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Relevant bibliographies by topics / Schools Student unions High school students Student activities

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Academic literature on the topic 'Schools Student unions High school students Student activities'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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Journal articles on the topic "Schools Student unions High school students Student activities"

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Nicklas, Theresa A., Carolyn C. Johnson, Rosanne Farris, Rochelle Rice, Lisa Lyon, and Runhua Shi. "Development of a School-Based Nutrition Intervention for High School Students: Gimme 5." American Journal of Health Promotion 11, no. 5 (1997): 315–22. http://dx.doi.org/10.4278/0890-1171-11.5.315.

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Purpose. To describe a 4-year intervention targeting fruit/vegetable consumption by high school students. Design. This is a cohort study involving six pairs of schools (n = 12) matched on gender, race, enrollment, and location with schools randomly assigned within pairs to intervention or control conditions. Setting. Twelve Archdiocese of New Orleans high schools. Subjects. Cohort was defined as students (n = 2339) who were ninth-graders in the 1993–94 school year who provided baseline data. Intervention. Four components of the intervention are: (1) school-wide media-marketing campaign, (2) sc

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Nurlaela, Luthfiyah, Suparji Suparji, IGP Asto Buditjahjanto, Any Sutiadiningsih, and Febri Lukitasari. "Improving Creative Thinking Skills through Discovery Learning Model in Vocational High Schools." Jurnal Pendidikan Teknologi dan Kejuruan 25, no. 1 (2019): 62–67. http://dx.doi.org/10.21831/jptk.v25i1.21953.

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Several studies indicated the low creative thinking skills of vocational high school students. The objective of this study is to describe the application of discovery learning models to improve the ability of the teachers to manage learning, student activities during the learning process, the student learning outcomes in terms of creative thinking skills, and the student responses to the learning activities. The research subjects were 35 students from the study program of Catering Food Service in a Public Vocational High School, SMK N 6 Surabaya. The lesson plan included the syllabus, learning

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Zakiyah, Laena. "Morals Coaching Through Tahfizh al-Quran in Islamic Junior High School: A Case Study in PERSIS Islamic Boarding School in Karangpawitan Garut West Jawa." International Journal of Nusantara Islam 4, no. 1 (2016): 93–104. http://dx.doi.org/10.15575/ijni.v4i1.1440.

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Porn video cases involved to Islamic junior high school and college students which are the umpteenth of juvenile delinquency in any cases. The above case is certainly influenced by any cases that very concern and also shows the loss of moral education in the education world. The Ministry of Religion and the Ministry of National Education have essentially concerned to improving educational system in Indonesia. It is to lead the formation of moral and religious spiritual that is still seemed very minimal. The aim of this study is to answer the question on what is the expected of learning moral i

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Mering, Aloysius. "the Study on the Functionalization Role of Student Parents in Education Activities." JETL (Journal Of Education, Teaching and Learning) 4, no. 2 (2019): 309. http://dx.doi.org/10.26737/jetl.v4i2.1698.

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This study aims to examine and describe the school's efforts to function the role of students parents in the education process at school. Descriptive research methods are used to achieve the research objectives. The study sample was parents and teachers who were purposively determined on the basis of considering the status of school accreditation. The schools selected as samples were Santun Untan Senior High School (accredited B) and Gembala Baik Senior High School (accreditation A). The research data was collected by interview instruments, questionnaires, and documentation. Data analysis was

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Shimanuki, Ryohei, and Shuro Nakajima. "Joint Education Program Between Technical High School and University for Technical High School Student ThroughDeveloping Robots." Journal of Robotics and Mechatronics 23, no. 5 (2011): 840–49. http://dx.doi.org/10.20965/jrm.2011.p0840.

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This report details, in terms of the management and course content, joint projects between technical high schools in Chiba Prefecture, Japan, and a university. The projects were courses that intended to improve, through a wide range of manufacturing activities involving the development of robots, the manufacturing abilities and basic skills as working people of technical high school students. In 2009 and 2010, various high schools and a university ran courses in cooperation, and through questionnaire surveys we discovered the significance of the use of robots as an educational subject of study

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Foulidi, Xanthippi, Evangelos C. Papakitsos, Evangelos Theologis, Maria Vlachopoulou, and Xenophon Vamvakeros. "Utilizing the European Programmes “Erasmus+” for the Development of Cultural Education." International Educational Research 1, no. 2 (2018): p38. http://dx.doi.org/10.30560/ier.v1n2p38.

