Engineering Frameworks For A High School Setting: Guidelines For Promoting Technical Literacy For High School Students

Background Stigma and limited mental health literacy impede adolescents getting the help they need for depressive symptoms. A serious game coupled with a classroom session led by lived experience workers (LEWs) might help to overcome these barriers. The school-based Strong Teens and Resilient Minds (STORM) preventive program employed this strategy and offered a serious game, Moving Stories. The current study was carried out to assess inhibiting and promoting factors for scaling up Moving Stories once its effectiveness has been ascertained. Methods Moving Stories was offered in three steps: (1) introductory classroom session, (2) students playing the game for five days, (3) debriefing classroom session led by lived experience worker. Data was collected on the number of participating students, costs of offering Moving Stories, and was further based on the notes of the debriefing sessions to check if mental health first aid (MHFA) strategies were addressed. Results Moving Stories was offered in seven high-schools. Coverage was moderate with 982 participating students out of 1880 (52%). Most participating students (83%) played the Moving Stories app three out of the five days. Qualitative data showed that the MHFAs were discussed in all debriefing sessions. Students showed great interest in lived experience workers’ stories and shared their own experiences with depression. Conclusions Bringing Moving Stories to scale in the high-school setting appears feasible, but will remain logistically somewhat challenging. Future implementation and scale-up of Moving Stories could benefit from improved selection and training of LEWs that played such an important role in grabbing the full attention of students and were able to launch frank discussions about depressive disorder and stigma in classrooms. Trial registration The study is registered in the Dutch Trial Register: Trial NL6444 (NTR6622: https://www.trialregister.nl/trial/6444).

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The Minimal Effects and Methodological Problems in the Evaluation of a Harm Reduction Drug Education Programme in a High School Setting

Journal of Drug Education ◽

10.2190/lt2e-4lmf-ltdh-4f4n ◽

1982 ◽

Vol 12 (4) ◽

pp. 345-352 ◽

Cited By ~ 7

Author(s):

Sally Casswell ◽

Dorothy Mortimer ◽

Carol Gilroy

Keyword(s):

High School ◽

High School Students ◽

School Setting ◽

Education Programme ◽

Drug Education ◽

School Students ◽

Social Responses ◽

Quasi Experimental ◽

Methodological Problems ◽

High School Setting

Responses to an anonymous questionnaire were used to evaluate the effects of a drug education programme among high school students. The programme, taught as part of the social studies curriculum, was based on Dorn's situational based decision making process [1] with an extension into behavioural rehearsal of ‘appropriate’ social responses in drug offer and use situations. Results from a sample which was both pre and post-tested indicated a relatively long lasting increase in knowledge but no significant effects of the programme on either attitudes or self-reported past or anticipated behaviour. Initial significant differences between control and experimental students' responses were present illustrating the potential problems in evaluations employing a quasi experimental design.

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Inside and Outside: High School Students Increasing Self and Social Awareness through Art Making

10.24981/2414-3332-1.2015-1.12 ◽

2014 ◽

pp. 107-118

Author(s):

Ahran Koo

Keyword(s):

High School ◽

High School Students ◽

Visual Art ◽

School Setting ◽

Human Beings ◽

Art Making ◽

School Students ◽

Social Phenomena ◽

Future Direction ◽

High School Setting

Creating and talking about visual art with other people is an effective method to evoke multiple dialogues about identity and social phenomena. This form of discourse, in which visual language and cultural and social expressions are intertwined, helps people better understand themselves and other human beings. Artmaking can be a process of learning about human lives (Leavy, 2015). Through discussing several artmaking approaches in a Korean high school setting, I will argue for the importance of art in terms of its effectiveness in encouraging students to reflect on their identity and social problems that influence them and the greater community. Many high school students are struggling with the concerns of dealing with intense competition, their future careers and other people’s judgements of them. At the same time, they are at a dramatic turn in their lives, where they are charting their future direction and where they should not forget about their roles as members of society. The visual stories that contain individual students’ lived experiences and emotions about their concerns illustrate the multiple layers of living as human beings in a complex society.

