scholarly journals Evaluation of an SCCT-Based Intervention to Increase Postsecondary Awareness in Rural Appalachian Youth

2019 ◽  
Vol 47 (4) ◽  
pp. 424-439 ◽  
Author(s):  
Melinda M. Gibbons ◽  
Erin E. Hardin ◽  
Anna Lora Taylor ◽  
Emily Brown ◽  
Danielle Graham
Keyword(s):  
High School Students ◽  
College Readiness ◽  
Career Education ◽  
Large Population ◽  
Underrepresented Students ◽  
School Students ◽  
College Planning ◽  
School Based ◽  
New Information ◽  
Postsecondary Planning

Students underrepresented in higher education often require unique support throughout their career and college planning. Rural Appalachian youth characterize a large population of underrepresented students. This article describes a theory-based multiweek career education curriculum aimed at increasing career and college readiness that was delivered to over 1,300 high school students in two rural Appalachian counties. Evaluation data from 867 of these students, as well as from the program staff, are provided. Findings suggest that participants found the intervention useful, learned new information about postsecondary planning and career exploration, and received assistance planning for their futures. Implications for school-based career education with underrepresented students, in general, are discussed.

“I Want to Advocate for Our Kids”: How Community-Based Organizations Broker College Enrollment for Underrepresented Students

2021 ◽  
pp. 001312452110045
Author(s):  
Irma Y. Ramirez
Keyword(s):  
High School Students ◽  
Low Income ◽  
Students Of Color ◽  
College Enrollment ◽  
Underrepresented Students ◽  
School Students ◽  
Community Based ◽  
Community Based Organizations ◽  
Student College ◽  
Community Based Organization

This exploratory study examines the role community-based organizations have in bridging low-income students of color to postsecondary institutions. Data came from interviews with organization staff, high school students, and college students associated with three distinct community-based organizations located in a mid-size city. The findings suggest that organization staff are well-positioned in youth, academic, and community social networks. Staff become social brokers across these networks through three steps: cultivating authentic and safe relationships, lessons from students, and becoming advocates. Community-based organization staff strategically advocate for underrepresented student college enrollment and admissions by serving as social brokers between students, schools, and their communities.

A Career Education Program for Gifted High School Students

2001 ◽  
Vol 10 (2) ◽  
pp. 6-10 ◽  
Author(s):  
Graham Boyd ◽  
Brian Hemmings ◽  
Eddie Braggett
Keyword(s):  
High School ◽  
High School Students ◽  
Education Program ◽  
Best Practice ◽  
Career Education ◽  
Formative Evaluation ◽  
Learning Opportunities ◽  
School Students ◽  
Community Learning ◽  
South Wales

This article reports the development of a career education program for gifted high school students in a New South Wales selective, coeducational high school. The program replaced a previous approach that was demand-responsive, generic in approach, and not aligned with student needs. A needs analysis of the school and a formative evaluation were undertaken to ensure successful redevelopment of the program. These evaluations resulted in the following changes to the school's program: earlier and more flexible career awareness opportunities; increased scope for clarification of values; inclusion of psychological, psychocreative, and social elements; integration of career education and student welfare; lifelong learning emphases; aspiration enhancement for particular students; strategy employment for females; and an expansion in community learning opportunities. A program influenced by these elements was then highlighted as a best-practice exemplar.

Review of the Content Analysis of Physics School Books Coming From Different European Countries on Radioactivity and Nuclear Energy

2017 ◽  
Author(s):  
Genevieve Baumont ◽  
Tanja Perko ◽  
Grażyna Zakrzewska ◽  
Metka Kralj ◽  
Daniela Diaconu ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Ionizing Radiation ◽  
School Students ◽  
School Based ◽  
Communication Processes ◽  
Information And Communication ◽  
International Data ◽  
Communication Needs ◽  
School Books

The EAGLE project was a Euratom FP7 which helped to identify and disseminate good practices in information and communication processes related to ionizing radiation. For this purpose, the consortium reviewed national and international data, tools and methods as well as institutional work in order to identify education, information and communication needs. Generally in high school the first concepts on radioactivity and ionizing radiation (IR) are introduced mainly in the subjects of physics or physical chemistry. There are a number of concepts in relation with IR and nuclear topics, and different ways to teach them: theoretical, mathematical, historical or practical. The question also rose, to what extend the various topics related to ionizing radiation (health, environment, history) are dealt with. As already mentioned, all these questions let to the idea to compare the content dealing with radioactivity and nuclear topics in different physics school books and more specifically schoolbooks for high school students (in the age 17 to 18). The method was as follows: - For the review the different partners of EAGLE have sent the schoolbooks used for the target group, or scanned documents. - Spanish schoolbooks and English schoolbooks were purchased to extend the review to other EU countries. - IRSN works in partnership with a high school based in the French town Vichy. - Each book was analyzed in detail to list with precision the content. A matrix helped to compare them. The paper presents the comparison of the contents of these books and their analysis. Some recommendations coming from the Eagle project will be discussed.

