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Relevant bibliographies by topics / Students' experiences at school

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Academic literature on the topic 'Students' experiences at school'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Students' experiences at school"

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ÇETİN, Abdullah. "How Students Feel at School: Experiences and Reasons." International Journal of Psychology and Educational Studies 8, no. 2 (2021): 232–45. http://dx.doi.org/10.52380/ijpes.2021.8.2.388.

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The present study aims to investigate the emotions students experience in the school environment and the reasons for experiencing these emotions. This research was conducted using the case study method, one of the qualitative research designs. The study group of this study consisted of 24 eighth-grade students studying at a public school in the province of Kahramanmaraş in 2019-2020 academic year and 11 teachers from different branches. The findings obtained in this study showed that the students experienced positive emotions, such as happiness, excitement, curiosity and wonderful. However, it was observed that students also experience negative emotions, such as stress, sadness, unhappiness, boredom, anger and fatigue. It was determined that students experienced more positive emotions than negative emotions in Turkish, Mathematics and Science classes. It was determined that he experiences negative emotions close to positive emotions in classes, such as Visual Arts, Physical Education, Technology and Design. Students experienced positive emotions when they were active in lessons, solved questions, communicated with their friends, and used different methods and techniques in classes. Students experienced negative emotions when teachers got angry with them, fail, insomnia, had family problems and uncertainty.

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Quin, Daniel, and Sheryl A. Hemphill. "Students’ experiences of school suspension." Health Promotion Journal of Australia 25, no. 1 (2014): 52–58. http://dx.doi.org/10.1071/he13097.

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Giacomozzi, Andréia Isabel, Jane Laner Cardoso, Camila Detoni Sá de Figueiredo, et al. "Experiences of violence among students of public schools." Journal of Human Growth and Development 30, no. 2 (2020): 179–87. http://dx.doi.org/10.7322/jhgd.v30.10365.

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Introduction: School violence it’s a problem that involves a lot of bad consequences for the life’s students. So preventing and research about it are very important. Objective: The objective of this study was identify the experiences of violence of students from public schools participating in the PSE - School Health Program and SPE - Health and Prevention in the Schools of Florianópolis. Methods: Participants were 871 students from the 9th grade of elementary school to the 3rd year of high school with a mean age of 15 years and 6 months. Results: Regarding the experiences of violence, 81.6% stated that they had already witnessed scenes of violence, with 51.1% of these scenes occurring at school. Besides, 28% of the participants reported having already suffered prejudice at school. There was a statistically significant association between violent behavior and being a boy, having a habit of watching movies and playing video games with violent content, killing classes and having a regular to bad relationship with teachers. Conclusions: Violence is part of student’s daily activities, involving a broad context and it is pretty much related to school.

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

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

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박광숙, 고성희, and 이영희. "Elementary School Students' Experiences in Puberty." Qualitative Research 13, no. 2 (2012): 79–91. http://dx.doi.org/10.22284/qr.2012.13.2.79.

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Garcia, Angela Cora. "Understanding High School Students’ Sports Participation." Sport Science Review 24, no. 3-4 (2015): 121–44. http://dx.doi.org/10.1515/ssr-2015-0012.

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Abstract In this paper we conducted a qualitative analysis of twenty-eight semi-structured interviews of college students. Interviewees were asked about their high school experiences with sports in order to discover the main factors leading to positive or negative experiences. We found that the influence of family and friends and the opportunity to participate in a competitive activity were the two most important positive aspects of students’ high school sports experiences. The most prevalent negative aspect of high school sports participation was a problematic experience with a coach. While both friends and family influenced students’ decisions to initiate and maintain participation in sports while in high school, family influence was much stronger than the influence of friends. Given the need to expand physical fitness on a national and global level, greater understanding of the factors impacting sports participation will be useful to a wide range of stakeholders, including students, teachers and educational institutions, and policy makers.