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Moral Reasoning in Behaviorally Disordered Adolescents from Alternative and Traditional High Schools

Behavioral Disorders ◽

10.1177/019874299101700105 ◽

1991 ◽

Vol 17 (1) ◽

pp. 23-35 ◽

Cited By ~ 4

Author(s):

Kimberly A. Schonert ◽

Gordon N. Cantor

Keyword(s):

High School ◽

High School Students ◽

Alternative Education ◽

Moral Reasoning ◽

School Setting ◽

School Students ◽

Behaviorally Disordered ◽

Traditional School ◽

Alternative Setting ◽

The Impact

Very few studies have examined moral reasoning in students identified as having behavioral disorders and enrolled in a special education setting. Furthermore, little attention has been paid to the impact of alternative education programs designed for behaviorally disordered youth on moral reasoning development. This research examined the moral reasoning of behaviorally disordered adolescents enrolled in alternative and traditional high school settings. The results indicate that behaviorally disordered high school students enrolled in either an alternative or traditional school setting are significantly lower in moral reasoning compared to their non-behaviorally disordered peers. The moral reasoning of the behaviorally disordered students enrolled in an alternative setting is similar to that of like students enrolled in a traditional school setting. The correlation between time (months) spent in the alternative setting and moral reasoning is positive, but not significant.

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Social-Emotional Learning for Adolescents on the Autism Spectrum: High School Teachers’ Perspectives

Australasian Journal of Special and Inclusive Education ◽

10.1017/jsi.2020.13 ◽

2020 ◽

pp. 1-16

Author(s):

Anita Gardner ◽

Michelle Wong ◽

Belinda Ratcliffe

Keyword(s):

High School ◽

High School Students ◽

Social Emotional Learning ◽

School Setting ◽

Autism Spectrum ◽

Emotional Learning ◽

Social Emotional ◽

School Students ◽

Teachers Perceptions ◽

Core Characteristics

Abstract Social-emotional learning (SEL) is key to student success. Teachers can effectively implement SEL programs to a variety of school populations, with demonstrated improvements in emotional, social, and academic outcomes. Research also suggests that SEL for students on the autism spectrum can result in improved outcomes. Although social-emotional difficulties are core characteristics of autism, there is a dearth of research identifying the SEL needs for high school students on the autism spectrum and how to meet these needs. The aim of this preliminary qualitative study was to explore teachers’ perceptions of SEL needs in a high school setting with adolescents on the autism spectrum. A focus group was conducted with 8 experienced teachers from mainstream and special needs settings. The thematic analysis identified 3 themes: (a) SEL needs of students on the autism spectrum, (b) teaching SEL in high school settings, and (c) gaps in SEL. The study also revealed suggestions for how a SEL program could be developed so that it best meets the needs of the teachers who would be implementing it. Outcomes from this study provide important insights into SEL in adolescents on the autism spectrum in special education and have practical implications for intervention models.

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Video-Based Instruction to Promote Employment-Related Social Behaviors for High School Students With Intellectual Disability

Inclusion ◽

10.1352/2326-6988-6.3.175 ◽

2018 ◽

Vol 6 (3) ◽

pp. 175-193 ◽

Cited By ~ 2

Author(s):

Carly B. Gilson ◽

Erik W. Carter

Keyword(s):

High School ◽

High School Students ◽

Intellectual Disability ◽

Single Case ◽

Self Regulation ◽

School Setting ◽

Social Behaviors ◽

School Students ◽

Based Instruction ◽

Multiple Probe

Abstract The disappointing employment outcomes of students with intellectual disability (ID) can often be exacerbated by the social-related challenges they experience. Within high school transition programs, interventions targeting employment-related social behaviors and inclusive practices should emphasize individualization, self-regulation, and generalization. We used a multiple-probe-across-participants, single-case experimental design to examine the effects of video-based instruction on the individualized employment-related social behaviors (ERSB) of 5 high school students with ID with severe levels of impairment. For all participants, the intervention increased ERSB, sustained task engagement in the school setting, and maintained over time. Students and educators considered the intervention beneficial and enjoyable. We offer implications for supporting social skills development within secondary schools to prepare students for future inclusive employment opportunities.

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TECHNICAL PHENOMENA AS A MEANS OF FORMATION TECHNICAL LITERACY OF SCHOOLCHILDREN

Collection of Scientific Papers of Uman State Pedagogical University ◽

10.31499/2307-4906.3.2020.219091 ◽

2020 ◽

pp. 64-72

Author(s):

Анатолій Іванчук ◽

Анатолій Матвійчук

Keyword(s):

High School ◽

High School Students ◽

Meaning Making ◽

Cognitive Activity ◽

Technical Knowledge ◽

School Students ◽

Technical Problems ◽

Technical Literacy ◽

Value Relations ◽

Mechanical Transmissions

The article substantiates the expediency of using narratives about technical phenomena in mechanical transmissions in the profile education of high school students as a means of forming technical literacy. Based on the methodology of the activity approach and the narrative way of interpreting technical knowledge, it was found that the operation of semantic information of technical content is the main condition for its perception and understanding by students. It was found that the stimulation of meaning making contributes to the activation of the humanitarian potential of technical knowledge. To master the knowledge of technical phenomena by high school students, it is necessary to choose the subject of interpretation, to include it in specific story lines. Having understood the explanation of the plot lines, students will realize the value-semantic aspects and study a fragment of the modern technosphere. It is established that the narrative explanation of technical phenomena in mechanical transmissions as the main elements of drives of working machines is organically intertwined in the context of the cultural concept of technological education of schoolchildren. The main learning outcomes of students will include experience of cognitive activity, experience of reproductive activity, experience of creative activity, experience of emotional and value relations. Emotional-value relations are acquired using reflection. The attitude of students to the object of knowledge is one of the main conditions for the transformation of technical knowledge into beliefs, which serve as a guide in the perception of the phenomena of the technosphere and contribute to the solution of technical problems. Technical ideas, beliefs and values will form the basis of technical literacy of high school students.

