scholarly journals A Unique Methodology For Implementing High School Capstone Experiences Through Teacher Professional Development

2011 ◽  
Vol 2 (2) ◽  
pp. 17-30 ◽  
Author(s):  
Jessica Chin ◽  
Abe Zeid ◽  
Claire Duggan ◽  
Sagar Kamarthi
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Students ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
School Students ◽  
New Approach ◽  
Post Secondary ◽  
Hands On Learning ◽  
High School Classroom

Innovators and abstract thinkers - students who question why are going to be the future of engineering, of science and cures for diseases. Rarely do students ask where and how innovation is created. Students, particularly post-secondary students have lost their curiosity and they have lost their ability to question. Why? Because the relationship between theory and application has been removed from our high schools. Although the term “STEM” is generally used, students do not appear to understand the importance of core STEM principles such as Newton’s 2nd law and therefore do not understand the influence these basic algorithms have in daily life. In recent decades, high school education has focused on quizzes and exams, state and national standardize testing and SATs. More emphasis is placed on performing well on these exams, focusing on memorization and test taking rather than on thorough comprehension. The question is, “how do you translate theory to application in the high school classroom?” Students’ knowledge and engagement are only as good as their teachers. Educators need to be given the proper tools, resources, and knowledge. CAPSULE, a capstone-based experience provides tools, resources, and knowledge to enhance the teaching and learning involvement. CAPSULE teaches and promotes inquiry, exploration and application rather than just theory. The methodology engages and educates hands-on learning, teamwork and multiple solutions through the engineering design process (EDP). The theory behind innovation is the motivation for CAPSULE – to teach and engage teachers using 3D modeling, EDP, and project-based learning to create a high school capstone experience. This paper presents a new approach of teaching STEM related courses to high school students. The methodology presented is on “training the trainer” to enable and empower teachers to master and utilize this new approach. 

This Is How I Learn

2017 ◽  
pp. 178-192
Author(s):  
Jessica H. Burbach ◽  
Staci B. Martin ◽  
Javonta Arnold-Fowlkes ◽  
Johnathan Sakaith ◽  
Cheyenne Julius ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Collective Identity ◽  
Alternative High School ◽  
Research Process ◽  
Learning Tools ◽  
School Students ◽  
Student Collaboration ◽  
Post Secondary ◽  
High School Classroom

This chapter presents research on how Culturally Responsive Mathematics Teaching (CRMT) and a critical hope framework can be used as learning tools in the alternative high school classroom. Our study shows how 12 high school students and two teachers, one in high school and one in post-secondary, can work together to nurture students' personal and collective identity, agency, and hope. We use the concept of the “six words” from the Race Card Project (Norris, 2015) to co-create spaces that question the dominant narrative, which describes students as dropouts, and that offer spaces of hope and solidarity. As researchers, we believe without student collaboration in the research process itself, their voices will be muted in the academic language describing them and the dominant narrative that disempowers them. We believe that we have not achieved a true social justice curriculum until there is action where hope can surface (Freire, 1970).

Bridging High School STEM Abstract Concepts and Application: Teachers’ Implementation

2012 ◽  
Author(s):  
Jessica Chin ◽  
Ibrahim Zeid ◽  
Claire Duggan ◽  
Sagar Kamarthi
Keyword(s):  
Professional Development ◽  
High School ◽  
High School Students ◽  
Real World ◽  
Computer Aided Design ◽  
School Students ◽  
Educational Models ◽  
Hands On Learning ◽  
Core Concepts ◽  
High School Classroom

Many educational models are derived from a specific pedagogical stance ultimately manifesting into teacher personal pedagogy based on previous knowledge and inherent instinct. Past educational models like T4E emphasize core concepts such as structure of content for the learner, effective and engaging communication, and promotion and encouragement of hands-on learning. However, many of the educational models fall short of showing teachers how to implement new methods in their classrooms, and in providing them with the needed tools. The CAPSULE professional development was created and designed to fill this gap. Further, CAPSULE is designed to address the existing national problem of lack of interest in STEM subjects with high school students. Nevertheless, the problem is not with students but in the delivery method of STEM education. There is a disconnect between abstract STEM concepts and real-world application, therefore a loss of interest by students. Engineering-based learning (EBL) is a new approach that was designed to mitigate this problem by using existing and established tools and apply them to the high school classroom. EBL utilizes the engineering-design process (EDP), computer-aided design (CAD), and the capstone experience to relate theoretical STEM concepts to real-world applications. By leveraging these tools, we have created a unique methodology to take a recognized university capstone course model and modify it for high school STEM courses. The purpose of this study is to contribute to our understanding of how high school students learn and absorb basic STEM principles. Our goal is to disseminate engineering-based learning through our teacher professional development workshop. This paper presents the CAPSULE model and teacher feedback. It also presents sample implementation plans of teachers in their classroom as well as their student feedback.

