A Nation at Rest: The American Way of Homework

2003 ◽  
Vol 25 (3) ◽  
pp. 319-337 ◽  
Author(s):  
Brian P. Gill ◽  
Steven L. Schlossman
Keyword(s):  
High School Students ◽  
Student Behavior ◽  
Great Majority ◽  
Primary Grade ◽  
Temporary Increase ◽  
School Students ◽  
National Surveys ◽  
Grade Levels ◽  
Typical Day ◽  
American Children

We use several national surveys to provide a 50-year perspective on time spent on homework. The great majority of American children at all grade levels now spend less than one hour studying on a typical day—an amount that has not changed substantially in at least 20 years. Moreover, high school students in the late 1940s and early 1950s studied no more than their counterparts did in the 1970s, 1980s, and 1990s. Changes in educational opinion on homework over the last half century have had little effect on student behavior, with only two notable exceptions: a temporary increase in homework time in the decade following Sputnik, and a new willingness in the last two decades to assign small amounts to primary-grade students.

Self-reports of emotional distress in a sample of urban black high school students

1982 ◽  
Vol 12 (4) ◽  
pp. 809-817 ◽  
Author(s):  
Ellen W. Freeman ◽  
Karl Rickels ◽  
Emily B. H. Mudd ◽  
George R. Huggins ◽  
Celso-Ramon Garcia
Keyword(s):  
High School ◽  
High School Students ◽  
Emotional Distress ◽  
Clinical Sample ◽  
Great Majority ◽  
Self Report ◽  
School Students ◽  
Hopkins Symptom Checklist ◽  
Adolescent Groups ◽  
High Distress

SynopsisEmotional distress as assessed by the self-report Hopkins Symptom Checklist (HSCL) was examined in a sample of 607 urban black high school students aged 15–18. These adolescents reported high distress primarily about feelings of disadvantage, volatile anger, interpersonal sensitivity and loneliness. Females were significantly more likely than males to indicate emotional distress, although several of the leading distress items were endorsed equally by both groups. Male and female scores across the HSCL factors differed in degree rather than form. The great majority of these adolescents didnotreport significant emotional distress. These data provide a base from a non-clinical sample for comparison with other adolescent groups where emotional distress may play a role.

scholarly journals Peran Guru Pendidikan Agama Islam Dalam Mengantisipasi Dampak Penggunaan Media Sosial Bagi Siswa Sekolah Menengah Pertama

2018 ◽  
Vol 1 (2) ◽  
pp. 105-120
Author(s):  
Ismail Ismail
Keyword(s):  
Middle School ◽  
Social Media ◽  
High School Students ◽  
Junior High School ◽  
Student Behavior ◽  
Primary Data ◽  
School Students ◽  
The North ◽  
Teachers And Students ◽  
Teachers And Parents

This study aims to describe the existence of social media on student behavior and the inhibiting factors of PAI teachers in various social media at North Belopa State Middle School. This research is qualitative research that uses pedagogical, psychological, sociological, and theological normative approaches. Data sources are primary data sourced from principals, PAI teachers, and students through interviews, while data in the form of existing documents with research. The results of the study show that in the role of the teacher in using social media in junior high school students in the sub-district as follows: 1. Dutch Middle School students use social media as a place to show the outside world. Everyone is competing to display and make branding about the World World. There is nothing that can be done for others and  2. As for the PAI teacher's inhibitors in various social media at the North Belopa State Middle School, they are not working with teachers and parents in using social media. Community environment (association) association of students outside the school is also very large on the behavior and behavior of students in everyday life. Ineffective regulations made by schools.

scholarly journals Historical Learning Behavior of High School Students During the Covid-19 Pandemic

2021 ◽  
Vol 2 (1) ◽  
pp. 21-34
Author(s):  
Muhammad Teguh ◽  
Wahidul Basri
Keyword(s):  
High School ◽  
High School Students ◽  
High School Teachers ◽  
Learning Process ◽  
Student Behavior ◽  
Learning Behavior ◽  
School Teachers ◽  
School Students ◽  
History Learning

This article was written with the aim of analyzing the behavior of high school students and all of their factors during history learning during the Covid-19 pandemic, so that knowing the history learning behavior of high school students and responses from high school teachers related to student behavior in the history learning process during the Covid-19 pandemic and analyzing how the reinforcement measures carried out by high school teachers towards students and the effect felt during online learning. The research method used was descriptive qualitative. The subjects of the study were research articles related to students' historical learning behavior during the Covid-19 pandemic, The sample of research articles is 26 journals consisting of national journals and international journals. The results of this study were 1) forms of student behavior in various history lessons; 2) student behavior is influenced by the creativity ability of teachers and the role of the family, and 3) The history teacher provides reinforcement during the online history learning process to students. The conclusion of this study is to maximize the history learning behavior of high school students during the pandemic has 5 (five) aspects learning and management of teaching in the Covid-19 era, know the benefits of learning history using Google classroom, increasing the effectiveness of the teaching and learning process during the Covid-19 Pandemic, the role of families in accompanying student, and increase student activeness in taking online learning.

