The Practice of Youth Inclusion in Community Planning and Resiliency: The Case of Post-Hurricane Harvey

2021 ◽  
pp. 67-85
Keyword(s):  
High School Students ◽  
Community Development ◽  
Civic Engagement ◽  
Process Model ◽  
Theoretical Frameworks ◽  
School Students ◽  
Comprehensive Plan ◽  
Planning Processes ◽  
Participation Process ◽  
Youth Resiliency

This research emphasizes inclusive civic engagement by including youth participation in creating a comprehensive plan post-Hurricane Harvey in Rockport, Texas. Traditionally, youth are less likely to be included in civic engagement initiatives; however, the community-based disaster resilience model and the public participation process model stress the importance of inclusion in rebuilding, resiliency, and planning processes. Using these theoretical frameworks to guide resiliency workshops with upper-class high school students, this research offers a unique perspective of what youth desire in community development and disaster recovery. Qualitative data was gathered from youth resiliency workshops and summative analysis was conducted to discover themes among youth responses. The findings indicate that young citizens are prepared to engage in local civic affairs, which contributes to a healthier and sustainable community. This study further highlights that youth have valuable and unique perceptions of their community and a concern regarding social equity and justice in community development and resilience.

scholarly journals Increasing Cultural Awareness Through a Cultural Awareness Program

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Beate Baltes ◽  
David Hernandez ◽  
Christina Collins
Keyword(s):  
High School Students ◽  
Intercultural Competence ◽  
Role Models ◽  
Cultural Awareness ◽  
Positive Impact ◽  
International Studies ◽  
Theoretical Frameworks ◽  
School Students ◽  
Study Results ◽  
Students Attitudes

Racial tension motivates strife and violence in the metropolitan Detroit, Michigan, area. The purpose of this study was to determine the effectiveness of a collaborative partnership, the Cultural Awareness Consortium (CAC), in making a positive impact on the attitudes of a group of diverse high school students regarding multicultural relations. The two theoretical frameworks guiding this study were Allport’s intergroup contact theory and intercultural competence theory originating from International Education and International Studies. The research questions concerned whether attending the CAC for 4 months, the treatment, changed students’ attitudes on multicultural relations, and whether a student’s gender or ethnicity was a predictor of changes in these attitudes. A single group, pre-experimental design with data collection from two administrations of the Student Multicultural Relations Survey was used in the study. Fifty-four students completed the survey, which yielded four multicultural relations scales (dependent variables), eight single-item attitudinal variables on multicultural issues, and two demographic variables (independent variables), and inferential analysis included <em>t </em>tests and multiple regression. According to study results, students’ attitudes on multicultural relations had changed significantly, and students talked to and mixed with students from different cultural backgrounds more after the treatment. Educational institutions providing experiences like the CAC can make a positive impact on students’ attitudes on multicultural relations. This can lead to positive social change as students increase their acceptance of others and take those attitudes and values with them into the workforce after they graduate, serving as role models of acceptance for their peers.

scholarly journals Multi-Theory Model and Predictors of Likelihood of Accepting the Series of HPV Vaccination: A Cross-Sectional Study among Ghanaian Adolescents

2020 ◽  
Vol 17 (2) ◽  
pp. 571 ◽  
Author(s):  
Matthew Asare ◽  
Peter Agyei-Baffour ◽  
Beth A. Lanning ◽  
Alex Barimah Owusu ◽  
Mary E. Commeh ◽  
...  
Keyword(s):  
High School Students ◽  
Hpv Vaccination ◽  
Educational Interventions ◽  
Cross Sectional Study ◽  
Theory Model ◽  
Sectional Study ◽  
Theoretical Frameworks ◽  
School Students ◽  
Cross Sectional ◽  
Vaccination Uptake

HPV vaccines are efficacious in preventing HPV related cancers. However, the vaccination uptake in Ghana is very low. Studies that utilize theoretical frameworks to identify contributory factors to HPV vaccination uptake in Ghana are understudied. We used multi-theory model (MTM) constructs to predict initiation and completion of HPV vaccination series in Ghanaian adolescents. Adolescents (n = 285) between the ages of 12 and 17 years old were recruited from four selected schools in Ghana to participate in the cross-sectional study. Linear regressions were used to analyze the data. Most participants were female (91.2%) and senior high school students (60.0%). Many of the participants had neither heard about HPV (92.3%) nor HPV vaccinations (95.4%). Significant predictors of adolescents’ likelihood of getting the first dose of HPV vaccination were perceived beliefs and change in a physical environment (p < 0.001), with each variable accounting for 6.1%and 8.8% of the variance respectively. Significant predictors of adolescents’ likelihood of completing HPV vaccination recommended series were perceived beliefs, practice for change, and emotional transformation (p < 0.001), with each variable accounting for 7.8%, 8.1%, and 1.1% of the variance respectively. Findings underscore important opportunities for developing educational interventions for adolescents in Ghana to increase the HPV vaccination uptake.

