Introduction

2017 ◽  
Author(s):  
John L. Culliney ◽  
David Jones
Keyword(s):  
High School Students ◽  
Chaos Theory ◽  
School Students ◽  
Edge Of Chaos ◽  
Contemporary Science ◽  
Sensitive Dependence ◽  
Patterns And Processes ◽  
Long Term Trend ◽  
The Universe

The Introduction first reviews basic principles of Chaos Theory and the Science of Complexity that have provided new ways of understanding self-organization and evolutionary change in the universe. Some of the terms and concepts, such as the butterfly effect, are popular metaphors; others—edge-of-chaos, sensitive-dependence, emergence—may be more obscure to general readers. All of those concepts are described in language accessible to high school students with inquiring minds. Thus the introduction begins as a primer to provide a working familiarity with ideas that are critical to our later narrative and arguments. Here we also begin to discern similarities in prevailing patterns of cosmic-to-microcosmic change in the universe that science has progressively resolved. Out of contemporary science and surprisingly congruent conjectures of ancient wisdom, particularly in the Daoist and Buddhist traditions, comes an understanding of why we observe structure and order in the universe and why there has arisen a long-term trend toward intricate pattern instead of universal randomness. And we find the most progressive patterns and processes address emergent roles of life and human nature as they continue to evolve in interdependence within nature at large.

Mathematics Skills of 17-Year-Olds in the United States: 1978 to 2004

2010 ◽  
Vol 41 (1) ◽  
pp. 20-51 ◽  
Author(s):  
Peter Kloosterman
Keyword(s):  
High School Students ◽  
The United States ◽  
School Students ◽  
National Assessment ◽  
Whole Numbers ◽  
Mathematics Skills ◽  
Scale Scores ◽  
Minimal Improvement ◽  
Long Term Trend

Overall scale scores from the National Assessment of Educational Progress (NAEP) indicate that there was only minimal improvement in the mathematics performance of high school students between 1978 and 2004. Using recently released data from the Long-Term Trend (LTT) NAEP, this study describes the content covered on the LTT NAEP and the performance of 17-year-old students on that content. In addition, it demonstrates that although overall gains in performance were small, there were areas within mathematics in which performance improved substantially and others in which students in 2004 did not do as well as their counterparts of the 1970s and 1980s. Specifically, performance on 3 items involving multiplication of whole numbers by fractions deteriorated but performance improved on most tasks involving percents and geometry. Performance was stable on most items assessing algebraic reasoning and logical reasoning and was stable or improved modestly on items assessing estimation, interpretation of tables and graphs, and understanding of integers.

scholarly journals THE LONG-TERM IMPACT OF SOCIAL MOVEMENTS AND REPRESSION ON DEMOCRATIC ATTITUDES

2020 ◽  
Vol 20 (3) ◽  
pp. 317-351
Author(s):  
Scott Desposato ◽  
Gang Wang
Keyword(s):  
Social Movements ◽  
High School Students ◽  
Fuzzy Regression ◽  
School Students ◽  
Attitudinal Differences ◽  
College Entry ◽  
Democratic Attitudes ◽  
Long Term Impact ◽  
The Impact

AbstractDemocracy movements in authoritarian regimes usually fail and are repressed, but they may still affect attitudes and norms of participants and bystanders. We exploit several features of a student movement to test for enduring effects of social movements on democratic attitudes. College students were the core of the movement and had wide exposure to the ideas and activities of the movement, as well as the suppression of the movement. College-bound high school students had limited exposure to the movement and its activities. Time of college entry could in theory be manipulated and endogenous, so we also use birthdate as an exogenous instrument for enrollment year. Applying a fuzzy regression discontinuity, we test for the impact of exposure to the movement on long-term attitudes. We find significant attitudinal differences between those in college during the movement, and those who started college post-movement. These results are strongest for alumni of the four universities that were most connected to the movement.

Inducing Long-Term, Positive Behavior Change

2021 ◽  
pp. 219-226
Author(s):  
Derek Tranchina ◽  
Charles Terenfenko ◽  
Tracy Mulvaney
Keyword(s):  
High School Students ◽  
Public Schools ◽  
Behavior Change ◽  
Positive Impact ◽  
Student Leadership ◽  
Transformational Change ◽  
Positive Behavior ◽  
School Students ◽  
Change Initiatives

The focus of this chapter is to highlight two different transformational change initiatives in public schools that rely on student leadership to be effective. Both programs will explore effective ways to empower students as leaders, to make better social decisions, and to improve their attachment to school and community. One program involves a student-led technology club in a middle school. The goal of the club is to assist with the school's technology usage while also making a positive impact on participating students' achievement and attachment to school. The other program involves educating high school students on the risks of heroin and opioid addiction. Both programs seek to leverage student empowerment to induce long-term, positive behavior change in the students directly involved as well as those around them.

