scholarly journals Dual Enrollment

2018 ◽  
Vol 28 (1) ◽  
Author(s):  
Todd E. Johnson ◽  
Michael Brophy
Keyword(s):  
High School ◽  
High School Students ◽  
Dual Enrollment ◽  
Future Research ◽  
College Courses ◽  
School Students ◽  
12Th Grade ◽  
School Graduation ◽  
Dual Enrollment Programs ◽  
The Cost

The purpose of this study was to explore the reasons 162 rural area high school students participate in the dual enrollment program. Dual enrollment programs allow high school students to enroll in college courses for credit prior to high school graduation with local school districts covering the cost of tuition. Participants in this study were recruited from two rural agricultural counties from Washington State attending a local college. Exploratory factor analysis revealed that dual enrollment participation was related to academics, financial, social, and choice reasons. Results showed no significant differences between 11th and 12th grade participants regarding financial and choice reasons to participate. However, statistically significant differences were found regarding academic and social reasons for participation. Implications for rural educators and recommendations for future research regarding dual enrollment programs are discussed.  

Understanding Associations Between Exposure to Violent Pornography and Teen Dating Violence Among Female Sexual Minority High School Students

2021 ◽  
pp. 088626052110283
Author(s):  
Cara Herbitter ◽  
Alyssa L. Norris ◽  
Kimberly M. Nelson ◽  
Lindsay M. Orchowski
Keyword(s):  
High School ◽  
High School Students ◽  
Dating Violence ◽  
Sexual Minority ◽  
Teen Dating Violence ◽  
Baseline Survey ◽  
Future Research ◽  
School Students ◽  
Minority Adolescents ◽  
Teen Dating

Previous research indicates that teen dating violence (TDV) is more common among sexual minority than heterosexual adolescents, with approximately half of female sexual minority adolescents (SMA) endorsing TDV victimization in the last year. In samples of adolescents without regard to sexual orientation, exposure to violent pornography is associated with TDV, but this relationship has not been assessed in female SMA. The current study sample consisted of 10th-grade high school students aged 14–17 who identified as cisgender females ( N = 1,276). Data were collected from a baseline survey prior to the delivery of a sexual assault prevention intervention. Female SMA had 2.54 times the odds (95%CI [1.75, 3.69]) of being exposed to violent pornography and 2.53 times the odds (95%CI [1.72, 3.70)]) of TDV exposure compared to heterosexual girls. Exposure to violent pornography was not associated with involvement in TDV among female SMA, controlling for episodic heavy drinking ( aOR = 2.25, 95%CI [0.88,6.22]). Given the relatively higher rates of violent pornography and TDV exposure among female SMA compared to heterosexual girls, it is critical that sex education curricula address these experiences and meet the needs of adolescents of all sexual orientations. Future research can assess how these TDV interventions might be tailored for female SMA. Although we did not find that exposure to violent pornography was associated with TDV among female SMA, these investigations should be replicated with larger data sets, given that the association between exposure to violent pornography and engagement in TDV was in the expected direction.

Feasibility and Acceptability of Classroom-Based Interventions for Students With Emotional/Behavioral Challenges at the High School Level

2016 ◽  
Vol 19 (1) ◽  
pp. 26-36 ◽  
Author(s):  
Talida M. State ◽  
Judith R. Harrison ◽  
Lee Kern ◽  
Timothy J. Lewis
Keyword(s):  
High School ◽  
High School Students ◽  
Study Skills ◽  
School Level ◽  
Future Research ◽  
Individual Student ◽  
High School Level ◽  
School Students ◽  
Behavioral Challenges ◽  
Organizational Skills

Little is known about the feasibility and acceptability of interventions designed to address the needs of high school students with emotional and behavioral challenges and adopted by their teachers. In this study, 336 general and special education teachers rated classwide interventions (e.g., expectations, routines, positive student–teacher interactions [PSTI]) and individual student interventions (e.g., study skills, organizational skills) in terms of priority, feasibility, and acceptability before implementation. Teachers who implemented the interventions rated their acceptability post-implementation. Results indicated that acceptability ratings varied across interventions, and it appeared that teachers rated interventions that required the least amount of time to implement (e.g., PSTI) most acceptable and those that required the most time for implementation (e.g., study skills) least acceptable. Lack of time, perceived lack of effectiveness, and poor environmental fit were often cited as reasons for lack of feasibility. Regression analyses revealed that teacher characteristics (e.g., years of experience) and type of intervention (e.g., classwide vs. individualized) contributed to teacher ratings of intervention acceptability. Implications for future research and practice are discussed.

