scholarly journals Becoming citizens: High school students and citizenship in British Columbia and Québec

2008 ◽  
Vol 4 ◽  
Author(s):  
Stéphane Lévesque
Keyword(s):  
High School ◽  
British Columbia ◽  
High School Students ◽  
Social Studies ◽  
Structured Interviews ◽  
School Students ◽  
Multiple Data ◽  
Multiple Case ◽  
Quebec History ◽  
Key Participants

This article explores how British Columbia and Québec high school students construct and understand their citizenship in light of their history/social studies experience. Two multi-ethnic high schools, one in Montréal and one in Vancouver, provided a window into Québec history (grade 10) and B.C. social studies (grade 11). Key citizenship concepts (rights, participation, cultural pluralism, and identity) developed in political theory guided this study. Using a multiple case study design, this qualitative study employed multiple data collection: document analysis, school and classroom observations, and semi-structured interviews with key participants. The findings suggest that, despite different programs and teaching approaches, students in both sites accord an importance to citizenship. Yet, contrasts emerge between francophone Québécois and anglophone British Columbians, particularly in terms of identity.

scholarly journals Implementation of initiatives to prevent student stress: process evaluation findings from the Healthy High School study

2020 ◽  
Vol 35 (3) ◽  
pp. 195-215
Author(s):  
Camilla Thørring Bonnesen ◽  
Marie P Jensen ◽  
Katrine R Madsen ◽  
Mette Toftager ◽  
Johanne A Rosing ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Process Evaluation ◽  
Implementation Process ◽  
Data Sources ◽  
Structured Interviews ◽  
School Students ◽  
Multiple Data Sources ◽  
Multiple Data ◽  
Environmental Strategies

Abstract Process evaluation of public health interventions is important for understanding intervention results and can help explain why interventions succeed or fail. This study evaluated implementation of a school-based intervention combining educational and environmental strategies to prevent stress among Danish high school students. We investigated dose delivered, dose received, fidelity, appreciation, barriers and facilitators at the 15 intervention schools using mixed methods and multiple data sources: questionnaires among students, teachers and school coordinators; semi-structured interviews with school coordinators; telephone interviews with student counsellors; and focus group interviews with students and teachers. Implementation varied by schools and classes. Half of the intervention schools delivered the environmental strategies. For the educational strategies, dose delivered differed according to intervention provider. Students reported a lower dose received compared with dose delivered reported by school staff. Overall, student counsellors, school coordinators and students—especially those with low perceived stress—were satisfied with the stress preventive initiatives while teacher satisfaction varied. Five main barriers and three facilitators for implementation were identified. The use of multiple data sources and data methods created new knowledge of the implementation process which is important for the interpretation of effect evaluation and development of future interventions.

scholarly journals Rural Aboriginal high school students' views of their future tertiary education

2020 ◽  
pp. 1-11
Author(s):  
Jessica Howard ◽  
Jacob Jeffery ◽  
Lucie Walters ◽  
Elsa Barton
Keyword(s):  
High School ◽  
High School Students ◽  
Lived Experience ◽  
Educational Outcomes ◽  
Educational Aspirations ◽  
Tertiary Education ◽  
Structured Interviews ◽  
School Students ◽  
Aboriginal Australians ◽  
Relationship Networks

Abstract In the context of a stark discrepancy in the educational outcomes of Aboriginal Australians compared to non-Aboriginal Australians, this article aims to contribute the voices of rural Aboriginal high school students to the discourse. This article utilises an appreciative enquiry approach to analyse the opinions and aspirations of 12 Aboriginal high school students in a South Australian regional centre. Drawing on student perspectives from semi-structured interviews, this article contributes to and contextualises the growing body of literature regarding educational aspirations. It demonstrates how rurality influences a complex system of intrinsic attributes, relationship networks and contextual factors. It offers an important counterpoint to discourses surrounding academic disadvantage and highlights the lived experience of rural Aboriginal Australians.

