scholarly journals Liminality in multitasking: Where talk and task collide in computer collaborations

2012 ◽  
Vol 41 (5) ◽  
pp. 557-587 ◽  
Author(s):  
Mike Levy ◽  
Rod Gardner
Keyword(s):  
High School ◽  
High School Students ◽  
Conversation Analysis ◽  
School Students ◽  
Collaborative Activity ◽  
Data Set ◽  
Web Based ◽  
Computer Activity ◽  
Informal Settings ◽  
And Task

AbstractThis article investigates the effect of computer activity on talk during collaboration at the computer by two pairs of high school students during a web-based task. The work is located in relation to research in the wider world of the workplace and informal settings where multitasking involving talk and the operation of artifacts is known to occur. The current study focuses on how, when two students are working at the computer, talk continues or is disrupted during multitasking. Five examples are described in detail, beginning with a relatively straightforward case of serial multitasking and leading up to an example of complex simultaneous multitasking. Overwhelmingly in our data, only routine on-screen actions accompany talk, whereas complex actions occur with hitches or restarts in the talk, and true simultaneous multitasking happens on just three occasions in the data set. (Collaborative activity, computers, Conversation Analysis, interaction, language and technology, multimodality, multitasking)*

STEM-Focused Career Courses and College Pipeline for Students with Learning Disabilities

2021 ◽  
pp. 089590482110199
Author(s):  
Jennifer A. Freeman ◽  
Michael A. Gottfried ◽  
Jay Stratte Plasman
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
The United States ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Data Set ◽  
Stem Majors ◽  
Career And Technical ◽  
Nationally Representative

Recent educational policies in the United States have fostered the growth of science, technology, engineering, and mathematics (STEM) career-focused courses to support high school students’ persistence into these fields in college and beyond. As one key example, federal legislation has embedded new types of “applied STEM” (AS) courses into the career and technical education curriculum (CTE), which can help students persist in STEM through high school and college. Yet, little is known about the link between AS-CTE coursetaking and college STEM persistence for students with learning disabilities (LDs). Using a nationally representative data set, we found no evidence that earning more units of AS-CTE in high school influenced college enrollment patterns or major selection in non-AS STEM fields for students with LDs. That said, students with LDs who earned more units of AS-CTE in high school were more likely to seriously consider and ultimately declare AS-related STEM majors in college.

scholarly journals Healthy Weight Regulation and Eating Disorder Prevention in High School Students: A Universal and Targeted Web-Based Intervention

2014 ◽  
Vol 16 (2) ◽  
pp. e57 ◽  
Author(s):  
Megan Jones ◽  
Katherine Taylor Lynch ◽  
Andrea E Kass ◽  
Amanda Burrows ◽  
Joanne Williams ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Eating Disorder ◽  
Weight Regulation ◽  
Healthy Weight ◽  
School Students ◽  
Web Based ◽  
Eating Disorder Prevention ◽  
Disorder Prevention

Local Lotto

2018 ◽  
pp. 387-407
Author(s):  
Vivian Lim ◽  
Erica Deahl ◽  
Laurie Rubel ◽  
Sarah Williams
Keyword(s):  
High School ◽  
High School Students ◽  
Common Core State Standards ◽  
State Standards ◽  
Core State ◽  
School Students ◽  
Web Based ◽  
The Common ◽  
Mathematics Curricula ◽  
Future Work

Local Lotto is a 14-session curriculum designed for high school students to learn mathematics through an examination of the local lottery. The curriculum is organized around investigations of how local lottery games are won, who plays, how many people play, and where lottery revenues and prizes are distributed. A web-based application is integrated into the curriculum to allow students to explore the lottery in their school neighborhood, examine local lottery data, and assemble and justify their own arguments about the lottery. In this chapter, the authors describe technology's role in shaping a rich curriculum that engages students in investigating a local phenomenon while also addressing the content and practices of the Common Core State Standards of Mathematics. The chapter concludes with an outline of the challenges of integrating custom technologies into mathematics curricula and provides recommendations for future work.