scholarly journals The The perceptions of Senior High School students and teachers about organic chemistry: A Ghanaian perspective

2021 ◽  
Vol 32 (4) ◽  
pp. 331-342
Author(s):  
Esther Nartey ◽  
◽  
Ruby Hanson ◽  
Keyword(s):  
Organic Chemistry ◽  
High School ◽  
High School Students ◽  
Chemical Reactions ◽  
Simple Random Sampling ◽  
Senior High School ◽  
Future Research ◽  
Positive Perception ◽  
School Students ◽  
Teachers Perceptions

The purpose of the study was to determine the perceptions that senior high school (SHS) chemistry students and teachers have about organic chemistry as well as to compare organic chemistry topics that are difficult for students and teachers. Simple random sampling (lottery) and purposive sampling methods were used to select a sample of one hundred (100) SHS students who studied elective chemistry and ten (10) chemistry teachers. The research instruments used to collect data for this study were the ‘organic chemistry perceptions questionnaire for students’ (OCPQS) and ‘organic chemistry perceptions questionnaire for teachers’ (OCPQT). Descriptive statistics (frequencies and percentages) were used to analyze the data collected. The findings revealed that these SHS students have a fairly positive perception of organic chemistry while their teachers had a highly positive perception of organic chemistry. Preparation and chemical reactions of alkenes, preparation and chemical reactions of alkynes, structure and stability of benzene, reactions of benzene, comparison of reactions of benzene and alkenes, petroleum, polymers and naming of alkanes and structural isomerism were perceived by students as difficult to understand. The rest of the Ghanaian SHS organic chemistry topics (26 out of 34 topics) were perceived as easy to understand by students. Also, the teachers perceived all the SHS organic chemistry topics as easy to teach with the exception of reactions of benzene. The insights gained about teachers’ and students’ perceived difficult organic chemistry topics in this study imply that teachers’ perceptions and how these are communicated to students can have significant effects on learning. The authors believe that both teachers and learners could benefit from this increased awareness of perceptions about difficulties in teaching and learning organic chemistry. They therefore suggest that further studies into how teachers’ perceptions influence their teaching and consequently their students’ experiences be carried out. In addition, in future research, a diagnostic test based on the topics in the SHS organic chemistry syllabus could be added to ascertain whether the perceived difficult topics are actually difficult for students to answer questions on. This would help teachers to separate perceived difficulties from the actual difficulties (realities) and be able to address them in their lessons.

scholarly journals Exploring High School Students’ Cognitive Structures for Energy Concept Through Word Association Test

2021 ◽  
Vol 14 (9) ◽  
pp. 58
Author(s):  
Ömer Türksever
Keyword(s):  
High School ◽  
High School Students ◽  
Word Association ◽  
Association Test ◽  
School Students ◽  
Repeated Word ◽  
Word Association Test ◽  
9Th Grade ◽  
12Th Grade ◽  
11Th Grade

This research, which was conducted in order to reveal the cognitive structures of high school students regarding the concept of energy through the word association test, was designed in a survey model. Word association test was used as a data collection tool. After the necessary information was given to the students, they were given three minutes and they were asked to write the first words that came to mind about the key concept. The study group of the research consists of 202 students studying in a high school in the province of Malatya in the 2019-2020 academic year. 58 of these students are 9th grade, 46 are 10th grade, 45 are 11th grade and 53 are 12th grade. While choosing the study group of the research, one of the purposeful sampling types was chosen based on easily accessible situation sampling. The words obtained related to the concept of energy are tabulated using Microsoft office excel program. The cut-off points of the tables, which were examined in detail and repeated words were taken into account, were determined. Concept networks were created in line with the determined cut-off points. In the research, 189 different words were produced for the concept of energy by high school students. While 114 of these words were not included in the analysis because they had 4 or less frequencies, 75 words were included in the analysis. Among the words included in the analysis, the most repeated word in the 9th grade was “petrol” (f = 30), the most repeated word in the 10th grade was “fossil fuel” (24), the most repeated word in the 11th grade “electricity” (19), the most repeated word in the 12th grade was found to be “potential” (28). In the comparison between the classes, a difference in quantity and quality is observed. It has been observed that as the grade level increases, the quality of the answers given increases.