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This paper presents a small-scale survey that records the opinions of the educational community (pupils, parents and teachers) of Western Attica (Greece), an area with acute social problems and conditions, about the importance of Cultural Education, with the purpose of incorporating it into the daily activities of high-schools. This survey has been conducted within the framework of the European Programmes “Erasmus+” that support educational initiatives, regarding the mobility of students and teachers in the European Union’s member states and other associated countries, with the purpose of trai

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Laureta, Alda Luz N., and Dexter Paul D. Dioso. "Satisfaction of Students and Parents on School Services of Catholic Schools in Southern Antique." Philippine Social Science Journal 3, no. 2 (2020): 49–50. http://dx.doi.org/10.52006/main.v3i2.229.

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Service quality is among the determinants that define customer satisfaction, and customer satisfaction can lead to continued customer loyalty. Understanding students' and parents' satisfaction with the student services can help the school identify their strengths and pinpoint the area that can be improved. In the Philippines, part of Catholic education is the high standard of school services. These services include the library, instructional services, information and orientation service, guidance and counseling, student organization/government and activities, student discipline, student public

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Ertem, Hasan Yücel. "EXAMINATION OF SYSTEM OF TRANSITION TO UPPER-SECONDARY SCHOOLS FROM LOWER-SECONDARY SCHOOLS IN TERMS OF STUDENT, CLASS, AND SCHOOL LEVEL VARIABLES." Problems of Education in the 21st Century 79, no. 2 (2021): 194–206. http://dx.doi.org/10.33225/pec/21.79.194.

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Central exams which are reflection of structure of education systems determine many schooling processes. Especially, scores coming from these exams are indicators for student performance. Transition to upper-secondary school from lower-secondary school is based on “System of Transition to Upper-Secondary Schools” (LGS). The current study aimed to examine the relationship between scores on System of Transition to High Schools (LGS) and student, classroom, and school level variables. The design of the study is a correlational research. The random sample consisted of 731 students from 47 classroo

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Baek, Deokrye, Yongjun Choi, and Hong Lee. "Universal Welfare May Be Costly: Evidence from School Meal Programs and Student Fitness in South Korea." Sustainability 11, no. 5 (2019): 1290. http://dx.doi.org/10.3390/su11051290.

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The Free School Meal Program (FSMP) initiated in 2011 in South Korea allows participating schools to provide free lunches to all students regardless of their household income. This paper examines how universal free school meal programs are associated with student health outcomes. We empirically show that FSMP reduces the share of students with high fitness grades by up to 1.5% of the student population. We also find that expenses for physical education decrease in schools that adopt FSMP. These results suggest that FSMP could crowd out investments in student physical activities, and student fi

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Russell, Brenda L., Brian Jennings, and Sherry Classey. "Adolescent Attitudes toward Random Drug Testing in Schools." Journal of Drug Education 35, no. 3 (2005): 167–84. http://dx.doi.org/10.2190/8gea-60jh-5ppv-q9wl.

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The current research examined students' perceptions of random drug testing for students participating in after-school activities. Results found students were more likely to endorse drug testing at their school if they are already engaged in after-school activities and not currently using drugs and/or alcohol. While middle and high school students' scores fell within the median, most reported if drug testing were implemented in their school they believed it would not deter continued participation in after-school activities. However, if drug testing were a prerequisite for participating in after

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Dissertations / Theses on the topic "Schools Student unions High school students Student activities"

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Li, Pui-sang. "Development of the student union of a secondary school in Hong Kong : a case study /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14036459.

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Li, Pui-sang, and 李培生. "Development of the student union of a secondary school in Hong Kong: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958059.

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DiBiasio, Anthony J. "The status of drug and alcohol prevention activities in Ohio high schools : implications for the Ohio high school athletic association and the student athlete /." Connect to resource, 1987. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1210867759.

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Moy, Lisa. "Anti-racism and multiculturalism in secondary schools : listening to student activists and leaders." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=27479.

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Much debate on the conceptualization and implementation of anti-racist (AR) and multicultural (MC) education exists both in the literature and in practice. But often overlooked is the influence that students have in generating these initiatives against racism. This qualitative research draws on the experiences of ten student activists and leaders, and explores student-involved AR and MC programs in Vancouver, Montreal, and Toronto. Specifically, the roots of student involvement, their views of AR and MC, the factors which limit action within schools, and the sources of hope and discouragement

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Leung, Hoi-yan, and 梁愷恩. "A comparative study of music education in two secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27709528.

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Harrison, Jamey Glenn Scribner Jay D. "Overcoming no pass/no play an investigation of factors contributing to variation in extracurricular participation eligibility rates among Texas high schools in the University Interscholastic League /." 2004. http://wwwlib.umi.com/cr/utexas/fullcit?p3142737.

