scholarly journals Latinx students in the GTA and surroundings and High School disengagement

2021 ◽  
Author(s):  
Catalina Calero
Keyword(s):  
High School ◽  
High School Students ◽  
Focus Group ◽  
Social Workers ◽  
Thematic Analysis ◽  
Narrative Approach ◽  
School Students ◽  
School Disengagement ◽  
Academic Literature ◽  
Support Students

My focus in this study is to explore the experiences of former Latinx/a/o high school students and their view on the factors that led them to either graduate or “dropout” of high school. I am also interested in better understanding their experiences with social workers in schools and how social workers can better support students. Using a narrative approach, I center the voices and experiences of my participants. I gathered these experiences in a focus group, and through thematic analysis I analyzed these findings in relation to the existing literature. With this study, I hope to contribute to the current academic literature on this subject, and would also like to extend the work that has been done in the community with the hopes of further analysis and response on the issue of “low academic achievement” of Latinx/a/o students

scholarly journals Latinx students in the GTA and surroundings and High School disengagement

2021 ◽  
Author(s):  
Catalina Calero
Keyword(s):  
High School ◽  
High School Students ◽  
Focus Group ◽  
Social Workers ◽  
Thematic Analysis ◽  
Narrative Approach ◽  
School Students ◽  
School Disengagement ◽  
Academic Literature ◽  
Support Students

My focus in this study is to explore the experiences of former Latinx/a/o high school students and their view on the factors that led them to either graduate or “dropout” of high school. I am also interested in better understanding their experiences with social workers in schools and how social workers can better support students. Using a narrative approach, I center the voices and experiences of my participants. I gathered these experiences in a focus group, and through thematic analysis I analyzed these findings in relation to the existing literature. With this study, I hope to contribute to the current academic literature on this subject, and would also like to extend the work that has been done in the community with the hopes of further analysis and response on the issue of “low academic achievement” of Latinx/a/o students

The Anxious Middle/High School Adolescent

2019 ◽  
pp. 81-102
Author(s):  
Christopher A. Kearney
Keyword(s):  
High School ◽  
High School Students ◽  
School Attendance ◽  
Older Children ◽  
School Students ◽  
Academic Tasks ◽  
Academic Challenges ◽  
School Disengagement ◽  
Core Components ◽  
And Performance

Chapter 5 focuses on middle and high school youth who refuse school primarily due to anxiety. School attendance problems in middle and high school students are usually much more complicated than in younger students. Part of this is due to the different structure of the school experience, including open campuses, multiple classes and teachers, larger and more chaotic settings, and new and challenging social and academic tasks. As such, school-based anxiety and school disengagement are key threats to attendance in middle and high school. This chapter gives detailed recommendations for psychoeducation, cognitive restructuring, mindfulness, and gradual reintegration into school. Circumstances most characteristic of older children with school attendance problems include difficulty with increased academic challenges, social and performance anxiety, and peer pressure. Core intervention components and procedures to expand the effectiveness of these core components are covered.

The Process of Involving High School Students in Developing Reproductive Health Education Materials in Ibadan, Nigeria

2003 ◽  
Vol 22 (3) ◽  
pp. 167-187
Author(s):  
Desmond C. Ajoko ◽  
Kabiru K. Salami ◽  
William R. Brieger
Keyword(s):  
High School ◽  
High School Students ◽  
Focus Group ◽  
Reproductive Health ◽  
Secondary Schools ◽  
Educational Process ◽  
Focus Group Discussions ◽  
School Students ◽  
Group Discussions ◽  
Sexual Interaction

