scholarly journals The relationship of emic model derived resiliency attributes to ninth grade student total core subject courses passed in an urban high school as viewed through the RDYM

2012 ◽  
Author(s):  
◽  
Tyrone M. Jr. Bates
Keyword(s):  
High School ◽  
Ninth Grade ◽  
Grade Student ◽  
Core Subjects ◽  
Core Subject ◽  
Ninth Grade Student ◽  
Ninth Grade Students ◽  
Relationship Of ◽  
Intelligent Planning ◽  
The Relationship

The variables positively supporting urban student matriculation through high school remain unclear as one moves from one context to another. Furthermore, attributes that positively influence urban ninth grade student matriculation through high school are equally unclear. The purpose of this non- experimental archival data based study was to determine the extent to which emic derived resiliency score correlates to the number of core subjects passed of ninth grade students in one urban Kansas high school. The study found that urban ninth grade students resilience and the number of core subjects passed were weakly correlated, urban however ninth grade student ethnicity did have a significant level of variance in the construct of intelligent planning. These findings suggested that resilience is not a factor when looking at factors that contribute to the number of core subjects passed by urban ninth grade students.

Students as Literary Critics: The Interpretive Experiences, Beliefs, and Processes of Ninth-Grade Students

1991 ◽  
Vol 23 (4) ◽  
pp. 391-423 ◽  
Author(s):  
Theresa Rogers
Keyword(s):  
Ninth Grade ◽  
Instructional Unit ◽  
Alternative Response ◽  
Literary Works ◽  
Observational Analysis ◽  
English Classes ◽  
Ninth Grade Students ◽  
Relationship Of ◽  
The Relationship ◽  
Interpretive Process

The interpretive beliefs, processes, and instructional experiences of 8 ninth-grade students were studied as they participated in instructional subcommunities within their existing English classes. An observational analysis of the instructional communities was undertaken, and the students' interpretive processes were analyzed as intertextual transactions, which include reasoning operations and inference sources. Overall results revealed that students reasoned about literary works at an interpretive level, and that their inferences were largely textual focussing on characters and events, reflecting the type of literary instruction they receive. After participating in an alternative response-centered instructional unit, students were more intertextual in terms of their preferences related to the interpretive process and more interpretive in their reasoning about literary works. The shift in the range of inference sources students drew on—the intertextuality of their transactions—varied by individual. Individual students were profiled to reveal the relationship of beliefs, experiences, and processes that form their critical interpretive stances toward literary works.

scholarly journals A Choice Too Far: Transit Difficulty and Early High School Transfer

2020 ◽  
pp. 0013189X2094950 ◽  
Author(s):  
Marc L. Stein ◽  
Julia Burdick-Will ◽  
Jeffrey Grigg
Keyword(s):  
High School ◽  
Travel Time ◽  
Administrative Data ◽  
Public Transportation ◽  
School System ◽  
Ninth Grade ◽  
Public School System ◽  
Baltimore City ◽  
School Transfer ◽  
The Relationship

The challenge of a long and difficult commute to school each day is likely to wear on students, leading some to change schools. We used administrative data from approximately 3,900 students in the Baltimore City Public School System in 2014–2015 to estimate the relationship between travel time on public transportation and school transfer during the ninth grade. We show that students who have relatively more difficult commutes are more likely to transfer than peers in the same school with less difficult commutes. Moreover, we found that when these students change schools, their newly enrolled school is substantially closer to home, requires fewer vehicle transfers, and is less likely to have been included among their initial set of school choices.

Relationship Between Different Types of Violence and Mental Health in High School Students From Northern Mexico

2021 ◽  
pp. 088626052110219
Author(s):  
Oscar Armando Esparza-Del Villar ◽  
Sarah Margarita Chavez-Valdez ◽  
Priscila Montañez-Alvarado ◽  
Marisela Gutiérrez-Vega ◽  
Teresa Gutiérrez-Rosado
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Partner Violence ◽  
Health Indicators ◽  
School Students ◽  
Social Violence ◽  
Different Types ◽  
Relationship Of ◽  
The Relationship

Different types of violence have been present in Mexico but there have been few studies that have analyzed their relationship with mental health in adolescents, especially in cities with high rates of social violence. It is important to compare different violence types and their relationship with mental health since not all relationships are the same. It appears that social violence has a stronger relationship with mental health, and for this reason it receives more attention, but other types of violence have a stronger relationship and do not receive as much attention. Chihuahua has been one of the most violent states in Mexico, and Juarez has been the most violent city in the world in 2009 and 2010. The purpose of the study is to compare the relationship of different types of violence (social, cyberbullying, partner violence, and child abuse and neglect) with mental health indicators (depression, anxiety, stress, self-esteem, and paranoid thoughts). There were 526 high school students, from the cities of Juarez ( n = 282) and Chihuahua ( n = 244). The mean age was 16.5 ( SD = 1.4) years and 50.6% reported being males. The relationships among the variables were analyzed using Pearson’s correlations and multiple linear regressions. Both cities that have experienced social violence like carjacking, kidnapping, and sexual assault, but they have very small or no relationships with mental health indicators. Other types of violence have stronger correlations. Our findings suggest that interventions should not focus only in preventing and dealing with social violence, but that other types of violence must also be addressed in adolescents.

Sign in / Sign up

Export Citation Format

Share Document