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Harrison, Jamey Glenn. "Overcoming no pass/no play: an investigation of factors contributing to variation in extracurricular participation eligibility rates among Texas high schools in the University Interscholastic League." Thesis, 2004. http://hdl.handle.net/2152/1174.

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Books on the topic "Schools Student unions High school students Student activities"

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King, Alan J. C. The good school: Strategies for making secondary schools effective. Educational Services Committee (Research), Ontario Secondary School Teachers' Federation, 1990.

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Glee: Foreign exchange. Poppy, 2011.

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California. Dept. of Fish and Game and U.S. Fish and Wildlife Service, eds. Yreka Union High School District salmon spawning ground survey and river studies. Dept. of Fish and Game, 1998.

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Glee Summer Break An Original Novel. Poppy Books, 2011.

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Book chapters on the topic "Schools Student unions High school students Student activities"

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Kwok, Sylvia. "Implementation of Positive Education Projects in Hong Kong." In The Palgrave Handbook of Positive Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_27.

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AbstractApplying the PERMA model, several positive education projects were launched in pre-primary, primary, high schools, and universities in Hong Kong. The projects were guided by a six-level implementation process described as learn it, live it, reflect it, conceptualize it, apply it and embed it. The pre-primary school project focused on the character strengths of creativity, bravery, hope, love, altruism, honesty, gratitude, and forgiveness. The whole school positive education project in primary schools aimed to enhance the wellbeing of teachers and students, and involved teacher trainings, parent workshops, student activities, and a positive education curriculum. The high school project emphasized promoting optimism, hope, and character strengths, aiming to decrease students’ anxiety. The university project aimed to nurture and enhance the development of students’ positive emotions, relationships, purpose, accomplishments, engagement, and health. The projects were effective in increasing the wellbeing and decreasing the mental health problems of students. Characteristics of the positive education projects and factors affecting effectiveness of the projects are discussed and suggestions for future direction of positive education in Hong Kong are proposed.

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González, Alfredo Mendoza, and Jaime Muñoz-Arteaga. "An Agile Method to Support Students With Special Educational Needs in Regular Education After COVID-19 Contingency." In Advances in Systems Analysis, Software Engineering, and High Performance Computing. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4885-1.ch013.

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In Mexico there are units of consultants that help schools to make students with special needs be included in regular education they provide the necessary help to enhance the learning process. Their work implies adapting the learning methodology, complementing the planned academic activities, adapting learning goals to the students' needs, providing specific technological tools, analyze the knowledge acquisition, etc. Additionally, there are many factors that can affect these goals and complicate the whole intervention process. The COVID-19 pandemic is making attitudinal changes of students, together with the long academic brake, and the forced on-line learning. Together, consultants, teachers, parents, and scientists have analyzed gaps in the intervention process of the supporting units, related with collaboration, teamwork, adaptations in activities and knowledge acquisition, and proposed a solution to it. In this chapter, the authors present Scrum process as a feasible solution, making easy and stronger the collaboration, role definition, and goals prioritization.

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Blanchard, Margaret R., Richard A. Venditti, Shana L. McAlexander, Katherine R. McCance, and Karen M. Collier. "An Interdisciplinary Model to Diversify STEM Participation." In Enhancing Learning Opportunities Through Student, Scientist, and Teacher Partnerships. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4966-7.ch007.

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This chapter describes an interdisciplinary program between a College of Education and a College of Natural Resources and their partnerships with rural high schools, regional colleges, and bioeconomy industries. The overarching goal of the program was to provide engaging professional development and support for teachers and diverse undergraduate students to prepare and promote diverse students to consider STEM majors and careers related to bioproducts and bioenergy. A team of faculty and graduate students from a Forest Biomaterials department and a Science Education department developed online courses, workshops, and laboratory activities and internship placements for undergraduate students and high school science and CTE teachers. This chapter details the need for the program, its context, online course development, and laboratory activities. For each of the key partners in the program—the faculty and graduate students, the high school teachers, and the undergraduate students—key strategies, lessons learned, and recommendations are shared.

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Thieman, Gayle Y. "Challenges and Opportunities in the First Year of a 1:1 iPad Initiative in a High-Poverty, Highly Diverse Urban High School." In Advances in Early Childhood and K-12 Education. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6383-1.ch013.

