scholarly journals Leadership Development for High School Students in a Summer Performing Arts Program

2018 ◽  
Vol 13 (1) ◽  
Author(s):  
Steven D. LeMire ◽  
Lindsay Achtenberg ◽  
Dean Opp
Keyword(s):  
High School ◽  
High School Students ◽  
Leadership Development ◽  
Performing Arts ◽  
School Students

scholarly journals Initiation as a Tool for the Development of Leadership Qualities of Socially Active High School Students: the case of the School of Leaders "The Restless Hearts of Kuzbass" (Kemerovo State University)

2019 ◽  
Vol 2019 (4) ◽  
pp. 309-315
Author(s):  
Veronika Dzvonik
Keyword(s):  
High School ◽  
High School Students ◽  
Leadership Development ◽  
Leadership Skills ◽  
State University ◽  
Youth Organizations ◽  
Leadership Qualities ◽  
School Students ◽  
The Republic ◽  
Pedagogical Research

The article considers initiation as a means of developing leadership qualities of socially active high school students. The research featured the development of leadership skills in socially active high school students in the School of Leaders organized by Kemerovo State University. The paper reviews theoretical ideas about leadership as an object of psychological and pedagogical research. The author determined the content characteristics of social competence as the basis of leadership manifestation and described the features of the development of leadership qualities in socially active high school students. The article describes various socialization projects implemented in Russian universities and considers the phenomenon of initiation employed in "The Republic of Restless Hearts". The initiation project is based on a forming experiment and proved effective in the local School of Leaders. The research results can help to improve the process of leadership development of socially active high school students in various youth organizations. The results were implemented in practice to develop leadership skills of socially active high school students during the Regional Professional Camp of youth organizations "The Republic of Restless Hearts" and can be of practical use to other youth organizations.

Cooperative Behavior among High School Students on the Prisoner's Dilemma Game

1969 ◽  
Vol 24 (3) ◽  
pp. 711-718 ◽  
Author(s):  
Sarah Jane Noland ◽  
David W. Catron
Keyword(s):  
High School ◽  
High School Students ◽  
Performing Arts ◽  
Prisoner's Dilemma ◽  
Cooperative Behavior ◽  
Prisoner’S Dilemma ◽  
School Students ◽  
Prisoner’S Dilemma Game ◽  
The North ◽  
Prisoner's Dilemma Game

39 high school girls from the North Carolina School of the Arts (NCSA group) and 39 comparable girls from a regular city-county school system (HS group) were compared on degree of cooperative behavior to assess group differences between artistically oriented students and regular HS students. Cooperative behavior was assessed by having each S make 50 cooperative or competitive choices in the Prisoner's Dilemma game. The NCSA group was expected to be more competitive because within the performing arts, competition is a pervasive characteristic. Each Ss opponent was an accomplice of E who responded according to a predetermined schedule containing 76% cooperative responses. Each S changed opponents (accomplices) and repeated 50 trials under the same conditions. The NCSA group was less cooperative than the HS group ( p < .01) except on the initial trials, and there was less cooperation on the second game than on the first ( p < .01). The HS group did not decrease across trials in Game 1 as had been expected. The decrease in cooperation at the beginning of Game 2 was more marked for the NCSA group. Five scales on the Adjective Check List differentiated the groups.

School Music and the Transition to College

2021 ◽  
pp. 002242942199828
Author(s):  
Kenneth Elpus
Keyword(s):  
High School ◽  
High School Students ◽  
Longitudinal Study ◽  
Performing Arts ◽  
College Admission ◽  
Transition To College ◽  
School Students ◽  
Study Results ◽  
School Music ◽  
Music Study

This study explored the transition from secondary to postsecondary education among a national sample of students who had or had not studied music in high school. Using evidence from the High School Longitudinal Study of 2009, a nationally representative longitudinal study of 21,440 American high school students who were ninth graders in the 2009–2010 school year, music and nonmusic students were compared for college admission outcomes. Specifically, music and nonmusic students were compared in terms of participation in the college admission process, the selectivity of colleges applied to and attended, scholarship and grant receipt, and election of either an arts or STEM (science, technology, engineering, mathematics) major. Comparisons controlled for the well-documented preexisting differences among those students who do and do not elect high school music study. Results showed that music and nonmusic students dropped out of high school, applied to college, attended college, received college scholarships and grants, and majored in STEM fields at statistically similar rates. However, music students were considerably more likely to major in a visual or performing arts field than nonmusic students. These results suggest that school music study does not disadvantage students in the transition to college even when compared with peers who elected additional “academic” subjects in lieu of music.

scholarly journals Physical activity of secondary and performing arts high school students in relation to physical education assessment

2016 ◽  
Vol 22 ◽  
pp. 70
Author(s):  
Živilė Gadliauskaitė ◽  
Asta Igarienė ◽  
Rita Gruodytė-Račienė
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
High Schools ◽  
Physical Education ◽  
Performing Arts ◽  
Assessment System ◽  
School Students ◽  
Education Assessment ◽  
Reverse Situation

The aim of this study was to assess whether the way of evaluation in Physical Education (PE) classes (i.e. by a mark or being credited as ‘pass’ or ‘fail’) is associated with physical activity (PA) of high school students, and whether there are differences if students are of secondary or performing arts high school. The study involved 486 students of 9–12th grades from three secondary and three performing arts high schools in one of the biggest cities of Lithuania. Analyzing secondary high school students’ PA, estimated by modified International PA Questionnaire, in relation to assessment system in PE, statistically significant (p<0.01) differences were found only in vigorous PA (VPA), i.e. students, who are assessed by marks in PE, are involved in VPA more frequently than those who are being rated ‘pass’ or ‘fail’. A reverse situation was observed in performing arts high school students: more students, who are being rated ‘pass’ or ‘fail’ in PE, are involved in vigorous and moderate PA more frequently comparing to students who are assessed by a mark. We may conclude that the assessment mode in PE classes may influence PA of schoolchildren, but differently for secondary and performing arts high school students.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

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