Critical Consciousness in High School Outdoor Experiential Environmental Education

2022 ◽  
pp. 105382592110688
Author(s):  
Spirit D. Brooks ◽  
Steven M. Braun ◽  
Dan Prince
Keyword(s):  
High School ◽  
Social Justice ◽  
High School Students ◽  
Staff Training ◽  
Peer Mentoring ◽  
Critical Consciousness ◽  
Social Justice Education ◽  
Peer Mentors ◽  
School Students ◽  
School Settings

Background: Research highlights how high school near-peer mentors (HSNPMs) in outdoor school settings enhance younger students’ programing experiences. Through this engagement, HSNPMs’ critical consciousness (CC) of equity in outdoor and experiential education (OEEE) expands. Purpose: This article explores how HSNPMs develop CC of environmental and social justice in OEEE. Methodology/Approach: We used critical ethnography to understand how near-peer mentoring programing associated with equity, diversity, access, and inclusion (EDAI) develop CC, in OEEE. Findings/Conclusion: Intentionally developed training and curricula rooted in social justice education facilitate CC development. This training includes staff's facilitation of equity discussions and support of high school students’ EDAI-related awareness, skills, and behaviors. Implications/Recommendations: HSNPMs contribute to EDAI in OEEE programs. We recommend including HSNPMs in staff training, program improvements, and planning activities.

scholarly journals Toward a Ripple Effect: Psychologists Collaborate in Social Justice Education at a High School

2017 ◽  
Vol 9 (2) ◽  
pp. 112-131 ◽  
Author(s):  
Grace S. Kim ◽  
Vali D. Kahn ◽  
John Tawa ◽  
Karen L. Suyemoto
Keyword(s):  
High School ◽  
Social Justice ◽  
High School Students ◽  
High School Teachers ◽  
Social Justice Education ◽  
Group Processes ◽  
Ripple Effect ◽  
School Students ◽  
Social Inequities ◽  
School Youth

Social justice education aims to develop critical thinking about social inequities and social responsibility to increase civic engagement in high school youth. While high schools increasingly recognize the importance of social justice education, teachers are often initially under-prepared to teach this material, particularly about managing challenging emotions, and working with a group- processes as students work with social justice content and process. Psychologists are often asked to be diversity consultants or instructors, creating opportunities to contribute to social justice education. Drawing from implementation science, this paper describes a model of collaboration between university-based psychologists and high-school educators in providing a social justice course to high school students. Our education model enabled a multi-layered collaborative network that maximized the contributions of collaborators (i.e., Students, High School Teachers, Consultants, and Mentor) and enabled sustainability within the high school.

scholarly journals A Comparative UG Near-peer Mentoring Model for Motivating School Students towards Innovations during E-STEM Education: A Case Study of Qatar

2021 ◽  
Author(s):  
Malavika Elaveetil Santhosh ◽  
Jolly Bhadra ◽  
Azza Saad ◽  
Rana Magdy ◽  
Shahad Alkhair ◽  
...  
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Middle School Students ◽  
Online Education ◽  
Peer Mentoring ◽  
Text Message ◽  
Peer Mentors ◽  
School Students ◽  
Mentoring Model

The importance of online education and online learning has gained colossal importance during the present era. Despite online education being the savior during the current pandemic, its implementation was/has been quite puzzling. This article describes a novel approach to the execution of an E-STEM (online- Science, technology, engineering, mathematics) course for school students by integrating the near-peer mentoring approach. Wherein, the undergraduate (UG) students were the near-peer mentors, who had mentored/guided the school students (middle school & high school). Even though the E-STEM course was developed & presented by the STEM professionals, it was the near peer-mentors who were responsible for the constant motivation & assessment of the school students. The paper displays several roles of the UG mentors, predominantly aiding the students’ motivation and also their assessment via a triangulation assessment approach: with the UG mentors being responsible for the indirect and embedded assessment of the students. The STEM course was efficaciously conducted for 56 students of high school and middle school students, involving 16 undergraduate near-peer mentors. Various E-tools and student-feedback mechanisms were used to implement the E-STEM course in a student-centered manner. Thereby, to reveal the success of the model, the student’s feedback, pre-post questionnaires, and text message transcripts were investigated. The constructive roles of undergraduate mentors, in aiding the school students towards their active engagement, and STEM innovations, during E-learning, have been validated. A clear comparison had been made between the behavioral aspect of the high school students and middle school students with the UG mentor. Therefore, unlike many studies that had shown the success of the near-peer mentoring model, our article addresses the underlying process, that contributes to the success with a distinct comparison between the two (prior mentioned aspect).

A Poet’s Journey as A/r/tographer: Poetic Inquiry With Junior High School Students

2010 ◽  
Vol 4 (1) ◽  
pp. 239-253
Author(s):  
Sean Wiebe
Keyword(s):  
High School ◽  
High School Students ◽  
Social Change ◽  
Junior High School ◽  
Critical Consciousness ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Poetic Inquiry ◽  
Classroom Conversation

In this paper I explore the connection between a/r/tography and poetic inquiry, and how together they cultivate multiple ways of understanding. I further claim that classroom situations are most provocative of thoughtfulness and critical consciousness when each student participates in the classroom conversation from his or her lived situations. While difficult, teachers who can facilitate rich interchanges of dialogue within a plurality of voices are genuinely creating communities of difference and thus imagining real possibilities for social change.