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Game-Based Learning and Information Literacy

International Journal of Game-Based Learning ◽

10.4018/ijgbl.2017100101 ◽

2017 ◽

Vol 7 (4) ◽

pp. 1-21 ◽

Cited By ~ 6

Author(s):

Scott Neal Wilson ◽

Caroline E. Engler ◽

Jessica E. Black ◽

Derik K. Yager-Elorriaga ◽

William Michael Thompson ◽

...

Keyword(s):

High School ◽

High School Students ◽

Information Literacy ◽

Educational Games ◽

Controlled Trial ◽

School Setting ◽

Literacy Skills ◽

School Students ◽

Information Literacy Skills ◽

Improved Performance

In the 21st century, students have access to a plethora of information. As such, the skills required to access and effectively sort through this information (information literacy skills) become ever more important for success in both academic and non-academic settings. This study sought to assess the efficacy of two educational games designed to increase high school students' information literacy skills. Using a randomized controlled trial in a high school setting, the games were integrated into a standard curriculum and tested for efficacy. Post-test results indicated that both games effectively transmit targeted skills. Additionally, improved performance (relative to controls) on end-of-instruction testing (EOI; end-of-year state testing) suggest that these skills transfer across important academic domains. The study provides strong evidence to support the use of these two educational games to supplement and enhance information literacy instruction.

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Using Teacher Praise With Middle and High School Students

Beyond Behavior ◽

10.1177/1074295620915883 ◽

2020 ◽

Vol 29 (2) ◽

pp. 108-115

Author(s):

Todd Haydon ◽

Shobana Musti-Rao ◽

Alana Kennedy ◽

Meredith Murphy ◽

William Hunter ◽

...

Keyword(s):

High School ◽

High School Students ◽

Secondary School ◽

School Setting ◽

Research Literature ◽

School Students ◽

Teacher Praise ◽

Elementary School Age ◽

Implementation Guidelines

Teacher praise is an evidence-based strategy shown to increase appropriate prosocial behavior and decrease disruptive behavior, particularly with elementary school age students. In this article, we provide direction and recommendations for using positive feedback with middle and high school students. A review of the research literature, guidelines for implementation, and online resources are presented, along with a case study example designed to apply the implementation guidelines in a secondary school setting.

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Evaluating the model of offering expanded genetic carrier screening to high school students within the Sydney Jewish community

Journal of Community Genetics ◽

10.1007/s12687-021-00567-8 ◽

2021 ◽

Author(s):

Kristine Barlow-Stewart ◽

Kayley Bardsley ◽

Elle Elan ◽

Jane Fleming ◽

Yemima Berman ◽

...

Keyword(s):

High School ◽

High School Students ◽

Jewish Community ◽

Positive Attitude ◽

School Setting ◽

Carrier Screening ◽

Education Session ◽

School Students ◽

Over Time ◽

Genetic Carrier Screening

AbstractPrograms offering reproductive genetic carrier screening (RGCS) to high school students within the Ashkenazi Jewish community in several countries including Canada and Australia have demonstrated high uptake and retention of educational messages over time. This study was undertaken to evaluate whether testing for an expanded number of conditions in a high school setting would impact the effectiveness of education. In this questionnaire-based study, genetic carrier testing for nine conditions was offered to 322 year 11 students from five high schools, with students attending a compulsory 1-h education session prior to voluntary testing. Comparison of pre- and post-education measures demonstrated a significant increase in knowledge, positive attitudes, and reduced concern immediately after the education session. Retention of knowledge, measures of positive attitude, and low concern over a 12-month period were significantly higher than baseline, although there was some reduction over time. In total, 77% of students exhibited informed choice regarding their intention to test. A significant increase in baseline knowledge scores and positive attitude was also demonstrated between our original 1995 evaluation (with testing for only one condition) and 2014 (testing for nine conditions) suggesting community awareness and attitudes to RGCS have increased. These findings validate the implementation of effective education programs as a key component of RGCS and are relevant as gene panels expand with the introduction of genomic technologies.

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