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Yang, Xueyan, and Moye Xin. "“Boy Crisis” or “Girl Risk”? The Gender Difference in Nonsuicidal Self-Injurious Behavior Among Middle-School Students in China and its Relationship to Gender Role Conflict and Violent Experiences." American Journal of Men's Health 12, no. 5 (2018): 1275–85. http://dx.doi.org/10.1177/1557988318763522.

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Purpose: We attempted to test if there were gender differences in nonsuicidal self-injurious (NSSI) behaviors among Chinese middle-school students, and analyze the impact of gender role conflict and violent experiences on these behaviors among middle-school students of different genders. Method: Based on the survey data from seven middle schools in Xi’an region of China, the gender difference in NSSI behaviors and its associated factors were analyzed in this study. Results: There was no significant gender difference in NSSI behaviors among middle-school students; however, female middle-school students were more likely to experience gender role conflicts while male students were more likely to experience all kinds of violence earlier. Gender role conflicts and violent experiences can explain the prevalence of NSSI behaviors by gender, to some extent. Conclusions: The hypothesis on gender patterns of “boy crisis” or “girl risk” on NSSI prevalence was not verified; however, a “girl risk” for gender role conflicts and a “boy crisis” in violent experiences were found. The gender role conflicts were significantly associated with NSSI prevalence among middle-school students to some extent; however, this relationship was adjusted by variables of violent experiences. The different variables of violent experiences were the important predictors of NSSI prevalence among male and female middle-school students with specific contents varying across genders.

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Beran, Tanya, and Qing Li. "The Relationship between Cyberbullying and School Bullying." Journal of Student Wellbeing 1, no. 2 (2008): 16. http://dx.doi.org/10.21913/jsw.v1i2.172.

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Many children are likely to experience aggression in their relationships with schoolmates. With the advent of modern forms of communication, children are now able to harass their peers with mobile phones and e-mails, a behaviour known as cyberbullying. To determine the relationship between school bullying and cyberbullying, 432 students from grades 7â€“9 in Canadian schools were surveyed about their experiences of bullying. The results indicated that students who were bullied in cyberspace were also likely to bully their peers in cyberspace (r = 0.46, p < 0.001) and be bullied at school (56%). In addition, students who were bullied in cyberspace only, and students bullied both in cyberspace and at school, experienced difficulties at school such as low marks, poor concentration, and absenteeism. These results suggest that bullying that occurs either at or outside school can have an impact on school learning.

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Mangin, Melinda M. "Transgender Students in Elementary Schools: How Supportive Principals Lead." Educational Administration Quarterly 56, no. 2 (2019): 255–88. http://dx.doi.org/10.1177/0013161x19843579.

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Purpose: Increased awareness and acceptance of transgender people in the United States is reflected in our nation’s schools. Unfortunately, educational leaders do not typically receive training related to transgender youth and educators express fear about working with transgender students. The purpose of this study is to examine the experiences of school leaders whom parents characterize as supporting their transgender children. Method: Qualitative interviews were conducted with supportive principals from 20 elementary schools across six states. Findings: The findings indicate that supportive principals (a) employed a child-centered approach to decision making, (b) leveraged learning and knowledge to create a positive elementary school experience for transgender children, and (c) characterized their experience as professionally and personally beneficial. Implications: These findings indicate that, in the context of a supportive principal, both the school community and the transgender student can have positive experiences. At the same time, the findings demonstrate that disrupting binary gender norms and shifting the larger school culture to be more gender inclusive is a formidable task. Results from this study may be helpful to elementary principals who hope to create accepting school environments for transgender students or for preparation programs that want to develop supportive principals.

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Butler, Jesse K., Ruth G. Kane, and Christopher E. Morshead. "“It’s My Safe Space”: Student Voice, Teacher Education, and the Relational Space of an Urban High School." Urban Education 52, no. 7 (2015): 889–916. http://dx.doi.org/10.1177/0042085915574530.

