. political system at home, specifically Latinos and, especially, immigrants—thecompensationhypothesis. We test these hypotheses with the 2006 and 2010 National Assessment of Educational Progress (NAEP) civics test administered to high school students, and with a large national survey of 18–24 year-olds. Across the two datasets, we find modest support for the incentive hypothesis and strong support for the compensation hypothesis.
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Reardon, Sean F., John T. Yun, and Michal Kurlaender. "Implications of Income-Based School Assignment Policies for Racial School Segregation." Educational Evaluation and Policy Analysis 28, no. 1 (March 2006): 49–75. http://dx.doi.org/10.3102/01623737028001049.
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A number of public school districts in the United States have adopted income-based integration policies—policies that use measures of family income or socioeconomic status—in determining school assignment. Some scholars and policymakers contend that such policies will also reduce racial segregation. In this article this assumption is explored by computing upper and lower bounds on the possible and probable levels of racial segregation that would result from race-neutral income-based school assignment policies. The article finds that, in general, income integration is no guarantee of even modest racial desegregation. In particular, the extent of ancillary racial integration produced by an income-integration policy will depend on the size of racial income disparities within a given district, the specifics of an income-integration policy, and the patterns of racial and socioeconomic residential segregation in a school district. Data on racial income inequality and income segregation in urban districts throughout the United States indicate that very high levels of racial segregation are possible under any practical income-integration policy. The authors conclude that, given the extent of residential racial segregation in the United States, it is unlikely that race-neutral income-integration policies will significantly reduce school racial segregation, although there is reason to believe that such policies are likely to have other beneficial effects on schooling.
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Birkedal Glenthoej, Louise, Tina Dam Kristensen, Christina Wenneberg, Carsten Hjorthøj, and Merete Nordentoft. "M233. EXPERIENTIAL NEGATIVE SYMPTOMS ARE MORE PREDICTIVE OF REAL-LIFE FUNCTIONAL OUTCOME THAN EXPRESSIVE NEGATIVE SYMPTOMS IN CLINICAL HIGH-RISK STATES." Schizophrenia Bulletin 46, Supplement_1 (April 2020): S225. http://dx.doi.org/10.1093/schbul/sbaa030.545.
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Abstract Background Negative symptoms are key features of schizophrenia spectrum disorders that are linked to psychosis development and functional impairments. This study investigated the predictive power of negative symptoms domains on multiple aspects of real-life functional outcome in individuals at Ultra High-Risk (UHR) for psychosis. Methods A total of 146 UHR individuals were enrolled in a randomised, clinical trial. This study reports on analyses secondary to the RCT. The UHR individuals were assessed at baseline with the Scale for the Assessment of Negative Symptoms (SANS) encompassing the four domains of affect, alogia, avolition, and anhedonia. Functioning measures, comprising overall-, social-, and role functioning, self-report social functioning, and quality of life, were obtained at 12-month follow-up. Regression analyses elucidated on the relationship between the four negative symptom domains and functional outcomes. Results The aspects of negative symptoms most predictive of real-life functioning at 12-month follow-up were anhedonia and avolition explaining 6–19% of the variance on the functional outcome measures. The finding was maintained when controlling for the effect of neurocognition, antipsychotic medication, and depressive symptoms. Discussion Our study finds experiential negative symptoms to predict multiple areas of real-life functioning and quality of life, while expressive negative symptoms exert a modest influence on the functional prognosis of UHR individuals. Hence, experiential negative symptoms (such as motivational deficits and asociality) may constitute an important treatment target in intervention approaches aimed at enhancing the functional outcome of UHR individuals.
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Many, Wesley A., James Lockard, Peter D. Abrams, and Walter Friker. "The Effect of Learning to Program in Logo on Reasoning Skills of Junior High School Students." Journal of Educational Computing Research 4, no. 2 (May 1988): 203–13. http://dx.doi.org/10.2190/tc38-rjt8-l241-dv9w.
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This study was conducted to test the claim that Logo may enhance student problem solving and thinking skills. Of 171 junior high students who requested a Logo enrichment class, 113 were randomly assigned to Logo classes, fifty-eight remained controls. After nine weeks of daily instruction, the Logo treatment group scored significantly higher than the control group on the New Jersey Test of Reasoning Skills. However, a significant interaction between treatment and gender revealed no significant difference by treatment in the performance of female students. The study offers modest support for the efficacy of Logo in developing reasoning skills among seventh and eighth graders, but the benefit appears to accure mostly to males. Results do not differentiate the respective contributions of Logo and maturation.
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Goldstein, Howard, Elizabeth Kelley, Charles Greenwood, Luke McCune, Judith Carta, Jane Atwater, Gabriela Guerrero, Tanya McCarthy, Naomi Schneider, and Trina Spencer. "Embedded Instruction Improves Vocabulary Learning During Automated Storybook Reading Among High-Risk Preschoolers." Journal of Speech, Language, and Hearing Research 59, no. 3 (June 2016): 484–500. http://dx.doi.org/10.1044/2015_jslhr-l-15-0227.
