High School Students Attitudes about and Recommendations for Their Peers with Significant Disabilities

1998 ◽  
Vol 23 (3) ◽  
pp. 272-282 ◽  
Author(s):  
Douglas Fisher ◽  
Ian Pumpian ◽  
Caren Sax
Keyword(s):  
High School ◽  
High School Students ◽  
Inclusive Education ◽  
Student Attitudes ◽  
School Students ◽  
Significant Disabilities ◽  
Negative Attitudes ◽  
Service Models ◽  
Students Attitudes ◽  
The Impact

The present study addresses the impact that placement and service models have had on nondisabled high school student attitudes. Negative attitudes have been a frequently identified barrier to participation, interactions and acceptance. 1413 typical students from two high schools, one inclusive and one traditional self-contained, were surveyed regarding their attitudes toward peers with disabilities and their recommendations for inclusive education. Results suggest that experiences in school significantly impact students' recommendations about the implementation of inclusive education.

Financial literacy programs and youth entrepreneurial attitudes: some insights from the Jordanian community

2020 ◽  
Vol 14 (5) ◽  
pp. 787-810
Author(s):  
Nour Walid Aljaouni ◽  
Baker Alserhan ◽  
Kimberly Gleason ◽  
Jusuf Zeqiri
Keyword(s):  
High School ◽  
High School Students ◽  
Financial Literacy ◽  
Literacy Program ◽  
School Students ◽  
Content Type ◽  
Entrepreneurial Attitudes ◽  
Students Attitudes ◽  
K 12 ◽  
The Impact

Purpose The purpose of this paper is to explore the impact of a financial literacy program (FLP) recently implemented in Jordanian junior high and high schools as part of a national financial literacy agenda on students’ attitudes toward entrepreneurship relative to a control sample of students who had not yet participated in the FLP. This paper also examines the role of moderating variables, including students’ perception of teachers’ attitudes (TA) on students’ entrepreneurial attitudes. Design/methodology/approach Survey methodology was used to obtain data and hierarchical regression analysis was used to test hypotheses. Findings Results indicate that students who completed the FLP exhibited significantly higher entrepreneurial awareness than those that had not yet participated in the program. Students who took the entrepreneurship module of the FLP exhibited significantly lower entrepreneurial intention than those that had not yet taken the entrepreneurship module. However, TA did not impact students’ attitudes. Research limitations/implications The study examines a sample of middle and high school students in only one district in Amman, Jordan, and cannot be generalized to other communities where the FLP has been implemented. Practical implications The findings provide valuable insights for educators, policymakers and non-governmental organizations considering large scale, publicly funded FLPs as part of the K-12 educational system. Social implications Stakeholders should consider reforms to the implementation of entrepreneurship education as part of the FLP in Jordanian schools and other developing country K-12 programs. Originality/value This study is the first to examine the new Jordanian literacy program and the impact it has on attitudes toward entrepreneurship of middle and high school students.

scholarly journals THE IMPACT OF THE USE OF GEOGEBRA ON STUDENT’S MATHEMATICAL REPRESENTATION SKILLS AND ATTITUDE

2021 ◽  
Vol 8 (12) ◽  
Author(s):  
Fazli Rabi ◽  
Ma Fengqi ◽  
Muhammad Aziz ◽  
Muhammad Ihsan Ullah ◽  
Nuritdinova Hilola Abduraxmanovna
Keyword(s):  
High School ◽  
High School Students ◽  
Empirical Test ◽  
Mathematical Representation ◽  
Control Group ◽  
School Students ◽  
Quasi Experimental ◽  
Students Attitudes ◽  
The Impact ◽  
Experimental Group

<p>Mathematics is important and applies to science, technology, society or the natural sciences. It is applied directly or indirectly. Most students find this to be a very stimulating, complex, and well-understood subject. Maths in high school is extremely important. The study was designed to investigate the impact of students' mathematical representation skills and their attitudes towards GeoGebra. This study was quasi-experimental and carried out on high school students. We have two groups belonging to the same standard class. The control group consisted of 22 students, while the experimental group consisted of 28 participants. The conventional approach was used to teach certain concepts of plane geometry to the students in the control group. On the other hand, the experimental group taught similar teachings using GeoGebra. The results show that students have more skills in mathematical representation using GeoGebra. The semi-empirical test also showed a significant change in students' attitudes between the pre-test and the post-test. Students are more active in mathematical representation skills in GeoGebra.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0967/a.php" alt="Hit counter" /></p>

An Investigation of the Impact of a Flipped Classroom Instructional Approach on High School Students’ Content Knowledge and Attitude Toward the Learning Environment.

