Learning Design Through Facilitating Collaborative Design

2017 ◽  
pp. 209-229
Author(s):  
Oliver Bown ◽  
Philip Gough ◽  
Martin Tomitsch
Keyword(s):  
Service Learning ◽  
Secondary Students ◽  
Low Socioeconomic Status ◽  
Collaborative Design ◽  
Design Thinking ◽  
Widening Participation ◽  
School Students ◽  
Low Socioeconomic ◽  
Local Schools ◽  
University Life

This chapter presents a project in which students taking an undergraduate course on Design Thinking participated in a university widening participation project, visiting local schools from a low socioeconomic status background and engaging the school students in a design exercise. The project aimed to draw on the value of service learning, learning through an engaged and socially meaningful task, with tertiary students learning to facilitate design, following principles of co-design, in a community of stakeholders, and secondary students gaining contact with university life, seeing an undergraduate perspective on design, and receiving education in design thinking. Tertiary students were asked to develop design thinking toolkits that would support their design facilitation process. The authors present the results of a study of the project, based on students' assignment submissions, and a focus group following the activity.

scholarly journals Are university widening participation activities just-in-time or just-out-of-time? Exploring the (mis)alignment between the timing of widening participation activities and university decision-making among students from low socioeconomic backgrounds

2019 ◽  
Vol 10 (1) ◽  
pp. 47-58 ◽  
Author(s):  
Maria M Raciti ◽  
Joshua Dale
Keyword(s):  
High School ◽  
High School Students ◽  
Low Socioeconomic Status ◽  
Just In Time ◽  
Widening Participation ◽  
Compulsory Schooling ◽  
School Students ◽  
Low Socioeconomic ◽  
University Participation ◽  
The University

When is the best time to engage high school students in widening participation (WP) activities? With qualitative data from 46 university students at six Australian universities who are from low socioeconomic status (LSES) backgrounds, this study explored WP’s timeliness. It was found that a) the timing of the decision to go to university can occur at any point in compulsory schooling; b) LSES students experienced the bulk of WP in senior high school, being the years after they have selected the university stream; c) students in the university stream were exposed to WP activities while those in the non-university stream were excluded; and d) participants recommended that WP should begin earlier and be concentrated in the lead up to the forced streaming decision that occurs in Year 10. Overall, earlier WP exposure that is synchronised with high school streaming processes would optimise WP activities aimed at increasing LSES university participation.

Academic Interventions for Elementary and Middle School Students With Low Socioeconomic Status: A Systematic Review and Meta-Analysis

2017 ◽  
Vol 87 (2) ◽  
pp. 243-282 ◽  
Author(s):  
Jens Dietrichson ◽  
Martin Bøg ◽  
Trine Filges ◽  
Anne-Marie Klint Jørgensen
Keyword(s):  
Systematic Review ◽  
Socioeconomic Status ◽  
Middle School Students ◽  
Low Socioeconomic Status ◽  
Educational Achievement ◽  
Meta Analysis ◽  
Effect Sizes ◽  
School Students ◽  
Low Socioeconomic ◽  
Elementary And Middle School

Socioeconomic status is a major predictor of educational achievement. This systematic review and meta-analysis seeks to identify effective academic interventions for elementary and middle school students with low socioeconomic status. Included studies have used a treatment-control group design, were performed in OECD and EU countries, and measured achievement by standardized tests in mathematics or reading. The analysis included 101 studies performed during 2000 to 2014, 76% of which were randomized controlled trials. The effect sizes (ES) of many interventions indicate that it is possible to substantially improve educational achievement for the target group. Intervention components such as tutoring (ES = 0.36), feedback and progress monitoring (ES = 0.32), and cooperative learning (ES = 0.22) have average ES that are educationally important, statistically significant, and robust. There is also substantial variation in effect sizes, within and between components, which cannot be fully explained by observable study characteristics.

Dimensions of Causality as a Function of Socioeconomic Status in a Sample of Portuguese Adolescents

2004 ◽  
Vol 94 (3) ◽  
pp. 827-832
Author(s):  
Luísa Faria
Keyword(s):  
Socioeconomic Status ◽  
High School Students ◽  
Low Socioeconomic Status ◽  
The Other ◽  
Three Dimensions ◽  
High Socioeconomic Status ◽  
School Students ◽  
Locus Of Causality ◽  
Low Socioeconomic ◽  
Portuguese Adolescents

This study explored dimensions of locus of causality, stability, and controllability, of several sources for success and failure, classified by subjects as a function of their socioeconomic status. The sample included 1,320 Portuguese high school students, from high, middle, and low socioeconomic status who classified 17 causes for success and failure according to their meaning on the three dimensions. Analysis showed students from families of low socioeconomic status perceived causes related to ability, effort, and motivation as more unstable than subjects from families of middle and high socioeconomic status, and students from families of high socioeconomic status perceived causes related to ability as more internal than the other two groups.

scholarly journals Social determinants and changes in energy drink consumption among adolescents in Norway, 2017–2019: a cross-sectional study