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The digital divide between technology-mediated instruction for students in low versus high socio-economic schools is a serious equity issue with repercussions for student learning. While there is a growing body of research on blended learning and 1:1 mobile devices, there seems to be little research on the potential of iPads to reduce disparity of access and impact student learning in high poverty schools. This chapter reports first year results of a 1:1 iPad project on teachers' attitudes and experiences and on high school students' technology access and use. Using iPads resulted in blended learning opportunities for some but not all students. Those who had an individually assigned iPad to use at school and home reported significantly higher satisfaction and proficiency with technology. These students also reported significantly greater use of online iPad applications and technology activities for instruction both during class and outside of school.

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Glezou, Katerina V. "Robotics as a Powerful Vehicle Toward Learning and Computational Thinking in Secondary Education of 21st Century." In Handbook of Research on Using Educational Robotics to Facilitate Student Learning. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6717-3.ch001.

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This chapter focuses on the design and implementation of robotics activities in authentic classroom conditions in secondary education. It suggests that robotics can provide a powerful educational vehicle for guiding high school students toward learning in 21st century. It presents a constructionist approach to foster computational thinking and creativity by engaging in robotics and programming activities in real-world classroom. More specifically, this chapter presents teaching interventions that have been implemented in real conditions to high school students during robotics courses at Arsakeia Schools Psychikou in Athens, Greece. It describes robotics activities employing the Edison educational robotics system. Main features of teaching interventions concerning the utilization of Edison robot, digital learning environments, and unplugged activities in the classroom focused on 21st century skills, computational thinking, and creativity development as well as findings, solutions, recommendations, and future research directions are discussed.

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Pizzuto, Daria. "Teaching SEL Through Literacy in Foundations of Language." In Handbook of Research on Supporting Social and Emotional Development Through Literacy Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7464-5.ch020.

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The chapter discusses how social-emotional learning areas underpin specific reading, writing, and comprehension strategies in Foundations of Language, an 8th grade half-year course that teaches middle school students language and study skills to be successful in high school world language classes. The chapter provides ready-to-use pedagogical strategies for practicing world language educators and other fields. Literacy in areas of phonemic awareness, vocabulary recognition, cognate work, reading fluency, and text comprehension is practiced daily and is intertwined with SEL skills: self-awareness, self-management, relationship skills, social awareness, and responsible decision making. The author proposes applicable activities and thematic units that merge literacy work with areas of SEL. The chapter concludes with recommendations for nurturing all five areas of social-emotional learning in middle school settings and beyond.

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Gordon, Richard Keith. "The Seisa Model for Teacher License Renewal (TLR) in Japan." In Advances in Early Childhood and K-12 Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8042-3.ch001.

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This study focuses on developing kyosei in the arts curriculum of Teacher License Renewal (TLR) at Seisa University. The TLR program at Seisa University utilizes a unique practice known as kyosei, the symbiotic relationship between individuals and the world around them. By employing action research methodology, the team of researchers planned the practice, conducted TLR at Seisa for in-service teachers (n=300), checked the practice, and applied it to high school students (n=16). Classroom communication and interdisciplinary form of arts helped to collaborate on different units, ages, and ability of learners; thus, it became a great opportunity for kyosei practice. On the other hand, for students, dealing with others and uncertainty presented challenges. Playing with others, participating the artistic activities and learning from each other turned a great training for kyosei.

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Lin, Anastasia, Sheri Carmel Hardee, and Jill Bowen. "Educating Otherwise." In Advances in Early Childhood and K-12 Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7375-4.ch029.

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This chapter describes a transdisciplinary approach to preparing future educators for teaching multicultural literatures within diverse classrooms. The project combined an English course with an education course to deepen student awareness and understanding of multiculturalism while also encouraging student engagement and support of diverse communities and schools in our area. Over the course of the project, in-class student learning was enhanced through team teaching, intercultural assignments, a field trip, and a capstone project where students applied what they learned through creating lesson plans for use in their future classrooms. The learning community focused on dialogic application; the instruction and activities of the course were developed to suggest models students may later adapt in their own classrooms. The chapter demonstrates the efficacy of the approach and concludes with remarks on the utility of the learning community by a former student who currently teaches high school English.

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Astor, Ron Avi, Linda Jacobson, Stephanie L. Wrabel, Rami Benbenishty, and Diana Pineda. "The Importance of Following Up." In Welcoming Practices. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190845513.003.0015.

