Chemistry Outreach Program and its Impact on Secondary School Students

Magic Carpet was launched in 2013 by Hendrik Tieben of the School of Architecture and Anthony Fung of the School of Journalism and Communication at The Chinese University of Hong Kong, as an outreach program combining documentation of daily life, community engagement and urban design. The project was first held in Sai Ying Pun in 2013 and was subsequently brought to Tin Shui Wai (2014) and To Kwa Wan (2016).<br /> Magic Carpet transforms a public space into an outdoor cinema in which movies about the neighbourhood are shown. The movies are produced by local secondary school students, following a series of workshops that prepare them to conduct video-interviews with the community.<br />At Magic Carpet, community members and the general public interact with each other, building a stronger bond between themselves while empowering them to re-envision the possibilities of public space together.

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Engaging High School Women in Engineering Design Using Cyberinfrastructure

Volume 5: 13th Design for Manufacturability and the Lifecycle Conference; 5th Symposium on International Design and Design Education; 10th International Conference on Advanced Vehicle and Tire Technologies ◽

10.1115/detc2008-49896 ◽

2008 ◽

Cited By ~ 1

Author(s):

Kenneth W. English ◽

Kevin F. Hulme ◽

Kemper E. Lewis

Keyword(s):

High School ◽

High School Students ◽

Secondary School ◽

Engineering Design ◽

Text Messaging ◽

Secondary School Students ◽

The United States ◽

Digital Design ◽

Outreach Program ◽

School Students

Without a doubt, the current generation of secondary school students is very familiar with information technology. Text messaging, e-mail, and social networking websites are a normal means of communication. There is also increasing recognition of the need for diversification the engineering workforce and increasing the number of graduating engineers in the United States. This has created an opportunity to leverage leading edge Cyberinfrastructure in an outreach program targeting secondary school students. This paper demonstrates the implementation of a targeted outreach program that engages high school students in engineering design over a two-week period using state-of-the-art digital design repositories and motion simulation equipment.

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The evolution of a computational outreach program to secondary school students

ACM SIGCSE Bulletin ◽

10.1145/1124706.1121479 ◽

2006 ◽

Vol 38 (1) ◽

pp. 448-452 ◽

Cited By ~ 2

Author(s):

Zachary Dodds ◽

Leslie Karp

Keyword(s):

Secondary School ◽

Secondary School Students ◽

Outreach Program ◽

School Students

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Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

European Journal of Psychological Assessment ◽

10.1027//1015-5759.18.3.214 ◽

2002 ◽

Vol 18 (3) ◽

pp. 214-228 ◽

Cited By ~ 17

Author(s):

Heinz Neber ◽

Kurt A. Heller

Keyword(s):

Secondary School ◽

Summer School ◽

Secondary School Students ◽

Social Cognitive ◽

Gifted Students ◽

School Program ◽

School Students ◽

Positive Effects ◽

Regulatory Strategies ◽

Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

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Ethnolinguistic Identity and Television Use in a Minority Language Setting

Journal of Media Psychology Theories Methods and Applications ◽

10.1027/1864-1105/a000071 ◽

2012 ◽

Vol 24 (4) ◽

pp. 135-142 ◽

Cited By ~ 5

Author(s):

Jake Harwood ◽

Laszlo Vincze

Keyword(s):

Secondary School ◽

Coping Strategies ◽

Secondary School Students ◽

Minority Language ◽

German Language ◽

Tv Viewing ◽

School Students ◽

Ethnolinguistic Vitality ◽

Ethnolinguistic Identity ◽

Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

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Smart Girls, Dumb Boys!?

Social Psychology ◽

10.1027/1864-9335/a000167 ◽

2014 ◽

Vol 45 (2) ◽

pp. 112-126 ◽

Cited By ~ 14

Author(s):

Martin Latsch ◽

Bettina Hannover

Keyword(s):

Secondary School ◽

Stereotype Threat ◽

Gender Stereotypes ◽

Secondary School Students ◽

Learning Goals ◽

School Students ◽

Compensatory Strategies ◽

Media Portrayal ◽

Stereotype Lift ◽

The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

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