scholarly journals COVID-19 Testing in Schools: Perspectives of School Administrators, Teachers, Parents, and Students in Southern California

2021 ◽  
pp. 152483992110660
Author(s):  
Jennifer B. Unger ◽  
Daniel Soto ◽  
Ryan Lee ◽  
Sohini Deva ◽  
Kush Shanker ◽  
...  
Keyword(s):  
High School Students ◽  
Los Angeles ◽  
School Environment ◽  
School Administrators ◽  
School Students ◽  
Financial Barriers ◽  
Perceived Safety ◽  
Teachers And Parents ◽  
Sick Children ◽  
High Level

Background School-based COVID-19 testing is a potential strategy to facilitate the safe reopening of schools that have been closed due to the pandemic. This qualitative study assessed attitudes toward this strategy among four groups of stakeholders: school administrators, teachers, parents, and high school students. Methods Focus groups and interviews were conducted in Los Angeles from December 2020 to January 2021 when schools were closed due to the high level of COVID transmission in the community. Results Findings indicated similarities and differences in attitudes toward in-school COVID-19 testing. All groups agreed that frequent in-school COVID-19 testing could increase the actual safety and perceived safety of the school environment. School administrators expressed pessimism about the financial cost and logistics of implementing a testing program. Parents supported frequent testing but expressed concerns about physical discomfort and stigma for students who test positive. Teachers and parents noted that testing would prevent parents from sending sick children to school. Students were in favor of testing because it would allow them to return to in-person school after a difficult year of online learning. Conclusion In-school COVID-19 testing could be a useful component of school reopening plans and will be accepted by stakeholders if logistical and financial barriers can be surmounted and stigma from positive results can be minimized.

scholarly journals COVID-19 testing in schools: Perspectives of school administrators, teachers, parents, and students in Southern California

2021 ◽  
Author(s):  
Jennifer B Unger ◽  
Daniel W Soto ◽  
Ryan Lee ◽  
Sohini Deva ◽  
Kush Shanker ◽  
...  
Keyword(s):  
High School Students ◽  
Los Angeles ◽  
School Environment ◽  
School Administrators ◽  
School Students ◽  
Financial Barriers ◽  
Perceived Safety ◽  
Teachers And Parents ◽  
Sick Children ◽  
High Level

Background School-based COVID-19 testing is a potential strategy to facilitate the safe reopening of schools that have been closed due to the pandemic. This qualitative study assessed attitudes toward this strategy among four groups of stakeholders: school administrators, teachers, parents, and high school students. Methods Focus groups and interviews were conducted in Los Angeles from December 2020 to January 2021 when schools were closed due to the high level of COVID transmission in the community. Results Findings indicated similarities and differences in attitudes toward in-school COVID-19 testing. All groups agreed that frequent in-school COVID-19 testing could increase the actual safety and perceived safety of the school environment. School administrators and teachers expressed pessimism about the financial cost and logistics of implementing a testing program. Parents supported frequent testing but expressed concerns about physical discomfort and stigma for students who test positive. Teachers and parents noted that testing would prevent parents from sending sick children to school. Students were in favor of testing because it would allow them to return to in-person school after a difficult year of online learning. Conclusion In-school COVID-19 testing could be a useful component of school reopening plans and will be accepted by stakeholders if logistical and financial barriers can be surmounted and stigma from positive results can be minimized.

scholarly journals Factors behind healthy snack consumption at school among high-school students: a qualitative study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Fatemeh Bastami ◽  
Fereshteh Zamani-Alavijeh ◽  
Firoozeh Mostafavi
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Study ◽  
School Environment ◽  
School Administrators ◽  
Structured Interviews ◽  
School Students ◽  
Fast Foods ◽  
Snack Consumption ◽  
Negative Feelings

Abstract Background The prevalence of consuming fast foods and non-nutritious snacks is progressively increasing among adolescents. This study aimed to explore factors behind snack consumption at school among Iranian high-school students. Methods This descriptive qualitative study was conducted in 2017 in four boys’ and four girls’ high-schools located in Isfahan, Khorramabad, and Tehran, Iran. Data were collected through 42 in-depth semi-structured interviews and four focus groups with male and female students, their parents, and their school teachers and administrators. The conventional content analysis approach was used for data analysis. Trustworthiness was applied to the study through prolonged engagement, maximum variation sampling, and member checking techniques. Results Factors behind students’ snack consumption came into two main groups, namely influential behaviors, and influential emotions and perceptions. Influential behaviors included the behaviors of students, their family members, peers, school administrators, and snack sellers. Moreover, influential emotions and perceptions included positive and negative feelings towards healthy snacks, fear over the consequences of unhealthy snacks, and perceived positive outcomes of healthy snacks. Conclusions Students’ snack consumption at school is affected not only by their own behaviors, emotions, and perceptions, but also by significant others’ behaviors and environmental factors. School administrators need to make environmental modifications to turn school environment into a pleasant place for healthy snack consumption and make healthy snack consumption a pleasurable experience for students.