Engaging Youth Through Digital Badges to Promote Health in Underserved Communities

2020 ◽  
pp. 152483992093479
Author(s):  
Sara W. Heinert ◽  
Nasseef Quasim ◽  
Emily Ollmann ◽  
Melissa Socarras ◽  
Natalia Suarez
Keyword(s):  
High School Students ◽  
Electronic Device ◽  
Student Feedback ◽  
School Students ◽  
Future Health ◽  
Health Advocacy ◽  
Health Advocate ◽  
Network Program ◽  
Digital Badging

The CHAMPIONS NETWork program trains Chicago high school students as health advocates while preparing them to become future health professionals. We added digital badging to the curriculum in its third year of programming (2018). This article describes methods and student feedback about digital badging, allowing others to implement similar technology-driven opportunities to engage youth and promote healthy living. Program staff created seven online experiences (XPs) on health advocacy that made up a playlist. Students adopted three adults as clients and completed four XPs themselves and three with clients. Completion of all XPs resulted in a digital badge—an electronic portfolio of health advocacy experiences to be shared with employers and colleges. Following the 2019 cohort’s completion of the digital badge, we conducted two focus groups with students about their feedback on the digital badge. Results showed that students most liked the healthy eating and cardiopulmonary resuscitation XPs. They had more positive reactions to the experience than negative, and especially appreciated aspects of active learning, as well as the badge’s long-term benefits. This technology can potentially help any student with access to an electronic device become a health advocate, and could become a new tool for career development while improving population health.

scholarly journals Teaching and Learning Pressure and Fluids

Fluids ◽  
2019 ◽  
Vol 4 (4) ◽  
pp. 194 ◽  
Author(s):  
Petros Kariotoglou ◽  
Dimitris Psillos
Keyword(s):  
High School Students ◽  
Student Teachers ◽  
Junior High School ◽  
Teaching And Learning ◽  
Alternative Conceptions ◽  
School Students ◽  
Long Term Study ◽  
Primary School Student ◽  
Conceptual Evolution

This essay is a synthesis of more than twenty years of research, already published, on teaching and learning fluids and pressure. We examine teaching fluids globally, i.e., the content to be taught and its transformations, students’ alternative conceptions and their remediation, the sequence of educational activities, being right for students’ understanding, as well as tasks for evaluating their conceptual evolution. Our samples are junior high school students and primary school student-teachers. This long-term study combines research and development concerning teaching and learning fluids and has evolved through iteratively based design application and reflective feedback related to empirical data. The results of our research include several publications.

scholarly journals Characterizing Johnnieruth: High-school students, “tomboy” characters, and ideological becoming

2011 ◽  
Vol 10 (2) ◽  
Author(s):  
Barbara G. Pace ◽  
Angela Browning
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Literacy ◽  
Short Story ◽  
Role Expectations ◽  
School Students ◽  
Gender Role Expectations ◽  
School Based ◽  
Patterns And Processes ◽  
Work Done

This research was focused on how minority characters are constructed in school-based readings of literature. Using microethnographic discourse analyses of a post-reading discussion, we examined how a small group of high-school students characterized a minority protagonist in a short story. We focused on the intercontextual processes for reading literature, the recognition work done in the group, and the themes that emerged as students described the character. We found that students drew on patterns and processes established in the class, but that these practices were disrupted when students began to describe a protagonist that challenged gender-role expectations. These insights can inform efforts to develop critical literacy in literature classes.

Verification of Ingroup Identity as a Longitudinal Mediator between Intergroup Contact and Outgroup Evaluation

2013 ◽  
Vol 16 ◽  
Author(s):  
Angel Gómez ◽  
Anja Eller ◽  
Alexandra Vázquez
Keyword(s):  
High School Students ◽  
Intergroup Contact ◽  
Long Term Effects ◽  
School Students ◽  
Cross Sectional ◽  
Positive Effects ◽  
Group Members ◽  
Ingroup Identity ◽  
Continue Work

AbstractAlmost six decades of research have consistently demonstrated that intergroup contact is one of the most powerful ways of improving intergroup attitudes. At least two important limitations, however, still compel researchers to continue work in this area: the issue of long-term effects of contact, and the processes underlying such effects. This report makes a theoretical and empirical contribution with regard to these two aspects introducing a new mediator of the effects of contact: verification of qualities of typical ingroup members that may or may not characterize individual group members (e.g. verification of ingroup identities). One hundred and forty-two high school students participated in a two-wave longitudinal study with 12 weeks’ lag in Spain. Cross-sectional and longitudinal mediational analyses using multiple imputation data showed that intergroup contact improves general outgroup evaluation through increasing verification of ingroup identities. This research demonstrates the relevance of considering verification of ingroup identity as a mediator for the positive effects of intergroup contact.

Effect of Goal Proximity and Goal Specificity on Muscular Endurance Performance: A Replication and Extension

1991 ◽  
Vol 13 (2) ◽  
pp. 174-187 ◽  
Author(s):  
Gershon Tenenbaum ◽  
Saadia Pinchas ◽  
Gabi Elbaz ◽  
Michael Bar-Eli ◽  
Robert Weinberg
Keyword(s):  
High School Students ◽  
Endurance Performance ◽  
Experimental Period ◽  
Baseline Period ◽  
Short Term ◽  
School Students ◽  
Goal Specificity ◽  
And Performance ◽  
The Relationship

The purpose of the present investigation was to extend the literature on the relationship between goal specificity, goal proximity, and performance by using high school students and attempting to control for the effects of social comparison. Subjects (N=214) in Experiment 1 were randomly assigned to one of five goal-setting conditions: (a) short-term goals, (b) long-term goals, (c) short- plus long-term goals,(d) do-your-best goals, and (e) no goals. After a 3-week baseline period, subjects were tested once a week on the 3-minute sit-up over the course of the 10-week experimental period. Results indicated that the short- plus long-term group exhibited the greatest increase in performance although the short-term and long-term groups also displayed significant improvements. In Experiment 2, a short- plus long-term group was compared against a do-your-best group. Results again revealed a significant improvement in performance for the combination-goal group whereas the do-your-best group did not display any improvement.

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