The Impact of Personality and Motivation on Immersion in Simulation Games

2020 ◽  
Vol 10 (2) ◽  
pp. 1-20
Author(s):  
Anna Katharina Preuß
Keyword(s):  
High School Students ◽  
Personality Traits ◽  
Process Model ◽  
Need For Cognition ◽  
Simulation Game ◽  
Hierarchical Regression ◽  
Specific Situation ◽  
School Students ◽  
Simulation Games ◽  
The Impact

The cognitive-motivational process model of learning describes how personality traits in a specific situation influence current learner motivation and through certain mediators, the learning outcome. This study investigates the influence of personality traits and current motivation on these mediators. For 86 high school students playing a simulation game, the Big Five, the need for cognition, current motivations, immersion, and joy of learning were measured. A hierarchical regression analysis showed that need for cognition, interest, and challenge significantly and positively impacts the experienced immersion. Also, the joy of learning correlates positively with immersion. The adapted model was partly supported: Results of this study can explain to some extent the interaction of personality traits and current motivation as well as their combined impact on immersion in live-action social science simulation games.

Roles of mental translation in first and foreign language reading

2010 ◽  
Vol 15 (4) ◽  
pp. 373-387 ◽  
Author(s):  
Jia-ling Charlene Yau
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Foreign Language ◽  
Cultural Theory ◽  
Theoretical Frameworks ◽  
School Students ◽  
Qualitative Approaches ◽  
Teachers And Students ◽  
Mental Translation ◽  
Chinese And English

This study integrates both quantitative and qualitative approaches to examine the roles that mental translation plays in reading classical Chinese and English as a foreign language among Taiwanese high school students. Gadamer’s theory of hermeneutic experience and the Vygotskian social-cultural theory provide the theoretical frameworks for this study. The quantitative data consist of reading comprehension tests and translation surveys, while the qualitative data are composed of think-aloud protocols and interviews with the participating students and their teachers. At least two prominent findings emerge from the data analyses: (1) mental translation appears to have positive and significant associations with reading comprehension across two languages; (2) ambivalent perceptions of and attitudes toward the employment of mental translation for reading classical literary Chinese and English are discerned. The findings support Gadamer’s contention that humans learn to translate as they are learning a language. The views and ideas expressed by the participating teachers and students uncover a sociocultural dimension of reading, as proposed by Vygotsky.

scholarly journals Implementasi Community Development Bidang Pendidikan dalam Meningkatkan Kualitas SDM dan Mengatasi Kemiskinan

2018 ◽  
Vol 5 (2) ◽  
pp. 179-193
Author(s):  
Eddy Cahyadi ◽  
Reta Yudistyana
Keyword(s):  
High School Students ◽  
Community Development ◽  
Junior High School ◽  
Program Implementation ◽  
Descriptive Analysis ◽  
Development Program ◽  
Secondary Data ◽  
School Students ◽  
Development Education ◽  
Remote Areas

Penelitian ini memiliki beberapa tujuan yaitu mengidentifikasi model implementasi program Community Development bidang pendidikan yang dilakukan PT Badak  NGL dan mengidentifikasi dampak implementasi program Community Development bidang pendidikan tersebut. Jenis penelitian ini adalah penelitian kualitatif dengan metode analisis deskriptif. Sumber data yang digunakan adalah primer dan sekunder. Hasil penelitian menunjukkan bahwa program Community Development  bidang pendidikan yang dilakukan oleh PT Badak NGL adalah pemberian beasiswa penuh untuk siswa SMP, SMA, dan Perguruan Tinggi serta beasiswa untuk mahasiswa LNG Academy; peduli pendidikan di daerah terisolir dengan membuat boarding community untuk siswa dari daerah terisolir agar dapat mengikuti Ujian Akhir Nasional; dan program peningkatan kualitas guru dengan memberikan pelatihan kepada guru. Program-program tersebut dilaksanakan oleh PT Badak NGL sebagai bentuk tanggung jawab dan  peran serta PT Badak NGL mewujudkan masyarakat yang berdaya, mengurangi tingkat kemiskinan, dan turut dalam proses pembangunan yang berkelanjutan. This research aims to determine the implementation of Community Development education model conducted by PT Badak NGL, and to identified Community Development program implementation effect in education sector. The research type is qualitative research with descriptive analysis methods with data sources of primary and secondary data. The research results indicate that Community Development education program given by PT Badak NGL is a full scholarship awarding scholarships for junior high school students, high schools and universities as well as scholarships for students of the Academy of LNG; care about education in remote areas by creating a community for boarding students from remote areas in order to follow the National Exam; and programs to improve the quality of teachers by providing training to teachers. The programs were implemented by PT Badak NGL as a form of responsibility of PT Badak NGL in the role of PT Badak NGL realize empowered community, reduce poverty and contribute in the process of sustainable development.

