Selecting an SPA (special program in the arts) major for high school students using AHP combined with interest inventory

The Special Program in the Arts (SPA) is a program by the Department of Education (DepEd) for high school students with potential or talents in the arts, namely, music, visual arts, theater arts, media arts, creative writing and dance. Students enrolled in SPA-identified schools are required to take specialised 2-hour classes daily on their specific majors beginning on their first year as part of their curriculum. The Magallanes National High School (MNHS) in Agusan del Norte is one of the DepEd schools offering in the Philippines. Unfortunately, it is observed that every year, some students are changing SPA majors on their second or third year which causes a problem to the school in arranging their back subjects. Some of the common reasons for shifting include late realisation of interest, career opportunity and expenses. In this study, an interest inventory is conducted among SPA students of MNHS to determine their major inclination. The analytical hierarchy process is then used to compare their different criteria for choosing SPA majors such as late realisation of interest, career opportunity and financial consideration. The results of the study show that most of the students shift to another specialisation due to the late realisation of their field of interest. Evaluation of the students using the proposed method shows that 77% of the students evaluated coincide with the major they are currently taking. Hence, the proposed method may be used to provide assistance to incoming first-year high school students in deciding what SPA major to take to avoid shifting of majors after their first year in high school. Keywords: Arts, special program, SPA, Magallanes National High School.

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Sobre Educação, Arte e Vídeoarte: rupturas, resiliência e práticas de ensino/aprendizagem na sala de aula

AVANCA | CINEMA ◽

10.37390/ac.v0i0.20 ◽

2020 ◽

Author(s):

Nélia Lúcia Fonseca

Keyword(s):

High School ◽

High School Students ◽

Video Art ◽

Theory And Practice ◽

First Year ◽

School Students ◽

Forest School ◽

Moving Images ◽

History Of ◽

Teaching Learning

This study first approaches the history of the observer’s gaze, that is, as observers, we are forming or constructing our way of visualizing moving images. Secondly, it reaffirms the importance and need of resistance of the teaching / learning of Art as a compulsory curricular component for high school. Finally, the third part reports an experience with video art production in a class of first year high school students, establishing an interrelationship between theory and practice, that is, we study video art content to reach the production of videos, aiming as a final result, the art videos created by the students of the Reference Center in Environmental Education Forest School Prof. Eidorfe Moreira High School. The first and second stages of this research share a theoretical part of the Master ‘s thesis, Making films on the Island: audiovisual production as an escape line in Cotijuba, periphery of Belem, completed in 2013.

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Long-term Consequences of Kawasaki Disease Among First-Year Junior High School Students

Archives of Pediatrics and Adolescent Medicine ◽

10.1001/archpedi.156.1.77 ◽

2002 ◽

Vol 156 (1) ◽

pp. 77 ◽

Cited By ~ 12

Author(s):

Shizuhiro Hirata ◽

Yosikazu Nakamura ◽

Kozo Matsumoto ◽

Hiroshi Yanagawa

Keyword(s):

High School ◽

High School Students ◽

Kawasaki Disease ◽

Junior High School ◽

Junior High ◽

Junior High School Students ◽

First Year ◽

School Students ◽

Long Term Consequences

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The problems of junior high school students

COUNS-EDU| The International Journal of Counseling and Education ◽

10.23916/0020180316340 ◽

2019 ◽

Vol 4 (3) ◽

pp. 129

Author(s):

Nurhasanah Nurhasanah ◽

Muh Farozin

Keyword(s):

High School ◽

High School Students ◽

Junior High School ◽

Junior High ◽

Survey Methods ◽

Junior High School Students ◽

First Year ◽

Guidance And Counseling ◽

School Students ◽

First Year Students

Problem is a state that is not in line with expectations and must be solved immediately. The junior high school student is in the early adolescent phase, which finds many major changes in him that can cause problems. Guidance and conseling services should be provided in accordance with the problems experienced by students and their needs. However, guidance and conseling teachers have difficulty identifying the problems that affect the giving of guidance and counseling services. This study observes the problems experienced by students in junior high school with the number of respondents as many as 193 students. They are first year students of junior high school in Yogyakarta. We analyzed student problems using survey methods with problem-based guidance and counseling instrument, namely Alat Ungkap Masalah (AUM) Umum. The results showed that the 3 highest problem experienced by junior high school students in Yogyakarta covered 45% of he Social Relationship, 44% Personality, and Physical Health got 40%.

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Creativity and criticality: Reimagining narratives through translanguaging and transmediation

Applied Linguistics Review ◽

10.1515/applirev-2018-0119 ◽

2020 ◽

Vol 11 (4) ◽

pp. 581-606

Author(s):

Ron Darvin

Keyword(s):

High School ◽

High School Students ◽

Discourse Analysis ◽

The Philippines ◽

School Students ◽

Digital Resources ◽

Multimodal Discourse Analysis ◽

Multimodal Discourse ◽

Filipino Migrants ◽

Relations Of Power

AbstractThis paper asserts that creativity and criticality are interlocked constructs that converge through the shared impetus of challenging existing norms, practices and relations of power. Drawing on data from a student YouTube adaptation of a play about Filipino migrants from a literature textbook, it examines how high school students in the Philippines use their linguistic, multimodal and digital resources to retell a prescribed narrative from their own perspectives and contexts. By conducting a multimodal discourse analysis of this video, this paper demonstrates how these youth engage with translanguaging and transmediation, reshaping the meanings of the primary text while imagining spaces like Canada from their own fixed locations in the Philippines. Through these creative and critical processes, they are able to challenge the boundaries of both word and world, and assert their own voices in the discourse of migration and globalization.

