scholarly journals ”At knække lærerkoden” – en elevperspektivisk analyse af adressater ved mundtlig eksamen

2021 ◽  
Vol 41 (4) ◽  
pp. 295-311
Author(s):  
Julie Isager
Keyword(s):  
High School ◽  
High School Students ◽  
Case Analysis ◽  
Oral Exam ◽  
School Students ◽  
High Stakes ◽  
High Stakes Tests ◽  
Student Interviews ◽  
Upper Secondary ◽  
Gain Access

In order to graduate, Danish (and Norwegian) upper secondary high-school students are assessed orally in high-stakes tests by two teacher-assessors. Based on a fieldwork following students preparing for the oral exam, the article investigates who the students are presupposing to talk to at the exam. Exam introductions and student interviews are analyzed using Bachtin’s dialogical theory. The paradigmatic case analysis finds that students focus on delivering interpretations that they think the teacher wants to hear, since alternative interpretations are considered a confrontation with the assessors. Potentially, this limits what students allow assessors to gain access to at the exam.

Five Portraits of Teachers’ Experiences Teaching Writing: Negotiating Knowledge, Student Need, and Policy

2018 ◽  
Vol 120 (1) ◽  
pp. 1-60
Author(s):  
Juliet Michelsen Wahleithner
Keyword(s):  
High School ◽  
High School Students ◽  
Writing Instruction ◽  
Case Studies ◽  
Comparative Method ◽  
English Teachers ◽  
Teaching Writing ◽  
School Students ◽  
High School English ◽  
High Stakes

Background Numerous reports have highlighted problems with writing instruction in American schools, yet few examine the interplay of teachers’ preparation to teach writing, the instructional policies they must navigate, and the writing development of the students in their classrooms. Purpose This study examines high school English teachers’ instruction of writing while taking into account their preparation for teaching writing—both preservice and inservice, the instructional policies in place, and the learners in their classrooms. Setting Data used come from public high school English teachers teaching in Northern California. These data were collected in 2011–2012, when teachers were sill complying with the mandates of the No Child Left Behind legislation. Research Design I use year-long qualitative case studies of five high school English teachers to highlight various ways teachers used their knowledge of writing instruction to negotiate the pressures of accountability policies and their students’ needs as writers to teach writing. Data collected include beginning- and end-of-year interviews with each teacher, four sets of 1- to 2-day observations of each teacher's instruction of writing, and instructional documents related to each teacher's writing instruction. These data were analyzed using the constant comparative method to look for themes within the data collected from each teacher and then make comparisons across teachers. Findings from the case studies are supported by findings from a survey of 171 high school teachers who taught a representative sample of California high school students at 21 schools in 20 districts. The survey included 41 multiple-choice items that asked about teachers’ instructional practices and their perceptions of high-stakes accountability pressures and their students as writers. Survey data were analyzed quantitatively using descriptive statistics and principal components analysis. Findings Findings illustrate that significant differences existed in how the five teachers approached their writing instruction. These differences were due to both the teachers’ varied preparations to teach writing and the contextual factors in place where each taught. Those teachers with more developed knowledge of writing instruction were better able to navigate the policies in place at their sites and more equipped to plan appropriate instruction to develop their students as writers. Recommendations Findings indicate teachers would be better served by opportunities to develop their knowledge of writing instruction both prior to and once they begin their teaching careers. Additionally, the findings add to an existing body of research that demonstrates the limiting effect high-stakes assessments can have on teachers’ instruction of writing.

TEACHING-LEARNING STRATEGY BASED ON CASE ANALYSIS FOR "REPLICATION, TRANSCRIPTION AND TRANSLATION OF DNA" (HIGH SCHOOL STUDENTS)

2017 ◽  
Author(s):  
Selene Yazmín Contreras Landeros ◽  
Francisco Pérez Mariscal ◽  
Lucero León Rangel ◽  
América Nitxin Castañeda Sortibrán
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategy ◽  
Case Analysis ◽  
School Students ◽  
Teaching Learning

scholarly journals Are High School Students Accurate in Predicting Their AP Exam Scores?

2021 ◽  
Author(s):  
Teresa Ober ◽  
Maxwell Hong ◽  
Matt Carter ◽  
Alex Brodersen ◽  
Daniella Alves Reboucas
Keyword(s):  
High School ◽  
High School Students ◽  
Test Performance ◽  
Parental Education ◽  
High Stakes Testing ◽  
School Students ◽  
Self Assessment ◽  
High Stakes ◽  
Overconfidence Bias ◽  
Ap Exam

Are high school students accurate in predicting test performance? If so, do their predictions explain variation in performance, even after accounting for other factors? We examined these questions in two testing contexts (low-stakes and high-stakes) among students enrolled in a high school advanced placement (AP) statistics class. We found that even two months before taking the exam, students were moderately accurate in predicting their scores on the actual AP exam (κweighted = .62). When the same variables were entered into models predicting inaccuracy and overconfidence bias, results did not provide evidence that age, gender, parental education, number of math classes previously taken, or course engagement accounted for variation in accuracy. Overconfidence bias was associated with the students’ school. Results indicated that students’ predictions of performance were positively associated with performance in both low- and high-stakes testing contexts. The findings shed light on ways to leverage students’ self-assessment for learning.

