Alienation Syndrome among Male Adolescents in Prestige Catholic and Public High Schools

1970 ◽  
Vol 27 (2) ◽  
pp. 311-315
Author(s):  
Martin M. Propper ◽  
Virginia Klaune ◽  
John B. Murray
Keyword(s):  
High School ◽  
High Schools ◽  
Religious Affiliation ◽  
Future Research ◽  
Public High Schools ◽  
Public High School ◽  
Direct Test ◽  
Catholic High Schools ◽  
Male Adolescents ◽  
High School Males

Dimensions of Davids' alienation syndrome, egocentricity, distrust, pessimism, anxiety, and resentment, among Catholic patochial high school males (CHS; N = 40) were comparable to those reported for predominantly Jewish public high school males (PHS; N = 80). These dimensions were assessed by projective and direct techniques. CHS showed no significant differences from PHS on all 3 measures but significantly more variability on the direct test. These startling commonalities among adolescent populations differing in social class and religious affiliation present strong evidence that Catholic high schools are not immune to the winds of change sweeping our universities and public high schools. Future research should determine whether these dimensions of alienation represent a normative trend, a transitory phenomena or a deviant aspect of psychological development among modern adolescents.

NYC Selective Specialized Public High Schools and Honors College STEM Degrees: A Previously Unexplored Relationship

2018 ◽  
Vol 29 (4) ◽  
pp. 304-320 ◽  
Author(s):  
Pessy J. Sloan
Keyword(s):  
High School ◽  
New York ◽  
High Schools ◽  
College Graduates ◽  
Public High Schools ◽  
Public High School ◽  
Honors College ◽  
Significant Difference ◽  
And Mathematics ◽  
The Relationship

This study examined the relationship between attending one of the nine New York City (NYC) selective specialized public high schools and graduating from an honors college with a science, technology, engineering and mathematics (STEM) degree, compared with honors college graduates who attended any other high school. A causal-comparative study design was applied. The participants consisted of 1,647 graduates from seven honors colleges, from 2011 to 2015, in the northeastern United States. Of the 1,647 graduates, 482 students graduated from NYC selective specialized public high schools and 1,165 students graduated from other high schools. The study found a significant difference ( p < .05) between the two groups. A larger percentage of NYC selective specialized public high schools graduated with a STEM degree from an honors college than students from other high schools. These results support the positive relationship between attending a NYC selective specialized public high school and graduating with a STEM degree from an honors college. Results and implications are discussed.

Religious Values of Students in Religious and in Public High Schools

1976 ◽  
Vol 38 (3) ◽  
pp. 709-710
Author(s):  
Bernie Wiebe ◽  
Calvin W. Vraa
Keyword(s):  
High School ◽  
Public Schools ◽  
High Schools ◽  
Private Schools ◽  
High School Seniors ◽  
Senior High School ◽  
Religious Values ◽  
Public High Schools ◽  
Public High School ◽  
Significant Difference

To analyze the effectiveness of Mennonite religious high schools in transmitting religious values, the Allport-Vernon-Lindzey Study of Values was administered to 124 Canadian high school seniors, 40 from religious Mennonite schools, 56 Mennonites in public schools, and 28 from students at a large public high school. Attending Mennonite private schools made no significant difference in the religious values held by Mennonite high school seniors. Mennonite boys and girls showed significantly higher religious values than a general sample of senior high school boys and girls.

scholarly journals Sistem Pendukung Keputusan Pemilihan SMA Negeri Terfavorit Kota Pematangsiantar Menggunakan Metode MOORA

2019 ◽  
Vol 3 (2) ◽  
pp. 16-20
Author(s):  
Muhammad Ilham ◽  
Iin Parlina ◽  
Arif Maulana ◽  
Ega Khairunnia Lubis ◽  
Sufiana Indah Sari
Keyword(s):  
High School ◽  
High Schools ◽  
Decision Support ◽  
Decision Support System ◽  
Support System ◽  
School Achievement ◽  
Public High Schools ◽  
Public High School ◽  
Student Graduation ◽  
Moora Method

Decision Support System is a system that can be used in making decisions wisely. Pematangsiantar City has difficulties in determining the favorite public high school, because there are quite a number of public high schools in the city. This study aims to help determine the favorite public high school Pematangsiantar city. Elimination requires several criteria including School Accreditation, Student Graduation Level, Student Number, School Achievement and Educator Staff. The method used in building a decision support system for the selection of favorite public high schools is the Multi-Objective Optimization On The Basic Of Ratio Analyzer (MOORA) method. The final results obtained from this study are ranking of Pematangsiantar City Public High School.

scholarly journals Projeto Primeiros Passos na Ciência: Rompendo barreiras sociais e estreitando laços entre a comunidade acadêmica e o Ensino Médio público

2020 ◽  
Vol 11 (1) ◽  
pp. 47-59
Author(s):  
Adna Suelen Dorigo ◽  
Allison Anjos ◽  
Ana Claudia Castro Marcato ◽  
Dayane Pires ◽  
Letícia Rocha Gonçalves ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Molecular Biology ◽  
Sao Paulo ◽  
Academic Community ◽  
Public High Schools ◽  
São Paulo ◽  
School Students ◽  
The University