Assessing Protective Factors Against Drug Abuse Among High School Students: Self-Control and the Extended Parallel Process Model

2007 ◽  
Vol 18 (2) ◽  
pp. 65-73 ◽  
Author(s):  
Hamid Allahverdipour ◽  
Richard MacIntyre ◽  
Alireza Hidarnia ◽  
Froug Shafii ◽  
Anoushiravan Kzamnegad ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Drug Abuse ◽  
Protective Factors ◽  
Process Model ◽  
Parallel Process ◽  
Self Control ◽  
Extended Parallel Process Model ◽  
School Students

The effects of local history inquiry on community pride and civic engagement

2020 ◽  
Vol 15 (2) ◽  
pp. 135-153
Author(s):  
Andrew Pearson ◽  
Linda Plevyak
Keyword(s):  
High School Students ◽  
Civic Engagement ◽  
Research Study ◽  
Local History ◽  
After School ◽  
Independent Research ◽  
School Students ◽  
History Instruction ◽  
History Of ◽  
Do So

The goal of this research study was to determine the effect of teaching local history on students’ pride in their communities and commitment to civic engagement. To conduct the study, nine high school students in the ninth through eleventh grade participated in an after-school local history inquiry programme, consisting of traditional history instruction and independent research into the history of students’ neighbourhoods. Students were surveyed at the beginning and end of the study, and focus groups were interviewed at the study’s conclusion. The study determined that learning more about local history made students prouder of their communities and more interested in improving them, although students remained sceptical of their ability to do so.

If Someone Asked, I’d Participate: Teachers as Recruiters for Political and Civic Participation

2016 ◽  
Vol 33 (2) ◽  
pp. 153-186 ◽  
Author(s):  
Rebecca Jacobsen ◽  
David Casalaspi
Keyword(s):  
High School Students ◽  
Civic Engagement ◽  
Local Community ◽  
Critical Role ◽  
School Students ◽  
Youth Civic Engagement ◽  
School Officials ◽  
School Based ◽  
Advanced Students

Whereas much has been written about the role of resources and motivation for activating adolescents to become engaged citizens, less work considers the role that recruitment within schools might play in shaping youth civic engagement patterns. Drawing on interviews with over 100 high school students and over 40 school officials, our research illuminates the critical role that school-based recruitment plays in fostering youth civic engagement. We find that while a majority of the students we interviewed are actively involved in their local community, a sizable portion of students remain unengaged and that a lack of recruitment from school officials is one important factor explaining this phenomenon. We also find that teachers, especially social studies teachers, can play a key role in recruiting and motivating students. However, teachers tend to act as “rational prospectors” who selectively recruit certain subsets of students (i.e., advanced students)—something that likely contributes to later inequality in participation.

Influence of wiki participation on transnational collaboration learning anxiety in middle school students

2015 ◽  
Vol 25 (5) ◽  
pp. 794-810 ◽  
Author(s):  
David Tawei Ku ◽  
Nancy Lanhui Chen
Keyword(s):  
High School Students ◽  
Collaborative Learning ◽  
Computer Anxiety ◽  
Cross Cultural ◽  
Foreign Language Anxiety ◽  
School Students ◽  
Web Based ◽  
Content Type ◽  
Learning Anxiety ◽  
Participation Process

Purpose – The purpose of this paper is to investigate the Wiki and its influence on the anxiety produced during cross-cultural web-based collaborative learning sessions. Design/methodology/approach – In total, 49 high school students participated in transnational collaborative learning and engaged in a one-month Google Wiki activity. A transnational collaborative learning anxiety inventory was used to measure the anxiety of the participants, which included the dimensions of social anxiety, foreign language anxiety, and computer anxiety. In addition, platform usage records were compiled using Google Wiki user records and participation process checklists. Relative data derived from these two items were compared with the questionnaire data. Findings – The results indicated that participants who had experience with Wiki transnational collaborative learning exhibited significantly reduced SA and FLA. Participation process and user records revealed that embedding videos; responding to content created by others; proofreading and editing the content of others; updating layouts; underlining text, changing the font, and color coding; and increasing the number of edits reduced FLA. The number of times edits and responses were produced was correlated with decreases in SA. Originality/value – The causes and effects of transnational collaborative learning have concurrently received attention. However, studies on Wiks and their impact on the anxiety produced during cross-cultural Web-based collaborative learning are limited. Therefore, Google Wiki was used in this study as the medium through which the effects of Wiki participation on anxiety resulting from transnational collaborative learning were explored.

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