scholarly journals School-Based and PRECEDE-PROCEED-Model Intervention to Promote Physical Activity in the High School Students: Case Study of Iran

2016 ◽  
Vol 8 (9) ◽  
pp. 271 ◽  
Author(s):  
Baratali Rezapour ◽  
Firoozeh Mostafavi ◽  
Hamid Reza Khalkhali
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
High Schools ◽  
Positive Impact ◽  
Vigorous Physical Activity ◽  
School Students ◽  
School Based Intervention ◽  
School Based ◽  
Sedentary Life Style

<p><strong>OBJECTIVES:</strong> Students attend sedentary life style and less like vigorous physical activity. This study investigated the effects of School-based intervention<strong> </strong>on increasing physical activity for decreasing obesity among high-school obese and overweight boys, based on the components of PRECEDE PROCEED Model, to participate in median - vigorous physical activity among the first Period of high school boys in the city of Urmia, Iran</p><p><strong>METHODS:</strong> This study was an experimental intervention that conducted at 4 high schools that were divided into 2 groups of intervention (40) and the control (40) male students, schools in junior high schools in Urmia.</p><p><strong>RESULTS:</strong> Three and six months after the intervention, significant differences were found between the experimental and control groups of schools, in the amount of students’ participation in vigorous physical activity (p&lt;0.01).</p><p><strong>CONCLUSIONS:</strong> According to the results, the school-based intervention and components of PRECEDE PROCEED Model had a positive impact on the improvement of physical activity and decrease in physical inactivity among the students.</p>

scholarly journals High School Students Voice Regarding School-based Physical Activity: Perceived Barriers and Facilitating Factors

2021 ◽  
Vol 8 (4) ◽  
Author(s):  
Marie Dubuc ◽  
Seira Fortin-Suzuki ◽  
Sylvie Beaudoin ◽  
Felix Berrigan ◽  
Sylvain Turcotte
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Focus Groups ◽  
Qualitative Content Analysis ◽  
School Students ◽  
Online Questionnaire ◽  
Physical Activity Interventions ◽  
School Based ◽  
Facilitating Factors

Objective: To contribute to the development of tailored school-based physical activity interventions, in this study, we aimed to identify the perceived facilitating factors and barriers of high school students toward their physical activity in the school environment. Methods: A total of 139 students from 4 different high schools completed an online questionnaire comprising open-ended questions on their perceived facilitating factors and barriers toward their physical activity at school. Thereafter, 100 of these students participated in one of the 16 focus groups designed to deepen students’ responses regarding their perceived facilitating factors and barriers. Qualitative content analysis was performed to classify data according to the Social-Ecological Model. Results: Through questionnaires, students mostly identified intrapersonal elements as facilitating factors and barriers to their practice of physical activity, as opposed to institutional factors during the focus groups. Girls strongly valued the characteristics of the interventions and of the involved school stakeholders. Conclusions: Our results allow us to qualify the current understanding of high school students’ perceived facilitating factors and barriers toward school-based physical activity and strengthen the relevance of surveying students prior to the development and implementation of physical activity interventions.

scholarly journals The Role of Teachers’ ICT Skills in the Development of Scientific Views of High School Students

2021 ◽  
Vol 7 (11) ◽  
pp. 336-342
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Process ◽  
New Technologies ◽  
School Students ◽  
Ict Skills ◽  
New Information ◽  
Modern Learning ◽  
Ict Tools

The article discusses the development of the learning process in the new information society, the importance of using new technologies, their application in the learning process. It also emphasizes the importance of inculcating teachers’ knowledge and skills in the formation of the worldview of high school students using ICT tools, and notes that the application of new technologies in the learning process is an important feature of the modern learning process.

scholarly journals “It’s Never Too Late”: High School Counselors’ Support of Underrepresented Students’ Interest in STEM

2021 ◽  
Vol 11 (2) ◽  
pp. 143-160
Author(s):  
Autumn L. Cabell ◽  
Dana Brookover ◽  
Amber Livingston ◽  
Ila Cartwright
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
Phenomenological Study ◽  
School Administrators ◽  
Underrepresented Students ◽  
High School Counselors ◽  
Career Interests ◽  
School Students ◽  
Diversity In Stem

The purpose of this study was to contribute to the literature surrounding school counselors and their support of underrepresented high school students who are interested in science, technology, engineering, and math (STEM). The influence of context on school counseling was also explored, in particular practicing during the COVID-19 pandemic. Through this phenomenological study, nine high school counselors were individually interviewed, and four themes emerged. These themes were: (a) professional knowledge surrounding issues of diversity in STEM, (b) training related to the needs of underrepresented students in STEM, (c) active engagement in supporting underrepresented students’ STEM career interests, and (d) barriers related to supporting underrepresented students’ STEM interests. This article includes implications for (a) how school counselors can support underrepresented students’ STEM interests, particularly during the COVID-19 pandemic; (b) how counselor educators can contribute to STEM-related research and training; and (c) how school administrators can support school counselors’ STEM initiatives.

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