The Impact of Outreach and Out-of-School Activities on Norwegian Upper Secondary Students’ STEM Motivations

2014 ◽  
pp. 185-199
Author(s):  
Fredrik Jensen
Keyword(s):  
Secondary Students ◽  
School Activities ◽  
Upper Secondary ◽  
The Impact ◽  
Out Of School

The Students–Professors Problem—The Reversal Error and Beyond

2021 ◽  
pp. 1-37
Author(s):  
Uffe Thomas Jankvist ◽  
Mogens Niss
Keyword(s):  
Mathematical Modeling ◽  
Mixed Methods ◽  
Empirical Study ◽  
Secondary Students ◽  
Mixed Methods Design ◽  
Problem Statement ◽  
Upper Secondary ◽  
Reversal Error ◽  
The Impact ◽  
Error Types

Abstract This paper first introduces and reviews the existing research on the well-known “students–professors (S/P) problem”, which was first formulated in 1979. Next, it presents an empirical study of Danish upper secondary students’ answers to two mathematical modeling versions of the S/P-problem; a mathematization version (296 students), and a de-mathematization version (658 students). Besides reproducing several previously reported findings, e.g., the so-called reversal error, the study identifies new error types not previously reported in the literature. The mathematical modeling perspective adopted, along with a mixed-methods design, give rise to new potential explanations of the reversal error as well as explanations of the new error types. Our study shows that interpreting the linguistic formulation of the S/P-problem statement is not only related to language but is intrinsically of a mathematical – and cognitive – nature as well. Altogether, there is still more to be said about the S/P-problem forty years after its emergence. The impact sheet to this article can be accessed at 10.6084/m9.figshare.16610104.

Parental Involvement and the Impact of Fathers on the Education and Career Aspirations of Emirati Youth

2020 ◽  
Author(s):  
Natasha Ridge ◽  
David Dingus ◽  
Sarah Han
Keyword(s):  
Parental Involvement ◽  
Secondary Students ◽  
Career Counseling ◽  
Career Success ◽  
School Administrators ◽  
Career Aspirations ◽  
Upper Secondary ◽  
Barriers To Parental Involvement ◽  
Education And Employment ◽  
The Impact

Education and employment are key pillars to the United Arab Emirate’s Vision 2021 and National Agenda, in part based on a competitive knowledge economy. To better support policymakers regarding the complexities surrounding education and career related topics, this study explores the roles of parents, and in particular, fathers, in their children’s education and career aspirations. Research has shown that both academic achievement and career success are influenced by the involvement of parents throughout their child’s education; in fact, quality parental involvement in a child’s academic and non-academic life can impact self-esteem, as well as learning outcomes and long-term career success. Based on existing research, and with the nation’s future in mind, this study was carried out using a survey instrument to collect responses from upper secondary students, along with semi structure interviews for additional insights from students, teachers, and school administrators. We find Emirati parents to be extremely supportive and encouraging of their child’s education, despite fathers not being regularly involved in students’ education. Other findings indicate that students are interested in pursuing careers that align with their father’s. Policy recommendations relating to these and other findings include creating father-specific events in schools; addressing barriers to parental involvement and lifelong learning; engaging families to improve the level of education amongst parents; and providing comprehensive education and career counseling guided by research.

scholarly journals Helping Schools: Youth Development as a Form of Supplemental Education

2007 ◽  
Vol 2 (1) ◽  
pp. 66-76
Author(s):  
Jan B. Carroll ◽  
Jeff Goodwin ◽  
Melissa Oliver
Keyword(s):  
At Risk ◽  
Young People ◽  
Youth Development ◽  
Risk Behaviors ◽  
Supplemental Education ◽  
Social Success ◽  
School Activities ◽  
9Th Grade ◽  
The Impact ◽  
Out Of School

This study measured the impact of 4-H Youth Development on Colorado’s youth. Active youth were compared to those who did not participate in out-of-school activities. Data were collected from 5th, 7th, and 9th grade students. Results of the study confirm active students, including 4-H Youth Development members, were less likely to engage in at-risk behaviors. 4-H Youth Development can function as a form of supplemental education, contributing to academic, civic, and social success of young people.

