The Effect of School Characteristics and Educational Environment on the Math Achievement of Middle and High School Students

2020 ◽  
Vol 20 (17) ◽  
pp. 87-112
Author(s):  
Myung-Jin Lee ◽  
Su-Young Hwang
Keyword(s):  
High School ◽  
High School Students ◽  
Math Achievement ◽  
Educational Environment ◽  
School Characteristics ◽  
School Students

scholarly journals Social Representations about Safety among Students and Teachers

2021 ◽  
Vol 13 (3) ◽  
pp. 68-82
Author(s):  
E.N. Gilemkhanova
Keyword(s):  
High School ◽  
High School Students ◽  
Social Representations ◽  
Educational Environment ◽  
School Students ◽  
Central System ◽  
9Th Grade ◽  
The Social ◽  
8Th Grade ◽  
New Research

The relevance of the study is due to the role that social ideas play in the regulation of behavior and the formation of a system of relations among subjects of the educational environment in conditions of special attention to the safety of the educational environment of the school, provoked by destructive precedents among young people (school shooting, near-football, bullying, anarchism, neo-Nazism, etc.). J. Abric’s “Central system, peripheral system” concept was the theoretical framework of this study of ZhK. Aprica. The research hypothesis was based on the idea that violations of the psychological safety of the educational environment are caused by the problem of correlating nuclear and peripheral social representations about safety among different participants in educational settings. We use the prototypical analysis of P. Verges to study social representations of safety. The study sample was 137 students of the 7th grade (72 male, 65 female), 416 students of the 8th grade (201 male, 215 female), 490 students of the 9th grade (201 male, 289 female), 154 students of the 10th grade (84 male, 70 female), 117 students of the 11th grade (50 male, 67 female) and 20 teachers (1 male, 19 female). The results of the study demonstrate that 1) according to social representations about safety, students and teachers have diametrically opposed views on the role of the teacher in ensuring a safe educational environment; 2) students, who highly assess the safety of the educational environment, have active external and internal protection social representations about safety; students who rate the safety of the educational environment, have social representations in the context of passive protection; 3) the analysis of three age categories shows a tendency of the social representations about safety from the norm (students in grades 7-8) through external protection (high school students) to the internal individual resources (high school students and teachers). The new research data obtained on the peculiarities of representations about the safety of students and teachers can become the basis for understanding the growing tension in the field of the safety of the educational environment and the frequent incidents of its violation.

The Process of “Pushing Out”: Accumulated Disadvantage across School Punishment and Math Achievement Trajectories

2021 ◽  
pp. 0044118X2110071
Author(s):  
Jason Jabbari ◽  
Odis Johnson
Keyword(s):  
High School ◽  
High School Students ◽  
Structural Equation ◽  
Math Achievement ◽  
Academic Failure ◽  
Drop Out ◽  
Policy Implications ◽  
Equation Modeling ◽  
School Students ◽  
Over Time

Students drop out of school for a variety of reasons, yet are “pushed out” when they exhibit traits that are deemed undesirable to school officials, such as misbehavior and academic failure. While much of the previous research on pushouts views the phenomenon as a discrete occurrence often attributed to either misbehavior or academic failure, we recognize the underlying relationships between punishment and achievement, and therefore conceptualize pushing out as a process of both disciplinary involvement and academic exclusion over time. Using structural equation modeling (SEM) with a nationally representative longitudinal study of high school students (HSLS-09), we find that significant relationships among punishment and math achievement (including math attitudes, ability, and course-taking) have the effect of pushing students out of high school over time. We note the importance of race and ethnicity within these relationships and close with a discussion of policy implications.

scholarly journals Math Anxiety, Math Achievement and Math Motivation in High School Students: Gender Effects

2020 ◽  
Vol 22 (1) ◽  
Author(s):  
Ilija Milovanović
Keyword(s):  
High School ◽  
High School Students ◽  
Math Achievement ◽  
Math Anxiety ◽  
Gender Effects ◽  
School Students ◽  
Negative Contribution ◽  
Moderation Effect ◽  
School Year ◽  
Math Motivation

