scholarly journals School-to-University Transition: The Paradox of Motivated but Undecided Students

2021 ◽  
Vol 5 (1) ◽  
pp. 1-16
Author(s):  
Michalis Christodoulou
Keyword(s):  
High School Students ◽  
Western World ◽  
Cultural Groups ◽  
Undecided Students ◽  
School Students ◽  
Unit Of Analysis ◽  
Main Route ◽  
University Transition ◽  
University Studies ◽  
Enrollment Rates

Educational research on university transitions has repeatedly highlighted that inequalities related to cultural origin still persist even though intergenerational upward mobility has been facilitated over the last fifteen years due to the huge enrollment rates documented across countries in the Western world. In contrast to this line of research in which differences between social or cultural groups are investigated, the unit of analysis in this article is a demographically homogeneous group of families in which the parents invest in university studies as the main route for their children’s post-18 pathways. Through a variable-based research design we explore the conditions which affect high-school students’ motives for following university studies. The main finding has to do with the fact that it is how late or early students make their decision that is the factor differentiating the families within this group and affecting the students’ transition to university.

A cross-cultural comparison of high school students’ responses to a science centre show on the physics of sound in South Africa

2016 ◽  
Vol 26 (7) ◽  
pp. 806-814 ◽  
Author(s):  
Derek Fish ◽  
Saalih Allie ◽  
Nancy Pelaez ◽  
Trevor Anderson
Keyword(s):  
High School Students ◽  
Conceptual Understanding ◽  
Cultural Comparison ◽  
Cultural Groups ◽  
School Students ◽  
Language Differences ◽  
Cross Cultural Comparison ◽  
Science Centre ◽  
Research Questions ◽  
Science Show

We report on the attitudes and ideas developed by students from three distinct school groups to a science show about sound. We addressed two research questions: (1) How do the students compare with respect to their (a) attitudes to the sound show and to science in general and (b) changes in conceptual understanding as a result of the show and (2) what changes could be made to the show, and to science shows in general, that would be sensitive to the cultural and language differences of the groups? These were addressed by multiple-choice, pre- and post-tests comprising both attitudinal and conceptual questions. Our results pointed to a common enjoyment of the show but a different understanding of concepts and consequent learning, which suggest that science shows (and science teaching) need to be adjusted to accommodate different cultural groups for maximum impact.

High School Students’ Participation in Music Activities Beyond the School Day

2011 ◽  
Vol 30 (1) ◽  
pp. 23-31 ◽  
Author(s):  
Tammy L. Kuntz
Keyword(s):  
High School ◽  
High School Students ◽  
Cultural Groups ◽  
School Students ◽  
Music Participation ◽  
High School Band ◽  
Band Students ◽  
School Day ◽  
School Band ◽  
Music Activities

The purpose of this qualitative study was to investigate the music activities that high school band students are involved in and how these activities might lead to lifelong music participation. Specific research questions were the following: (a) In what activities are high school band students involved? (b) What are high school band directors doing to encourage lifelong participation in music? (c) How do students describe their plans for musical involvement in the future? Three focus group discussions at one rural school ( n = 5), one suburban school ( n = 5), and one urban school ( n = 4) were conducted to discover ways students participated in music activities beyond the school day. These opportunities ranged from cultural groups, to community youth events, to time with friends listening to music. Influences of family members and the desire to maintain connections seem to be beneficial in creating musicians with a desire for music participation as adults.

Compliment response patterns between younger and older generations of Persian speakers

2017 ◽  
Vol 8 (3) ◽  
pp. 421-446
Author(s):  
Mehdi Sarkhosh ◽  
Ali Alizadeh
Keyword(s):  
High School ◽  
High School Students ◽  
Response Patterns ◽  
Speech Community ◽  
Cultural Groups ◽  
School Students ◽  
Completion Task ◽  
Internet Tv ◽  
New Generation ◽  
English Culture

Abstract The majority of studies on compliment response (CR) have investigated CR patterns and norms among different cultural groups and communities. The present study investigated the shifting of CR patterns across generations within the same speech community. To this end, 272 Persian speakers were chosen from among high school students and teachers. A discourse completion task (DCT) with four complimenting situations was administered. The findings revealed that the new generation of Persian speakers, regardless of their gender, had shifted their CR patterns and overwhelmingly accepted compliments. This change is attributed to the changing interpretations and conceptions of politeness and to the influx of English culture, through exposure to English media, internet, TV series, films, etc., among the new generation of Persian speakers.

