Methodological aspects of additional education program “School Studio “Orthodox World”

2021 ◽  
pp. 63-68
Author(s):  
Marina M. Krasnova
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Information Dissemination ◽  
Human Life ◽  
Development Program ◽  
Main Task ◽  
School Students ◽  
Additional Education ◽  
Methodological Aspects

We consider the methodological aspects of the implementation of the general development program of additional education for high school students “School Studio “Orthodox World”, its main task is to immerse students in the world of Orthodox culture – rich and diverse, filled with deep meaning, orienting in the living space to a kind attitude to others and inner harmony of a person. A distinctive feature of this program is the training of high school students to create Orthodox-oriented videos, that provide their involvement in a large work on a comprehensive study of the facts and events that will be discussed in the video. Special emphasis is placed on the local history material used in the work on video content. We present in detail the purpose and objectives of the program – general education, educational and developmental. The article reveals the content aspect, which includes the following sections: Orthodox worldview in the information space, Orthodox holidays in human life, a variety of videos and genres of journalism, compliance with legal and ethical norms when creating media content, methods and methods of information dissemination. The specifics of the activity of the teacher and students at different stages of the program implementation are considered. We indicate the novelty and difference of the author’s program from others implemented in the conditions of additional education.

Teaching High School Students With Disabilities to Advocate for Academic Accommodations

2019 ◽  
Vol 54 (3) ◽  
pp. 146-156
Author(s):  
Nancy J. Lopez ◽  
Nicole M. Uphold ◽  
Karen H. Douglas ◽  
Shaqwana Freeman-Green
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Functional Relation ◽  
Transition Process ◽  
Future Research ◽  
Academic Accommodations ◽  
School Students ◽  
Self Advocacy

One factor that may contribute to the success of students with disabilities in postsecondary educational settings may be their ability to advocate for academic accommodations. By incorporating self-determination practices into the curriculum and transition process during high school, students with disabilities may acquire the self-advocacy skills for postsecondary settings. The purpose of this study was to examine the effects of a modified Self-Advocacy and Conflict Resolution (mSACR) training program on the ability of five high school students with high-incidence disabilities to request academic accommodations in a high school general education course. A multiple-probe-across-participants design was employed to evaluate the effects of the intervention on 14 targeted behaviors. Results indicated a functional relation between the mSACR and the ability of students to request accommodations. Findings from this study are discussed along with limitations, suggestions for future research, and implications for educational practice.

scholarly journals Effect of a physical education-based dynamic stretching program on hamstring extensibility in female high-school students

Kinesiology ◽  
2016 ◽  
Vol 48 (2) ◽  
pp. 258-266 ◽  
Author(s):  
Carlos A. Becerra-Fernández ◽  
Rafael Merino-Marban ◽  
Daniel Mayorga-Vega
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Development Program ◽  
School Students ◽  
Dynamic Stretching ◽  
Maintenance Program ◽  
Baseline Levels ◽  
Female High School ◽  
Experimental Group

The purpose of the present study was to examine the effects of a dynamic stretching development program followed by a four-week detraining period and maintenance program on hamstring extensibility in a physical education setting. A sample of 108 female high-school students aged 16-17 years from four classes were clustered randomly and assigned to either an experimental or a control group. During physical education sessions, the experimental group students performed a dynamic stretching program twice a week for eight weeks. Subsequently, after a four-week period of detraining, the experimental group students completed a maintenance program twice a week during four weeks. The results of the two-way analysis of variance showed that the physical education-based development program significantly improved students’ hamstring extensibility (p<.001). Although after four weeks of detraining students’ flexibility reverted to its baseline levels (p>.05), the gains obtained previously were recovered after a four-week maintenance program (p<.001). Hence, a physical education-based dynamic stretching intervention is effective in improving and maintaining hamstring extensibility among female high-school students. However, after four weeks of detraining, students’ flexibility reverts to its baseline levels. These findings could help and guide teachers to design programs that guarantee a feasible and an effective development of flexibility in a physical education setting.

An Examination of the Social Relationships of High School Students with Autism in General Education Settings Using Peer Nomination Methods

2019 ◽  
Vol 12 (1) ◽  
pp. 88-98 ◽  
Author(s):  
Nicole L. Matthews ◽  
Erin Rotheram-Fuller ◽  
Beatriz C. Orr ◽  
Katrina Warriner ◽  
Mary DeCarlo ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Social Relationships ◽  
School Students ◽  
The Social ◽  
Peer Nomination ◽  
Students With Autism

Forming Economic Culture of High School Students in the Conditions of Additional Education

10.12737/7393 ◽  
2014 ◽  
Vol 2 (6) ◽  
pp. 40-46
Author(s):  
Васильева ◽  
Galina Vasilyeva
Keyword(s):  
High School ◽  
High School Students ◽  
Economic Activity ◽  
Educational Technologies ◽  
School Students ◽  
Economic Culture ◽  
Additional Education

Success of developing economic culture of high school students at additional education institutions depends on application of up-to-date educational technologies. The «educational foresight» method allows engaging high school students into economic activity: diverse, motivating, and problematic in mastering.