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The transition period for a child into a new school lasts much longer than the initial visit and the first few days. And, even if a school made sincere attempts to welcome the child, introduce him or her to peers, and make sure the student was comfortable in the new surroundings, those gestures may “wear off” after a while. That’s why it’s important to develop a system for checking in with those students who have changed schools for reasons other than the typical moves from elementary to middle or middle to high school. A few indicators can help demonstrate whether a student has adjusted well to his or her new community or still feels disconnected or out of step with other students—grades, attendance, participation in extracurricular activities, and behavior. In this chapter, some different strategies schools are using to monitor how students are transitioning and address concerns or gaps in a student’s progress are also highlighted. As mentioned earlier, the needs of students who experienced a proactive move may be quite different from those of students who left a prior school because they or their parents were reacting to something. How is the student performing? Is homework being turned in on time? If the student’s grades are lower than they were in his or her previous school, it’s possible that he or she has missed some critical pieces of the content being taught. Review district and community-based options for getting the student some tutoring or additional instruction to fill in those learning gaps. Students who change schools in the middle of the year sometimes miss days because of a move. This can lead to a drop in performance, as noted in Chapter 1. If the child continues to miss days, the problem will likely get worse. Missing too many days of school can be an indicator that the child is struggling with the transition and hasn’t made the connections to students and adults that are necessary to develop a sense of belonging.

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Moallem, Mahnaz, Shelby P. Morge, Sridhar Narayan, and Gene A. Tagliarini. "The Power of Computational Modeling and Simulation for Learning STEM Content in Middle and High Schools." In K-12 STEM Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch043.

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Using Squeak Etoys to Infuse Information Technology (USeIT) was designed to offer expanded information technology experiences to 155 middle and high school students over a three-year period by exploiting the Squeak Etoys media authoring tool as a simulation and modeling environment. Through problem-solving activities and development of Squeak Etoys modeling projects, USeIT investigated the impact of Problem-Based Learning (PBL) and utilization of Squeak Etoys on student understanding of scientific and mathematical concepts. A design-based research method was used to collect data. The results revealed that when simulation and modeling are used under specific learning conditions, a deeper level of understanding of key science and mathematics concepts is observed. In addition, problem-based simulation tasks cognitively engaged students, particularly those who otherwise did not see the relevancy of STEM content in their lives. Less motivated students developed interests in STEM content and showed confidence in their abilities to learn mathematics and science.

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Conference papers on the topic "Schools Student unions High school students Student activities"

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Li, Wen, Joshua Kim, Drew Kim, Adam Alster, Marianne Livezey, and Tuyen Duddles. "Development of a Multidisciplinary Engineering Research Program for Middle/High School Teachers." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86411.

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Science, technology, engineering, and mathematics (STEM) education in K-12 schools is critical to inspire young students and prepare them for future college coursework and careers in science and engineering. An effective mechanism for creating and sustaining successful STEM education is to train well-qualified K-12 teachers with a positive attitude and deep knowledge skills in STEM fields. Supported by the National Science Foundation’s Research Experience for Teachers program (NSF RET), the RET Site at Michigan State University (MSU) aims to build a multidisciplinary engineering research progr

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Goldberg, Mary, Jon Pearlman, and Mahender Mandala. "An Innovative Approach to Design Education Across the Academic Pipeline: Technology Innovations for People With Disabilities." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-12315.

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This paper describes the model used by the Department of Rehabilitation Science and Technology (RST) at the University of Pittsburgh (Pitt) to teach the fundamentals of design using the development of assistive technology as the design objective. Our program, Technology Innovations for People with Disabilities (TIPeD), creates an ecosystem around design through the conceptualization, development, and commercialization of products. Through two classes, a fabrication lab (FabLab), and programs for both traditional (undergraduate and graduate students) and non-traditional (teachers and veterans)

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Maria, Angelina Melania, and Niken Widi Astuti. "School Well-Being With Student Learning Motivation in Active Students in Extracurricular Activities at X Senior High Schools in North Jakarta Region." In The 2nd Tarumanagara International Conference on the Applications of Social Sciences and Humanities (TICASH 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201209.093.

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Birch, John, Paola Jaramillo, Karen Wosczyna-Birch, Ronald Adrezin, and Beth Richards. "Integrating Professional Skills in the 21st Century Engineering and Technical Curriculum." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68811.

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The Engineering Challenge for the 21st Century Program was initially based on concepts from the Transferable Integrated Design Engineering Education (TIDEE) model. The TIDEE model was developed in the mid 1990s to focus on continuous improvement of engineering design education. The primary thrust of the TIDEE model focuses on team-based activities that allow students to effectively develop the necessary skills to become qualified, productive, and successful engineers and technologists of the future. The Engineering Challenge Program focuses on project based learning in a team environment and t

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Reports on the topic "Schools Student unions High school students Student activities"

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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and pl

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