Alternatives to Suspension: Viewpoints of High School Personnel

2012 ◽  
Author(s):  
Pamela Fenning ◽  
Katie Dahlvig ◽  
Elizabeth Engler ◽  
Stephanie Grunewald ◽  
Katie Bradshaw ◽  
...  
Keyword(s):  
High School ◽  
School Personnel

College Bound: Advice for Academically Talented Students From Recent Graduates

2019 ◽  
Vol 31 (2) ◽  
pp. 87-110
Author(s):  
Melanie S. Meyer ◽  
Jeff Cranmore
Keyword(s):  
High School ◽  
High School Graduates ◽  
School Personnel ◽  
Application Process ◽  
Senior Year ◽  
Social And Emotional ◽  
Academic Courses ◽  
Recent Graduates ◽  
Talented Students ◽  
Academically Talented Students

For students who decide to enroll in college after high school graduation, there are numerous factors to consider when searching for potential matches and choosing from the available options. Ten recent high school graduates who participated in self-selected, ability-grouped, advanced academic courses in high school were interviewed at the end of senior year. These students shared valuable lessons they learned about the college decision-making process to offer guidance to students beginning the college search, and the adults, in and out of school, who help them make those choices. Participants offered advice about preparing to apply to college, the application process, and related social and emotional considerations. Nine key themes were identified in which participants encouraged early exploration of career-related interests, a focus on person-environment fit, and managing expectations. Implications for students, parents, and school personnel are also discussed.

scholarly journals Fear of COVID-19 in High School Personnel: a Survey Study in Western Mexico

2021 ◽  
Author(s):  
Gabino Cervantes-Guevara ◽  
Manuel Maciel-Saldierna ◽  
Emmanuel Elizondo-Hernández ◽  
Lorena Alejandra Cervantes-Pérez ◽  
Guillermo Alonso Cervantes-Cardona ◽  
...  
Keyword(s):  
High School ◽  
School Personnel ◽  
Survey Study ◽  
Western Mexico

Alternative Opportunity Program: Stemming Potential Delinquency in Young Adolescents

1979 ◽  
Vol 4 (4) ◽  
pp. 232-238 ◽  
Author(s):  
Paula C. Wood ◽  
Thomas M. Buescher ◽  
Christina Denison
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Support Services ◽  
Junior High ◽  
School Personnel ◽  
Education Student ◽  
School Students ◽  
Regular School ◽  
Opportunity Program

The Alternative Opportunity Program is preventive in nature, and designed for junior high school students “at risk” for dropping out or becoming delinquent offenders. Students are carefully screened and participate voluntarily. Part of each day is spent in the regular school and part on the campus of Camp Oakland—a privately-funded treatment facility. The program consists of three major components: Education, Student Support Services and Guidance/Management Instruction for teachers and parents. Evaluation data show that student grades and attendance have improved during participation in the program. Some of the crucial components of the program appear to be the cooperation of the regular school personnel, the voluntary nature of placement, the inclusion of parents in counseling and support services, and the maintenance of a positive image for the program at the regular junior high school.

Understanding the Relationship between Mathematics and Science Coursework Patterns

2009 ◽  
Vol 111 (9) ◽  
pp. 2101-2126
Author(s):  
Xin Ma
Keyword(s):  
High School ◽  
Multilevel Models ◽  
High School Graduates ◽  
School Personnel ◽  
School Level ◽  
Advanced Mathematics ◽  
Advanced Science ◽  
Mathematics Coursework ◽  
The Relationship ◽  
Mathematics And Science

Background/Context There has been little research on the relationship between mathematics and science coursework in secondary school. Purpose of Study The present analysis explored the patterns of science course-taking in relation to the patterns of mathematics course-taking among high school graduates. Research Design Using data from the 2000 High School Transcript Study (N = 20,368), secondary analysis was performed in the form of multilevel models with students nested within schools to document a strong relationship between mathematics and science course-work patterns. Findings/Results Results highlighted that (1) taking more courses in advanced mathematics was related to taking more courses in advanced science (this relationship remained strong even after adjustment for student-level and school-level variables); (2) the more courses that students took in advanced mathematics, the more likely it was that student and school characteristics would join in to select students into taking more courses in advanced science; (3) many high school graduates complied with graduation requirements by taking limited non-advanced mathematics and science coursework during high school; and (4) mathematics coursework was necessary but insufficient to promote advanced science coursework. Conclusions/Recommendations State governments are encouraged to prescribe not only the number but also the content of mathematics and science courses required for high school graduation. School personnel such as career counselors are encouraged to help promote better coursework of students in mathematics and science.

Assessing Efforts to Diversify Kentucky’s K–12 Teacher Workforce: A Mixed-Methods Analysis of a Grow-Your-Own-Teacher Pathway

2021 ◽  
Author(s):  
W. Kyle Ingle ◽  
Stephen M. Leach ◽  
Amy S. Lingo
Keyword(s):  
High School ◽  
High School Students ◽  
School Districts ◽  
Teaching And Learning ◽  
School Personnel ◽  
Teaching Profession ◽  
White Female ◽  
School Students ◽  
Item Responses ◽  
K 12