Reliability and Validity Evidence for the Social Goal Scale-Physical Education (SGS-PE) in High School Settings

2006 ◽  
Vol 25 (2) ◽  
pp. 226-239 ◽  
Author(s):  
Jianmin Guan ◽  
Ron E. McBride ◽  
Ping Xiang
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Physical Education ◽  
Social Responsibility ◽  
Social Relationship ◽  
Social Goal ◽  
School Students ◽  
School Settings ◽  
The Social

Two types of social goals associated with students’ academic performance have received attention from researchers. One is the social responsibility goal, and the other is the social relationship goal. While several scales have been validated for measuring social relationship and social responsibility goals in academic settings, few studies have applied these social goal scales to high school students in physical education settings. The purpose of this study was to assess the reliability, validity, and generalizability of the scores produced by the Social Goal Scale-Physical Education (SGS-PE) in high school settings. Participants were 544 students from two high schools in the southern United States. Reliability analyses, principal components factor analysis, confirmatory factor analysis, and multistep invariance analysis across two school samples revealed that the SGS-PE produced reliable and valid scores when used to assess students’ social goal levels in high school physical education settings.

Internet-Based Peer Assessment in High School Settings

2009 ◽  
pp. 743-754 ◽  
Author(s):  
Chin-Chung Tsai
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Interactions ◽  
Peer Assessment ◽  
Meta Analysis ◽  
Internet Technology ◽  
School Students ◽  
School Settings ◽  
Peer Reviewers ◽  
Online Peer Assessment

Many educators have suggested the usage of peer assessment for the improvement of learning outcomes. Peer assessment facilitated by Internet technology can enhance anonymity and lead to better interactions between students and peer reviewers. In addition, online peer assessment can effectively store students’ peer interactions and learning progression portfolios for further analyses or evaluations. However, most peer assessment studies have been conducted with higher education students, such as college or graduate students. This chapter reports an initial meta-analysis of a series of research utilizing online peer assessment involving Taiwanese high school students. This study also summarizes some practical principles for conducting online peer assessment in high school settings. Finally, this chapter proposes the required literacy of using Internet-based peer assessment, both for the learners and teachers.

scholarly journals Serious Play in Education for Social Justice - A Mixed-Methods Evaluation

2018 ◽  
Vol 7 (1) ◽  
pp. 61-69 ◽  
Author(s):  
Thomas Wartenweiler
Keyword(s):  
Social Justice ◽  
High School Students ◽  
Mixed Methods ◽  
Service Learning ◽  
Positive Impact ◽  
Evaluation Model ◽  
Social Justice Education ◽  
School Students ◽  
Consumer Habits ◽  
The Impact

Fair Battles is a 12-week Swiss education for social justice program with the goal of sensitizing high school students about the impact of their consumer habits on society. The pedagogical concept of Fair Battles is to employ the tool of serious play to enhance students’ social empathy, which then leads to service learning projects. This exploratory mixed-methods study examined the impact of the program by using pre- and post-program student surveys (n=16) and post program semi-structured qualitative student interviews (n=10). The survey data were analyzed using SPSS and the interview data were analyzed using template analysis. The results were organized according to Kirkpatrick’s four-level evaluation model. The quantitative results show a statistically significant increase in the post-program survey scores for the learning and behavior level. The qualitative results suggest that the program had a positive impact on students on all four of Kirkpatrick’s levels. The conclusions are that the Fair Battels program is impactful, that social justice education needs to be holistic and that the combination of serious play and service learning elements seems to be effective for social justice education. Further research in the area of social justice education and serious play is recommended

ALAS: An Intervention to Promote Career Development Among Latina/o Immigrant High School Students

2019 ◽  
Vol 46 (6) ◽  
pp. 608-622 ◽  
Author(s):  
Ellen Hawley McWhirter ◽  
Bryan O. Rojas-Araúz ◽  
Robert Ortega ◽  
Darien Combs ◽  
Christina Cendejas ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Success ◽  
Career Development ◽  
School Engagement ◽  
Critical Consciousness ◽  
School Connectedness ◽  
Immigrant Students ◽  
Lessons Learned ◽  
School Students

This article describes the rationale, development, delivery, and evaluation strategy of a pilot career intervention program for immigrant Latina/o high school students: Advocating for Latina/o Achievement in School. This innovative intervention aims to prevent dropout and to promote academic success and college and career readiness through a combination of academic support and enhancing critical consciousness. Shorter term goals include increasing school-related self-efficacy expectations, school connectedness, school engagement, and critical consciousness. We describe the theoretical and empirical basis for the intervention components, and how they attend to dimensions of immigrant Latina/o students’ career development. We describe program logistics, outcomes, strengths, challenges, and lessons learned from delivering the intervention. We highlight unique features of the program and suggest its relevance to career education efforts in other school and national contexts in which immigrant students face racism and inequities.

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