High School Context Effects on Aspirations

Indirect written feedback is crucial to be conducted since errors are unavoidable in the process of writing. However, many studies have been undertaken in university contexts. Thus, this qualitative case study was carried out to examine a teacher's indirect written feedback practices in senior high school context. The data were obtained from observations, document analysis, and semi-structured interviews through purposive sampling. The findings revealed that coded feedback was mainly used, supplemented by uncoded feedback and commentary. These imply that the coding system is effective in guiding the students to be problem solvers and independent writers. However, the teacher's inconsistency in giving codes emerged because of the use of a large number of codes. Thus, it is suggested to reduce the number of codes and provide sufficient activity to increase students' understanding of the codes. The results of the study are significant to help teachers adjust appropriate methods to teach writing. The results also give long-term benefits for the development of students' writing ability. For further research, it is important to analyze the effect of indirect written feedback strategies on the students' revisions as well as students' preferences on these strategies.

Download Full-text

“I Wasn’t Expecting It”: High School Experiences and Navigating Belonging in the Transition to College

Emerging Adulthood ◽

10.1177/2167696819882117 ◽

2019 ◽

pp. 216769681988211

Author(s):

Carly Offidani-Bertrand ◽

Gabriel Velez ◽

Claudia Benz ◽

Micere Keels

Keyword(s):

High School ◽

Emerging Adults ◽

Students Of Color ◽

School Context ◽

Transition To College ◽

College Life ◽

High School Experiences ◽

White Institutions ◽

Qualitative Work ◽

Racial Ethnic

For emerging adults transitioning to college, normative social and contextual shifts present challenges that are largely a productive aspect of development. But not all students have the same experiences, nor do all students manage similar experiences in similar ways. Black and Latinx emerging adults transitioning to Historically White Institutions must adjust not only to college life but also to feeling different and, sometimes, isolated. There is a dearth of qualitative work examining how students of color make meaning of their racial-ethnic experiences on campus. Our article draws on a mixed-methods study of Black and Latinx emerging adults’ transition to college to investigate how high school racial-ethnic contexts shape students’ interpretations of experiences of difference on college campuses. There was substantial variation in how Black and Latinx students interpreted experiences of difference on campus and coped with their feelings of otherness, and this variation was predicted by racial-ethnic high school context.

Download Full-text

Family and School Context: Effects on the Mental Health of Brazilian Students

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17176042 ◽

2020 ◽

Vol 17 (17) ◽

pp. 6042

Author(s):

Daise Fernanda Santos Souza Escobar ◽

Thais Ferreira de Jesus ◽

Priscilla Rayanne e Silva Noll ◽

Matias Noll

Keyword(s):

Mental Health ◽

Peer Relationships ◽

School Health ◽

Context Effects ◽

School Context ◽

Cross Sectional Study ◽

School Life ◽

Cross Sectional ◽

Brazilian Students

Mental health during adolescence can affect an individual’s long-term quality of life. However, the effects of family and school contexts on students’ mental health have been little explored. This study aims to analyze the relationships between family and school life and feelings of loneliness and trouble sleeping owing to worries in adolescents. The data from this cross-sectional study were obtained from Brazil’s National School Health Survey (PeNSE), which obtained its data through questionnaires. This study’s sample consisted of 102,072 ninth-grade students aged between 11 and 19 years, 52,782 (51.7%) of whom were female, enrolled in public and private schools throughout Brazil. The methodology consisted of an analysis using the Poisson regression model. Regarding the family context, mental health issues were associated with hunger, distant relationships with parents, and family violence. Regarding the school context, feelings of loneliness and trouble sleeping were associated with poor peer relationships, insecurity at school, and schools in more violent areas. This study contributes to the elaboration of public policies aimed at bringing awareness to family members and school bodies that indicators of mental health in adolescents are influenced by the quality of bonds established within these environments.

Download Full-text