Anger Assessment In Rural High School Students

2003 ◽  
Vol 19 (1) ◽  
pp. 30-40 ◽  
Author(s):  
Jacqueline M. Lamb ◽  
Kathryn R. Puskar ◽  
Susan Sereika ◽  
Kathy Patterson ◽  
Judith A. Kaufmann
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
Cognitive Processing ◽  
Anger Expression ◽  
Trait Anger ◽  
Future Research ◽  
School Students ◽  
Rural High School ◽  
American Society

Anger and aggression in school children are a major concern in American society today. Students with high anger levels and poor cognitive processing skills are at risk for poor relationships, underachievement in school, and health problems. This article describes characteristics of children who are at risk for high anger levels and aggression as well as those who are able to modulate their anger. Results of a survey are reported which describe levels of anger in 624 rural high school students. This sample reported lower levels of anger, compared to the normative group. Differences among the sample include higher internal anger expression in girls, higher trait anger in boys ages 15–16, and higher trait anger in girls ages 16–17. Recommendations are made for future research and specific steps that school nurses can take.

Teaching High School Students With Disabilities to Advocate for Academic Accommodations

2019 ◽  
Vol 54 (3) ◽  
pp. 146-156
Author(s):  
Nancy J. Lopez ◽  
Nicole M. Uphold ◽  
Karen H. Douglas ◽  
Shaqwana Freeman-Green
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Functional Relation ◽  
Transition Process ◽  
Future Research ◽  
Academic Accommodations ◽  
School Students ◽  
Self Advocacy

One factor that may contribute to the success of students with disabilities in postsecondary educational settings may be their ability to advocate for academic accommodations. By incorporating self-determination practices into the curriculum and transition process during high school, students with disabilities may acquire the self-advocacy skills for postsecondary settings. The purpose of this study was to examine the effects of a modified Self-Advocacy and Conflict Resolution (mSACR) training program on the ability of five high school students with high-incidence disabilities to request academic accommodations in a high school general education course. A multiple-probe-across-participants design was employed to evaluate the effects of the intervention on 14 targeted behaviors. Results indicated a functional relation between the mSACR and the ability of students to request accommodations. Findings from this study are discussed along with limitations, suggestions for future research, and implications for educational practice.

scholarly journals Applying Pedagogical Usability for Designing a Mobile Learning Application that Support Reading Comprehension

Proceedings ◽  
2019 ◽  
Vol 31 (1) ◽  
pp. 6
Author(s):  
Gustavo Zurita ◽  
Nelson Baloian ◽  
Sergio Peñafiel ◽  
Oscar Jerez
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Mobile Learning ◽  
Likert Scale ◽  
Added Value ◽  
School Students ◽  
12Th Grade ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

The pedagogical usability is an important characteristic of applications that support learning as it relates to the added value students perceive while using it for learning. A good pedagogical usability means that an application has more chances to be accepted and used by the students thus raising the possibilities that students actually will learn with it. However important, this concept tends to be neglected by many authors. In this work we show how this concept can be applied to evaluate an application by presenting a real example of an application that has been re-designed to improve its usability, thus showing how pedagogical usability can be operationalized to be applied in general. The application shown in this work is called RedCoMulApp (Reading Collaborative Multiple-option Application) and its goal is to raise the reading comprehension ability of 12th grade high school students. In order to capture the pedagogical usability, we used 12 metrics to design a questionnaire with 26 questions to be answered with a 5-point Likert-scale, plus two open-ended questions to capture aspects that were positively valued, and those that should be improved. The results for the pedagogical usability allow us to validate that the design of the application was perceived by the students as pedagogically useful to learning about reading comprehension.

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