No presente trabalho, visamos ampliar discussões acerca das diferentes faces da interação Universidade-Escola, com base na apresentação de relatos de experiências sobre o Projeto Primeiros Passos na Ciência e em reflexões teóricas sobre o contexto universitário, motivadas pela prática vivenciada. O projeto em questão foi desenvolvido por alunos de pós-graduação em Ciências Biológicas (Biologia Celular e Molecular) da UNESP, Campus de Rio Claro-SP em parceria com a Escola Estadual Prof. Marciano de Toledo Piza, de ensino médio, da cidade de Rio Claro, estado de São Paulo. Este projeto teve o objetivo de introduzir o aluno do Ensino Médio no cotidiano da pesquisa universitária na área de Biologia Celular e Molecular, com a expectativa de promover a aproximação destes alunos com o desenvolvimento do conhecimento científico e o ambiente universitário. Com a realização desse projeto, a Universidade teve a chance de adentrar no contexto dos alunos de Educação Básica, mais especificamente do Ensino Médio público. Esses novos conhecimentos podem criar a possibilidade de um futuro diferente, com mais conhecimentos científicos e instigando a reflexão a partir da rotina da Universidade e seu contexto. A experiência resultou na divulgação científica, no contato do aluno do Ensino Médio com o método científico e toda a técnica e objetividade que dele derivam, ampliando os laços comunidade-universidade. Palavras-chave: Educação; Extensão; Vivência; Experimento Científico   Project First Steps in Science: breaking social barriers and strengthening ties between the academic community and public high schools Abstract: In the present study, we intend to expand the discussion about different approaches of the University-School interaction, based on the presentation of an account of experiences with the First Steps in Science Project and theoretical reflections on the University context motivated by the lived experience. The project in question was developed by graduate students in Biological Sciences (Cell and Molecular Biology) at UNESP, Rio Claro/SP (Brazil), in partnership with Escola Estadual Prof. Marciano de Toledo Piza a public high school in the city of Rio Claro, State of São Paulo. This project had the objective of introducing high school students to the routine of university research in the area of Cell and Molecular Biology, with the expectation of promoting the approximation of these students with the development of scientific knowledge and the university environment. With the realization of this project, the University had the opportunity to better understand the primary education context of the students, specifically within public high schools. This new knowledge can create the possibility of a different future, with more scientific properties and instigating the reflection from the routine of the University and its context. The experience resulted in scientific dissemination, high school students' contact with the scientific method, and all the technique and objectivity derived from it, expanding community-university ties. Keywords: Education; Extension; Experience; Scientific Experiment  

Psychopathology, Guilt, Perfectionism, and Family of Origin Functioning among Protestant Clergy

1994 ◽  
Vol 22 (1) ◽  
pp. 29-38 ◽  
Author(s):  
Ronald G. Rickner ◽  
Siang-Yang Tan
Keyword(s):  
High Schools ◽  
High School Teachers ◽  
Family Of Origin ◽  
Self Report ◽  
Public High Schools ◽  
Public High School ◽  
Protestant Clergy ◽  
Christian Teachers ◽  
Comparison Groups ◽  
Scriptural Literalism

Levels of psychopathology, guilt, perfectionism, and family of origin functioning among a sample of male, Protestant clergy (N = 168) were compared with those of male teachers from public high schools (N = 43) and Christian high schools (N = 51). Data were collected via self-report instruments. Results revealed no significant differences between groups on psychopathology or perfectionism. However, clergy and Christian teachers had significantly higher guilt scores than public high school teachers, but higher guilt was associated with only the Norm Violation subscale. Clergy perceived their family of origin as significantly less healthy than the comparison groups. Some support was found for the “mother dominant/father absent” theory of vocational choice among pastors. Scriptural literalism among pastors was not significantly related to psychopathology, guilt, perfectionism, or family of origin functioning. Implications of the present findings are discussed.

scholarly journals Medical Supervision of High School Athletics in Chicago: A Follow-up Study

2019 ◽  
Vol 7 (8) ◽  
pp. 232596711986250
Author(s):  
Nathaniel S. Jones ◽  
Kyle Wieschhaus ◽  
Brendan Martin ◽  
Pietro M. Tonino
Keyword(s):  
High School ◽  
High Schools ◽  
The United States ◽  
Return To Play ◽  
Athletic Trainer ◽  
Public High Schools ◽  
High School Sports ◽  
Medical Supervision ◽  
Concussion Management ◽  
School Sports