Value Orientation Differences in an Urban School and Their Implications for the Amelioration of Conflict in the Classroom

1981 ◽  
Vol 163 (1) ◽  
pp. 56-69
Author(s):  
Jaime Wurzel
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Urban School ◽  
Value Orientation ◽  
Cultural Groups ◽  
School Students ◽  
Bilingual And Multicultural ◽  
American Schools ◽  
Anglo American ◽  
Relationship Of

This paper has a double purpose. First, it reports and analyzes the findings of a study which examined value orientation differences between Puerto Rican and Anglo American junior high school students in an urban school. Second, it discusses the implications of the results in terms of the amelioration of conflict in bilingual and multicultural situations. The value orientation framework examines the relationship of both cultural groups towards: a) authority, b) peers, and c) the forces of nature. The striking differences shown by both groups in their relationship to authority and their environment (forces of nature) demonstrate the need to develop instructional and curricular models to reduce cultural conflict in American schools. The paper proposes a framework to do so.

Music Education Opportunities in Ohio K–12 Public and Charter Schools

2021 ◽  
pp. 002242942098612
Author(s):  
Brian P. Shaw
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Charter Schools ◽  
Music Education ◽  
Music Students ◽  
School Students ◽  
Enrollment Rates ◽  
Using Data ◽  
K 12

The purpose of this study was to examine which Ohio schools offered curricular music courses and the rates at which students participated in those courses. The analysis involved descriptive statistics, analysis of variance, logistic regression, and partially nested multilevel modeling using data from the Ohio Department of Education ( N = 3,222 schools). The investigation revealed that charter schools offered music courses far less often than public schools. However, in charter schools that did offer music, students participated at higher rates than those in public schools. Nearly all public schools featured music classes. The exception was high schools in the highest poverty urban neighborhoods, 31% of which had no curricular music. Students identified as Black, Hispanic, or indigenous were more likely to attend schools without music programs. Elementary students enrolled in an average of 1.00 music classes per year, whereas middle and high school students enrolled in 0.67 and 0.35 music classes per year, respectively. Suburban districts saw the greatest decline in music participation as students progressed to high school. Urban schools with greater percentages of white, non-Hispanic students had higher music enrollment rates.

FACEBOOK‘S ROLE IN STUDENTS` SOCIAL AND EDUCATIONAL ENVIRONMENT

2016 ◽  
Vol 13 (3) ◽  
pp. 96-113
Author(s):  
Vincentas Lamanauskas ◽  
Violeta Šlekienė ◽  
Loreta Ragulienė
Keyword(s):  
High School ◽  
High School Students ◽  
Social Network ◽  
Social Life ◽  
Negative Influence ◽  
Educational Environment ◽  
School Students ◽  
Good Communication ◽  
University Studies ◽  
Communication Device

Facebook, having more than a billion users and being acceptable in more than 70 languages, is changing the ways of communication and sharing information of hundreds of millions of people. Lithuanian users is not an exception. Rapidly changing Facebook, has become an actual scientific research object. Scientists universally are investigating Facebook’s influence on social life. However, Facebook is still quite a new phenomenon in science, and still uncertainty exists defining the most effective its research and usage methods and possibilities. In the last decade, a tendency has been observed, that Facebook is used not only for entertainment, leisure or communication, but more and more its educational functions and possibilities come to light. In 2016, a research was carried out (totally, 300 Lithuanian high school first to fourth course students participated in the research) about Lithuanian high school students’ use of social network Facebook (FB), seeking to reveal how and what functions of a social network FB Lithuanian high school students use, how they value it, what is their opinion about FB influence on a person and what are the possibilities of FB educational use. It has been stated, that most of the students, assuming, that FB is a good communication device, express a positive attitude in the aspect of the statements about possibilities to obtain interesting information about university in Facebook, to find useful sources for the studies, about academic group communication. This shows that they are important in students’ life, FB diversifies study methods, helps to obtain useful information for university studies. Though students spend a lot of time in Facebook, they assert that they are not dependent on using social network, and that this does not have a negative influence neither on their psyche nor the studies. Keywords: educational environment, Facebook, social networking websites, university studies.

scholarly journals Effects of 4X4 Block Scheduling

1999 ◽  
Vol 7 ◽  
pp. 3 ◽  
Author(s):  
R. Brian Cobb ◽  
Stacey Abate ◽  
Dennis Baker
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Block Scheduling ◽  
School Attendance ◽  
Reading Scores ◽  
School Students ◽  
Enrollment Rates ◽  
Post Test ◽  
Standardized Achievement Tests

The effects of a 4 X 4 block scheduling program in a middle school on a variety of student measures were investigated. These measures included standardized achievement tests in mathematics, reading, and writing, cumulative and semester grades in middle school and high school, attendance rates, and enrollment rates in advanced high school courses (in mathematics only). The block scheduling program had been in effect for four years allowing analyses of current middle and high school students who had experienced a minimum of one and one-half years of block scheduling while in middle school. The primary research design was a post-test only, matched pairs design. Students were matched on school characteristics, gender, ethnicity, grade level, and 5th grade standardized reading scores. Results were relatively consistent with the extant literature and generally positive.

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.

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