‘Nothing to do’: the impact of poverty on pupils' learning identities within out‐of‐school activities

2009 ◽  
Vol 35 (2) ◽  
pp. 305-321 ◽  
Author(s):  
Yolande Muschamp ◽  
Kate Bullock ◽  
Tess Ridge ◽  
Felicity Wikeley
Keyword(s):  
School Activities ◽  
The Impact ◽  
Out Of School

scholarly journals A multi-component wellbeing programme for upper secondary students: Effects on wellbeing, buoyancy, and adaptability

2018 ◽  
Vol 40 (1) ◽  
pp. 49-65 ◽  
Author(s):  
David W. Putwain ◽  
Diahann Gallard ◽  
Joanna Beaumont
Keyword(s):  
Early Intervention ◽  
Secondary Students ◽  
Intervention Group ◽  
Wait List ◽  
Control Groups ◽  
Wait List Control ◽  
Upper Secondary Education ◽  
Academic Buoyancy ◽  
Upper Secondary ◽  
The Impact

School-related wellbeing, academic buoyancy, and adaptability are valued constructs in their own right, as indicators of student welfare and as predictors of academic achievement. In the present study, we examined the impact of a six-session multi-component, intervention on school-related wellbeing, academic buoyancy, and adaptability. Participants in their first year of upper secondary education were randomly allocated to early intervention groups, or wait list-control groups. Following baseline measurements, outcomes were assessed after the early intervention groups and again after the wait list-control groups. Following intervention, a slowed decline was shown in school-related wellbeing and adaptability was boosted. Buoyancy was boosted in the early intervention group but not the late intervention group. Findings show how a relatively short intervention can beneficially impact on student outcomes. Booster sessions may be required to maintain the benefits for wellbeing and adaptability.

scholarly journals The impact of the COVID-19 school closure on adolescents' use of mental healthcare services in Sweden

2021 ◽  
Author(s):  
Helena B Svaleryd ◽  
Evelina Bjorkegren ◽  
Jonas Vlachos
Keyword(s):  
Mental Health ◽  
Secondary Schools ◽  
Secondary Students ◽  
Mental Healthcare ◽  
Healthcare Services ◽  
School Closure ◽  
Behavioral Disorder ◽  
Upper Secondary ◽  
The Impact ◽  
Upper Secondary Schools

Background School closures used to contain the COVID-19 pandemic may have negative impacts on students' mental health but credible evidence is scarce. Sweden moved upper-secondary students to remote learning but, as the only country in the OECD, kept schools at lower levers open throughout the pandemic. Methods Using nationwide register data, we estimate the difference in the use of mental healthcare services between upper- and lower-secondary students during the pandemic, and relate this to the same group difference prior to the pandemic. For the main analysis, this difference-in-difference approach is applied to the period April-June 2020 when upper-secondary schools were fully closed. We also study the periods July-December 2020 when upper-secondary schools were largely open, and January-March 2021 when they were partially closed. We study the impact on all contacts with hospitals and specialist psychiatric care due to mental and behavioral disorder, as well as prescriptions for antidepressants, insomnia, and ADHD drugs. Findings Compared with expected rates, the use of mental healthcare services among upper-secondary students fell by -3.71 [CI95 -5.52 to -1.91] cases per 1000 during April-June 2020, largely due to a reduction in depression and anxiety-related diagnoses (-1.49; CI95 [-2.36 to -0.63]) and prescriptions (-1.80; CI95 [-2.93 to -0.68]). This reduction in the use of mental healthcare services corresponds to a 4.36% CI95 [-6.47 to -2.25]) decrease compared to the level prior to the pandemic. The decrease compared to expected rates persists through July-December 2020 (-3.55%; CI95 [-5.38 to -1.71]) and January-March 2021 (-5.23%; CI95 [-7.24 to -3.21]). The reduction is stronger among students in the 2nd (-5.06%; CI95 [-8.02 to -2.09]) and 3rd (-4.86%; CI95 [-8.19 to -1.53]) year of upper-secondary school. The decrease is concentrated to students who was not in contact with mental healthcare services earlier in the academic year (-16.70%; CI95 [-22.20 to -11.20]). The relative reduction is largest for unplanned care (-13.88%; CI95 [-19.35 to -8.42]) and care at emergency units (-18.19%; CI95 [-26.44 to -9.92]). Interpretation Closing upper-secondary schools in Sweden reduced use of mental healthcare services. There is no indication of this being due to reduced accessibility. In a setting with no strict lockdown, moving to online teaching for a limited period did not worsen mental health among students in upper-secondary schools.