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White Canadian teacher candidates are brought into direct dialogue with urban high school students through a yearlong immersion in a high school with a “demonized” image in the broader community. Interviews with students reveal experiences of school as “my safe space” and the predominance of a student culture not characterized by resistance, but by a positive experience of school as an autonomous relational space. We argue that attention to student voices through extended immersion in urban high schools enables teacher candidates to experience schools as uniquely situated spaces and disrupts the tendency to essentialize urban students and their schools.

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Dissertations / Theses on the topic "Students' experiences at school"

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Manners, Lorraine S. "School experiences of successful students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq21072.pdf.

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Barty, Karin, and edu au jillj@deakin edu au mikewood@deakin edu au kimg@deakin. "Students' experiences of e-learning at school." Deakin University. School of Education, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040614.145900.

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The dissertation describes the experiences of senior secondary students taking an online course for the first time to further their language education. The experiences are presented from the perspective of students, of supervising teachers and the 'virtual' teacher. Issues of importance with younger learners are identified and discussed and guidelines for the conduct of online courses at school level developed. It is proposed that online courses may have a worthwhile place in school education if specific learning needs can be met using this medium.

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Schimek, Troy Alan. "Analysis of middle school student bullying experiences and student reported school climate." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006schimekt.pdf.

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Schmidt, Heidi J. "A study to identify middle school students' perceptions of bullying experiences." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005schmidth.pdf.

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Constantine, Megan Eileen Clay. "The High School Musical Experiences of College Students." Case Western Reserve University School of Graduate Studies / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=case1307739987.

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Cooper-Nicols, Marjorie B. "Exploring the experiences of gay, lesbian, and bisexual adolescents in school : lessons for school psychologists /." View online ; access limited to URI, 2006. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3225315.

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Graham, Archie. "School ethos : an hermeneutic phenomenological analysis of secondary school students' experiences." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=166058.

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The focus of this research is what constitutes school ethos for a purposive sample of seven final year students in a Scottish secondary school. A review of existing literature on the topic of school ethos highlighted the importance that policy makers and practitioners in Scotland afford to the notion of a positive school ethos. Yet knowledge of the topic remains limited with only a narrow range of approaches to researching school ethos evident within the literature reviewed. This study begins by considering the ideas of the early twentieth century philosophies of Martin Heidegger (1889 – 1976) and Edith Stein (1891 – 1942). In their ideas about the human person and human relationships the conceptual tools: thrownness; beingwith; care (acts of solicitude); mood; and temporality are identified to investigate school ethos from a different perspective. The hermeneutic phenomenological tradition particularly Maurice Merleau-Ponty’s (1908 – 1961) notion of embodiment and Hans George Gadamer’s (1900 – 2002) ideas of: conversation; fusion of horizons; and the hermeneutic circle provide both the methodology and method to investigate the phenomenon that presents itself as school ethos from the student perspective. Data on the students’ lived experience of secondary school were collected by conversational interview and are presented as participant stories with each story organised around the same five explicative themes. The analysis of the data found that there was little evidence of the school’s declared ethos entering the lifeworld of the participants, rather school ethos is experienced for them as moods which surface from acts of solicitude. Although the small-scale nature of the study precludes wider generalisations from the findings the study highlights issues that may be useful to policy makers and practitioners. In particular, it suggests there is a need to pay greater attention to understanding the lifeworlds of students, to the lived experience of school ethos and on seeking further clarification around what constitutes positive acts of solicitude within the context of school.

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Metze, Melodie Anne. "Teachers' Experiences with Students Who Are Homeless." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1465467608.

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Jacobson, Suzanne E. "Students' Perceptions and Experiences of Secondary Public School Safety." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1819.

