If Someone Asked, I’d Participate: Teachers as Recruiters for Political and Civic Participation

2016 ◽  
Vol 33 (2) ◽  
pp. 153-186 ◽  
Author(s):  
Rebecca Jacobsen ◽  
David Casalaspi
Keyword(s):  
High School Students ◽  
Civic Engagement ◽  
Local Community ◽  
Critical Role ◽  
School Students ◽  
Youth Civic Engagement ◽  
School Officials ◽  
School Based ◽  
Advanced Students

Whereas much has been written about the role of resources and motivation for activating adolescents to become engaged citizens, less work considers the role that recruitment within schools might play in shaping youth civic engagement patterns. Drawing on interviews with over 100 high school students and over 40 school officials, our research illuminates the critical role that school-based recruitment plays in fostering youth civic engagement. We find that while a majority of the students we interviewed are actively involved in their local community, a sizable portion of students remain unengaged and that a lack of recruitment from school officials is one important factor explaining this phenomenon. We also find that teachers, especially social studies teachers, can play a key role in recruiting and motivating students. However, teachers tend to act as “rational prospectors” who selectively recruit certain subsets of students (i.e., advanced students)—something that likely contributes to later inequality in participation.

scholarly journals The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging

2021 ◽  
pp. 082957352110347
Author(s):  
Luis Francisco Vargas-Madriz ◽  
Chiaki Konishi
Keyword(s):  
Social Support ◽  
High School ◽  
High School Students ◽  
Parental Support ◽  
Critical Role ◽  
School Belonging ◽  
School Students ◽  
Academic Involvement ◽  
The Relationship

Canada’s high school graduation rates are still low when compared to other members of the OECD. Previous studies have found academic involvement is associated with positive trajectories toward graduation, that social support promotes student engagement, and that school belonging could mediate this relationship. Still, little is known about the specificity of such mediation, especially in Québec. Therefore, this study examined the role of belonging as mediator of the relationship between social support and academic involvement. Participants ( N = 238) were high-school students from the Greater Montréal Area. All variables were measured by the School-Climate Questionnaire. Results from hierarchical multiple regressions indicated parental support had a direct relationship, whereas peer and teacher support had a mediated relationship by school belonging with academic involvement. Results highlight the critical role of school belonging in promoting academic involvement in relation to social support.

The Role of School‐based Group Mentoring in Promoting Resilience among Vulnerable High School Students

2020 ◽  
Vol 65 (1-2) ◽  
pp. 136-148 ◽  
Author(s):  
Gabriel P. Kuperminc ◽  
Wing Yi Chan ◽  
Katherine E. Hale ◽  
Hannah L. Joseph ◽  
Claudia A. Delbasso
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Group Mentoring ◽  
School Based

Building Bridges

2017 ◽  
Vol 51 (8) ◽  
pp. 1104-1126 ◽  
Author(s):  
Mariah Elsa Kornbluh
Keyword(s):  
High School Students ◽  
Perspective Taking ◽  
Social Networking Sites ◽  
Future Research ◽  
Participatory Action ◽  
School Students ◽  
Youth Civic Engagement ◽  
School Based ◽  
Diverse Groups ◽  
Method Approach

The exploration of social networking sites (SNS) offers great potential for understanding novel forms of youth civic engagement within the 21st century. SNS can foster a young person’s social capital by connecting them to others with different backgrounds, thereby exposing them to alternative perspectives and lived experiences within a growingly polarized political environment. This study provides an innovative framework for examining the communication trends and perceived sociopolitical benefits for adolescents engaging diverse groups in a youth-led social-justice-oriented SNS. The author linked three school-based youth participatory action research projects involving 54 high school students through an SNS. Employing a mixed-method approach (i.e., social network analysis, key student interviews), results indicate an increase in communication between students in different schools and an increase in levels of civic participation. In addition, interviewees reported perceived gains in communication, perspective taking, and sociopolitical awareness. Implications for practitioners, as well as future research, are discussed.

The Role of Interpersonal Communication in Students’ Self-control to Avoid Substance Abuse

2020 ◽  
Vol 5 (2) ◽  
pp. 84-94
Author(s):  
Ade Tuti Turistiati ◽  
Baby Poernomo
Keyword(s):  
High School Students ◽  
Drug Abuse ◽  
Interpersonal Communication ◽  
Junior High School ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
Self Control ◽  
School Students ◽  
Qualitative Research Design

This study aims at answering the questions what causes many junior high school students fall into drug abuse, and what kind of treatment  must be done so that students have self-control and are not subject to drug abuse. This study employed a phenomenological approach of a qualitative research design.  In this study a semi-structured interview is used to understand how participants experienced the phenomenon. The research revealed that the interpersonal communication has a major role in students' self-control so as not to fall into drug abuse. This study contributes significantly to educational field particularly teachers in secondary schools so that it can be used as a reference to provide counseling to parents about the importance of interpersonal communication to build students’ self-control to prevent teens from falling into drug abuse.