scholarly journals Wybory edukacyjno-zawodowe uczniów gimnazjów w tym uczniów ze specjalnymi potrzebami edukacyjnymi w kontekście kondycji doradztwa zawodowego

2018 ◽  
pp. 123-142
Author(s):  
Joanna Kozielska
Keyword(s):  
High School ◽  
High School Students ◽  
Labor Market ◽  
Secondary School ◽  
Secondary Schools ◽  
Special Educational Needs ◽  
Local Labor Market ◽  
School Students ◽  
Upper Secondary ◽  
Project Groups

The proposed text is an illustration of research conducted in the first half of 2016 years of empirical verification planning future educational and vocational secondary school and upper secondary youth in Gniezno. When analyzing the situation of the local labor market and its prospects for the group of respondents was done between other high school students, because they are in a few years will include the labor market and indirectly (now) affect its shape. The awareness of their plans but allows us to predict, and thus the possibility of remedying causing difficulties in the labor market. In proposed project groups of respondents they were done as teenagers of secondary schools, directors of secondary schools and the largest local employers. Article focuses on students with special educational needs and on  issues concerning the condition of vocational education and educational and professional choices of young people, taken over their strategies in relation to the current needs of the local labor market

scholarly journals "Historical Path in Mathematical Games": A Didactic Laboratory Activity Dedicated to Upper Secondary School Students

2021 ◽  
Vol 19 (8) ◽  
pp. 128-138
Author(s):  
F. S. Tortoriello ◽  
I. Veronesi
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Secondary School ◽  
School Students ◽  
Laboratory Activity ◽  
Upper Secondary ◽  
The University ◽  
Educational Path ◽  
Logic Games

In this work we intend to share an educational path on mathematical games developed in the last classes of the high schools that participate to the research-project Mathematical High School Project, a project elaborated by the research group in mathematics education of the Department of Mathematics of the University of Salerno (Italy) and dedicated to scientific high school students. The "Historical path in mathematical games" is a didactic laboratory activity dedicated to students of the last year of scientific high schools. The researchers collaborated with the teachers of the schools and carried out an interdisciplinary path on puzzles and logic games invented or reworked by important mathematicians of the last two centuries. Through these themes that were scientific, historical, artistic, musical, literary ones, connections have been created thank to the presentation of texts, images, paintings, drawings, musical and literary pieces.

Teaching-Learning Strategy Based on Case Analysis of Replication, Transcription, and Translation of DNA for High School Students

2022 ◽  
Author(s):  
Selene Yazmin Contreras Landeros ◽  
Francisco Pérez Mariscal ◽  
Lucero León Rangel ◽  
Cristian Araneda Tolosa ◽  
Marco Antonio Carballo-Ontiveros ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategy ◽  
Case Analysis ◽  
School Students ◽  
Teaching Learning

scholarly journals Teachers’ Pay for Performance in the Long-Run: The Dynamic Pattern of Treatment Effects on Students’ Educational and Labour Market Outcomes in Adulthood

2020 ◽  
Vol 87 (5) ◽  
pp. 2322-2355
Author(s):  
Victor Lavy
Keyword(s):  
High School ◽  
High School Students ◽  
Pay For Performance ◽  
University Education ◽  
School Students ◽  
High Stakes ◽  
Market Outcomes ◽  
Long Run ◽  
High School Outcomes

Abstract This article examines the dynamic effects of a teachers’ pay for performance experiment on long-term outcomes at adulthood. The program led to a gradual increase in university education of the treated high school students, reaching an increase of 0.25 years of schooling by age 28–30. The effects on employment and earnings were initially negative, coinciding with a higher rate of enrolment in university, but became positive and significant with time. These gains are largely mediated by the positive effect of the program on several high school outcomes, including quantitative and qualitative gains in the high-stakes matriculation exams.

scholarly journals The Impact of Science Knowledge, Reading Skill, and Reading Strategy Knowledge on More Traditional “High-Stakes” Measures of High School Students’ Science Achievement

2007 ◽  
Vol 44 (1) ◽  
pp. 161-196 ◽  
Author(s):  
Tenaha O’Reilly ◽  
Danielle S. McNamara
Keyword(s):  
High School ◽  
High School Students ◽  
Cognitive Abilities ◽  
Science Achievement ◽  
Reading Skill ◽  
Reading Strategy ◽  
Science Knowledge ◽  
School Students ◽  
High Stakes ◽  
The Impact

This study examined how well cognitive abilities predict high school students’ science achievement as measured by traditional content-based tests. Students (n = 1,651) from four high schools in three states were assessed on their science knowledge, reading skill, and reading strategy knowledge. The dependent variable, content-based science achievement, was measured in terms of students’ comprehension of a science passage, science course grade, and state science test scores. The cognitive variables reliably predicted all three measures of science achievement, and there were also significant gender differences. Reading skill helped the learner compensate for deficits in science knowledge for most measures of achievement and had a larger effect on achievement scores for higher knowledge than lower knowledge students. Implications for pedagogy and science assessment are discussed.

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