scholarly journals Near Peer Mentors to Address Socio-Emotional Issues Among Underrepresented Minority High School Students in Research Intensive STEM Programs: Perceptions of Students and Mentors

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Kelli Qua ◽  
Otis Pinkard ◽  
Emma C. Kundracik ◽  
Diana Ramirez-Bergeron ◽  
Nathan A. Berger
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Mentors ◽  
Underrepresented Minority ◽  
School Students ◽  
Stem Programs ◽  
Perceptions Of Students ◽  
Emotional Issues

scholarly journals Self-Efficacy as an Indicator for Success in a Premedical Curriculum for Underrepresented Minority High School Students

2020 ◽  
Vol 7 ◽  
pp. 238212052094066
Author(s):  
Rosellen Roche ◽  
Joel Manzi ◽  
Terra Ndubuizu ◽  
Samantha Baker
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Osteopathic Medicine ◽  
Underrepresented Minority ◽  
School Students ◽  
Medical College ◽  
Precollege Program ◽  
College Of Osteopathic Medicine ◽  
Medical College Campus

Context: The Aspiring DOctors PreCollege Program at the Ohio University Heritage College of Osteopathic Medicine Cleveland Campus is unique among other precollege pipeline and mini-medical school programs in that it engages learners from urban underserved communities for an entire academic year as a cocurricular adjunct to their high school course load. One day per month, students are brought to the medical college campus and introduced to the field of osteopathic medicine. Students also participate in activities related to preparing for college admissions, diversity in higher education, mental health and wellness, and financial stewardship. All these activities are done with the goal of increasing the number of underrepresented minority (URM) students in the health care professions. Objective: Self-efficacy has been identified as a measure of internal motivation and belief in one’s ability to succeed in the face of challenges. The purpose of this study is to determine what effect, if any, participation in this program has on URM student self-efficacy. Methods: Students were asked to complete a validated self-efficacy questionnaire at the start and end of this program to determine their levels of self-efficacy and if there were changes after participating in this program. Results: Ten of the 12 seniors completed pre- and post-self-efficacy surveys. Two main discoveries were made through this pilot. First, when tested at the beginning of the program, all students had high levels of self-efficacy (mean score, 4.45 of 5). Second, 2 items were specifically increased by a statistically significant amount. The students increased in self-efficacy concerning the responses “I can learn what is being taught in class this year” ( P = .024) and “My ability grows with effort” ( P = .015). Conclusions: With the competitive standards of acceptance into the Aspiring DOctors PreCollege Program, students enrolled in this program had high levels of self-efficacy from the onset. While there was modest increase across the board, many of these indicators remained consistently high after the program. Using self-efficacy as a screening tool for premedical students may be helpful in identifying candidates likely to succeed in a future medical career.

scholarly journals LAYANAN INFORMASI OLEH GURU BK UNTUK MENGETAHUI PERSEPSI SISWA TENTANG PENGINFORMASIAN HASIL TES INTELIGENSI

Konselor ◽  
2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Khairul Ummah ◽  
Asmidir Ilyas ◽  
Dina Sukma
Keyword(s):  
High School ◽  
High School Students ◽  
Information Services ◽  
Intelligence Test ◽  
Test Results ◽  
School Students ◽  
Perceptions Of Students ◽  
Different Characteristics ◽  
Student's Perceptions

BK teachers have a very big role in providing an understanding of the different characteristics of students, which includes intelligence. Therefore, researchers feel the need to conduct research on student's perceptions about information intelligence test results through information services by BK teacher in high school Adabiah Padang. This study aimed descriptive form to describe the perceptions of students about information intelligence test results through information services by BK teacher. The population of this study were all high school students of class XI Adabiah Padang. Data collection tool was a questionnaire that reveals student's perceptions about information intelligence test results through information services by BK teacher, then the collected data were analyzed by using percentages. The findings of the study revealed that student's perceptions about information intelligence test results through information services by BK teachers belong to the category quite well. Based on the findings of the study suggested, should be able to provide more intensive information on the results of intelligence test, especially to students who do not understand the benefits and follow-up of intelligence test results obtained.