Adolescents in secondary schools in Ibadan were involved in the design and utilization of their own story-flipchart for the teaching of reproductive health. Full participation of the students ranged from message development in the form of a story line picture conceptualization to conducting teaching sessions with the resulting materials. Discussion groups among high school students helped identify a priority concern of inappropriate sexual interaction. Subsequently, three groups of intervention secondary schools were formed: students in two schools were selected by their peers to develop and use the story-flipchart; students in two more schools were trained to use the materials developed by the first group; and teachers in two more schools were likewise trained to use the materials. Intervention during a three-month school term was monitored. Follow-up in-depth interviews with the educators and focus group discussions among members of the student audience were used to gather feedback on the materials and the process. The study showed that adolescents can identify a common problem to people of their age and can design a meaningful program that can teach prevention of such a problem. Focus group discussions among members of the audience confirmed that they understood the messages and liked the materials, especially since their peers developed these. Those students who developed the materials explained how the process enhanced their self-confidence, although in some cases they met with initial ridicule or resistance. All those involved using the materials hoped that such a process could be incorporated into the normal educational process in their schools. In conclusion, the study demonstrated the importance of involving young people in developing educational materials that address their perceived health problems.

scholarly journals Let’s Talk About ‘My’ Concept Map: Use of Dialogue to Enhance Concept Mapping

2018 ◽  
Vol 41 (1) ◽  
pp. 64-75
Author(s):  
Roshan Lamichhane ◽  
Amber Simpson
Keyword(s):  
High School ◽  
High School Students ◽  
Focus Group ◽  
Concept Mapping ◽  
Concept Maps ◽  
Concept Map ◽  
Student Understanding ◽  
Evidence Based ◽  
Introductory Chemistry ◽  
School Students

The intersection of dialogue and concept map use is explored through this qualitative study. An introductory chemistry classroom for middle or high school students explores the combined effect of these two evidence-based teaching strategies. Following the lesson, students participated in a focus group to provide feedback on the lesson's use of discussing their concept maps. The results of that feedback and ideas for improvement and how to utilize this strategy in your own classroom is presented. Although this method may pose it's own unique set of challenges in the classroom, student understanding of basic foundational chemistry concepts was advanced.

scholarly journals The Role of Journal Writing in Senior High School Students’ Attitude toward Mathematics

2018 ◽  
Vol 7 (2) ◽  
pp. 132
Author(s):  
Ivee Kalalo Guce
Keyword(s):  
High School ◽  
High School Students ◽  
Focus Group ◽  
Focus Group Discussion ◽  
Journal Writing ◽  
Group Discussion ◽  
Senior High School ◽  
School Students ◽  
Senior High School Students ◽  
Mathematical Activities

The study investigated the influence of journal writing on the senior high school students’ attitude toward mathematics. A mixed-method approach, particularly the convergent parallel design, was used in this study. Using Scale on Attitude Toward Mathematics (SATM) (Guce & Talens, 2013), the students’ attitude toward the subject was measured in four subscales—liking or disliking mathematics, tendency to engage in or avoid mathematical activities, belief that one is good or bad in mathematics and belief that mathematics is useful or useless. Using focus group discussion, the insights of the students on journal writing as a mathematics class activity were gathered. Results using quantitative data revealed positive significant differences in the attitude of the respondents in terms of (i) liking mathematics and (ii) having the tendency to engage in mathematical activities. This aligned with the result in the focus group discussion which suggested that students perceive journal writing as a helpful tool for them to enjoy mathematics and engage in it. The activity, thus, may be regarded as a means to improve students’ attitude toward mathematics.

scholarly journals Bibliotherapy Intervention for Combating Aliteracy in High Schools: School Libraries to the Rescue

2021 ◽  
Author(s):  
Fadekemi O. Oyewusi ◽  
Margaret O. Abimbola
Keyword(s):  
High School ◽  
Content Analysis ◽  
High School Students ◽  
Focus Group ◽  
Focus Group Discussion ◽  
Group Discussion ◽  
School Libraries ◽  
School Librarians ◽  
School Students ◽  
Southwest Nigeria