Background: High school sports participation in the United States has increased dramatically over the past 25 years. A corresponding increase in the number of injuries has been noted, particularly in contact sports such as football. This has led medical and sports organizations nationwide to advocate for proper medical supervision of athletes at games and practices. Purpose: To gather information from Chicago public high schools to gauge how medical supervision for high school sports has changed in 2017 compared with 2003. Study Design: Cross-sectional study. Methods: Survey questionnaires were sent to the athletic directors of all 99 Chicago public high schools to complete via email. The questionnaire survey contained the same questions as in a survey conducted in 2003 by Tonino and Bollier, with the addition of 4 novel questions relating to emergency action plans (EAPs), automated external defibrillators, concussion management policy, and tackling progression drills. Results: The response rate was 66.67% (66/99 schools). Of the 66 responding schools, all with football programs, no school had a physician on the sideline at home games (decrease from 10.6% in 2003), 37.9% had an athletic trainer present (increase from 8.5% in 2003), and 63.6% had a paramedic available (decrease from 89.4% in 2003). In 2017, 65.6% of responding schools had a coach certified in cardiopulmonary resuscitation (CPR) available at practice to handle medical problems, compared with 89.4% in 2003 ( P < .001). Regarding the 4 novel questions, 93.9% of the responding schools had proper tackling progression drills in place, followed by 89.1% who had appropriate EAPs and 93.9% with concussion management protocols, including return-to-play and return-to-learn protocols. Conclusion: Although significant improvement was found in athletic trainer coverage, especially at games, physician coverage was lacking and fewer coaches were certified in CPR in 2017 compared with 2003. EAPs and concussion management protocols were present in most Chicago public high schools. Overall, greater medical supervision is needed, which we believe should come in the form of increased athletic training and physician involvement and coverage, given that expert, expedited medical care saves lives.

A Call for Intersectionality in US Schooling: Testimonios of Chicana Students in High School

2020 ◽  
Vol 90 (2) ◽  
pp. 269-281
Author(s):  
NANCY ACEVEDO ◽  
CITLALLI BEJARANO ◽  
NATALIE IBARRA COLLAZO
Keyword(s):  
High School ◽  
High Schools ◽  
Critical Consciousness ◽  
Public High Schools ◽  
Urban High Schools ◽  
Critical Race ◽  
Schooling Experiences ◽  
The World ◽  
Private And Public

Guided by the concept of nepantleras and critical race nepantlera methodology, Nancy Acevedo presents the testimonios of Citlalli Bejarano and Natalie Ibarra Collazo, two Chicana students who attend urban high schools. Citlalli and Natalie share various forms of inclusion and exclusion that they experience as Chicanas attending private and public high schools in California. The article highlights a need for schooling experiences that acknowledge the intersectional identities of Chicana students, foster critical consciousness, and provide the opportunity for students to contribute to their education and the world.

scholarly journals An Exploration of Teaching Practices of Private, Public, and Public-Private EFL Teachers in Iran

2016 ◽  
Vol 18 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Javad Gholami ◽  
Mehdi Sarkhosh ◽  
Heidar Abdi
Keyword(s):  
High School ◽  
Public Schools ◽  
High Schools ◽  
Language Teaching ◽  
Corrective Feedback ◽  
Teaching Experience ◽  
Public High School ◽  
Private Language ◽  
Significant Difference ◽  
Efl Teachers

Abstract This study investigates the practices of public (high) school, private language institute, and public-private teachers. In particular, it aims at addressing the role of contextual factors, the variations teachers introduce to cope with them, and the degree of sustainable behaviour among these three groups of teachers. High school teachers consisted of those who taught only in high schools and the ones teaching both in high schools and private language institutes. For this purpose, classroom practices of 60 EFL teachers (N=20 per group) with 3 to 6 years of teaching experience and BA degree in TEF) were compared in terms of group/pair work, teacher talking time, L1 use, questioning, corrective feedback, and coverage of language skills. The findings of the study indicate that a significant difference exists among these three groups of teachers in terms of their practices. It is noteworthy that in the same teaching context of high school, the practices of teachers with and without private language teaching experience are significantly dissimilar except in the duration of pair/group work activities and the rates of repetition and explicit correction. This study suggests that high school EFL teachers with teaching experience in private language institutes subscribe more closely to the tenets of communicative language teaching and thus can act as powerful agents of sustainable language teaching in Iranian public schools.

Higher Education Policy as Secondary School Reform: Texas Public High Schools After Hopwood

2007 ◽  
Vol 29 (3) ◽  
pp. 200-217 ◽  
Author(s):  
Thurston Domina
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Students ◽  
High Schools ◽  
Higher Education Policy ◽  
School Level ◽  
Public High Schools ◽  
High School Level ◽  
School Students ◽  
Higher Education Policies

The higher education diversity programs that Texas enacted after Hopwood v. University of Texas banned affirmative action had unexpected positive consequences for the state’s high schools. The Texas top 10% law, the Longhorn Opportunity Scholarship and Century Scholarship programs, and the Towards Excellence, Access and Success Grant program each explicitly linked postsecondary opportunities to high school performance and clearly articulated that link to students across the state. As a result, these programs worked as K–16 school reforms, using college opportunities as incentives to improve educational outcomes at the high school level. Using panel data describing Texas high schools between 1993 and 2002, the author demonstrates that Texas’s post- Hopwood higher education policies redistributed college-related activity at public high schools and boosted high school students’ academic engagement.

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