Mother Phubbing and Adolescent Cyberbullying: The Mediating Role of Perceived Mother Acceptance and the Moderating Role of Emotional Stability

2020 ◽  
pp. 088626052098390
Author(s):  
Jiahui Qu ◽  
Li Lei ◽  
Xingchao Wang ◽  
Xiaochun Xie ◽  
Pengcheng Wang
Keyword(s):  
High School Students ◽  
Positive Association ◽  
Emotional Stability ◽  
School Students ◽  
Mediation Analyses ◽  
Mediating Role ◽  
Indirect Path ◽  
Underlying Mechanisms ◽  
The Relationship

Previous studies have found some risk factors of cyberbullying. However, little is known about how mother phubbing may influence adolescent cyberbullying, and the mediating and moderating mechanisms underlying this relationship. “Phubbing,” which is a portmanteau of “phone” and “subbing,” refers to snubbing other people and focus on smartphones in social interactions. This study examined whether mother phubbing, which refers to being phubbed by one’s mother, would be positively related to adolescent cyberbullying, whether perceived mother acceptance would mediate the relationship between mother phubbing and adolescent cyberbullying, and whether emotional stability would moderate the pathways between mother phubbing and adolescent cyberbullying. The sample consisted of 4,213 Chinese senior high school students (mean age 16.41 years, SD = 0.77, 53% were female). Participants completed measurements regarding mother phubbing, cyberbullying, perceived mother acceptance, and emotional stability. The results indicated that mother phubbing was positively related to cyberbullying, which was mediated by perceived mother acceptance. Further, moderated mediation analyses showed that emotional stability moderated the direct path between mother phubbing and cyberbullying and the indirect path between mother phubbing and perceived mother acceptance. This study highlighted the harmful impact of mother phubbing on adolescents by showing a positive association between mother phubbing and adolescent cyberbullying, as well as the underlying mechanisms between mother phubbing and adolescent cyberbullying.

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.

Welcome to AI Matters 7(1)

AI Matters ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 4-4
Author(s):  
Iolanda Leite ◽  
Anuj Karpatne
Keyword(s):  
High School Students ◽  
Regular Education ◽  
Physical World ◽  
School Students ◽  
Social Good ◽  
The Third ◽  
Ai Ethics ◽  
K 12 ◽  
Applications Of Ai

Welcome to the first issue of this year's AI Matters Newsletter! We start with a report on upcoming SIGAI Events by Dilini Samarasinghe and Conference reports by Louise Dennis, our conference coordination officers. In our regular Education column, Duri Long, Jonathan Moon, and Brian Magerko introduce two "unplugged" activities (i.e., no technology needed) to learn about AI focussed on K-12 AI Education. We then bring you our regular Policy column, where Larry Medsker covers several topics on AI policy, including the role of Big Tech on AI Ethics and an interview with Dr. Eric Daimler who is the CEO of the MIT-spinout Conexus.com. Finally, we close with four article contributions. The first article discusses emerging applications of AI in analyzing source code and its implications to several industries. The second article discusses topics in the area of physical scene understanding that are necessary for machines to perceive, interact, and reason about the physical world. The third article presents novel practices and highlights from the Fourth Workshop on Mechanism Design for Social Good. The fourth article provides a report on the "Decoding AI" event that was conducted online by ViSER for high school students and adults sponsored by ACM SIGAI.

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.

Planting False Childhood Memories: The Role of Event Plausibility

1997 ◽  
Vol 8 (6) ◽  
pp. 437-441 ◽  
Author(s):  
Kathy Pezdek ◽  
Kimberly Finger ◽  
Dandle Hodge
Keyword(s):  
High School Students ◽  
Cognitive Processes ◽  
Close Relative ◽  
Childhood Memories ◽  
School Students ◽  
Catholic High School ◽  
Jewish Ritual ◽  
False Event ◽  
Event Plausibility

Two experiments tested and confirmed the hypothesis that events will be suggestively planted in memory to the degree that they are plausible and script-relevant knowledge exists in memory In Experiment 1, 22 Jewish and 29 Catholic high school students were read descriptions of three true events and two false events reported to have occurred when they were 8 years old One false event described a Jewish ritual, and one described a Catholic ritual Results for the false events showed the predicted asymmetry Whereas 7 Catholics but 0 Jews remembered only the Catholic false event, 3 Jews but only 1 Catholic remembered only the Jewish false event Two subjects recalled both events In Experiment 2 20 confederates read descriptions of one true event and two false events to a younger sibling or close relative The more plausible false event described the relative being lost in a mall while shopping the less plausible false event described the relative receiving an enema Three events were falselv remembered, all were the more plausible event We conclude by outlining a framework that specifies the cognitive processes underlying suggestively planting false events in memory

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