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 Adaptation, Student Participation and Gradual Withdrawal by Researchers as Sustainability Strategies in the High School-Based Young and Active Intervention: School Coordinators’ Perspectives

2021 ◽  
Vol 18 (19) ◽  
pp. 10557
Author(s):  
Stine Kjær Wehner ◽  
Tine Tjørnhøj-Thomsen ◽  
Katrine Sidenius Duus ◽  
Louise Ayoe Sparvath Brautsch ◽  
Andreas Jørgensen ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Implementation Strategy ◽  
Public Health Intervention ◽  
Peer Mentors ◽  
School Students ◽  
Staff Support ◽  
First Year Students ◽  
Telephone Interviews ◽  
School Based

Ensuring the sustainability of school-based public health intervention activities remains a challenge. The Young and Active (Y&A) intervention used peer-led workshops to promote movement and strengthen students’ sense of community in 16 Danish high schools. Peer mentors inspired first-year students to implement movement activities. To support sustainability, we applied a three-year stepwise implementation strategy using university students as peer mentors in year 1 and senior high school students in the following two years. This study explores the sustainability potential of Y&A, focusing on school coordinators’ reflections on the intervention’s fit to their schools and the student-driven approach, and we assess the three-step implementation strategy. The study is based on telephone interviews with coordinators (n = 7) from schools that participated in all three years and participant observations of four workshops (a total of approximately 250 participating students). Results were generated through an abductive analysis. Seven schools continued the intervention throughout the three years and adapted it to fit their priorities. The student-driven approach was perceived to be valuable, but few student-driven activities were initiated. Teacher support seemed crucial to support students in starting up activities and acting as peer mentors in workshops. The three-step implementation strategy proved valuable due to the peer-approach and the possibility of gradual adaptation. In future similar initiatives, it is important to address how the adequate staff support of students can be facilitated.

Increases in Academic Connectedness and Self-Esteem among High School Students who Serve as Cross-Age Peer Mentors

2009 ◽  
Vol 12 (4) ◽  
pp. 2156759X0901200
Author(s):  
Michael Karcher
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
School Counselor ◽  
Self Esteem ◽  
Mentoring Programs ◽  
Peer Mentors ◽  
American School Counselor Association ◽  
School Students ◽  
Peer Helping

Cross-age mentoring programs are peer helping programs in which high school students serve as mentors to younger children. The study in this article compared fall-to-spring changes on connectedness, attachment, and self-esteem between 46 teen mentors and 45 comparison classmates. Results revealed an association between serving as a cross-age peer mentor and improvements on academic self-esteem and connectedness. The American School Counselor Association regards coordinating a peer helping program as an appropriate activity for school counselors; this study supports this position.

scholarly journals High school students’ metaphorical perceptions of biology and biology teacher concepts

2018 ◽  
Vol 13 (1) ◽  
pp. 41-52
Author(s):  
Pınar Koseoglu ◽  
Hulya Pehlivan
Keyword(s):  
High School ◽  
High School Students ◽  
Research Approach ◽  
Important Research ◽  
Biology Teacher ◽  
Spring Semester ◽  
School Students ◽  
Study Results ◽  
Perceptions Of Students ◽  
Academic Year

The purpose of the study was to identify and analyse high school students’ metaphorical perceptions of biology and biology teacher concepts. The sample comprised all the 515 students studying in the Etimesgut district in Ankara in the spring semester of the 2015/2016 academic year. The data were gathered through a form which included the phrases ‘Biology/the biology teacher is similar to/the same as…, because…’ The data for the research were collected through qualitative research methods. The research approach adopted was phenomenological. Content analysis was used for the data analysis. According to the results, high school students use different metaphors to describe the biology concept. These metaphors are united under different conceptual categories in terms of their common qualities. The study results show how metaphors can be used as an important research tool in understanding and explaining the perceptions of students towards biology and biology teacher.   Keywords: Biology, biology teacher, metaphor, metaphoric thought, phenomenological research.  

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