scholarly journals Violence against Teachers in Jordanian Schools

2016 ◽  
Vol 12 (10) ◽  
pp. 223 ◽  
Author(s):  
Mohammad Sayel Alzyoud ◽  
Ali Salem Al-Ali ◽  
Atif O. Bin Tareef
Keyword(s):  
High School ◽  
Qualitative Research ◽  
High School Students ◽  
School Environment ◽  
School Administration ◽  
School Administrators ◽  
Research Approach ◽  
School Students ◽  
Convenience Sampling ◽  
Sampling Approach

This aim of this study is to examine the reasons for violence against teachers in Jordan from the perspective of high school students. The study followed a qualitative research approach by interviewing (50) students from grade twelve. Students were recruited in this study via the convenience sampling approach. The study revealed that teachers, school administration, school environment, media, and family conditions, were the major causes of student’s violence against teachers. Teachers who experienced violence from students are the cause of this violence due to their actions and practices. Teachers are often exhausted, dispassionate, and overloaded with teaching and administrative duties. As a result, these duties sometimes hinder them not to communicate with students nicely or help students in solving their problems. Other times, students are violent against teachers because some teachers have low academic and educational performances. They are unable to offer counselling and psychological support to students from certain backgrounds. Subsequently, some students lack proper morals and discipline. School administrators are to be held responsible for the violence against teachers because they are unable to meet the students’ needs.

The Effects of Police Violence on Inner-City Students*

2020 ◽  
Vol 136 (1) ◽  
pp. 115-168
Author(s):  
Desmond Ang
Keyword(s):  
High School ◽  
High School Students ◽  
Los Angeles ◽  
High School Completion ◽  
Well Being ◽  
The United States ◽  
Public High School ◽  
School Students ◽  
Police Violence ◽  
Public High School Students

Abstract Nearly 1,000 officer-involved killings occur each year in the United States. This article documents the large, racially disparate effects of these events on the educational and psychological well-being of Los Angeles public high school students. Exploiting hyperlocal variation in how close students live to a killing, I find that exposure to police violence leads to persistent decreases in GPA, increased incidence of emotional disturbance, and lower rates of high school completion and college enrollment. These effects are driven entirely by black and Hispanic students in response to police killings of other minorities and are largest for incidents involving unarmed individuals.

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.

Development of a Life-Meanings Survey

1976 ◽  
Vol 39 (2) ◽  
pp. 467-480 ◽  
Author(s):  
Stewart B. Shapiro
Keyword(s):  
High School Students ◽  
School Administrators ◽  
Reliability And Validity ◽  
School Students ◽  
Philosophy Of Life ◽  
Interview Technique ◽  
Depth Interview ◽  
Medical Program ◽  
Validity Measures ◽  
Personal Level

This paper's purpose was to describe an interview which purports to survey some important areas in life meanings. The “Life-meanings Survey” is a semi-structured, depth interview which has been used to assess the outcomes of various humanistically oriented, confluent educational projects. It attempts to reach a deeper, more personal level of response than the usual paper-and-pencil personality, attitude, or achievement measures by probing into relatively enduring effects which make a difference in the lives of the participants. It investigates some of the major philosophical-psychological domains of what is substantially worth believing in, doing and living for, and what is a coherent, useful philosophy of life. Divided into five areas of meaning, the interview technique includes intentionality, significance, symbols, sense and the meaningful impact of a given project. Research results are reported from three studies: the effects of confluent education on high school students, the outcomes of a humanistically oriented medical program, and the results of a 1-yr. program in confluent education for school administrators. These studies indicate that quantitative assessments can be made using this instrument Rough reliability and validity measures of the interview have also indicated its usefulness and stability.

scholarly journals Students' Learning Experiences with the  Web 2.0 Tool MyPortfolio: a Case Study of One High School Classroom

2021 ◽  
Author(s):  
◽  
Rochelle Alison Duke
Keyword(s):  
High School ◽  
High School Students ◽  
School Environment ◽  
Approaches To Learning ◽  
Digital Environment ◽  
School Students ◽  
Study Approach ◽  
Similar Vein ◽  
The Way