Attitudes towards the scientific search for extraterrestrial life among Swedish high school and university students

2018 ◽  
Vol 18 (3) ◽  
pp. 280-288 ◽  
Author(s):  
Erik Persson ◽  
Klara Anna Capova ◽  
Yuan Li
Keyword(s):  
High School ◽  
High School Students ◽  
University Students ◽  
Great Majority ◽  
School Students ◽  
Extraterrestrial Life ◽  
Fields Of Study

AbstractThe aim of this study is to increase our understanding of the attitudes towards the scientific search for extraterrestrial life among high school and university students in Sweden. The most important results of the analysis are that: (a) the great majority of students believe that extraterrestrial life exists; (b) most students regard searching for extraterrestrial life to be quite important or very important; (c) very few students think that we should actively avoid searching for extraterrestrial life; (d) the most common motive for assigning a high priority to search for extraterrestrial life is that it is interesting, the most common motive for assigning a low priority is that such knowledge would not be practically useful, or that the money would be better spent elsewhere; (e) most students do not think they are very well informed regarding the search for extraterrestrial life. A higher percentage of the students who judge themselves to be well informed also believe that extraterrestrial life exists. We have also found some differences between subgroups (men/women, high school students/university students and different fields of study), but the differences are with few exceptions small in comparison with the overall trends, and they mostly differ in degree rather than direction.

Applications: Analyzing Data Relating to the Challenger Disaster

1994 ◽  
Vol 87 (6) ◽  
pp. 423-426
Author(s):  
Linda Tappin
Keyword(s):  
Mathematical Modeling ◽  
High School ◽  
Decision Making ◽  
High School Students ◽  
Student Involvement ◽  
Vital Role ◽  
Exponential Functions ◽  
School Students ◽  
Grade Levels ◽  
Using Data

Memories of the Challenger disaster that occurred on 28 January 1986 are still vivid in the minds of many high school students. Thus, using data relating to this event can promote student involvement. This article introduces students to statistics by illustrating its vital role in decision making. Students at various grade levels with varying backgrounds will find this activity motivating and stimulating. Little or no background is necessary to appreciate this application of statistics involving exponential functions, mathematical modeling, probability, and curve sketching.

Drugs in the High School

1974 ◽  
Vol 4 (2) ◽  
pp. 187-195 ◽  
Author(s):  
Steven E. Lerner ◽  
Ronald L. Linder ◽  
Judy C. Drolet
Keyword(s):  
High School ◽  
High School Students ◽  
Drug Use ◽  
Lower Grade ◽  
Public High School ◽  
Upward Trend ◽  
School Students ◽  
The Public ◽  
Grade Levels ◽  
Public High School Students

An upward trend of psychoactive drug use within the lower grade levels was observed among 616 high school students. Although different patterns of drug use exist between parochial and public high school sophomores, by their junior year the two groups were similar. Over half of the public high school students claimed they take drugs either “for kicks” or “for curiosity”.

High Prevalence of Dysgraphia in Elementary Through High School Students With ADHD and Autism

2017 ◽  
Vol 23 (8) ◽  
pp. 787-796 ◽  
Author(s):  
Susan D. Mayes ◽  
Rosanna P. Breaux ◽  
Susan L. Calhoun ◽  
Sara S. Frye
Keyword(s):  
High School Students ◽  
Age Groups ◽  
School Students ◽  
Intelligence Scale ◽  
Grade Levels ◽  
High Prevalence ◽  
Normal Mean ◽  
Developmental Test ◽  
Visual Motor ◽  
Students With Adhd

Objective:Prevalence of dysgraphia by age across all grade levels was determined in students with ADHD or autism. Method: Referred children with normal intelligence and ADHD–Combined, ADHD–Inattentive, or autism ( N = 1,034) were administered the Developmental Test of Visual-Motor Integration (VMI) and Wechsler Intelligence Scale for Children (WISC). Results: VMI and WISC Coding scores were significantly lower than IQ and the normal mean of 100 for all diagnoses. More than half (59%) had dysgraphia, and 92% had a weakness in graphomotor ability relative to other abilities. Dysgraphia prevalence did not differ between diagnostic or age groups (6-7 years, 56%; 8-10 years, 60%; and 11-16 years, 61%). Conclusion: Dysgraphia is common at all ages in children and adolescents with ADHD and autism. Accommodations and strategies for addressing this problem are discussed.

