scholarly journals In-line embroidery technique for creative development and motor applicable in high school art education classes

2021 ◽  
pp. 26-33
Author(s):  
Ana Paula de Souza Dutra ◽  
Amanda Alves Fecury ◽  
Carla Viana Dendasck ◽  
Euzébio de Oliveira ◽  
Claudio Alberto Gellis de Mattos Dias
Keyword(s):  
High School ◽  
High School Students ◽  
Art Education ◽  
Motor Coordination ◽  
Logical Thinking ◽  
Focus Attention ◽  
School Students ◽  
Creative Development ◽  
The Individual ◽  
High School Art

Artistic education is composed of several techniques that lead to the development of logical thinking, creativity and motor coordination. The aim of this work is to describe an in-line embroidery technique for creative development and motor applicable in high school art education classes. The method described will be free embroidery – images, a technique that uses fabric, needle and threads, as well as images. The use of the technique of free embroidery – Images described may be able to provide high school students with a greater development in the capacities of concentration (focus, attention), motricity and creativity. The technique of respecting the individual in his individuality of learning and ludicity also seems to influence the increase of these capacities. The described technique can be quietly adapted to different regions, as happens in Brazil, a country of continental dimensions and unprecedented diversity.

After the Blackbird Whistles: Listening to Silence in Classrooms

2010 ◽  
Vol 112 (11) ◽  
pp. 2833-2849 ◽  
Author(s):  
Katherine Schultz
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Practice ◽  
Literacy Practices ◽  
Longitudinal Research ◽  
Research Question ◽  
Ethnographic Study ◽  
School Students ◽  
Student Talk ◽  
The Individual

Background/Context Students spend a large part of their time in schools in silence. However, teachers tend to spend most of their time attending to student talk. Anthropological and linguistic research has contributed to an understanding of silence in particular communities, offering explanations for students’ silence in school. This research raised questions about the silence of marginalized groups of students in classrooms, highlighting teachers’ role in this silencing and drawing on limited meanings of silence. More recently, research on silence has conceptualized silence as a part of a continuum. Purpose/Objective/Research Question/Focus of Study The purpose of this project was to review existing literature and draw on two longitudinal research studies to understand the functions and uses of silence in everyday classroom practice. I explore the question, How might paying attention to the productivity of student silence and the possibilities it contains add to our understanding of student silence in educational settings? Silence holds multiple meanings for individuals within and across racial, ethnic, and cultural groups. However, in schools, silence is often assigned a limited number of meanings. This article seeks to add to educators’ and researchers’ tools for interpreting classroom silence. Research Design The article is based on two longitudinal qualitative studies. The first was an ethnographic study of the literacy practices of high school students in a multiracial high school on the West Coast. This study was designed with the goal of learning about adolescents’ literacy practices in and out of school during their final year of high school and in their first few years as high school graduates. The second study documents discourses of race and race relations in a postdesegregated middle school. The goal of this 3-year study was to gather the missing student perspectives on their racialized experiences in school during the desegregation time period. Conclusions/Recommendations Understanding the role of silence for the individual and the class as a whole is a complex process that may require new ways of conceptualizing listening. I conclude that an understanding of the meanings of silence through the practice of careful listening and inquiry shifts a teacher's practice and changes a teacher's understanding of students’ participation. I suggest that teachers redefine participation in classrooms to include silence.

Colour Blindness in Italian Art High School Students

2002 ◽  
Vol 95 (3) ◽  
pp. 830-834 ◽  
Author(s):  
P. Grassivaro Gallo ◽  
S. Oliva ◽  
P. B. Lantieri ◽  
F. Viviani
Keyword(s):  
High School ◽  
High School Students ◽  
Subject Matter ◽  
School Achievement ◽  
School Students ◽  
Art Students ◽  
Colour Blindness ◽  
Italian Art ◽  
High School Art ◽  
Defective Vision

To highlight the link between colour blindness and school achievement, the Ishihara and Farnsworth tests were administered to 3,565 high school art students (2,545 girls and 1,020 boys). Analysis showed colour defective students were discriminated against in theoretical subject matter, relative to orthochromate students, but not in the art-related subjects. This emphasizes the need to recognize youth with colour defective vision early.

