The High School Experience

2011 ◽  
Vol 34 (3) ◽  
pp. 142-152 ◽  
Author(s):  
Jeanne B. Repetto ◽  
Susan P. McGorray ◽  
Hua Wang ◽  
Mary Podmostko ◽  
W. Drew Andrews ◽  
...  
Keyword(s):  
High School ◽  
School Experience

Supporting the needs of students with undiagnosed disabilities

2018 ◽  
Vol 100 (3) ◽  
pp. 45-50 ◽  
Author(s):  
Julia Silverman Schechter
Keyword(s):  
High School ◽  
Special Education ◽  
Students With Disabilities ◽  
Public University ◽  
School Experience ◽  
Recent Survey ◽  
Special Education Services ◽  
Education Services ◽  
Underserved Students ◽  
Postsecondary Success

Students with disabilities, especially those with non-apparent conditions, are entering universities in growing numbers. Yet more and more students are going off to college unprepared to manage their disabilities, in part because their high schools are overburdened, understaffed, and uninformed to identify and support them. A recent survey of students receiving disability supports at one public university revealed that the majority of these undergraduates with disabilities did not receive special education services in high school, instead waiting until college to seek help. Respondents reflected on what could have been improved about their high school experience, and they offered advice to school practitioners as to how to support these underserved students for postsecondary success.

Physics for the Disadvantaged, Part II: The High School Experience in Project Beacon

1971 ◽  
Vol 9 (3) ◽  
pp. 134-139
Author(s):  
Lester Siegel ◽  
Robert Weinstein
Keyword(s):  
High School ◽  
School Experience

The Gifted Evaluate Their High School Experience

1958 ◽  
Vol 24 (9) ◽  
pp. 394-396 ◽  
Author(s):  
Paul L. Dressel ◽  
John M. Grabow
Keyword(s):  
High School ◽  
School Experience

scholarly journals Communicating Lesson Objectives and Effective Questioning in the Mathematics Classroom: The Ghanaian Junior High School Experience

2021 ◽  
Vol 14 (4) ◽  
pp. 965-984
Author(s):  
Marien Alet Graham ◽  
◽  
Surette van Staden ◽  
Prosper Dzifa Dzamesi ◽  
◽  
...  
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Classroom ◽  
School Experience

scholarly journals Investigación colaborativa e intervención psicosocial: dispositivos de producción de sentidos sobre la experiencia escolar con jóvenes en un estudio de caso en Córdoba, Argentina

2012 ◽  
pp. 113
Author(s):  
Horacio Paulín
Keyword(s):  
High School ◽  
High School Students ◽  
Collaborative Research ◽  
School Experience ◽  
Research Approach ◽  
School Students ◽  
The Subject ◽  
Research Experiment ◽  
Set Up ◽  
The City

• Este artículo analiza una experiencia de investigación colaborativa con jóvenes que transitan la escuela media en la ciudad de Córdoba, Argentina. Tal aproximación investigativa se posiciona desde una intervención psicosocial centrada en el análisis de sentidos y prácticas que los sujetos escolares construyen en torno a los conflictos emergentes en las escuelas y en la sociedad. En esta intervención participaron cerca de cien jóvenes escolarizados convocados a un taller de extensión en la Facultad de Psicología de la Universidad Nacional de Córdoba. En las conclusiones se considera que el dispositivo favorece la producción de una multiplicidad de sentidos ligados a la experiencia escolar favoreciendo un abordaje reflexivo y de apropiación crítica de la misma.   • This article analyses a collaborative research experiment with high school students in the city of Córdoba, Argentina. The research approach is based on a psycho-social perspective focusing on the analysis of senses and practices constructed by the pupils forming the subject of this study revolving round the conflicts that emerge both in school and in society at large. This intervention involved nearly one hundred pupils, who were invited to a workshop set up by the Faculty of Psychology at the Universidad Nacional de Córdoba. It was concluded that the mechanism favours the production of a multiplicity of senses linked to the school experience, encouraging a reflexive approach together with a critical appropriation of the situation.

Student Voice From a Turnaround Urban High School: An Account of Students With and Without Dis/Abilities Leading Resistance Against Accountability Reform

2016 ◽  
Vol 54 (7) ◽  
pp. 919-956 ◽  
Author(s):  
Barbara L. Pazey ◽  
David DeMatthews
Keyword(s):  
High School ◽  
Student Voice ◽  
Qualitative Case Study ◽  
Research Literature ◽  
School Experience ◽  
Low Performing Schools ◽  
Schooling Experiences ◽  
Turnaround Strategies ◽  
Every Student Succeeds Act

The Every Student Succeeds Act redefines the priorities of our nation’s education system. Prior to its passage, turnaround strategies advanced solutions for low-performing schools. Research literature examining how these reforms impacted the schooling experiences of students attending these schools is lacking. We present the results of a qualitative case study of a reconstituted urban school in the Southwest United States, providing the perspectives of 10 students with dis/abilities and the effects accountability reform efforts had on their high school experience. Three expressed needs and desires were identified: (a) a positive school identity, (b) stability, and (c) to be recognized and heard.

My Mentors in Medicine

2020 ◽  
pp. 464-468
Author(s):  
Anthony J. Finch
Keyword(s):  
High School ◽  
Medical School ◽  
School Experience ◽  
Specific Role ◽  
Next Generation ◽  
Medical School Faculty ◽  
Future Career ◽  
School Faculty ◽  
Faculty And Staff

The author describes his journey of learning in medicine from childhood through graduation from medical school. The author describes how each of his mentors played a specific role at crucial points in his development. His parents and a high school professor inspired him to pursue medicine as a career. Academic, clinical, and research mentors assisted in the author's preparation for medical school. Finally, medical school faculty and staff at Weill Cornell Medicine enriched his medical school experience, guided his choice of psychiatry as a specialty, and encouraged him to think about the structure of his future career. The author gratefully emphasizes the importance of all of his mentors' efforts and resolves to serve a similar mentorship role for the next generation of physicians.

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