Beyond Gender Essentialism: The High School Environment and the Gender Gap in Science and Engineering

2013 ◽  
Author(s):  
Joscha Legewie ◽  
Thomas A. DiPrete
Keyword(s):  
High School ◽  
Gender Gap ◽  
School Environment ◽  
Science And Engineering ◽  
Gender Essentialism ◽  
High School Environment

scholarly journals Turning the Japanese High School Homeroom Period Into an Opportunity to Communicate in English

2016 ◽  
Vol 40 (5) ◽  
pp. 9
Author(s):  
Hatsuko Itaya
Keyword(s):  
High School ◽  
School Environment ◽  
Basic Skills ◽  
Senior High School ◽  
English Classes ◽  
School Year ◽  
High School Environment ◽  
English I ◽  
Speaking Skills

This paper reports on an attempt to increase students’ exposure to communicative English in a senior high school environment. Despite common awareness of the importance of exposure “to develop students’ communication abilities” (MEXT, 2011, p.1), research shows that activity-based all-English classes are not always conducted. Other research has also revealed that even with classes taught entirely in English, the total hours are not enough for the acquisition of basic skills of English. Therefore, in order to increase exposure to communicative English, I conducted morning and afternoon homeroom periods in English for two years [EHR]. In addition, one student per lesson gave a one-minute speech in English during the morning HR every day. Most of the students reported that EHR was instrumental in developing their comprehension and speaking skills, and at the end of each school year, they chose to continue EHR in the following school year. 本稿では、高校の授業外で生徒が英語でコミュニケーションをする時間を設けた実践例を紹介する。ｺﾐｭﾆｹｰｼｮﾝ能力を育成するためには、実際に英語でコミュニケーションをする機会が必要である。しかし現場では必ずしも英語で授業が行われているわけではないとの報告がある。また、仮に全授業をオールイングリッシュで行ったとしても、基本的なコミュニケーション能力を養成するのに十分ではないという研究もある。そこで、実際に英語を使う時間を増やす目的で、朝と帰りのホームルームを2年間英語で行った。また朝のホームルームで1日一人の生徒が「英語1分スピーチ」を行った。年度末のアンケートでは、生徒が英語ホームルームの成果を実感し、次年度も継続したいと望んでいることがわかった。

Varieties of Adolescent Creativity and the High School Environment

1971 ◽  
Vol 38 (2) ◽  
pp. 111-116 ◽  
Author(s):  
Herbert J. Walberg
Keyword(s):  
High School ◽  
Visual Arts ◽  
School Environment ◽  
Performing Arts ◽  
Group Leadership ◽  
Canonical Correlations ◽  
School Activities ◽  
Award Winning ◽  
Random Samples ◽  
High School Environment

To test the hypothesis that creativity is associated with social alienation, self reported creativity in the visual arts, science, performing arts, music, and writing (with the criterion of prize and award winning) and in group leadership was predicted from biographical questionnaire items and intelligence, using simple, multiple, and canonical correlations. The analyses, conducted on national random samples of 2,225 boys and 741 girls, directly contradicted the hypothesis by suggesting that adolescent creativity is associated, although weakly, with (a) involvement in school activities, (b) stimulating home environments, (c) perseverance in spite of difficulties, and (d) intellectual motivation but not intelligence.

Do Jamaican Principals' Leadership Styles Correlate to Violence in School?

2017 ◽  
pp. 75-99
Author(s):  
Jerome Miller-Vaz
Keyword(s):  
High School ◽  
Young People ◽  
Secondary Schools ◽  
Leadership Styles ◽  
School Environment ◽  
Significant Positive Correlation ◽  
Democratic Leadership ◽  
Correlational Design ◽  
Autocratic Leadership ◽  
High School Environment

The increase of violence among young people in the high school environment has become a concern among parents and educators alike. A study was designed to address whether there is a relationship between the leadership styles of principals and violence in secondary schools in rural Jamaica. Based on a correlational design survey of 414 teachers from 61 schools in five parishes, seven leadership styles were correlated with the amount of violence at each school. The result showed that there was a statistically significant positive correlation (r = 0.88) at the p < .05 level was observed in autocratic leadership in the Parish of St. Ann. A moderate significant correlation was recorded in St. Catherine in democratic leadership (r = -52) at the level of p < 0.01.

Do Jamaican Principals' Leadership Styles Correlate to Violence in School?

2021 ◽  
pp. 396-415
Author(s):  
Jerome Miller-Vaz
Keyword(s):  
High School ◽  
Young People ◽  
Secondary Schools ◽  
Leadership Styles ◽  
School Environment ◽  
Significant Positive Correlation ◽  
Democratic Leadership ◽  
Correlational Design ◽  
Autocratic Leadership ◽  
High School Environment

The increase of violence among young people in the high school environment has become a concern among parents and educators alike. A study was designed to address whether there is a relationship between the leadership styles of principals and violence in secondary schools in rural Jamaica. Based on a correlational design survey of 414 teachers from 61 schools in five parishes, seven leadership styles were correlated with the amount of violence at each school. The result showed that there was a statistically significant positive correlation (r = 0.88) at the p < .05 level was observed in autocratic leadership in the Parish of St. Ann. A moderate significant correlation was recorded in St. Catherine in democratic leadership (r = -52) at the level of p < 0.01.

scholarly journals The Experience of Transitioning Two Adolescents With Asperger Syndrome in Academically Focused High Schools

2013 ◽  
Vol 37 (1) ◽  
pp. 28-48 ◽  
Author(s):  
Roselyn M. Dixon ◽  
Kathleen Tanner
Keyword(s):  
High School ◽  
High Schools ◽  
Asperger Syndrome ◽  
School Environment ◽  
Classroom Teachers ◽  
Key Stakeholders ◽  
Academically Able ◽  
High School Environment

Adolescents with Asperger syndrome (AS) are increasingly being placed in academically focused high schools. These students, although academically able, may not be coping with the wider classroom and social demands of transition to, and within, the high school environment. Schools are keen to enrol these students. However, there appears to be a gap between the rhetoric and the reality relating to the varying perceptions of key stakeholders. In this paper we present the results of a study of the perceptions of key stakeholders in the transition of two students with AS into two academically focused high schools. Eight participants were involved in semistructured, one-on-one interviews. Key stakeholders included executive teachers, classroom teachers, students and their caregivers. The results indicated that there were some differences in the teacher and caregiver perspectives across physical, academic and social areas of transition.

SYSTEMIC PROPHYLAXIS OF YOUNG PEOPLE RISKY BEHAVIORS. REPORT ON THE EFFICIENCY OF THE PROPHYLACTIC PROGRAM WE SAY NO TO ADDICTIONS

2019 ◽  
Vol 20 ◽  
pp. 147-156
Author(s):  
Aleksander Mańka
Keyword(s):  
Risk Factors ◽  
High School ◽  
Young People ◽  
School Environment ◽  
Risky Behaviors ◽  
Research Process ◽  
Behavioral Addictions ◽  
Protective Resources ◽  
High School Environment ◽  
Research Analysis

The presented material is a fragment of a detailed research analysis regarding the effectiveness of prophylactic interventions in the area of risk related to the risk of behavioral addictions of young people. The obtained results are the result of the research process carried out in the sequential system of research in action. They concern three areas of the program’s effectiveness in the area of 1. modeling students’ awareness of risk factors and protective resources; 2. modeling the subject’s sensitivity to risk factors occurring in the environment; 3. adaptation of behaviors and protective resources in the school environment. The research was carried out as part of the prophylactic program We say no to addictions, implemented in the gymnasium and high-school environment of the Silesian Province

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