Aliteracy, the lack of interest in reading by capable readers had been observed to be prevalent among high school students and this has been a source of concern for education stakeholders. This study examined the remedial influence of bibliotherapy in reducing aliteracy among high school students in Ilesa, southwest Nigeria. The objectives of the study were to discuss the prevalence of aliteracy and examine the importance of reading among the high school students as well as describe the remedial impact of bibliotherapy in combating aliteracy among the high school students. All the 18 participants who identified as aliterates were exposed to Focus Group Discussion (FGD) which involved bibliotherapy. Content analysis was employed to analyse the responses of the participants to self-designed questions after the bibliotherapy sessions. The participants affirmed that exposure to bibliotherapy sessions helped in reducing aliteracy irrespective of their gender and that they needed the support of their parents to sustain an appropriate attitude to reading.  Therefore, school librarians with the knowledge of bibliotherapy could be of help in reducing aliteracy among the high school students.

scholarly journals Students’ Perceptions of Two Spelling Techniques: Copy, Cover, and Compare and Flip Folder

2020 ◽  
Vol 13 (7) ◽  
pp. 67
Author(s):  
Saad Althobaiti
Keyword(s):  
High School ◽  
High School Students ◽  
Focus Group ◽  
Focus Group Interviews ◽  
School Students ◽  
Learning Achievement ◽  
Student Responses ◽  
Spelling Instruction ◽  
Word Spelling ◽  
Group Interviews

This interpretivist research aimed at exploring students’ opinions regarding two spelling instruction techniques, Copy, Cover, and Compare (CCC) and Flip Folder. Twenty high school students who previously received spelling instruction using one of these two techniques participated in semi-structured focus group interviews to give their opinions about each technique. They were divided into three groups for which three questions were asked to collect feedback about each technique. Student responses varied and included suggestions for improvements to these techniques: introducing a revision plan to memorize the learned words, creating word spelling lists, increasing the repetition of words, and taking a weekly test to assess their learning achievement.

scholarly journals Repeated Psychosocial Screening of High School Students Using YouthCHAT: Cohort Study

10.2196/20976 ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. e20976
Author(s):  
Hiran Thabrew ◽  
Harshali Kumar ◽  
Mary Goldfinch ◽  
Alana Cavadino ◽  
Felicity Goodyear-Smith
Keyword(s):  
High School ◽  
High School Students ◽  
Focus Group ◽  
School Environment ◽  
Life Stress ◽  
Fisher Exact Test ◽  
School Students ◽  
Detection Rates ◽  
School Based ◽  
Routine Identification

Background Psychosocial problems are common during adolescence and can have long-lasting effects on health and on academic and social functioning. YouthCHAT, an electronic HEEADSSS (home, education, eating, activities, drugs and alcohol, suicide and depression, sexuality and safety)-aligned instrument, has recently been demonstrated to be an acceptable and effective school-based psychosocial screener for 13-year-old (Year 9) high school students. Objective This study aims to compare acceptability and detection rates with repeated YouthCHAT screenings of high school students when they are 13 years old (Year 9) and 14 years old (Year 10). Methods We invited all Year-10 students to complete a YouthCHAT screening in 2018. Rates of positively identified issues were compared between the subset of students screened in both 2017 and 2018. Student acceptability toward YouthCHAT was investigated through focus group sessions. Onward clinical referral rates in 2018 were also investigated to explore the potential referral burden following screening. Data analysis for rates of positively identified issues were conducted with the McNemar test. Chi-square, Fisher exact test, and Kruskal-Wallis test were used to analyze the focus group data. Results Of 141 eligible Year-10 students, 114 (81%) completed a YouthCHAT screening during 2018, and 97 (85%) of them completed it for a second time. Apart from depression, which increased (P=.002), and perceived life stress, which decreased (P=.04), rates of identified issues were broadly similar between 13 and 14 years of age. Repeated screenings via YouthCHAT was acceptable to students and time-efficient (mean, 6 minutes and 32 seconds) but did not reduce the overall number of individuals with identified issues. Onward clinical referrals from positive screens were mostly managed by school-based health services without the need for external referrals. Conclusions Although further evaluation is needed, our results support the value of YouthCHAT as an acceptable and effective instrument with which to achieve routine identification of psychosocial issues and early intervention within a high school environment.

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