Racial Fairness, School Engagement, and Discipline Outcomes in African American High School Students: The Important Role of Gender

2020 ◽  
Vol 49 (3) ◽  
pp. 222-238
Author(s):  
Charity Brown Griffin ◽  
Isha W. Metzger ◽  
Colleen A. Halliday-Boykins ◽  
Claudia A. Salazar
Keyword(s):  
High School ◽  
African American ◽  
High School Students ◽  
School Engagement ◽  
School Students

scholarly journals SCHOOL RACIAL CLIMATE AND THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN HIGH SCHOOL STUDENTS: THE MEDIATING ROLE OF SCHOOL ENGAGEMENT

2017 ◽  
Vol 54 (7) ◽  
pp. 673-688 ◽  
Author(s):  
Charity Brown Griffin ◽  
Shauna M. Cooper ◽  
Isha W. Metzger ◽  
Alexandrea R. Golden ◽  
C. Nicole White
Keyword(s):  
High School ◽  
Academic Achievement ◽  
African American ◽  
High School Students ◽  
School Engagement ◽  
Racial Climate ◽  
School Students ◽  
Mediating Role

scholarly journals Academic Resilience and Engagement in High School Students: The Mediating Role of Perceived Teacher Emotional Support

2021 ◽  
Vol 11 (2) ◽  
pp. 334-344
Author(s):  
Luciano Romano ◽  
Giacomo Angelini ◽  
Piermarco Consiglio ◽  
Caterina Fiorilli
Keyword(s):  
High School ◽  
High School Students ◽  
Emotional Support ◽  
School Engagement ◽  
School Context ◽  
Well Being ◽  
Academic Resilience ◽  
School Students ◽  
Mediating Role

Academic resilience is the ability to overcome setbacks and chronic difficulties in the academic context. Previous studies have found that resilient students tend to be more engaged in school than their counterparts. Nevertheless, it seems worth deepening the role of contextual factors, such as teacher emotional support and how students perceive it, as it could contribute to foster the abovementioned relationship. The present study aimed to examine the links between academic resilience, perceived teacher emotional support, and school engagement. Moreover, the mediating role of perceived teacher emotional support was investigated. A sample of 205 Italian high school students (58.5% female), aged 14–19 years (M = 16.15, SD = 1.59), completed self-report questionnaires on academic resilience, perceived teacher emotional support, and school engagement. A structural equation model (SEM) was used to test the mediation hypothesis. The results showed that academic resilience was associated with perceived teacher emotional support, and both of them were related to school engagement. Furthermore, perceived teacher emotional support partially mediated the relationship between academic resilience and school engagement. Findings were discussed by underlining the importance of fostering personal and contextual resources in the school context to promote students’ well-being.

The Role of Social Support and Work-Related Factors on the School Engagement of Italian High School Students

2013 ◽  
Vol 22 (2) ◽  
pp. 345-354 ◽  
Author(s):  
Saliha Kozan ◽  
Annamaria Di Fabio ◽  
David L. Blustein ◽  
Maureen E. Kenny
Keyword(s):  
Social Support ◽  
High School ◽  
High School Students ◽  
School Engagement ◽  
School Students ◽  
Related Factors ◽  
Work Related

scholarly journals Teacher Orchestration of Language and Gesture in Explaining Science Concepts in Images

2021 ◽  
Author(s):  
Thu Ngo ◽  
Len Unsworth ◽  
Michele Herrington
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
School Students ◽  
Symbolic Representations ◽  
Different Types ◽  
Cell Components ◽  
Diagram Comprehension ◽  
Senior High School Students

AbstractStudents’ difficulties interpreting diagrams remain a concern in science education. Research about improving diagram comprehension has included few studies of teachers’ orchestration of language and gesture in explaining diagrams—and very few in senior high schools. Research with younger students and studies of research scientists’ practice indicate the significance of the interaction of teachers’ gesture and language in explaining visualisations. The strategic deployment of such teacher-focussed authoritative explanations has been observed in facilitating progression to more complex and symbolic representations in classroom work. However, the paucity of such research in senior high school leaves open the question of how these teachers use gesture and language in managing the challenges of explaining the intricate sub-microscopic and abstract visualisations senior high school students need to negotiate. In this paper, we outline existing studies of teachers’ use of gesture and language to explain complex images in senior high school and investigate how it is managed by two biology teachers with images of different types and complexity representing the activity of certain cell components in the early phase of cell duplication. Implications are drawn for foci of further research including the role of a metalanguage describing different types of visualisations and their affordances.

Risk as Value: A Switch of Set Hypothesis

1976 ◽  
Vol 38 (2) ◽  
pp. 655-658 ◽  
Author(s):  
George W. Kelling ◽  
Rhea Zirkes ◽  
Deena Myerowitz
Keyword(s):  
High School ◽  
Sex Differences ◽  
High School Students ◽  
General Tendency ◽  
Age Group ◽  
School Students ◽  
Risky Shift

Advisers are expected to be cautious. Typical instructions in research on risky shift induce the adviser role. However, subjects may take the role of the story's hero when they can identify with the hero. It is acceptable for people to be daring when acting for themselves. This hypothesis of a switch of set predicts that subjects should consider themselves more risky than the majority of their peers, a way of expressing the value of risk, when they are similar to the story's hero. High school students rated themselves and the majority on stories dealing with situations common to their age group and on stories dealing with adult problems. Sex of hero was also manipulated. Results supported the hypothesis of a switch of set. Subjects displaced themselves more when the situation was similar to those they might face; in addition, subjects displaced themselves more when the story's hero was of their sex. No sex differences in general tendency to risky displacement were found.

Sign in / Sign up

Export Citation Format

Share Document