Using Structural Analysis to Inform Peer Support Arrangements for High School Students With Severe Disabilities

2018 ◽  
Vol 123 (2) ◽  
pp. 119-139 ◽  
Author(s):  
Heartley B. Huber ◽  
Erik W. Carter ◽  
Sarah E. Lopano ◽  
Kristen C. Stankiewicz
Keyword(s):  
High School ◽  
High School Students ◽  
Structural Analysis ◽  
General Education ◽  
Peer Support ◽  
Academic Engagement ◽  
Severe Disabilities ◽  
School Students ◽  
Social Responses ◽  
Students With Severe Disabilities

Abstract We examined the effects of peer support arrangements as an alternative to exclusive direct support from paraprofessionals for three high school students with severe disabilities in general education classrooms. We also explored the use of structural analysis as a data-based approach for further refining the interventions to enhance their impact in particular classrooms. Peer support arrangements were associated with substantial increases in social outcomes; academic engagement maintained or improved modestly for all participants. Moreover, structural analyses yielded findings used to adapt peer support arrangements to address students' individual needs. Although the effects of structural analysis-based adaptations resulted in increases in social responses for only one participant, levels of social interactions maintained, and improvements in academic engagement occurred for two participants.

The Fairness of Report Card Grading Adaptations

1999 ◽  
Vol 20 (2) ◽  
pp. 84-105 ◽  
Author(s):  
William D. Bursuck ◽  
Dennis D. Munk ◽  
Mary M. Olson
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
General Education ◽  
Student Perceptions ◽  
Students With Learning Disabilities ◽  
Achievement Level ◽  
School Students ◽  
Perceptions Of Fairness ◽  
Teacher Acceptability

As more and more students with learning disabilities are being included in general education classes, concerns have arisen in regard to the low grades that these students are likely to receive. Although there is some evidence to suggest that teacher adaptations of grades are helpful, the extent to which teachers implement grading adaptations may be influenced at least in part by the teachers' perceived acceptability of the adaptations. One factor that may influence perceived teacher acceptability is student perceptions. Teachers may be unlikely to use adaptations that are perceived as negative by their students. The purpose of this study was to (a) assess high school students' perceptions of the fairness of grading adaptations, (b) identify factors (e.g., achievement level) that may influence perceptions of fairness, and (c) identify practices deemed most fair and acceptable to students with and without learning disabilities. This purpose was met by surveying and interviewing high school students with and without learning disabilities. The results of the surveys and interviews as well as their implications for grading students with learning disabilities in general education classes are discussed.

Social Interactions of High School Students With Mental Retardation and Their General Education Peers

1999 ◽  
Vol 104 (6) ◽  
pp. 533 ◽  
Author(s):  
Carolyn Hughes ◽  
Michael S. Rodi ◽  
Sarah W. Lorden ◽  
Sarah E. Pitkin ◽  
Kristine R. Derer ◽  
...  
Keyword(s):  
High School ◽  
Mental Retardation ◽  
High School Students ◽  
General Education ◽  
Social Interactions ◽  
School Students

scholarly journals Connecting Under-Resourced Youth to Opportunity: A Cost-Benefit Analysis of a Youth Employment Program in Washington, DC

2016 ◽  
Vol 23 ◽  
pp. 37
Author(s):  
Amanda Fioritto
Keyword(s):  
High School ◽  
High School Students ◽  
Youth Development ◽  
Cost Benefit Analysis ◽  
Development Program ◽  
Cost Benefit ◽  
Base Case ◽  
Washington Dc ◽  
Benefit Analysis ◽  
School Students

This paper presents a cost-benefit analysis of a youth development program run by Urban Alliance, a nonprofit organization headquartered in Washington, DC that provides paid internships to under-resourced high school students. Although Urban Alliance served over 1,500 youth across four locations through multiple programs during the 2013-14 academic year, this analysis focuses exclusively on the High School Internship Program (HSIP) in Washington, DC. Using a sub-national perspective, the costs and benefits experienced by all residents and groups in Washington, DC are considered in the analysis. The status quo to which this program is compared is student nonparticipation in any similar program. Under the base case, the program is expected to yield approximately $19 million in net benefits. This study concludes that the program is efficient and should continue to operate.

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