scholarly journals Parental Involvement and High School Dropout: Perspectives from Students, Parents, and Mathematics Teachers

2022 ◽  
Vol 11 (1) ◽  
pp. 469-480
Author(s):  
Giang-Nguyen T. ◽  
Byron Havard ◽  
Barbara Otto
Keyword(s):  
High School ◽  
High School Students ◽  
Parental Involvement ◽  
Drop Out ◽  
Negative Effects ◽  
School Students ◽  
Education Statistics ◽  
Using Data ◽  
And Mathematics ◽  
The Individual

<p>Students drop out of schools for many reasons, and it has negative effects on the individual and society. This paper reports a study using data published in 2015 from the Educational Longitudinal Study conducted by the National Center for Education Statistics to analyze the influence of parental involvement on low-achieving U.S. students’ graduation rates from high school. Findings indicate that both students and parents share the same perspective on the need for parental involvement in their academic progress. For low-achieving high school students, parental involvement in academic work is a positive factor influencing students’ graduation from high school.</p>

Cognitive Processes and Creative Lateral Thinking in Students of the Naval School of Peru

2021 ◽  
Vol 19 (5) ◽  
pp. 10-17
Author(s):  
Hector Santa Maria Relaiza ◽  
Doris Fuster-Guillen ◽  
Yolvi Ocana-Fernandez ◽  
Patricia Edith Guillen Aparicio ◽  
Freddy Antonio Ochoa Tataje
Keyword(s):  
High School ◽  
High School Students ◽  
Experimental Design ◽  
Data Collection ◽  
Cognitive Processes ◽  
School Students ◽  
Cross Sectional ◽  
Probabilistic Sampling ◽  
The Individual ◽  
Lateral Thinking

The present research focused on identifying the influence of cognitive processes in the creative lateral thinking of high school students. The work was developed under the positivist paradigm; it was classified as basic, of explanatory level, with quantitative approach, non-experimental design and cross-sectional. The sample, calculated through probabilistic sampling, consisted of 221 students. Two data collection instruments were used: the cognitive processes questionnaire and the lateral thinking questionnaire, which were subjected to content validity by expert judgment and reliability and internal consistency analysis by Cronbach's alpha, reaching values of 0.908 and 0.802, respectively. The analysis of verification by Spearman's rho obtained was 0.762, which determined the significant influence between cognitive processes and lateral thinking. It was concluded that, if procedures and actions that lead to the acquisition of knowledge in a constructive way and by discovery are practiced, creative and perceptive lateral thinking would be developed; then the individual would exhibit imagination and creative behaviors.

Creating Our World

2015 ◽  
pp. 181-194
Author(s):  
Jeanne Petsch
Keyword(s):  
High School ◽  
Teacher Education ◽  
High School Students ◽  
Clinical Practice ◽  
Art Education ◽  
State University ◽  
Education Students ◽  
School Students ◽  
Lake County ◽  
Contact Hours

A partnership between the Morehead State University Art Education Program and the Lake County Alternative School (LCAS) (pseudonyms are used for the school name and county where the school is located) was established in Fall 2011. This ongoing collaboration provides opportunities for Art Education students to teach art and work with at-risk middle and high school students. It also allows LCAS students, who otherwise have no coursework in art, the opportunity to work creatively with visual art media. In addition, Art Education students work toward meeting the Kentucky State Teacher Education field experience hour requirement of 200 contact hours in schools prior to clinical practice. LCAS students apply this art experience toward earning humanities credit.

The Effect of Daily in-School Sleep Program on Educational Performance among High School Students

2020 ◽  
Author(s):  
Ata Pourabbasi ◽  
Manzar Amirkhani ◽  
Sarah N Nouriyengejeh
Keyword(s):  
High School ◽  
High School Students ◽  
Brain Function ◽  
Sleep Time ◽  
After School ◽  
Educational Performance ◽  
School Students ◽  
The Individual ◽  
School Activity

