scholarly journals The Effect of International Baccalaureate Program on High School Students’ Misconceptions Regarding Plagiarism

2017 ◽  
Author(s):  
Fatma Baysen ◽  
Engin Baysen ◽  
Nermin Çakmak
Keyword(s):  
High School ◽  
High School Students ◽  
International Baccalaureate ◽  
School Students ◽  
International Baccalaureate Program

Coping strategies of high school students in an International Baccalaureate program

2008 ◽  
Vol 45 (10) ◽  
pp. 960-977 ◽  
Author(s):  
Shannon M. Suldo ◽  
Elizabeth Shaunessy ◽  
Jessica Michalowski ◽  
Emily J. Shaffer
Keyword(s):  
High School ◽  
High School Students ◽  
Coping Strategies ◽  
International Baccalaureate ◽  
School Students ◽  
International Baccalaureate Program

Supports for Youth in Accelerated High School Curricula: An Initial Study of Applicability and Acceptability of a Motivational Interviewing Intervention

2019 ◽  
Vol 64 (1) ◽  
pp. 19-40 ◽  
Author(s):  
Lindsey M. O’Brennan ◽  
Shannon M. Suldo ◽  
Elizabeth Shaunessy-Dedrick ◽  
Robert F. Dedrick ◽  
Janise S. Parker ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Motivational Interviewing ◽  
International Baccalaureate ◽  
Initial Study ◽  
Tier 2 ◽  
Social Emotional ◽  
School Students ◽  
9Th Grade ◽  
Initial Application

High school students in accelerated classes face heightened school-related stressors but have access to few specialized supports. This article describes the development and initial application of the Motivation, Assessment, and Planning (MAP) intervention, developed to meet the needs of freshmen in Advanced Placement (AP) and International Baccalaureate (IB) curricula. MAP is grounded in motivational interviewing and designed to evoke behavior change following one to two individual meetings with a coach. This study used a multimethod, multisource approach to evaluate the applicability and acceptability of MAP as a Tier 2 support for 9th-grade students completing AP/IB coursework. Quantitative and qualitative acceptability data from 49 AP/IB students, 7 coaches, and 3 potential end-users of MAP were examined. Results indicate MAP was perceived as an acceptable intervention for addressing the social–emotional needs of high-achieving students taking AP/IB classes. Findings and directions for further research of MAP are discussed.

An Exploratory Analysis of International Baccalaureate Diploma Program: 11th- and 12th-Grade High School Students’ Expectations

2020 ◽  
pp. 1932202X2094182
Author(s):  
Nicole J. Grose ◽  
Jafeth E. Sanchez
Keyword(s):  
High School ◽  
High School Students ◽  
Postsecondary Education ◽  
International Baccalaureate ◽  
School Students ◽  
High Expectations ◽  
12Th Grade ◽  
International Baccalaureate Diploma Program ◽  
Diploma Program ◽  
International Baccalaureate Diploma

The purpose of this study was to explore 11th- and 12th-grade students’ expectations in the International Baccalaureate Diploma Program (IB DP) at a high school in the Western United States. Study participants included 92 of 94 high school students currently enrolled in the IB DP. Each participant completed a researcher-created, paper survey with 24 questions, using a 5-point Likert-type scale, as well as four demographic questions. Overall, students reported high expectations and beliefs for the program in helping them prepare for postsecondary education. Findings also suggested that females experienced more stress and feelings of being overwhelmed, while enrolled in the program as compared with males, despite a larger percentage of females reporting of postsecondary plans. In addition, Spanish-speaking students aspired to community college more than their peers, suggesting possible disparities in equity. A discussion of these findings and their implications are provided.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

2006 ◽  
Vol 11 (4) ◽  
pp. 268-276 ◽  
Author(s):  
Aida Orgocka ◽  
Jasna Jovanovic
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Youth Development ◽  
Female Students ◽  
Male Students ◽  
Opportunity Structure ◽  
School Students ◽  
Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth development.

Mobilizing for Some

2016 ◽  
Vol 28 (3) ◽  
pp. 123-135 ◽  
Author(s):  
Raffael Heiss ◽  
Jörg Matthes
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Experimental Design ◽  
Collective Efficacy ◽  
Political Efficacy ◽  
Negative Effects ◽  
School Students ◽  
Positive Effects ◽  
Specific Factors

Abstract. This study investigated the effects of politicians’ nonparticipatory and participatory Facebook posts on young people’s political efficacy – a key determinant of political participation. We employed an experimental design, using a sample of N = 125 high school students (15–20 years). Participants either saw a Facebook profile with no posts (control condition), nonparticipatory posts, or participatory posts. While nonparticipatory posts did not affect participants’ political efficacy, participatory posts exerted distinct effects. For those high in trait evaluations of the politician presented in the stimulus material or low in political cynicism, we found significant positive effects on external and collective efficacy. By contrast, for those low in trait evaluations or high in cynicism, we found significant negative effects on external and collective efficacy. We did not find any effects on internal efficacy. The importance of content-specific factors and individual predispositions in assessing the influence of social media use on participation is discussed.

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