A New High School Design Focused on Student Performance: Part I

2000 ◽  
Vol 84 (615) ◽  
pp. 79-92 ◽  
Author(s):  
Judy B. Codding ◽  
Marc S. Tucker
Keyword(s):  
High School ◽  
Student Performance ◽  
School Design

A New High School Design Focused on Student Performance: Part II

2000 ◽  
Vol 84 (616) ◽  
pp. 49-60
Author(s):  
Judy B. Codding ◽  
Marc S. Tucker
Keyword(s):  
High School ◽  
Student Performance ◽  
School Design

CONSTRAINTS IN DEVELOPING NON-COGNITIVE INSTRUMENTS MADE BY TEACHERS IN IPS SUBJECTS IN JUNIOR HIGH SCHOOL IN PADANG IN GRADE VII SEMESTER II

2018 ◽  
Vol 2 (2) ◽  
pp. 133
Author(s):  
Gusnita Efrina
Keyword(s):  
High School ◽  
Data Analysis ◽  
Social Studies ◽  
Student Performance ◽  
Junior High School ◽  
Cognitive Assessment ◽  
Junior High ◽  
Product Performance ◽  
Expert Assessment ◽  
Attitude Assessment

This articel aims to obtain data on non-cognitive assessment, the ability of teachers to make the rubric of non-cognitive assessment, constraints - any constraints faced by teachers in developing noncognitive instruments as well as any policy that will be done in overcoming the obstacles faced by social studies teacher in junior RSBI Padang Class VII Semester II.This type of research is descriptive research. Data obtained from document analysis, interviews and observation. Techniques of data analysis by using percentages. Data obtained from interviews with informants, the junior high school teachers who teach social studies classes RSBI VII, Chairman of the IPS MGMP Padang, three expert specialist and deputy head of the school curriculum areas.After data analysis performed, the results obtained that the number of teachers who have not done in developing and assessing the activities within the rubric of attitude assessment, student performance and products. Once analyzed by the expert assessment rubric attitude, and product performance in terms of science and the content is quite good and better in terms of the language section. Perceived obstacles to overcome problems that arise in the application of attitude assessment, and performance of the products most social studies teachers have tried various things such as: reading books / other resources relevant to teaching materials, training, seminars and follow MGMP forum, discuss in advance with Head of School before attending the training and talked about making attitude assessment rubrics, and product performance with peers.

The High School Student Protagonism through a Research with the Projects Methodology

2021 ◽  
Vol 23 (8) ◽  
pp. 102-138
Author(s):  
Clarissa De Assis Olgin ◽  
Claudia Lisete Oliveira Groenwald ◽  
Carmen Teresa Kaiber
Keyword(s):  
High School ◽  
High School Students ◽  
Data Collection ◽  
School Environment ◽  
Mathematics Curriculum ◽  
Analysis Data ◽  
School Curriculum ◽  
Educational Process ◽  
School Design ◽  
School Students

Background: Developing autonomy, the ability to solve problem situations, make decisions and act for the benefit of your social environment are modern life skills and can be developed in the school environment, along with mathematical content, and can be viable through the methodology of project projects, using active methodologies and the resources of digital technologies. Objectives: Discuss the Mathematics Curriculum or the work projects as a pedagogical proposition based on the development of three projects with the thematic Cryptography, Music, and Project launching applicable to the High School. Design: Qualitative research that sought to investigate work with projects in High School was used. Setting and Participants: Experiments developed with two classes of high school students in the Rio Grande do Sul state. Data collection and analysis: Data collection took place during the development of the project stages through students' written records and questionnaires. Results: It is considered that the Work Projects developed constituted a possibility to modify the role of the student and the teacher, allowing students to become active, participative, and committed to the development of their knowledge. Conclusions: It is understood that students, their learning and development must be the focus of the educational process. Therefore, the school curriculum must enable students to assume the role and responsibility for their learning.

Penyuluhan Meningkatkan Pengetahuan Remaja Tentang Kesehatan Mata

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Cicilia Wahju Djajanti ◽  
Paula Aprilia Sukmanto ◽  
Iriene Kusuma Wardhani
Keyword(s):  
High School ◽  
Simple Random Sampling ◽  
Wilcoxon Test ◽  
School Design ◽  
Eye Health ◽  
Lack Of Information ◽  
Before And After ◽  
Post Test ◽  
Level Of Knowledge ◽  
Lack Of Knowledge

At Lack of information is a risk factor for lack of knowledge on adolescents about the eye health. Phenomenon was obtained by adolescents in Kemala Bhayangkari 4 Waru High School had never received information about eye health. When they were asked didn’t know how to keep eye health. The purpose of this study was to identify effect of counseling on the level of knowledge (know) of adolescents about eye health before and after counseling in Kemala Bhayangkari 4 Waru High School. Design of this study was Pre Experimental One Group Pre Post Test Design. Sample of this study was grade X students at SMA Kemala Bhayangkari 4 Waru which included as many as 58 inclusion criteria using simple random sampling techniques. Instrument used was a questionnaire. Data were analyzed using descriptive statistics proportion with results before giving counseling 45% of respondents had a lack of knowledge. After being given counseling more than 50% (65%) of respondents had a good level of knowledge. Wilcoxon test results showed value of ρ (0,000) <α (0.05), so H0 was rejected, meaning that there is an influence of counseling on the level of knowledge (know) of adolescents about eye health before and after counseling.