Background and Objective: Sleep is one of the important factors in the quality of brain function. In particular, the function of the person, learning, memory, concentration, and the potential of the individual are closely related to sleep. With regard to age and physiological changes, the average sleep time among adolescents is low. In this study, the effect of a daily nap on the promotion of academic performance of high school adolescents in Tehran, Iran, has been assessed. Materials and Methods: In this research, 56 high school students from one of Tehran's schools with an average age of 15.3 years were volunteered. Students went to the school hall after finishing classes in the morning at 12:10, and it was 50 minutes when they were considered for their sleep. Students informed researchers with a questionnaire on the educa-tional activities outside the school. Results: The participants showed to have an average of 2059.50 minutes after-school activity during the 2 weeks preced-ing the intervention, which reached 2388.11 minutes after the implementation of the in-school sleep program. This time was significantly higher than after-school activity time before intervention. Conclusion: According to the results of this study, there is a significant positive correlation between daytime napping and the capacity of after-school activity in adolescents. More investigation about installing in-school sleep programs for improving educational performance in adolescents is recommended.

Quick, Cheap, and Creative Development for Robotics Education: Understanding and Experiencing Prosthetics Technology

2011 ◽  
Vol 23 (5) ◽  
pp. 850-858 ◽  
Author(s):  
Kojiro Matsushita ◽  
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
University Students ◽  
Prosthetic Hand ◽  
School Students ◽  
Creative Development ◽  
Robotics Education ◽  
Prosthetic Hands ◽  
Precision Design

In this paper, we propose a cheap, quick, and creative developmental kit for prosthetic applications, and we report on demonstrations in robotics education based on it. The proposed kit consists of an Electro-Myo-Graphic (EMG) sensor, an EMG-to-motor controller, and a wire-driven device. It is designed to be used to provide robotics courses to help middle school / high school / university students to understand today–s science and technology – especially prosthetics technology. The concept of prosthetics technology is generally difficult for participants to understand, so we provide the following three demonstrations in the course: (1) “Simple Prosthetic Hand” is an imitation of the most common commercially-available electric prosthetic hand. The “Simple Prosthetic Hand” illustrates that a low-precision design can be inexpensive to produce yet appropriate for the understanding of prosthetic hand technology. (2) The “Rock-Scissors-Paper Prosthetic Hand” indicates research-target prosthetic hands. It clearly delivers EMG-to-motion discrimination processes. (3) The “EMG Presbyopia Spectacles” exemplify the concept that even beginners can possibly use unique ideas to design creative prosthetic applications based on daily activities. The participants’ interactions with these three demonstrations contribute to their understanding the concept of prosthetic application. We have conducted the educational courses for middle school, high school, and university students. For middle and high school students, we have provided 2-hour lectures, and the demonstrations have helped the participants to understand why and how prosthetic applications work. For university students, we have provided a 6-hour robot design course with the kit. The participants have built both simple and complicated structures, and they have enjoyed controlling them with their muscles.

scholarly journals The Pseudo Thinking Profile of Senior High School Students In Solving Mathematical Problems Reviewed from Mathematical Ability

MATHEdunesa ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 172-184
Author(s):  
Ni Komang Hesti Tri Widari ◽  
Susanah Susanah
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematical Concept ◽  
Mathematical Ability ◽  
School Students ◽  
Mathematics Ability ◽  
Ability Tests ◽  
Mathematical Problems ◽  
The Individual ◽  
Thinking Errors

In solving problems, students often experience thinking errors, one of which is pseudo thinking. Pseudo thinking is errors of thinking, wherein the individual process of solving a problem it is not the result of real thinking. Mistakes of thinking like this need attention and must be immediately addressed so as not to impact on students' understanding of the next mathematical concept. This study is a descriptive exploratory with a qualitative approach, aims to describe and explore the pseudo thinking profile of high school students with different mathematical abilities. The subjects in this study consisted of, one with high mathematical ability, one with moderate mathematical ability, and one with low mathematical ability. Data collection techniques were carry out by giving mathematics ability tests (TKM) and interviews. Data analysis was perform based on pseudo-thinking indicators (pseudo-right thinking and pseudo-wrong thinking). It was found that, subjects with high mathematical ability tend to be able to experience pseudo-right thinking and pseudo-wrong thinking. Subjects with moderate mathematical ability tend to be able to experience pseudo-right thinking, while subjects with low mathematical ability tend to be able to experience pseudo-wrong thinking.aKeywords: thinking mistakes, pseudo thinking, problem-solving, mathematical ability

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