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The purpose of this study was to generate in-depth understanding and descriptions of secondary students' experiences of safety in the public schools. Quantitative research has demonstrated that students self-report feeling unsafe in school (Utah State University: Center for the School of the Future, 2006). School violence is decreasing, yet many school districts have sponsored and implemented heightened security measures. It seems a contradiction, but amidst heightened security secondary public school students self-report feeling unsafe in school. This study investigated this phenomenon to provide rich and detailed data, utilizing a grounded theory approach to qualitative research and design. The perceptions and experiences of secondary students in public school were described in focus groups comprised of eighth grade students. Five central and unifying themes emerged from the data informing how and why secondary students feel safe and unsafe in school. Results indicated that students feel most safe in schools when students have trusting relationships with school personnel and peers and when school adults adhere to procedures and policies and respond in meaningful ways to student concerns.

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Cranmore, Jeff L. "Experiences and Perceptions of Students in Music and Mathematics." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500113/.

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Since the time of Pythagoras, philosophers, educators, and researchers have theorized that connections exist between music and mathematics. While there is little doubt that engaging in musical or mathematical activities stimulates brain activity at high levels and that increased student involvement fosters a greater learning environment, several questions remain to determine if musical stimulation actually improves mathematic performance. This study took a qualitative approach that allowed 24 high school students to express their direct experiences with music and mathematics, as well as their perceptions of how the two fields are related. Participants were divided into four equal groups based on school music participation and level of mathematic achievement, as determined by their performance on the Texas Assessment of Knowledge and Skills (TAKS). Students participated in a series of three interviews addressing their experiences in both music and mathematics, and took the Multiple Intelligences Developmental Assessment Scales (MIDAS). TAKS data and MIDAS information were triangulated with interview findings. Using a multiple intelligence lens, this study addressed the following questions: (a) How do students perceive themselves as musicians and mathematicians? (b) What experiences do students have in the fields of music and mathematics? (c) Where do students perceive themselves continuing in the fields of music and mathematics? and (d) How do students perceive the fields of music and mathematics relating to each other? Contrary to most existing literature, the students who perceived a connection between the two fields saw mathematics driving a deeper understanding of the musical element of rhythm. Not surprisingly, students with rich backgrounds in music and mathematics had a higher perception of the importance of those fields. Further, it became readily apparent that test data often played a minimal role in shaping student perceptions of themselves in the field of mathematics. Finally, it became apparent from listening to the experiences of high school students, there are many growth areas for schools in order to meet the needs of their students.

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Books on the topic "Students' experiences at school"

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Board, College Entrance Examination, ed. Summer on campus: College experiences for high school students. College Entrance Examination Board, 1989.

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Levin, Shirley. Summer on campus: College experiences for high school students. 2nd ed. College Entrance Examination Board, 1995.

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Australian Council for Educational Research., ed. Year 12: Students' expectations and experiences. Australian Council for Educational Research, 1989.

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Utterback, Ann S. Summer on campus: College experiences for high school students. Transemantics, 1985.

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Apling, Richard N. Postsecondary educational experiences of high school graduates. Congressional Research Service, Library of Congress, 1991.

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Wightman, Linda F. Women in legal education: A comparison of the law school performance and law school experiences of women and men. Law School Admission Council, 1996.

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Reidy, Joanne M. Learning to work: Students' experiences during work placements. Melbourne University Press, 2006.

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1954-, Maiworm Friedhelm, ed. Transition to work: The experiences of former ERASMUS students. Jessica Kingsley Publishers, 1994.

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O'Hara, Trudy. Students with severe learning difficulties and further education: The experiences of students from one special school. University of Birmingham, 1988.

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Phelan, Patricia. Navigating the psycho/social pressures of adolescence: The voices and experiences of high school youth. Center for Research on the Context of Secondary Teaching, School of Education, Stanford University, 1992.

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Book chapters on the topic "Students' experiences at school"

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Smyth, Emer. "School Climate." In Students' Experiences and Perspectives on Secondary Education. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-49385-9_4.

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Kettler, Todd, and Jeb S. Puryear. "Research Experiences for High School Students." In Modern Curriculum for Gifted and Advanced Academic Students. Routledge, 2021. http://dx.doi.org/10.4324/9781003236696-12.