High School Teachers’ Sense-Making of Response to Intervention: A Critical Practice Analysis

2019 ◽  
Vol 52 (3) ◽  
pp. 433-458 ◽  
Author(s):  
Benikia Kressler ◽  
Wendy Cavendish
Keyword(s):  
High School ◽  
Response To Intervention ◽  
Student Performance ◽  
High School Teachers ◽  
Sense Making ◽  
School Teachers ◽  
Critical Practice ◽  
Special Education Policy ◽  
Practice Analysis ◽  
Rti Model

Response to intervention (RtI) is touted as an equity-focused provision of special education policy that holds promise for reducing overrepresentation and providing academic opportunities for culturally and linguistically diverse (CLD) students. However, teachers working to implement RtI have encountered complex challenges that stifle equitable outcomes. Employing the zone of mediation (ZOM) as the critical practice analysis framework, this qualitative study examined six high school teachers’ sense-making and engagement within an RtI framework, with specific attention to their data-based decision making (DbDM) for CLD students. We used an inductive analysis approach and developed three themes: (a) limited understanding, training, and support; (b) top-down accountability pressures; and (c) deficit views on student performance. These findings situated within the ZOM framework underscore complexities that render the promise of equity for CLD students impotent within an RtI model.

Does attending a STEM high school improve student performance? Evidence from New York City

2014 ◽  
Vol 40 ◽  
pp. 93-105 ◽  
Author(s):  
Matthew Wiswall ◽  
Leanna Stiefel ◽  
Amy Ellen Schwartz ◽  
Jessica Boccardo
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
Student Performance ◽  
York City ◽  
Improve Student Performance

Does External Accountability Affect Student Outcomes? A Cross-State Analysis

2002 ◽  
Vol 24 (4) ◽  
pp. 305-331 ◽  
Author(s):  
Martin Carnoy ◽  
Susanna Loeb
Keyword(s):  
High School ◽  
Student Performance ◽  
High School Completion ◽  
High Stakes Testing ◽  
Completion Rates ◽  
High Stakes ◽  
School Completion ◽  
9Th Grade ◽  
8Th Grade ◽  
Math Test

We developed a zero-to-five index of the strength of accountability in 50 states based on the use of high-stakes testing to sanction and reward schools, and analyzed whether that index is related to student gains on the NAEP mathematics test in 1996–2000. The study also relates the index to changes in student retention in the 9th grade and to changes in high school completion rates over the same period. The results show that students in high-accountability states averaged significantly greater gains on the NAEP 8th-grade math test than students in states with little or no state measures to improve student performance. Furthermore, students in high-accountability states do not have significantly higher retention or lower high school completion rates.

Inclusive STEM High School Design: 10 Critical Components

2014 ◽  
Vol 53 (1) ◽  
pp. 64-71 ◽  
Author(s):  
Erin E. Peters-Burton ◽  
Sharon J. Lynch ◽  
Tara S. Behrend ◽  
Barbara B. Means
Keyword(s):  
High School ◽  
School Design ◽  
Critical Components

Student Performance in Mathematics: Should we be Concerned?

2018 ◽  
Vol 9 (1) ◽  
pp. 59-72
Author(s):  
Mary C. Enderson ◽  
Manveer Mann
Keyword(s):  
High School ◽  
Mathematics Achievement ◽  
Student Performance ◽  
Mathematical Tasks ◽  
College Level ◽  
Act Scores ◽  
Mathematics Courses ◽  
Course Grades ◽  
And Mathematics ◽  
Interdisciplinary Study

This article describes how for many college students the transition to college-level mathematics courses presents new challenges beyond those that were part of the high school experience. In this interdisciplinary study forty-four non-mathematics and non-science majors, enrolled in a retail-buying course, were studied to examine student confidence in performing applied mathematical tasks, mathematics achievement in college, and the relationship between predictors of college success (mathematics studied in high school, SAT/ACT scores, and mathematics courses taken in college). Measurements used for the study included a subset of items from the Mathematics Self-Efficacy Scale (MSES) on a 5-point Likert-type scale, course grades, number of years studying mathematics in high school and number of mathematics courses in college. Findings indicate that mathematics courses taken in college increased confidence in working mathematical tasks and were significant predictors of achievement in the retail course. In addition, SAT/ACT scores also were critical to the overall mathematics achievement.

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