scholarly journals Pedagogical Conditions for Formation of Readiness for Responsible Parenting Among High School Students in Boarding Schools

2021 ◽  
Vol 1 (25) ◽  
pp. 124-136
Author(s):  
Liubov Kanishevska ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Boarding Schools ◽  
School Students

scholarly journals DIFFICULTIES IN DEFINING SUBJECT ОF DORMITORY PEDAGOGY

2020 ◽  
Author(s):  
Milan Komnenović ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Boarding School ◽  
Boarding Schools ◽  
Theoretical Concept ◽  
Scientific Discipline ◽  
School Students ◽  
Primary Obstacle ◽  
The Subject ◽  
Theoretical Foundations

In this article (thesis) we dealt with the problem of defining pedagogical discipline which explores education in institutionalized accommodations. Dormitory pedagogy is most often recognized in our region as a part of pedagogical science which primarily explores the aspect of education within boarding schools for pupils and high school students, while the analysis of works on home pedagogy shows that the subject of home pedagogy is defined much more broadly. In the article there are three causally-consequential problems that make up the primary obstacle in defining dormitory pedagogy as a scientific discipline according to authors. The aim of this article is determining the theoretical concept of dormitory pedagogy, i.e. the analysis of the theoretical foundations on which the views of domestic authors on the subject of home pedagogy are based. In addition, in the article the problems with which dormitory pedagogy as a pedagogical discipline is confronted with within its definition, as well as the fundamental problems in defining the profession of educators within boarding schools will be presented. In the final parts of the paper, one of the elements of the possible solutions for the subject of research of dormitory pedagogy will be illustrated. As the majority of authors defines dormitory pedagogy as a discipline that deals with exploring education within institutionalized accommodations, in this paper we will discuss the segment of dormitory pedagogy that questions the problematic of high school education, respectively boarding school students.

scholarly journals Perbedaan Kesejahteraan Siswa Pada SMA Negeri Asrama dan Bukan Asrama di Kota Malang

2019 ◽  
Vol 9 (2) ◽  
pp. 274-288
Author(s):  
Sulis Winurini
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Well Being ◽  
Boarding Schools ◽  
T Test ◽  
Average Score ◽  
Public High Schools ◽  
School Students ◽  
Significant Difference

Boarding schools have their own peculiarities. Students in boarding schools will spend all their time in schools and dormitories, while students in day schools still have experience with their families and neighborhoods. This difference in experience will lead to differing perception, so it is assumed that there are differences in school well being in the two school models. The purpose of this study is to find out whether or not there is a difference in school well being for students in boarding public high schools (SMAN) with day public high schools (SMAN) in Malang. Using quantitative method. The research was conducted in Malang City on July 19, 2018. The total participants involved in this study were 186 people, consisting of 89 students from day high schools and 97 students from boarding high school. The results of the study using the t-test showed a significant difference in the average score in the variable school well being between boarding high school students and day high school students (t= 5.29; p <0.05). The average score of a school well being at boarding school is higher than day school. Viewed from its aspect, it was found a significant difference in scores significantly on the aspect of having, not found a difference in the average score significantly on the love aspect, found the difference in average scores was significantly on the aspect of being. Judging from the average score of each aspect, the boarding high school students have an average score of the aspect of the school well being higher than the day high school students. That is, if viewed on a per-aspect basis of school well being, boarding high school students feel better than day high school students. AbstrakSekolah asrama memiliki kekhasan tersendiri. Siswa yang berada di sekolah asrama akan menghabiskan seluruh waktunya di sekolah dan asrama, sementara siswa pada sekolah bukan asrama masih memiliki pengalaman dengan keluarga dan lingkungan tempat tinggalnya. Perbedaan pengalaman ini akan menimbulkan perbedaan penilaian sehingga diasumsikan terjadi perbedaan kesejahteraan siswa pada kedua model sekolah tersebut. Tujuan dari penelitian ini adalah untuk mengetahui ada atau tidaknya perbedaan kesejahteraan siswa yang berada di SMA Negeri (SMAN) asrama dengan SMA Negeri (SMAN) bukan asrama di Kota Malang. Penelitian ini menggunakan metode kuantitatif di Kota Malang pada tanggal 19 hingga 26 Juli 2018. Total partisipan yang digunakan dalam penelitian ini adalah 186 orang, terdiri dari 89 siswa dari SMAN bukan asrama dan 97 siswa dari SMAN asrama. Hasil penelitian dengan menggunakan t-test menunjukkan perbedaan rata-rata skor secara signifikan pada variabel kesejahteraan siswa di sekolah antara siswa SMAN asrama dengan siswa SMAN bukan asrama (t = 5,29; p < 0,05). Rata-rata skor kesejahteraan siswa di SMAN asrama lebih tinggi dibanding SMAN bukan asrama. Dilihat dari aspeknya, ditemukan perbedaan rata-rata skor secara signifikan pada aspek kondisi sekolah, tidak ditemukan perbedaan rata-rata skor secara signifikan pada aspek hubungan sosial, ditemukan perbedaan rata-rata skor secara signifikan pada aspek pemenuhan diri. Dilihat dari rata-rata skor tiap aspeknya, siswa SMAN asrama memiliki rata-rata skor aspek kesejahteraan siswa di sekolah lebih tinggi dibanding siswa SMAN bukan asrama. Artinya, jika dilihat secara per aspek kesejahteraan siswa di sekolah, siswa SMAN asrama merasa lebih baik dibanding siswa SMAN bukan asrama.

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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