<p>Portfolio learning has been utilised in education for many years and a natural development in today's digital environment has been the move from paper to electronic portfolios (e-portfolios). The development of e-portfolios in New Zealand has also been driven by two forces- the emerging view that e-portfolios can be an effective way to support constructivist approaches to learning and help develop students into 'lifelong learners' ; and the beliefs about today's digital environment and the way in which students should and do operate within this. In many ways, e-portfolio research is a relatively young field of study and much of the research that has been conducted has occurred in the tertiary environment and related to the perceptions of the instructor or technologist. In an attempt to add depth to current e-portfolio research, this study made use of a mixed-methods, descriptive case study approach in order to focus on the perceptions of a group of high school students and the way in which they experienced using the e-portfolio application MyPortfolio for the first time. Key findings of this study focus on the way in which students experienced using MyPortfolio and the fact that although it is often claimed that e-portfolio tools can be effective in helping developing reflective thinking in students, overall, the students in this study predominately saw MyPortfolio as a tool to organise and process knowledge rather than something that could help them to engage in 'deep learning'. The experiences and perceptions of the students in this study also challenged ideas about how much students want to use ICT within the school environment and this study suggests that increased use of ICT can lead to students missing the social interaction that usually occurs within the classroom. In a similar vein, the students in this study also challenged the idea of the 'digital native' and their experiences suggest that, as with any area of learning, students' skills with using ICT varied greatly. The way that the students in this study made use of MyPortfolio also demonstrates the fact that although e-portfolio tools such as MyPortfolio offer students the opportunity to engage in reflective learning, they do not necessarily undertake this naturally. Finally, the findings of this study highlight the role of the teacher in supporting effective use of ICT for learning.</p>

scholarly journals CHANGES OF TECHNICAL PREPAREDNESS INDICATORS HIGH SCHOOL STUDENTS ACCORDING TO THE RESULTS OF THE IMPLEMENTATION THE VARIABLE MODULE "WRESTLING" ANNOTATION

2020 ◽  
Vol 4 (2) ◽  
pp. 130-140
Author(s):  
Tkach Yulya ◽  
Okopny Andriy ◽  
Kharchenko-Baranetska Lyudmila ◽  
Stepanyuk Svitlana ◽  
Pityn Maryan
Keyword(s):  
High School ◽  
High School Students ◽  
Initial Level ◽  
Modular System ◽  
The Internet ◽  
Physical Culture ◽  
School Students ◽  
10Th Grade ◽  
High Level ◽  
11Th Grade

Introduction. Modern curriculum («Physical culture 10-11 classes») for the last decades is developed according to requirements of operating standards of basic and full general secondary education. In particular on a modular system Aim is to find out the changes of technical preparedness of high school students according to the results of implementation the variable module "Wrestling". Material and methods. There were used theoretical analysis and generalization of scientific and methodical data and sources of the Internet, analysis of documentary materials, pedagogical testing, pedagogical experiment (there was tested the effectiveness of the developed variable module "Wrestling" in the physical education of high school students in secondary schools), methods of mathematical statistics. During the 2017-2019, school years were involved 53 students of 10 classes (31 boys and 22 girls) and 74 students of 11 classes (41 boys and 33 girls). Results. Analysis of the 10th grade boys’ results indicated the presence of significant changes a high level (p≤0.01). In all cases, the average scores improved by 0.54-0.71 points (from 16.79% to 22.66% of initial level). The girls of the 10th grade best realized the technical and tactical elements standing - dumping, beating (24.76% improvement from the initial level) and on the ground - twists and somersault (24.51%, respectively). For 11th grade boys technical and tactical improvement there was on the level of p≤0.05(9.35–18.45% of the initial level). According to the percentage values for 11th grade girls, in general, there were changes in grades by 10.67–21.13% from the initial level. Conclusions. It was found that in most technical and tactical elements, girls show higher relative rates of improvement. The only exception is in somersault with running, where the boys had the best changes. The factors of this are the better functional start an organism of young people at the beginning of the pedagogical experiment and higher indicators of fitness, which all owed to better master the technique of the wrestling elements at the beginning of the variable module. The girls gradually increased both fitness and technique of performing theses pacificelements of wrestling.

scholarly journals Development of E-Book Multimedia Model to Increase Critical Thinking of Senior High School Students

2018 ◽  
Vol 12 (2) ◽  
pp. 196-206
Author(s):  
Suparno Suparno
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Multimedia Model ◽  
School Students ◽  
Learning Plan ◽  
Evaluation Question ◽  
High Level ◽  
Practice Questions ◽  
Responsible Manner

This study aims to develop the interactive e-book multimedia model to improve the students' critical thinking ability (KBK). Critical thinking is very important to develop because it provides a high level of reasoning thinking that provides permanent experience to students through conscious and controlled decision making in a rational, reflective, responsible manner with the optimization of potential. Flash-based e-book media is capable of interactively loading videos, pictures, practice questions and learning with directed directions from the teacher. The research method developed is research and development. The output products are learning plan, KBK evaluation question, flash-based interactive e-book multimedia, and quasi experiment to see media effectiveness to KBK. The results showed that e-book multimedia is able to significantly increase the KBK of high school students in economic learning.

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