Improving Career Decision-Making for High School Students Through a Web-Based Expert System

2020 ◽  
Vol 9 (1) ◽  
pp. 1-23
Author(s):  
Nana Yaw Asabere ◽  
Eric Amoako
Keyword(s):  
High School ◽  
High School Students ◽  
Expert System ◽  
Career Counseling ◽  
Career Guidance ◽  
Acceptance Testing ◽  
School Students ◽  
Web Based ◽  
Questionnaire Research ◽  
The Right

Globally, the right and appropriate selection of tertiary programmes by potential students in education corroborates every nation's development progress. In order to explore the effect of career counseling and development in high schools in Ghana with a focus on some selected senior high school (SHS) students, this paper utilized a quantitative (questionnaire) research instrument to corroborate the development a web-based expert system for tertiary programme selection. An analytical summary of questionnaire responses received from the selected SHS students showed that due to limited career assessment processes, SHS students in Accra, Ghana arbitrary select tertiary programmes without realizing how such selections can affect their future careers. In terms of user acceptance testing (UAT), 80% of the selected SHS students (100) found our proposed system to be very useful. Such a system will therefore solve and improve career guidance, counselling, and development problems of SHS students in Ghana.

scholarly journals Interactive online physics labs increase high school students’ interest

2016 ◽  
Vol 6 (3) ◽  
pp. 166 ◽  
Author(s):  
Patrick Gryczka ◽  
Edward Klementowicz ◽  
Chappel Sharrock ◽  
Jin Montclare
Keyword(s):  
High School ◽  
High School Students ◽  
Circuit Design ◽  
Conceptual Understanding ◽  
Classroom Teacher ◽  
Outreach Program ◽  
School Students ◽  
Web Based ◽  
High School Classroom ◽  
Physics Labs

Here we describe the incorporation of a web-based application focusing on circuits for the physics high school classroom as part of an outreach program. The program involves college mentors creating and implementing science lessons in collaboration with the classroom teacher. Focusing on the challenge of understanding circuit design, a technology rich module is employed to improve learning and motivation of the students. The students’ conceptual understanding as well as interest in circuits was increased, the college mentors earned valuable teaching and mentoring experience and the teacher enjoyed more one-on-one time as well as assistance with students.

Applied STEM Coursework, High School Dropout Rates, and Students With Learning Disabilities

2016 ◽  
Vol 32 (5) ◽  
pp. 664-696 ◽  
Author(s):  
Jay Stratte Plasman ◽  
Michael A. Gottfried
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
Postsecondary Education ◽  
Dropout Rates ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Data Set ◽  
Educational History ◽  
Nationally Representative

Applied science, technology, engineering, and math (STEM) coursetaking is becoming more commonplace in traditional high school settings to help students reinforce their learning in academic STEM courses. Throughout U.S. educational history, vocational education has been a consistent focus for schools to keep students on the school-to-career pathway. However, very few studies have examined the role of applied STEM coursetaking in improving schooling outcomes for students with learning disabilities. This is a major missing link as students with learning disabilities tend to exhibit much higher dropout rates than students from the general population. This study examines mechanisms displayed through applied STEM courses and the role they play in helping students with learning disabilities complete high school and transition into college. Using a nationally representative data set of high school students and their full transcripts (i.e., Education Longitudinal Study of 2002), we found that students with learning disabilities who took applied STEM courses significantly increased their educational outcomes in the following ways: lowered chances of dropout, increased math test scores, and increased enrollment in postsecondary education. While the general student population also benefited by taking applied STEM courses, the advantages were greater for those students with learning disabilities.

scholarly journals Survey of substance use among high school students in Taipei: Web-based questionnaire versus paper-and-pencil questionnaire

2005 ◽  
Vol 37 (4) ◽  
pp. 289-295 ◽  
Author(s):  
Yi-Ching Wang ◽  
Ching-Mei Lee ◽  
Chih-Yin Lew-Ting ◽  
Chuhsing Kate Hsiao ◽  
Duan-Rung Chen ◽  
...  
Keyword(s):  
High School ◽  
Substance Use ◽  
High School Students ◽  
School Students ◽  
Web Based ◽  
Paper And Pencil
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