An Early College Initiative in an Urban, High-Poverty High School: First-Year Effects on Student Achievement and Non-Academic Indicators

2014 ◽  
Vol 19 (1) ◽  
pp. 36-52 ◽  
Author(s):  
Marco A. Muñoz ◽  
John C. Fischetti ◽  
Joseph R. Prather
Keyword(s):  
High School ◽  
Student Achievement ◽  
Early College ◽  
First Year ◽  
High Poverty

Aspects of Teacher Discourse and Student Achievement in Mathematics

1977 ◽  
Vol 8 (3) ◽  
pp. 195-204
Author(s):  
Lyle R. Smith
Keyword(s):  
High School ◽  
Student Achievement ◽  
First Year ◽  
Teacher Discourse ◽  
High School Algebra ◽  
Several Variables ◽  
The Mean ◽  
Achievement In Mathematics ◽  
Algebra Class

Each of 20 high school algebra teachers taught a lesson on direct variation to one first-year algebra class. The students (N=455) had not previously been taught this topic in class. Before the lessons were taught, each teacher was given a list of lesson objectives. Immediately after each lesson, a posttest that focused on the lesson objectives was administered. The teachers were not shown the posttest before they taught their lessons. Correlations were found between the mean posttest scores for the classes and several variables pertaining to teacher discourse.

Examining the Relationships and Differences of Early College High School Models

2020 ◽  
pp. 33-46
Author(s):  
Briana Hagelgans
Keyword(s):  
High School ◽  
Academic Performance ◽  
Positive Relationship ◽  
Early College High School ◽  
Early College ◽  
First Year ◽  
Significant Difference ◽  
The Difference ◽  
The Impact

This study examined the impact of the early college model on first-year academic performance. The researcher surveyed students from a small-sized university who graduated high school between 2015-2018, lived off-campus, and were over the age of 18. The study found a moderate positive relationship, which was significant, between academic performance at the end of the early college program and students' academic performance at the end of the first year in college. However, the study did not find a significant difference in academic performance among the different early college models and did not find a significant difference between the academic performance of students who graduated from an early college program and those who did not. The results led the researcher to recommend further research that explore the difference between the different models of early college.

Challenges and Opportunities in the First Year of a 1:1 iPad Initiative in a High-Poverty, Highly Diverse Urban High School

2015 ◽  
pp. 250-279
Author(s):  
Gayle Y. Thieman
Keyword(s):  
High School ◽  
High School Students ◽  
Blended Learning ◽  
Student Learning ◽  
First Year ◽  
High Poverty ◽  
School Students ◽  
Challenges And Opportunities ◽  
Teachers Attitudes ◽  
Ipad Applications

The digital divide between technology-mediated instruction for students in low versus high socio-economic schools is a serious equity issue with repercussions for student learning. While there is a growing body of research on blended learning and 1:1 mobile devices, there seems to be little research on the potential of iPads to reduce disparity of access and impact student learning in high poverty schools. This chapter reports first year results of a 1:1 iPad project on teachers' attitudes and experiences and on high school students' technology access and use. Using iPads resulted in blended learning opportunities for some but not all students. Those who had an individually assigned iPad to use at school and home reported significantly higher satisfaction and proficiency with technology. These students also reported significantly greater use of online iPad applications and technology activities for instruction both during class and outside of school.

Challenges and Opportunities in the First Year of a 1:1 iPad Initiative in a High-Poverty, Highly Diverse Urban High School

2015 ◽  
pp. 1516-1544
Author(s):  
Gayle Y. Thieman
Keyword(s):  
High School ◽  
High School Students ◽  
Blended Learning ◽  
Student Learning ◽  
First Year ◽  
High Poverty ◽  
School Students ◽  
Challenges And Opportunities ◽  
Teachers Attitudes ◽  
Ipad Applications

The digital divide between technology-mediated instruction for students in low versus high socio-economic schools is a serious equity issue with repercussions for student learning. While there is a growing body of research on blended learning and 1:1 mobile devices, there seems to be little research on the potential of iPads to reduce disparity of access and impact student learning in high poverty schools. This chapter reports first year results of a 1:1 iPad project on teachers' attitudes and experiences and on high school students' technology access and use. Using iPads resulted in blended learning opportunities for some but not all students. Those who had an individually assigned iPad to use at school and home reported significantly higher satisfaction and proficiency with technology. These students also reported significantly greater use of online iPad applications and technology activities for instruction both during class and outside of school.