We examined the characteristics of 77 high school participants from four school districts who participated in the Teaching and Learning Career Pathway (TLCP) at the University of Louisville during the 2018–2019 school year. The program seeks to support the recruitment of a diverse and effective educator workforce by recruiting high school students as potential teachers for dual-credit courses that explore the teaching profession. Utilizing descriptive and inferential analysis (χ2 tests) of closed-ended item responses as well as qualitative analysis of program documents, Web sites, and students’ open-ended item responses, we compared the characteristics of the participants with those of their home school districts and examined their perceptions of the program. When considering gender and race/ethnicity, our analysis revealed the program was unsuccessful in its first year, reaching predominantly white female high school students who were already interested in teaching. Respondents reported learning about the TLCP from school personnel, specifically, guidance counselors (39%), non-TCLP teachers (25%), or TLCP teachers (20%). We found that the TLCP program has not defined diversity in a measurable way and the lack of an explicit program theory hinders the evaluation and improvement of TLCP. Program recruitment and outcomes are the result of luck or idiosyncratic personnel recommendations rather than intentional processes. We identified a need for qualitative exploration of in-school recruitment processes and statewide longitudinal studies to track participant outcomes in college and in the teacher labor market.

scholarly journals Responding to Marginalization

SAGE Open ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 215824401668491 ◽  
Author(s):  
Jie Y. Park
Keyword(s):  
United States ◽  
High School ◽  
Classroom Observation ◽  
School Personnel ◽  
The United States ◽  
Observation Data ◽  
Youth Workers ◽  
Community Based ◽  
Refugee Students ◽  
Youth Language

This article offers an analysis of how refugee youths from Africa used and shifted languages and discourses in the United States. Drawing on sociocultural theories of language and utilizing ethnographic discourse and classroom observation data, the author illustrates the varied ways in which three high school–aged refugee youths used languages to make sense of who and where they are; respond to social, religious, and linguistic marginalization in the United States; and challenge narrow perceptions of African Muslims. This article brings to fore a group that, although facing a unique set of challenges in the United States, is rarely included in research on youth language practices and im/migration. Attention to their multilingual practices and the multilayered nature of their identity is central to understanding how refugee youths experience school in their new land, and how they see themselves and others. This understanding can guide school personnel, educational researchers, and community-based youth workers in their respective work with refugee students.

A case study using narrative therapy to “rewrite” the non-conforming reputation of a high school student

2001 ◽  
Vol 11 ◽  
pp. 131-140
Author(s):  
Miguel Fernandez
Keyword(s):  
High School ◽  
Narrative Therapy ◽  
Sense Of Self ◽  
Male Student ◽  
School Personnel ◽  
Young Person ◽  
Negative Effects ◽  
Set Up ◽  
The One

This paper begins with a brief description of research stating that adolescents in schools generally pursue reputations that are either nonconforming or conforming. This is usually achieved through the development of goals specific to each type of reputation. Essential to the maintenance of a reputation is the recruitment of an audience. It is also proposed by researchers that intervention by school personnel becomes crucial when trying to counteract the negative effects of a nonconforming Using a case study, this paper investigates the use of Narrative Therapy with a 15-year-old male student in a high school who had developed a nonconforming reputation. A three-year-old nonconforming reputation is put through a Narrative framework that challenges “its” goals and reason for being. As the sessions progress, there is a sense that this young person is beginning to move towards a more preferred sense of self that is potentially different from the one set-up by the nonconforming reputation. This is achieved by using a Narrative style dialogical approach that shows how language censures and as well as its ability to promote (liberate) chosen behaviour. Apart from the development of a more preferred sense of self, an interesting outcome from using this approach has also been the unique way restraint works within the school.

Developing a Nursing Protocol for Over-the-Counter Medications in High School

2003 ◽  
Vol 19 (1) ◽  
pp. 12-15 ◽  
Author(s):  
Lucinda Mejdell Awbrey ◽  
Sandra M. Juarez
Keyword(s):  
High School ◽  
School Districts ◽  
School Setting ◽  
School Personnel ◽  
School Nurses ◽  
Over The Counter ◽  
Nursing Knowledge ◽  
Development And Utilization ◽  
Ready To Learn ◽  
Legal Guidelines

Management of medications in school is one of the critical roles that school nurses carry out in the school setting. In recent years, parents have come to question the medication procedures that school districts follow. Parents question why a physician’s order is required for school personnel to provide over-the-counter (OTC) medications to their child at school. How do school districts balance the safety of students with the needs of parents wanting their children to have access to OTC medications at school? Following legal guidelines helps to reduce the risk for school nurses. Through the development and utilization of Nursing Standardized Protocols, high school nurses are able to provide nonprescription analgesics for specific common student complaints such as noninjury headaches and dysmenorrhea. On the basis of nursing knowledge and judgment, school nurses provide this service, which results in students returning to class quickly, feeling better, and being ready to learn.

College Is . . .: Focusing on the College Knowledge of Gang-Associated Latino Young Men

2020 ◽  
pp. 004208592093485 ◽  
Author(s):  
Adrian H. Huerta ◽  
Patricia M. McDonough ◽  
Kristan M. Venegas ◽  
Walter R. Allen
Keyword(s):  
Higher Education ◽  
High School ◽  
Postsecondary Education ◽  
Young Men ◽  
School Personnel ◽  
Ethnographic Study ◽  
College Knowledge ◽  
College Going ◽  
Educational Credential ◽  
Minimal Information

Research shows that gang-associated youth are less likely to complete high school and earn a postsecondary educational credential. However, scholars have not determined “why” gang youth do not persist into higher education. This ethnographic study aims to focus on the narratives of 13 Latino high school young men to understand what college knowledge they possess. We found the students have aspirations to pursue postsecondary education degrees or credentials; however, they receive minimal information and support from school personnel to build the needed college-going behaviors and information to plan and prepare for higher education.

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