Experiential Education and Self-Authorship: An Examination of Students Enrolled in Immersion High Schools

2020 ◽  
pp. 105382592098078
Author(s):  
Meagan Ricks ◽  
Lisa Meerts-Brandsma ◽  
Jim Sibthorp
Keyword(s):  
High School ◽  
High School Students ◽  
Experiential Education ◽  
Education Program ◽  
Belief System ◽  
Learning Context ◽  
Structured Interviews ◽  
School Students ◽  
Developmental Experiences ◽  
Self Authorship

Background: Research shows that people benefit from having an internally defined belief system and identity to guide their decision-making rather than depending exclusively on external authorities to make choices. Less is known about what types of developmental experiences facilitate progression toward self-authorship, which is a way of being where a person depends on their internally defined beliefs to make decisions and direct their future. Purpose: This study examined an experiential education setting and the influence the setting had on high school students’ progression toward self-authorship. Methodology/Approach: We used Pizzolato’s open-ended Experience Survey and semi-structured interviews to examine aspects of self-authorship in high school students attending a semester-long experiential education program. Findings/Conclusions: We found students returning from their semester-long program focused on decisions that had a greater impact on their personally defined, long-term identity rather than immediate decisions. In addition, students showed growth in the three domains of self-authorship—epistemological, interpersonal, and intrapersonal. The results could be attributed to the pedagogical approach of the experiential education program. Implications: Educators who seek to provide experiences that support self-authorship could implement developmentally effective practices situated in an experiential learning context.

scholarly journals Students’ views on the use of tablet computers in education

2018 ◽  
Vol 10 (2) ◽  
pp. 104-114
Author(s):  
Ali Semerci
Keyword(s):  
High School ◽  
High School Students ◽  
Tablet Computers ◽  
Structured Interviews ◽  
Education Students ◽  
School Students ◽  
Learning And Teaching ◽  
Short Period ◽  
Computers In Education ◽  
Effective Use

The aim of this study was to explore high school students’ views on the use of tablet computers in education. To achieve this aim, a qualitative research method was employed whereby data was obtained from 16 high school students using one-to-one semi-structured interviews and then, subjected to content analysis. The findings showed that all the participating students expressed a positive attitude towards tablet computers prior to their use in education. However, students stated that, after a short period spent on using the tablet computers, they found that tablet computers affected student–teacher and student–student interaction. A significant number of the students stated that the educational content presented in the Educational Information Network (EBA) Portal was inadequate and inappropriate to their level. Also, in terms of the learning and teaching process, the students raised several concerns. To facilitate the effective use of tablet computers in education, students made several recommendations.Keywords: FATIH Project, tablet computers, technology integration in education, tablet computers in education.

Teaching Social Studies to High School Students with Academic Handicaps in a Mainstreamed Setting

1989 ◽  
Vol 22 (2) ◽  
pp. 102-107 ◽  
Author(s):  
Steven V. Horton ◽  
Thomas C. Lovitt ◽  
Alex Givens ◽  
Robin Nelson
Keyword(s):  
High School ◽  
High School Students ◽  
Social Studies ◽  
School Students

Change in High School Students’ Political Attitudes as a Function of Social Studies Classroom Climate

1980 ◽  
Vol 17 (2) ◽  
pp. 253-265 ◽  
Author(s):  
Lee H. Ehman
Keyword(s):  
High School ◽  
Multivariate Analysis ◽  
High School Students ◽  
Social Studies ◽  
Analysis Of Variance ◽  
Classroom Climate ◽  
Longitudinal Design ◽  
Political Trust ◽  
Multivariate Analysis Of Variance ◽  
School Students

A longitudinal design included 339 students from nine schools who responded to questionnaires from their sophomore to senior years from 1974–76. Using multivariate analysis of variance, it was shown that the extent to which students perceived open social studies classroom climates over this period was related to increases in political trust, integration, and interest, but a decrease in sense of political confidence.

scholarly journals Uji Validitas dan Reliabilitas Konstruk Dukungan Sosial Menggunakan SEM

PSYCHE 165 ◽  
2020 ◽  
pp. 211-216
Author(s):  
Chintia Amanda ◽  
Hadi Suyono ◽  
A.M. Diponegoro
Keyword(s):  
Social Support ◽  
High School ◽  
High School Students ◽  
Social Studies ◽  
Likert Scale ◽  
Validity And Reliability ◽  
School Students ◽  
Social Support Scale ◽  
Private High School

The purpose of this study is to test the validity and reliability of social support construction using SEM. The subjects of this study were 83 private high school students in Beringin Regency. The scale of this study uses a social support scale created by researchers developed from Smet (2004). The scale is arranged in the form of a Likert scale based on its aspects, totaling 24 statements with 4 answer choices. The scale was analyzed using SEM AMOS software version 24. The results of social studies provided to students helped improve the success of completing school

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