The Validation of Performance Failure Appraisal Inventory for the Educational Context of High School Students in Romania

2018 ◽  
Vol 63 (1) ◽  
pp. 49-78
Author(s):  
Roxana Holic ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Educational Context ◽  
School Students

Negotiating Power within High School Girls’ Exploratory Projects in Physical Education

2011 ◽  
Vol 20 (1) ◽  
pp. 73-90 ◽  
Author(s):  
Jennifer L. Fisette
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Educational Context ◽  
Action Research Project ◽  
School Students ◽  
Student Body ◽  
Educational Structure ◽  
High School Girls ◽  
School Girls

The purpose of this study was to create an educational context in physical education to empower seven high school girls by giving them the opportunity to design, implement, and complete an action research project of their interest. Participants’ stories were told and voices heard through the development of informational products they dispersed among the student body. Specifically, the girls expressed that gender and embarrassment issues were barriers they encountered in physical education. As a result, they wanted to take action by learning how other high school students felt about these issues. This article examines my process as a reflexive researcher and the students’ process as participants and action researchers, as well as how various power hierarchies inherent in the educational structure both empowered and constrained the research.

scholarly journals THE INFLUENCE OF WRITTEN FEEDBACK ON THE WRITING SKILL PERFORMANCE OF HIGH SCHOOL STUDENTS

2021 ◽  
Vol 3 (3) ◽  
pp. 33-43
Author(s):  
Emmanuel Bonsu
Keyword(s):  
High School ◽  
High School Students ◽  
Writing Skills ◽  
Written Feedback ◽  
Educational Context ◽  
School Students ◽  
Feedback Communication ◽  
Skill Performance ◽  
Writing Skill ◽  
Positive Effect

Written feedback has been conceptualized as a form of communication between the instructor and the learners in the educational context. The written feedback helps to improve learning through knowledge construction and practice. It was to this background that I undertook this research to examine the influence of written feedback on the writing skill performance of high school students. Using a descriptive design, the study was undertaken in Kumasi Metropolis. Utilizing 350 participants, I analyzed the data with SPSS 25.0. The findings of the study revealed that students have a positive perception towards written feedback, the communicative function of the teachers’ feedback was both expressive and metalinguistic, and there was a positive effect of the written feedback from teachers on students writing performance. Hence, it was confirmed that written feedback influences writing skills. Keywords: Written feedback, Communication, Writing skills.

scholarly journals LES REPRÉSENTATIONS DE LA LANGUE FRANÇAISE CHEZ DES ÉLÈVES POLONOPHONES. QUEL IMPACT SUR LE CHOIX DE LA LANGUE ÉTRANGÈRE À L’ÉCOLE ?

Neofilolog ◽  
2020 ◽  
pp. 173-194
Author(s):  
Radosław Kucharczyk ◽  
Krystyna Szymankiewicz
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Middle School Students ◽  
Foreign Language ◽  
French Language ◽  
Educational Context ◽  
Methodological Framework ◽  
School Students ◽  
The One

The aim of our article is to present a study of representations of the French language among Polish high school students. Given the small percentage of pupils learning French as Foreign Language (FFL) in Poland compared to the European average (33.17% of middle school students and 23.0% of high school students in Europe against 3.3% of middle school students and 10.8% of high school students in Poland (Eurydice 2017, GUS 2018), we wondered about the role that impressions relating to French can play in the choice or rejection of FFL by young Poles. Before presenting our research results relating to this problem, we give a brief description of the Polish sociolinguistic and educational context, then we approach the notion of representation / image of languages. Next, we move to the description of the methodological framework of the empirical study that we conducted with Polish-speaking high school students (learners and non-learners in FFL) before presenting the discussion of the results. On the one hand, we examined the impressions relating to French (defined as linguistic, aesthetic, cultural, social and political phenomenon), on the other representations relating to its usefulness.

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.

Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

2006 ◽  
Vol 11 (4) ◽  
pp. 268-276 ◽  
Author(s):  
Aida Orgocka ◽  
Jasna Jovanovic
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Youth Development ◽  
Female Students ◽  
Male Students ◽  
Opportunity Structure ◽  
School Students ◽  
Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth development.

Mobilizing for Some

2016 ◽  
Vol 28 (3) ◽  
pp. 123-135 ◽  
Author(s):  
Raffael Heiss ◽  
Jörg Matthes
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Experimental Design ◽  
Collective Efficacy ◽  
Political Efficacy ◽  
Negative Effects ◽  
School Students ◽  
Positive Effects ◽  
Specific Factors

Abstract. This study investigated the effects of politicians’ nonparticipatory and participatory Facebook posts on young people’s political efficacy – a key determinant of political participation. We employed an experimental design, using a sample of N = 125 high school students (15–20 years). Participants either saw a Facebook profile with no posts (control condition), nonparticipatory posts, or participatory posts. While nonparticipatory posts did not affect participants’ political efficacy, participatory posts exerted distinct effects. For those high in trait evaluations of the politician presented in the stimulus material or low in political cynicism, we found significant positive effects on external and collective efficacy. By contrast, for those low in trait evaluations or high in cynicism, we found significant negative effects on external and collective efficacy. We did not find any effects on internal efficacy. The importance of content-specific factors and individual predispositions in assessing the influence of social media use on participation is discussed.

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