scholarly journals UPDATING OF DISTANCE COMMUNICATION IN HIGH SCHOOL: ISSUES AND PERSPECTIVES OF DEVELOPMENT

2020 ◽  
pp. 169-173
Author(s):  
M.V. Korablina ◽  
О.N. Babushkina
Keyword(s):  
High School ◽  
Distance Communication ◽  
School Issues

Transitioning to High School: Issues and Challenges for African American Students

2007 ◽  
Vol 10 (3) ◽  
pp. 2156759X0701000 ◽  
Author(s):  
Cheryl Holcomb-McCoy
Keyword(s):  
High School ◽  
Middle School ◽  
African American ◽  
School Counseling ◽  
African American Students ◽  
Counseling Professionals ◽  
American Students ◽  
Growing Body ◽  
Counseling Interventions ◽  
School Issues

Although there is a growing body of literature on students' transition from middle school to high school, much of the literature fails to take into consideration the distinctive racial and environmental circumstances of African American students. This article reviews literature related to the transitioning of African American students and discusses the unique challenges that African American students experience during adolescence. Counseling interventions are delineated and implications for school counseling professionals also are discussed.

scholarly journals The Trouble with Bullying in High School: Issues and Considerations in Its Conceptualization

2016 ◽  
Vol 2 (1) ◽  
pp. 11-22 ◽  
Author(s):  
Amy Bellmore ◽  
Hsun-chih Huang ◽  
Chelsey Bowman ◽  
Gerald White ◽  
Dewey Cornell
Keyword(s):  
High School ◽  
School Issues

scholarly journals High school students as researchers about their school: exploring its potential for choices and skills

2021 ◽  
pp. 136548022110019
Author(s):  
Ana Cristina Torres ◽  
Ana Mouraz
Keyword(s):  
High School ◽  
High School Students ◽  
Student Voice ◽  
Qualitative Evaluation ◽  
School Students ◽  
Inquiry Skills ◽  
Educational Trajectories ◽  
Research In Education ◽  
School Issues

This paper introduces a partnership between researchers in Education Sciences and high school students and discusses the students’ perceptions of the effects of taking on the role of researchers in Education Sciences. These partnerships were established to develop a project in which high school students researched their school’s everyday life in collaboration with academic researchers. The partners are introduced, as well as the partnership and the steps for supporting the student researchers in developing their projects. Drawing on student voice literature, a qualitative evaluation of the students’ products and perspectives regarding their experiences as researchers pointed to the potential of these partnerships for the students’ engagement in discussions about educational trajectories and pathway choices with their peers, teachers and researchers. Moreover, the students’ perceptions indicate an improvement in their inquiry skills and valuing of research in Education Sciences. This paper adds to the existing literature on student voice in schools, by discussing processes to engage students as researchers of school issues and by highlighting the importance of student voice to early awareness and recognition of research in Education Sciences.

THE HEBREW HIGH SCHOOL—ISSUES, PROBLEMS AND OPPORTUNITIES

1967 ◽  
Vol 37 (1-2) ◽  
pp. 58-68
Author(s):  
Azriel Eisenberg
Keyword(s):  
High School ◽  
School Issues

scholarly journals A Qualitative Exploration of the Transition Experience of Students from a High School to a Senior High School in Rural Western Australia

2007 ◽  
Vol 51 (2) ◽  
pp. 162-177 ◽  
Author(s):  
Amiee-Jade Pereira ◽  
Julie Ann Pooley
Keyword(s):  
High School ◽  
Social Relationships ◽  
School Environment ◽  
Peer Interactions ◽  
Rural Students ◽  
School Structure ◽  
New School ◽  
Teacher Relationships ◽  
Transition Experience ◽  
School Issues

This qualitative study explored the experience of rural students who had undergone transitions between schools to continue their studies in Years 11 and 12. A thematic content analysis identified two main themes: social relationships and school issues. Social relationships, concerned with peer interactions and student-teacher relationships, had long-term significance while school issues, particularly academia and school structure, were considered a short-term concern. The study recommends increased attention to the development of peer and teacher relationships, informing students of the academic focus of Years 11 and 12, and maintaining the schools' current pre-transition preparation that introduces the students to the new school environment.

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