2020 ◽  
Vol 7 (5) ◽  
pp. 338-349
Author(s):  
Matthew Bell ◽  
Steven Shumway ◽  
Geoff Wright
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
The Body ◽  
School Students ◽  
Significant Difference ◽  
Students Attitudes ◽  
Knowledge And Attitude ◽  
The Impact

The idea of the “flipped classroom” has become increasingly popular in education. However, very little research in how “flipped classrooms” impact high school students’ ability to perform on exams has been done. The purpose of this research is to add to the body of knowledge and help provide data to investigate how well students learn physics content by using the flipped classroom in a high school Physics with Technology class. Seven periods of Physics with Technology at Lone Peak High School in Highland, UT were used in this study. Three of the classes were randomly assigned to be “flipped” while the other four were taught using what is considered a “traditional” method of instruction of physics (guided inquiry). The pacing and content was matched each day and all classes participated in the same labs, homework, quizzes and tests. The defining difference is the method which the content was covered. The flipped classes watched video lectures at home to learn the majority of the content, then did what is traditionally known as “homework” in class with the teacher present to help. In this study, it was found that there was no statistically or practically significant difference in mean test scores for the first three units. Student responses on a survey also showed very little statistical difference in the students’ attitudes towards the classroom environment in either instructional method.

Information Organization of a Tutorial and Students' Attitudes towards History Learning

1994 ◽  
Vol 6 (1) ◽  
pp. 59-64
Author(s):  
Avigail Oren
Keyword(s):  
High School ◽  
High School Students ◽  
Information Organization ◽  
Intermediate School ◽  
School Students ◽  
Negative Attitudes ◽  
Learning History ◽  
Positive Attitudes ◽  
History Learning ◽  
Students Attitudes

Some difficulties in historylearning which are related mostly to the Israeli syllabus create a negative attitudes of students toward this domain. It is agreed that computers contribute to students motivation, but we were interested to explore the role of information organization in this aspect. This article describes an evaluation of a tutorial supportinghistoryinstruction in which intermediateschool students and high school students had been involved. The tutorial wasorganizedin a specificmodebywhich information was separated visually from the assignments but shared the same learning environment, likewise information included various types organized also separately. Findingsindicated thatmost ofthe intermediate school students had found the computer as the main reason for enjoying the tutorial andfor acquiringknowledge. High-school students found that the information organization was the main reason for enjoying the tutorial and for acquiring knowledge. No difference was between the two groups as far as the importance of information in the process of learning. It was proved that the information in this mode of organization was an important factor in framing students positive attitudes towards learning history through computers.

Assessing high school students' attitudes toward chemistry with a shortened semantic differential

2015 ◽  
Vol 16 (2) ◽  
pp. 283-292 ◽  
Author(s):  
Ajda Kahveci
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Student Attitudes ◽  
Semantic Differential ◽  
School Students ◽  
Attitudes Toward Learning ◽  
Students Attitudes ◽  
Univariate Analyses ◽  
Attitudes Toward Chemistry

Aims of science education are concerned not only with students' cognition but also with students' affect, an umbrella term for emotions, feelings, moods, and attitudes. Many studies have been conducted on student attitudes toward learning science in general; however, studies concerning attitudes toward chemistry are limited in number. The purpose of this research was to adapt and use the shortened version of Bauer's semantic differential, ASCIv2 (Attitude toward the Subject of Chemistry Inventory version 2), developed and validated by Xu and Lewis in 2011. Following the translation and adaptation procedures, the inventory was administered to a total of 503 high school students at four public schools in Turkey. Factor analysis was conducted to explore the internal structure of the instrument and compare factors across cultures. The results showed that the two-factor structure of the ASCIv2 measuring intellectual and emotional attitudes was valid. The alpha values suggested strong internal consistency for the instrument. According to descriptive analyses, the students in the sample had average intellectual (M= 3.60, SD = 1.47) and emotional (M= 3.93, SD = 1.75) attitudes. Univariate analyses of variance demonstrated that former success in chemistry courses as well as achievement in middle school had effects on high school students' intellectual and emotional attitudes toward chemistry. This finding supports the pattern established by previous research, suggesting that attitude and achievement are related. Conducted in a culturally and linguistically different context, this research confirms and provides strong evidence that the instrument yields reliable scores in diverse settings.

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