scholarly journals Parental Involvement and the Impact of Fathers on the Education and Career Aspirations of Emirati Youth

2020 ◽  
Keyword(s):  
Parental Involvement ◽  
Secondary Students ◽  
Career Counseling ◽  
Career Success ◽  
School Administrators ◽  
Career Aspirations ◽  
Upper Secondary ◽  
Barriers To Parental Involvement ◽  
Education And Employment ◽  
The Impact

Education and employment are key pillars to the United Arab Emirate’s Vision 2021 and National Agenda, in part based on a competitive knowledge economy. To better support policymakers regarding the complexities surrounding education and career related topics, this study explores the roles of parents, and in particular, fathers, in their children’s education and career aspirations. Research has shown that both academic achievement and career success are influenced by the involvement of parents throughout their child’s education; in fact, quality parental involvement in a child’s academic and non-academic life can impact self-esteem, as well as learning outcomes and long-term career success. Based on existing research, and with the nation’s future in mind, this study was carried out using a survey instrument to collect responses from upper secondary students, along with semi structure interviews for additional insights from students, teachers, and school administrators. We find Emirati parents to be extremely supportive and encouraging of their child’s education, despite fathers not being regularly involved in students’ education. Other findings indicate that students are interested in pursuing careers that align with their father’s. Policy recommendations relating to these and other findings include creating father-specific events in schools; addressing barriers to parental involvement and lifelong learning; engaging families to improve the level of education amongst parents; and providing comprehensive education and career counseling guided by research.

The Ins and Outs of Teamworking: When University Teachers, in-Service Secondary Teachers and Pre-Service Teachers Collaborate to Transform Learning

2018 ◽  
Vol 5 (3) ◽  
pp. 185-193
Author(s):  
Dolors Masats ◽  
Paula Guerrero
Keyword(s):  
Secondary Students ◽  
Collaborative Action Research ◽  
Team Work ◽  
Professional Skills ◽  
Secondary English ◽  
Research And Innovation ◽  
Learning Success ◽  
Teachers Professional Development ◽  
Agent Of Change ◽  
The Impact

Abstract Initiatives for teachers’ professional development should rely on the epistemology of practice, that is, be founded on the premise that reflective teachers construct professional knowledge and develop professional skills through practice and through planning, observing or analysing practice. Reflection about teaching action and reflection in teaching action triggers innovation, especially when teachers work together to create the necessary conditions to transform learning. This paper advocates in favour of collaborative action research and innovation as a methodology to promote change in classroom practices. To illustrate this proposal, it presents a case study in which a secondary English teacher from a school which hosts adolescents at risk opens her classrooms to a researcher and a group of pre-service teachers with the objective to reflect upon her own practices and to become an agent of change. Our corpus is made of natural audio-recorded data from the discussions emerging during focus-group sessions held to evaluate the ongoing innovation and interviews to participating secondary students and trainee teachers. The analysis of those interactions will first lead us to reflect upon the challenges of promoting change in the classrooms. Then it will allow us to understand the impact of the experience and argue in favour of a model of teacher education based on team work as a tool to acquire professional skills and guarantee students’ learning success.

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