Development and Validation of a Short Form of the College-Going Self-Efficacy Scale

2020 ◽  
pp. 106907272096824
Author(s):  
Erin E. Hardin ◽  
Melinda M. Gibbons ◽  
Katherine D. Cook ◽  
Kody Sexton ◽  
Leigh Bagwell
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Students ◽  
Self Efficacy ◽  
Short Form ◽  
Reliability And Validity ◽  
School Students ◽  
Good Reliability ◽  
Post Secondary ◽  
College Going

Social Cognitive Career Theory is a useful framework for understanding educational attainment and reducing educational inequities. A key construct for middle and high school students is college-going self-efficacy. The College-Going Self-Efficacy Scale (CGSES) has been used to measure secondary students’ confidence in their abilities to attend and persist in post-secondary education, but with 30-items, it may be too lengthy for use with other measures in SCCT-grounded research in school settings. Using two independent samples of rural Appalachian high school students, we develop and validate the College-Going Self-Efficacy Scale-Short Form (CGSES-SF). This 14-item measure retains the full breadth of content from the original CGSES, demonstrates measurement equivalence across gender and prospective college generation status, and demonstrates good reliability and validity in these samples. Suggestions for future use of the CGSES-SF are provided.

PENGARUH CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PEMAHAMAN MEMBACA SISWA

2012 ◽  
Vol 18 (1) ◽  
pp. 30
Author(s):  
Anni Holila Pulungan
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
School Students ◽  
Lecture Method ◽  
Contextual Teaching ◽  
Better Than

The study deals with the Contextual Teaching and Learning of the students’ reading comprehension at junior high school. Contextual Teaching and Learning is a new alternative for every teachers to relate the materials to the real world. The aims of the research are to analyze the effect of non and CTL method of the students’ reading comprehension.  The research method is an experimental method. The data analysis is taken from the two classess. Then, they divided into two  groups, the control and experimental group. The major findings of the study shows that the effect of Contextual Teaching and Learning on the students’ reading comprehension is better than the non CTL method-lecture method for the junior high school students.

Test Anxiety in Potential First-Generation Students: A Longitudinal Examination of the Role of Psychological Needs

2020 ◽  
Vol 14 (2) ◽  
pp. 33-49
Author(s):  
Natalie Spadafora ◽  
Emily L. Murphy ◽  
Danielle S. Molnar ◽  
Dawn Zinga
Keyword(s):  
High School ◽  
High School Students ◽  
Test Anxiety ◽  
First Generation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Report ◽  
First Generation Students ◽  
School Students ◽  
Post Secondary

It is estimated that 15-22% of students have high levels of test anxiety (von der Embse, Jester, Roy, & Post, 2018), which can be associated with greater academic stress and poorer educational performance (e.g., Steinmayr, Crede, McElvany, & Withwein, 2016). First-generation students (where neither parent has completed post-secondary education) are a critical group to study given that they are at higher risk for poorer educational attainment and being unsuccessful at the post-secondary level. Therefore, the purpose of this study was to examine the link between basic psychological needs and test anxiety in a sample of first-generation Ontario high school students across two points in time (N = 147;  Mage = 14.82, SD = 1.28). Self-report data was collected as a part of an on-going longitudinal study focusing on students attending a high school with specialized programming to enhance the transition to post-secondary institutions. Results from cross-lagged path analyses indicated that being older, female, and having higher levels of needs frustration significantly predicted higher levels of test anxiety over time within this sample. Our results highlight important educational implications, emphasizing the importance of fostering classroom environments where students perceive their psychological needs to be met, particularly within this unique population of students.

Tunisian High School Students and Digital Media Literacy: A Quantitative Study

2021 ◽  
pp. 002205742110259
Author(s):  
Tarak Dridi
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Media ◽  
Secondary Students ◽  
Media Literacy ◽  
Quantitative Study ◽  
School Students ◽  
Information And Communication ◽  
Digital Media Literacy ◽  
The Impact

Digital media literacy has become an intrinsic component in shaping high school students’ knowledge acquisition and critical thoughts. Over the last two decades, internet and computers have been the implemented tools to reach such goals and promote the students’ learning. This article looks for the impact of Information and Communication Technology (ICT) on Tunisian secondary school students by detecting their technical skills as well as their critical understanding. This quantitative study relies on a self-reporting approach and targets 150 Tunisian secondary students. It proves the necessary consideration of technological and social variables in helping sort out major digital handicaps related to secondary students and displays the interconnectedness between the different dimensions of digital media literacy. It also displays that Tunisian high school students cannot be referred to as digital-media literate people. The study contributes to the field of digital media literacy as it offers a solid empirical background to build on and indicates the necessity of integrating digital media literacy into the school-based initiatives.

scholarly journals The Effect of Contextual Teaching and Learning (CTL) Based on Lesson Study on the Biology Learning Achievement of High School Students

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Uswatun Hasanah ◽  
Suratno Suratno ◽  
Mochammad Iqbal
Keyword(s):  
High School ◽  
High School Students ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Cognitive Learning ◽  
Affective Learning ◽  
T Test ◽  
School Students ◽  
Learning Achievement ◽  
Biology Learning

The implementation of Contextual Teaching and Learning (CTL) based on lesson study aimed to determine its effect on the biology learning achievement of high school students. This referred to quasi-experimental research by applying CTL learning based on lesson study to the experimental class and conventional learning in the control class. The population in this study amounted to 286 students (Science X class students of SMA Negeri 2 Jember). The sample in this study was determined through homogeneity test, normality test, and random sampling to determine the control class and the experimental class. The students' affective learning achievement was analyzed by using the independent sample t-test, while their cognitive learning achievement was analyzed by using ANAKOVA test. Based on the test results of the independent sample t-test, it was found that the students' affective learning achievement differed significantly between the students in experimental class and control class. Based on the results of ANAKOVA test, it was known that the application of CTL learning based on Lesson Study has a significant effect on students' cognitive learning achievement.

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