Sobre Educação, Arte e Vídeoarte: rupturas, resiliência e práticas de ensino/aprendizagem na sala de aula

2020 ◽  
Author(s):  
Nélia Lúcia Fonseca
Keyword(s):  
High School ◽  
High School Students ◽  
Video Art ◽  
Theory And Practice ◽  
First Year ◽  
School Students ◽  
Forest School ◽  
Moving Images ◽  
History Of ◽  
Teaching Learning

This study first approaches the history of the observer’s gaze, that is, as observers, we are forming or constructing our way of visualizing moving images. Secondly, it reaffirms the importance and need of resistance of the teaching / learning of Art as a compulsory curricular component for high school. Finally, the third part reports an experience with video art production in a class of first year high school students, establishing an interrelationship between theory and practice, that is, we study video art content to reach the production of videos, aiming as a final result, the art videos created by the students of the Reference Center in Environmental Education Forest School Prof. Eidorfe Moreira High School. The first and second stages of this research share a theoretical part of the Master ‘s thesis, Making films on the Island: audiovisual production as an escape line in Cotijuba, periphery of Belem, completed in 2013.

College Adjustment Experiences of First-Year Students: Disengaged Athletes, Nonathletes, and Current Varsity Athletes

NASPA Journal ◽  
2007 ◽  
Vol 44 (3) ◽  
Author(s):  
John R. Lubker ◽  
Edward F Etzel
Keyword(s):  
High School ◽  
College Adjustment ◽  
Academic Adjustment ◽  
Athletic Identity ◽  
Total Sample ◽  
First Year ◽  
First Year Students ◽  
Freshman Year ◽  
First Year College ◽  
Varsity Athletes

The freshman year of college is usually acknowledged as a stressful time of social and academic adjustment. During this period, first-year students face many social and intellectual challenges. For high school athletes, the combined impact of college transition plus disengagement from sport can further complicate first-semester adjustment and may also affect first-year retention. Together, this complex phenomenon may diminish self-concept, challenge one’s felt sense of being an athlete, and elicit emotional responses usually associated with college and elite athlete disengagement resulting in a negative adjustment to the college environment. The purpose of this investigation was to examine the differences in the reported athletic identity and college adjustment patterns of first-year college males and females (N = 317) and how disengagement from sports may affect these variables. Three status groups were used in this study: disengaged athletes (DAs; n = 133), high school senior nonathletes (n = 106), and current first-year college varsity athletes (n = 78). Significant differences were observed between groups in reported level of athletic identity where disengaged high senior athletes had significantly different scores than both college athletes and high school nonathletes. This finding may warrant an investigation on how we conceptualize the terms “athlete” and “nonathlete.” The investigation into college adjustment patterns found that first-year females reported higher academic adjustment to college than males in the total sample. Specifically in the DA athlete group, significant differences in college adjustment for both gender and level of athletic identity were found. For this group, significant differences in college adjustment were found related to the nature of disengagement and perceived level of social support. Potential applications of these findings for college personnel and future directions related to research are explored.

Do primary school libraries affect teenagers’ attitudes towards leisure reading?

IFLA Journal ◽  
2021 ◽  
pp. 034003522098335
Author(s):  
Pamela McKirdy
Keyword(s):  
High School ◽  
Primary School ◽  
Family Background ◽  
School Libraries ◽  
First Year ◽  
Noisy Environments ◽  
Primary School Students ◽  
School Students ◽  
Leisure Reading ◽  
Reading For Pleasure

This study explores how New Zealand primary school students’ experiences of school libraries affected their attitudes towards reading for pleasure once they entered secondary school. Two hundred and seventy-six students in their first year at high school completed a survey asking about their primary school libraries. The students were asked to self-identify as keen readers, occasional readers or non-readers. The results were analysed in a spreadsheet, considering variables such as attitude to reading, former school and family background. The students were mainly positive about their libraries, but were bothered by cramped and noisy environments and books they perceived as babyish. Students from schools with a librarian were more positive about reading for fun than those from schools where the library was not prioritised. Students from a family background where reading was encouraged were more likely to maintain a positive attitude to reading by the time they reached high school.

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