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Purpose We investigated a small-group intervention designed to teach vocabulary and comprehension skills to preschoolers who were at risk for language and reading disabilities. These language skills are important and reliable predictors of later academic achievement. Method Preschoolers heard prerecorded stories 3 times per week over the course of a school year. A cluster randomized design was used to evaluate the effects of hearing storybooks with and without embedded vocabulary and comprehension lessons. A total of 32 classrooms were randomly assigned to experimental and comparison conditions. Approximately 6 children per classroom demonstrating low vocabulary knowledge, totaling 195 children, were enrolled. Results Preschoolers in the comparison condition did not learn novel, challenging vocabulary words to which they were exposed in story contexts, whereas preschoolers receiving embedded lessons demonstrated significant learning gains, although vocabulary learning diminished over the course of the school year. Modest gains in comprehension skills did not differ between the two groups. Conclusion The Story Friends curriculum appears to be highly feasible for delivery in early childhood educational settings and effective at teaching challenging vocabulary to high-risk preschoolers.
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Wood, Eileen, Philip H. Winne, and P. Anne Carney. "Evaluating the Effects of Training High School Students to use Summarization When Training Includes Analogically Similar Information." Journal of Reading Behavior 27, no. 4 (December 1995): 605–26. http://dx.doi.org/10.1080/10862969509547901.
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The present study investigated the impact of instructing high school students to summarize by comparing students taught to summarize versus those who received no formal instruction. To test whether the amount of detail in the study material affected the content of summaries, some students were provided with elaborated text and others were given condensed text. Additionally, performance was compared for students who were trained using information that was analogous and transferable to study passages versus students who were not exposed to analogous materials. The effects of these manipulations were assessed through written summaries produced by students, free recall and performance measures. The most important finding was that the students experienced some benefit from explicit instruction in summarization skills, including greater strategic knowledge about the structure of summaries and modest achievement gains.
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Johnston, Lloyd D., and Patrick M. O'Malley. "Why Do the Nation's Students Use Drugs and Alcohol? Self-Reported Reasons from Nine National Surveys." Journal of Drug Issues 16, no. 1 (January 1986): 29–66. http://dx.doi.org/10.1177/002204268601600103.
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The reasons that high school students give for their use of each of nine classes of licit and illicit substances are examined cross sectionally and over time. The data derive from the Monitoring the Future project, which involves annual surveys of large, nationally representative samples of American high school seniors. Reasons for use are found to vary substantially by drug, and also by degree of involvement with the drug; but reasons vary only to a rather limited degree by sex. An analysis of trends between 1976 and 1984 shows only a modest degree of change in the reasons given for using the various substances, despite the fact that prevalence rates for some drugs have changed substantially. Among the most commonly mentioned reasons for substance use are experimentation, social/recreational reasons, and relaxation.
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Contreras Cázarez, Carlos René. "Socialization process in high school young people on Internet access and use on a structural model." Educación, Lenguaje y Sociedad 16, no. 16 (May 29, 2019): 1–28. http://dx.doi.org/10.19137/els-2019-161604.
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Türkmen, Fatma, and İbrahim Gül. "The Effects of Secondary School Administrators' Servant Leadership Behaviors on Teachers' Organizational Commitment." Journal of Education and Training Studies 5, no. 12 (November 22, 2017): 110. http://dx.doi.org/10.11114/jets.v5i12.2713.
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The purpose of this research is to examine the effects of secondary school administrators’ servant leadership behavior on teachers' organizational commitment. This research was designed based on the relational screening model. The population of the study consists of 753 secondary school teachers. 438 teachers from the total population participated in the study. In the analysis of the data, descriptive statistics such as percent, frequency, arithmetic mean, standard deviation and other statistical techniques such as ANOVA, t-test, and regression analysis were used. According to the research findings, school administrators have some modest and responsible managerial, empowerment and forgiveness behaviors. Teachers' level of adaptation of organizational commitment is moderate and is found to be at a high level in the sub-dimension of identification and internalization. Teachers' views on organizational commitment do not differ according to gender, marital status or seniority. Teachers' views of school administrators on servant leadership behaviors do not differ according to their marital status but differ according to their gender and seniority.
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Abdal rahman Abdallah Abdal Rahman Al-Omri, Abdal rahman Abdallah Abdal Rahman Al-Omri. "Social Dimensions of Adolescents' Use of Social Media: A Descriptive Study on a Sample of Secondary School Students in Jeddah." journal of king abdulaziz university arts and humanities 26, no. 3 (March 6, 2018): 139–71. http://dx.doi.org/10.4197/art.26-3.6.
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Nowadays, the usage of social media sites among the members of the society has grown and has become more popular among young people, especially the adolescents who are more exposed to these digital sites. In this study we are trying to identify the social dimensions of using the social media among high school student boys. This study is a descriptive study that adopts the social survey method. The field study data were collected from a sample of students in some secondary schools in Jeddah, estimated at 302 students, through a questionnaire distributed to those respondents. The most important results of this study is related to family dimensions found that the majority of the study sample belong to medium-sized families, who live in rented apartments, with middle-income, mostly it comes from the salary of the job, and most respondents' parent have a low level of education which is secondary. The data on social dimensions which is related to friends has indicated that respondents share their preference to use mobile phones to access preferred social networking sites such as WhatsApp, YouTube and Snapchat, with addiction to their excessive exposure to sites that address their various contemporary issues. The results showed the modest role of the educational school in directing; the use of adolescents for social media, as well as the gap in the relationship between students and their teachers, although some of the students are urged to use social media sites more often.