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Smyth, Emer. "The Democratic Climate of the School." In Students' Experiences and Perspectives on Secondary Education. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-49385-9_5.

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Pearson, Jennifer, and Lindsey Wilkinson. "School Experiences and Educational Opportunities for LGBTQ Students." In Handbooks of Sociology and Social Research. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76694-2_9.

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Janmaat, Jan Germen, Edward Vickers, and Henry Everett. "The Students’ Experience of School." In Faith Schools, Tolerance and Diversity. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-69566-2_5.

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Tal, Tali. "Out-of-School: Learning Experiences, Teaching and Students’ Learning." In Second International Handbook of Science Education. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-1-4020-9041-7_73.

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Darmody, Merike, Emer Smyth, Delma Byrne, and Frances McGinnity. "New School, New System: The Experiences of Immigrant Students in Irish Schools." In International Handbook of Migration, Minorities and Education. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1466-3_19.

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Fitzgerald, Angela. "Providing Students with Concrete Experiences of Science." In Science in Primary Schools. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-858-2_5.

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Newell, Michael. "A Teacher’s View – My Favourite Mistakes: Experiences Teaching Cree Students in Northern Quebec." In Teaching and Learning Secondary School Mathematics. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92390-1_26.

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Sánchez Tapia, Ingrid. "Learning Science as Border Crossing: Experiences of Nahua Secondary School Students." In International Perspectives on the Contextualization of Science Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-27982-0_4.

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Conference papers on the topic "Students' experiences at school"

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Shaner, Andrew, Maitrayee Bose, Michelle R. Kirchoff, et al. "PLANETARY SCIENTISTS’ EXPERIENCES ADVISING HIGH SCHOOL STUDENTS." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-358233.

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Kelly, Robert M. "Accelerated software development experiences for high school students." In 2011 Integrated STEM Education Conference (ISEC). IEEE, 2011. http://dx.doi.org/10.1109/isecon.2011.6229631.

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Sim, Bo-Yun, and Ju-Young Ha. "College Students with School Violence Experiences in Adolescence." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.103.01.

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Mutiarini, Menik, and Rosmita Nuzuliana. "Experience of Students in the Menstrual Hygiene Management in Schools: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.15.

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Background: The implementation of menstrual hygiene management (MHM) for students in schools in the context of developing countries still faces many multifactorial obstacles. This scoping review aims to reveal various experiences of students related to the implementation of menstrual hygiene management in schools. Subjects and Method: This was a scoping review using the framework from Arksey and O’Malley. This review was conducted by searching for articles published from 2009 to 2019 from databases including PubMed, EBSCO, Science Direct, Willey and Google Scholar databases. The Inclusion criteria were articles in English, primary research and articles in peer review journals. The data were reported by PRISMA flow diagram. Results: There were 9 articles selected from 263 articles that went through the identification process. It was found that students’ experiences in implementing menstrual hygiene management in school to several important points, namely the lack of access to information about menstrual hygiene management in schools, poor implementation related to the lack of school sanitation infrastructure, social, economic, and cultural problems. Conclusion: Many challenges faced by students in fulfilling their menstrual health rights in schools have resulted in various bad experiences for school students in developing countries. Keywords: School Girls, School, Menstrual Hygiene Management, Developing Countries Correspondence: Menik Mutiarini. Aisyiyah University Yogyakarta. Jl. Siliwangi, Yogyakarta, Indonesia. Email: menik82mutiarini@gmail.com. Mobile: 082223019842 DOI: https://doi.org/10.26911/the7thicph.02.15

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Galib, Christine. "BECOMING MINDFUL: SURFACING HIGH SCHOOL STUDENTS' EXPERIENCES OF MINDFULNESS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0223.

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Hitipeuw, Imanuel, Cholis Sadijah, and Wiwik Dwi Hastuti. "Helping School to Overcome at Risk Students: Some Experiences." In 2nd International Conference on Learning Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008410602460250.