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The Teacher Won’t Teach Me!

The Australian Journal of Indigenous Education ◽

10.1017/s0310582200009421 ◽

1977 ◽

Vol 5 (5) ◽

pp. 35-41 ◽

Cited By ~ 3

Author(s):

A-K. Eckermann

Keyword(s):

High School ◽

High School Students ◽

Secondary School ◽

Aboriginal People ◽

Educational Achievement ◽

Aboriginal Education ◽

First Year ◽

School Students ◽

Rural Town ◽

Grant Scheme

Throughout 1974 and 1975 I worked among Aboriginal people in Rural Town, S.W. Queensland. With one exception, all Aboriginal people in this country town have attained at least a primary education. Further, almost 30 per cent of men and women in the 16–30 age group have attended some secondary school; although only two completed grade 10 in 1974, a further three attended tenth arade in 1975.These figures reflect the pattern of Queensland Aboriginal education as presented in Roper (1970:55). On the basis of these trends it should be possible to hypothesize that younger Aboriginals are attaining higher educational standards than their parents. But the figures lie – simply because more children are staying at school for longer periods this does not mean that they either learn more at school or are experiencing more satisfaction in the school situation.Obviously the proportion of individuals who attend at least some secondary school is increasing; Aboriginal parents generally support the principle that education is essential if the child is to acquire reasonable employment. Such schemes as the Aboriginal Secondary Grant Scheme are recognised by the Aboriginal community as worthwhile endeavours, not only because they enable parents to support their children for longer periods at school, but because they make the whole educational issue topical. Discussions about the grant lead to discussions about children’s problems at school. Ambitions for “good jobs” are intrinsically linked with educational achievement. Education officers associated with the Aboriginal Secondary Grant are sought out, asked for help to “have the kids sent to boarding school”, as the Rural Town high school does not teach classes beyond Grade 10, and their expertise enlisted to find employment. This concern is not restricted to high school students either. Mothers generally recognise that: “Kids need the first year at school or they get buggered up for the rest. If they miss too much in that first year, they never catch up….”

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The readiness of high school students to pursue first year physics

Africa Education Review ◽

10.1080/18146627.2012.683608 ◽

2012 ◽

Vol 9 (1) ◽

pp. 142-158

Author(s):

U. Ramnarain ◽

P. Molefe

Keyword(s):

High School ◽

High School Students ◽

First Year ◽

School Students

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Study protocol for a cluster randomised controlled trial testing the effectiveness of the ‘High schools High on life’ intervention on reducing excessive drinking in Danish high schools

BMJ Open ◽

10.1136/bmjopen-2020-038857 ◽

2020 ◽

Vol 10 (8) ◽

pp. e038857 ◽

Cited By ~ 1

Author(s):

Veronica Sofie Clara Pisinger ◽

Sofie Hoffmann ◽

Johanne Aviaja Rosing ◽

Morten Grønbæk ◽

Janne Schurmann Tolstrup ◽

...

Keyword(s):

High School ◽

High School Students ◽

High Schools ◽

Alcohol Intake ◽

Secondary Outcome ◽

First Year ◽

Excessive Drinking ◽

School Students ◽

Cluster Randomised ◽

Randomised Controlled

IntroductionThis paper describes the evaluation design of the ‘High schools High on life’ intervention; a school-based intervention to reduce excessive drinking among high school students in Denmark. The intervention includes a school environmental component to limit access to alcohol at school, a school-educational component to change social norms around alcohol among first year students and a parental component addressing parents’ knowledge and attitudes towards alcohol.Methods and designThe study will employ a cluster randomised controlled study design and will include a random sample of 16 high schools randomly allocated 1:1 to either intervention or control group. Target group: first year high school students. Timeline: baseline survey: January to March 2019, collected as part of the Danish National Youth Study 2019. Delivery of intervention: April 2019 to March 2020. Follow-up survey: April to May 2020. Primary outcome measure: 30% reduction in mean number of binge-drinking episodes (five or more alcoholic drinks on one occasion) within the last 30 days. Secondary outcome measures: proportion of students who drink alcohol, mean weekly alcohol consumption, alcohol intake at last school party, alcohol intake at the school during last school party, proportion of students who agree to be able to have fun at a party without drinking and the proportion of students who think alcohol plays a too dominant part at the school. Implementation will be monitored through process evaluation.Ethics and disseminationThe Scientific Ethics Committees for the Capital Region of Denmark has declared that the trial is not subject to notification (jnr. 19021957). The study is registered at the Research an Innovation Office at University of Southern Denmark (ref: 10.314) allowing collection of personal data. Results will be published in peer-reviewed journals.Trial registration numberNCT03906500.

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