According to the results of previous research, math anxiety is an important determinant of lower math achievement among high school students. Although math anxiety affects both genders, some findings indicate that girls are more prone to its manifestation, but do not explain how the contribution of different math anxiety dimensions to the math achievement depends on the interaction of students' gender and manifestations of math motivation. The aim of this research was to examine the moderation effect of gender in the relation between math anxiety and math achievement mediated by math motivation in high school students. The sample consisted of 514 high school students (45.3% male), aged 15 to 19, from Serbia. The instruments used in the research were the Math Anxiety Questionnaire and Students Motivation to Learn Mathematics Scale, while math achievement was measured as the average grade in mathematics at the end of the first term and at the end of the school year. The results of the moderated mediation analysis pointed out negative contribution of the math anxiety to achievement in both genders, with a full mediation of Satisfaction among boys, and partial mediation of Satisfaction and Usefulness among girls. Based on the analysis of the obtained results, it can be concluded that it is necessary to apply different motivating strategies in order to overcome math anxiety, which depends on students' gender.

scholarly journals ACTIVITY CLUB AS A WAY TO CREATE A HIGHLY EFFECTIVE EDUCATIONAL ENVIRONMENT

2021 ◽  
pp. 164-168
Author(s):  
A.V. Zakharov ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
School System ◽  
Educational Environment ◽  
Educational Process ◽  
School Students ◽  
Effective Form ◽  
Depth Study ◽  
High Degree ◽  
Objective Indicators

The article describes the experience of conducting classes in an activity club aimed at in-depth study of physics by high school students. Particular emphasis is placed on the possibility of creating a group of students who are highly motivated to the educational process and have the ability to self-develop in classes of this format. Based on the proposed approach, the question of the relevance of activity clubs in the school system is discussed. Objective indicators are presented that indicate a high degree of effectiveness of this form of education. The possibility and relevance of using an activity club as an effective form of developing educational skills and knowledge in modern educational realities is the main conclusion of this work.

scholarly journals Model of formation of the value attitude of high school students to the Russian language in the lyceum educational environment

2021 ◽  
Vol 101 ◽  
pp. 03009
Author(s):  
E. K. Al-Yanai
Keyword(s):  
High School ◽  
High School Students ◽  
Conceptual Model ◽  
Educational Environment ◽  
Russian Language ◽  
Practical Significance ◽  
School Students ◽  
A Value ◽  
Leading Position ◽  
The Russian Language

At the present stage of the development of pedagogy, due to the tendency to axiologize education, special attention should be paid to the spiritual and moral development and education of the child's personality. In the process of studying at school, the subject of «Russian language» occupies a leading position, the metasubject educational functions of which make it possible to involve schoolchildren in the spiritual richness of Russian culture and literature, and the cultural and historical experience of mankind. In this regard, it is necessary to provide scientific and methodological support for the process of forming a value attitude of students to the Russian language, which allows organizing Training and Learning activities of high school students on a value basis. The purpose of this publication is to theoretically substantiate the conceptual model of forming the value attitude of high school students to the Russian language in the lyceum educational environment. Research methods and methodology. In the course of the work, the following methodological approaches were used: axiological, system-activity, environmental approaches, modeling method. Research results.1. The conceptual model of the formation of the value attitude of high school students to the Russian language in the conditions of the lyceum educational environment has been substantiated. 2. The substantive and procedural aspects of the process of forming the value attitude of high school students to the Russian language are characterized. Practical significance. The model of the formation of the value attitude of senior pupils to the Russian language in the process of classroom and extracurricular educational activities in the conditions of the lyceum educational environment, aimed at understanding the Russian language as a national and cultural value, may be in demand in further studies considering the value approach in education, the value-oriented aspect of teaching native language, as well as to be used in the development of special courses for students, graduate students and teachers on the problems of learning a language from an axiological standpoint.

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