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Dahl, Robyn, Soojin Park, Shelly Wernette, Tyler Womack, and Mary L. Droser. "FIELD EXPERIENCES INCREASE HIGH SCHOOL STUDENTS’ INTEREST IN STUDYING GEOSCIENCES." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-359351.

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Hernandez-Cuevas, Bryan, William Egbert, Andre Denham, Ajay Mehul, and Chris S. Crawford. "Changing Minds: Exploring Brain-Computer Interface Experiences with High School Students." In CHI '20: CHI Conference on Human Factors in Computing Systems. ACM, 2020. http://dx.doi.org/10.1145/3334480.3382981.

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DeAngelis, Michael T., and René A. Shroat-Lewis. "GEOLOGY SUMMER CAMP: CREATING TRANSFORMATIVE EXPERIENCES FOR ASPIRING HIGH SCHOOL STUDENTS." In GSA Annual Meeting in Seattle, Washington, USA - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017am-305563.

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Dabamona, Samsudin Arifin. "“I Then Called My Father Straight Away to Ask”: Educational School Trips and Cultural Identity." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.17-1.

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The authenticity and promotion of cultural immersion developed in cultural places has been seen to provide meaningful experiences and, at the same time, present unique aspects of cultural identity to student visitors. Conducting research in the Cultural Museum of Cenderawasih University and Abar village in Papua, Indonesia, this paper highlights how native Papuan students make meaning within a cultural context and identify their own identities based on an educational school trip. Moreover, the paper underlines students’ responses on cultural issues and threats resulted from their reflective experience.

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Reports on the topic "Students' experiences at school"

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Gilbert, Kara. Youth Voices of Bounty and Opportunity: High School Students' Experiences With Food and Community. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.302.

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Bruch, Sarah K., Harper Haynes, Tessa Heeren, Sana Naqvi, and Ha Young Jeong. Assessing student experiences of school in the Iowa City Community School District. University of Iowa Public Policy Center, 2016. http://dx.doi.org/10.17077/ir23-w2bx.

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Reif, R. J., and C. R. Lock. Program to enrich science and mathematics experiences of high school students through interactive museum internships. Office of Scientific and Technical Information (OSTI), 1998. http://dx.doi.org/10.2172/674612.

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Bruch, Sarah K., Tessa Heeren, Qianyi Shi, et al. Student Experiences of School Climate in the Iowa City Community School District 2017. University of Iowa Public Policy Center, 2017. http://dx.doi.org/10.17077/jdsp-5qo8.

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Bruch, Sarah K., Tessa Heeren, SuYeong Shin, et al. Student Experiences of School Climate in the Iowa City Community School District 2018. University of Iowa Public Policy Center, 2018. http://dx.doi.org/10.17077/58oi-hkbj.

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Bruch, Sarah K., Austin Adams, Sean M. Finn, and Tessa Heeren. LGBTQ Student Experiences in the Iowa City Community School District. University of Iowa Public Policy Center, 2017. http://dx.doi.org/10.17077/h26q-oc79.

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Gruber, Samuel H. The Bimini Research Experience for ONR Science High School Students. Defense Technical Information Center, 1997. http://dx.doi.org/10.21236/ada628274.

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Heeren, Tessa, Austin Adams, Natalie Veldhouse, and Sarah K. Bruch. Iowa City Community School District LGBTQ Student Experiences Multi-Stakeholder Task Force Report. University of Iowa Public Policy Center, 2018. http://dx.doi.org/10.17077/a2g1-zzlf.

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Summers, Aeylin. Characteristics of Marginally Achieving Secondary Students and the Nature of their School Experience. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1383.

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McCoy, Selina, and Georgiana Mihut. Examining the experiences of students, teachers and leaders at Educate Together second-level schools. ESRI, 2020. http://dx.doi.org/10.26504/rs113.

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