scholarly journals A Youth-Leader Program in Baltimore City Recreation Centers: Lessons Learned and Applications

2017 ◽  
Vol 19 (1) ◽  
pp. 75-85 ◽  
Author(s):  
Angela C. B. Trude ◽  
Elizabeth Anderson Steeves ◽  
Cara Shipley ◽  
Pamela J. Surkan ◽  
Priscila de Morais Sato ◽  
...  
Keyword(s):  
High School Students ◽  
Low Income ◽  
Role Models ◽  
Effective Means ◽  
Lessons Learned ◽  
School Students ◽  
Obesity Epidemic ◽  
Train The Trainer ◽  
Recreation Centers ◽  
American Children

Peer-led interventions may be an effective means of addressing the childhood obesity epidemic; however, few studies have looked at the long-term sustainability of such programs. As part of a multilevel obesity prevention intervention, B’More Healthy Communities for Kids, 16 Baltimore college students were trained as youth-leaders (YLs) to deliver a skill-based nutrition curriculum to low-income African American children (10-14 years old). In April 2015, formative research was used to inform sustainability of the YL program in recreation centers. In-depth interviews were conducted with recreation center directors ( n = 4) and the YLs ( n = 16). Two focus groups were conducted with YLs ( n = 7) and community youth-advocates ( n = 10). Barriers to this program included difficulties with transportation, time constraints, and recruiting youth. Lessons learned indicated that improving trainings and incentives to youth were identified as essential strategies to foster continuity of the youth-led program and capacity building. High school students living close to the centers were identified as potential candidates to lead the program. Based on our findings, the initial intervention will be expanded into a sustainable model for implementation, using a train-the-trainer approach to empower community youth to be change agents of the food environment and role models.

scholarly journals Teachers' beliefs about ability to engage African-American students and identify for advanced placement through the lens of the Ohio State Teacher Efficacy Survey and the Rand Measure

2017 ◽  
Author(s):  
◽  
Eric C. Sr. Greely
Keyword(s):  
High School ◽  
African American ◽  
High School Students ◽  
Teacher Efficacy ◽  
Advanced Placement ◽  
African American Students ◽  
School Students ◽  
American Students ◽  
American Children ◽  
Advanced Placement Classes

A fundamental right of American children is to have equal opportunities to obtain a quality education regardless of race, class, or economic status. College graduates are less likely to live in poverty and more likely to have greater earning potential. High school students enrolling in rigorous coursework, like Advanced Placement classes, are better prepared for college. Using the instruments of the Ohio Teacher Efficacy Survey and the Rand Measure, this study found that having a rigorous curriculum and avoiding deficit thinking matters in recommending African-American students' to Advanced Placement classes. Race and ethnicity should not be used as a limitation. Educators must recognize the diversity that each student contributes to the classroom. Additionally, this research revealed that what high school teachers believe about their students' capabilities does influence the success of the students. Teachers who teach Advanced Placement courses have to believe all students can learn, regardless of condition, status, race or economic opportunities.

scholarly journals An Italian adaptation of the Child-Adolescent Perfectionism Scale: Testing measurement invariance across grade levels and exploring associations with academic achievement

PLoS ONE ◽  
2021 ◽  
Vol 16 (8) ◽  
pp. e0255814
Author(s):  
Michele Vecchione ◽  
Mariacarolina Vacca
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Measurement Invariance ◽  
Italian Version ◽  
School Students ◽  
Dual Nature ◽  
Grade Levels ◽  
Confirmatory Factor ◽  
Scale Scores

This study aims to examine the properties of an Italian version of the Child-Adolescent Perfectionism Scale (CAPS), one of the most widely used instrument for the assessment of self-oriented (SOP) and socially-prescribed (SPP) perfectionism in young people. The study was conducted on two large samples of middle (n = 379, Mage = 11.31) and high school (n = 451, Mage = 15.21) students. Confirmatory factor analysis supported the expected three-factor structure, comprising SOP-Striving, SOP-Critical, and SPP. Multigroup analyses provided evidence of configural, metric, and (partial) scalar measurement invariance across grade levels. Structural invariance (i.e., the invariance of factor variances and covariances) was also established. The scale scores exhibited a differentiated pattern of relations with personality traits and academic achievement, as measured by school grades: SOP-Critical and SPP were positively related to neuroticism and have adverse effects on grades of middle and high school students, respectively. SOP-Striving, by contrast, was positively related to conscientiousness and predicted higher grades. The SOP-Striving-achievement relation was consistent across grade levels and held even after controlling for individual differences in conscientiousness and neuroticism. In sum, results from this study establish sound psychometric properties for an Italian version of the CAPS, providing support for the dual nature of self-oriented perfectionism among adolescents of different ages.

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