The Students’ Senior High School Experiences in Poetry Reading Activities Assisted Vocabulary Learning: Narrative Inquiry

Elsewhere we have documented how conflict between adolescents in the streets shapes conflict in the schools. Here we consider the impact of street codes on the culture and environment of the schools themselves, and the effect of this culture and on the students’ commitment and determination to participate in their own education. We present the high school experiences of first–generation immigrants and African American students, distinguishing between belief in education and commitment to school. In an environment characterized by ineffective control and nonengaging classes, often students are not socialized around academic values and goals. Students need to develop strategies to remain committed to education while surviving day to day in an unsafe, academically limited school environment. These processes are sometimes seen as minority “resistance” to educational norms. Instead, our data suggest that the nature of the schools in which minority students find themselves has a greater influence on sustaining or dissuading students’ commitment to education than do their immigration status or cultural backgrounds.

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Honors Students’ Perceptions of Their High School Experiences

Gifted Child Quarterly ◽

10.1177/0016986213513496 ◽

2013 ◽

Vol 58 (1) ◽

pp. 35-50 ◽

Cited By ~ 27

Author(s):

Del Siegle ◽

Lisa DaVia Rubenstein ◽

Melissa S. Mitchell

Keyword(s):

High School ◽

School Experiences ◽

Honors Students ◽

High School Experiences

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Towards An Understanding of Muslim American Adolescent High School Experiences

International Journal for the Advancement of Counselling ◽

10.1007/s10447-015-9252-5 ◽

2015 ◽

Vol 38 (1) ◽

pp. 1-11 ◽

Cited By ~ 5

Author(s):

Derek X. Seward ◽

Shaza Khan

Keyword(s):

High School ◽

School Experiences ◽

Muslim American ◽

High School Experiences

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EFEKTIVITAS STRATEGI QUICK ON THE DRAW DALAM MENINGKATKAN PENGUASAAN KOSAKATA BAHASA JEPANG

JAPANEDU Jurnal Pendidikan dan Pengajaran Bahasa Jepang ◽

10.17509/japanedu.v1i1.2647 ◽

2016 ◽

Vol 1 (1) ◽

pp. 18

Author(s):

Senandung Nacita ◽

Melia Dewi Judiasri ◽

Neneng Sutjiati

Keyword(s):

High School ◽

Vocabulary Learning ◽

Senior High School ◽

Research Use ◽

Significant Percentage ◽

Learning From Data ◽

Significant Difference ◽

Before And After ◽

Post Test ◽

And Control

ABSTRAK Penelitian yang diberi judul “Efektivitas Strategi Quick On The Draw Dalam Meningkatkan Penguasaan Kosakata Bahasa Jepang” bertujuan untuk mengetahui keefektifan penggunaaan strategi Quick On The Draw dalam peningkatan penguasaan kosakata, dan untuk engetahui apakah strategi quick on the draw menarik bagi siwa. Metode yang digunakan dalam penelitian ini adalah eksperimen murni, karena melibatkan dua variabel, yaitu kelas eksperimen dan kelas kontrol sebagai pembandingnya dengan rancang desain penelitian pre-test dan post-test dan non-test (angket). Populasi data sampel yang digunakan dalam penelitian ini diambil dari dua kelas dari SMA NEGERI 15 Bandung yaitu kelas XI IPA 3 (38 orang) sebagai kelas eksperimen dan kelas XI IPA 4 (36 orang) sebagai kelas kontrol. Untuk mengetahui adanya pengaruh penggunaan strategi Quick On The Draw dalam penggunaan kosa kata bahasa Jepang, dilakukan analisa data sebelum dan sesudah dilakukannya treatment. Dari hasil analisis data diketahui t hitung sebesar 3,13 dan db 72. Karena nilai t tabel untuk db 72 tidak ada, maka db yang paling mendekati adalah db 70 sebesar 2,00 pada taraf signifikan 5% t tabel dan 2,65 pada taraf signifikan 1% t tabel. Dengan demikian, nilai t hitung lebih besar daripada t tabel. Hal ini menunjukan terdapat perbedaan signifikan antara variabel X dan variabel Y. Berdasarkan analisa diatas, dapat dilihat bahwa strategi quick on the draw efektif mampu meningkatkan penguasaan kosakata bahasa Jepang dan menjadikan pembelajaran lebih menyenangkan. ABSTRACT This research “Effectiveness Of Strategy Quick On The Draw To Increase Japanese Vocabulary Ability” has made for knowing about effectiveness of Strategy Quick On The Draw to increase Japanese vocabulary ability, and to know is this strategy interesting for student. This research use true experiment methode, because this research have two variabel, experiment class and control class as the comparator with pre-test, post-test and non-test (questionnaire). Population of this research taken from two classes of senior high school 15 Bandung they are XI Social 3 (38 persons) as experiment class and XI Social 4 (36 persons) as control class. Treatment is important thing in order to know the differences before and after apply Strategy Quick On The Draw in Japanese vocabulary learning. From data analyze known that t value is 13,3 and db 72. Because of the value of t table for db 72 is not exist , for that db is 70 = 2,00 in significant percentage 5% t table and 2,65 in significant percentage 1% t table. Therefore, the value of t value is higher than t table. That mean variabel X and variabel Y have significant difference. Due that analyze Strategy Quick On The Draw is effective to increase Japanese vocabulary learning against students in Senior High School 15 Bandung.

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Implications for Scaling up Advanced Course Offerings and Takings: Evidence from Florida

Teachers College Record ◽

10.1177/016146811611801304 ◽

2016 ◽

Vol 118 (13) ◽

pp. 1-22 ◽

Cited By ~ 1

Author(s):

Patrice Iatarola

Keyword(s):

High School ◽

No Child Left Behind ◽

Student Performance ◽

Critical Mass ◽

School Experiences ◽

Race To The Top ◽

High School Experiences ◽

Left Behind ◽

Course Offerings ◽

Advanced Courses

This article summarizes a set of research studies that focus on high school course offerings, takings, and effects. Improving high school experiences and having students graduate from high school ready for college are national priorities under President Obama's Race to the Top initiative. Doing so by expanding access to advanced courses dates back a decade to President George W. Bush and the National Governors Association's efforts in the No Child Left Behind era. Courses are still seen as the gateway to higher student performance and access to college. From research done in collaboration with Dylan Conger and Mark Long, we found that taking more rigorous math courses increases students’ likelihood of being ready for college math, and that gaps in math course taking explain about one third of the gap between White and Black students and White and Hispanic students’ readiness for college. Advanced courses do matter—even taking just one advanced course improves students’ test scores, likelihood of graduating from high school, and likelihood of attending a four-year university. Schools, however, could do more to overcome the gap. We found that the best predictor of schools’ offering advanced courses was their having a critical mass of students with very high prior achievement. Resources, however, were not a factor.

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