BMJ Open ◽  
2021 ◽  
Vol 11 (8) ◽  
pp. e049284
Author(s):  
Siri Kaldenbach ◽  
Tor A Strand ◽  
Beate Stokke Solvik ◽  
Mads Holten-Andersen
Keyword(s):  
Low Socioeconomic Status ◽  
Social Determinants ◽  
Energy Drink ◽  
High Energy ◽  
Cross Sectional Study ◽  
School Level ◽  
School Students ◽  
Cross Sectional ◽  
Low Socioeconomic ◽  
Energy Drink Consumption

ObjectivesTo describe the social determinants and development in energy drink consumption among Norwegian adolescents in 2017, 2018 and 2019.DesignCross-sectional, online, annual, nationwide surveys (Ungdata).SettingResponses collected online from January 2017 to December 2019.ParticipantsLower and upper secondary school students (n=297 102) aged 12–19 years who responded in 2017, 2018 and 2019.Main outcome measuresFrequency of energy drink consumption.ResultsOver the 3-year period, 66.4% of the men and 41.8% of the women had consumed energy drink once a week or more. The proportion of female high consumers (consuming energy drink more than four times a week) increased from 3.3% to 4.9% between 2017 and 2019; for male, the increase was from 9.8% to 11.5%. In females, the proportion of high consumers increased with 24% (relative risk; CI) (1.24; 1.09 to 1.41) from 2017 to 2018 and 46% (1.46; 1.31 to 1.62) from 2017 to 2019. The corresponding increases in males were 10% (1.10; 1.01 to 1.20) from 2017 to 2018 and 12% (1.12; 1.05 to 1.19) from 2017 to 2019. Any energy drink consumption as well as high energy drink consumption were independently associated with school level, less central residency, low socioeconomic status, physical inactivity and high leisure screen time.ConclusionWe found an increase in high consumers among both boys and girls between 2017 and 2019. The observed increase in energy drink consumption among adolescents can explain some of the increased sales of energy drink in Norway.

How communication with teachers, family and friends contributes to predicting climate change behaviour among adolescents

2017 ◽  
Vol 45 (2) ◽  
pp. 183-191 ◽  
Author(s):  
RENE X. VALDEZ ◽  
M. NILS PETERSON ◽  
KATHRYN T. STEVENSON
Keyword(s):  
Climate Change ◽  
Socioeconomic Status ◽  
North Carolina ◽  
Low Socioeconomic Status ◽  
Future Climate Change ◽  
School Students ◽  
Low Socioeconomic ◽  
Knowledge Based ◽  
Climate Change Concern ◽  
Item Scale

SUMMARYEngaging adolescents is critical to encouraging future climate change adaptation and mitigation behaviours. Adolescents are typically more receptive to climate change messages than adults, but educators and communicators need research-based strategies for optimizing engagement, including information about what factors are most influential in changing behaviours. To better understand how communication with teachers, friends and family, climate change knowledge and climate change concern predict climate change behaviour, we administered a survey to a random sample of middle school students in North Carolina, USA (n = 1371). We measured climate change behaviour with a multi-item scale asking respondents about energy conservation, alternative transportation and engagement with environmental issues. We found that climate change concern and discussing climate change with family and friends predicted climate change behaviour. We also found that students from urban, high socioeconomic status schools were more likely to engage in climate change behaviour than students in urban, low socioeconomic status schools or rural schools. These results suggest that education efforts should leverage communication with family and friends in programming designed to encourage climate change behaviour. Further, efforts to promote climate change behaviour among low socioeconomic status urban and rural adolescents may be warranted, but would benefit from further investigation into the ideological, physical and knowledge-based drivers of behaviour differences documented in this study.

scholarly journals A space to study: expectations and aspirations toward science among a low-participation cohort

2020 ◽  
Vol 19 (06) ◽  
pp. A04
Author(s):  
Cherry Canovan ◽  
Robert Walsh
Keyword(s):  
Young People ◽  
Low Socioeconomic Status ◽  
Space Science ◽  
Science Identity ◽  
Widening Participation ◽  
Study Cohort ◽  
Low Ses ◽  
Low Socioeconomic ◽  
School Based ◽  
Science Intervention

Widening participation in science is a long-held ambition of governments in the U.K. and elsewhere; however numbers of STEM entrants to university from low-socioeconomic status groups remain persistently low. The authors are conducting a long-term school-based space science intervention with a group of pupils from a very-low-participation area, and studied the science attitudes of the participants at the beginning of the programme. Key findings were that young people from the very-low-SES study cohort were just as interested in science study and science jobs as their peers nationally, and had a pre-existing interest in space science. Some participants, particularly boys, demonstrated a ‘concealed science identity’, in that they perceived themselves as a ‘science person’ but thought that other people did not. Boys tended to score higher on generalised ‘science identity’ measures, but the gender difference disappeared on more ‘realist’ measures. In addition, although participants agreed that it was useful to study science, they had little concrete idea as to why. These findings shed light on how science communicators can best address low-SES groups of young people with the aim of increasing their participation in science education and careers. We conclude that interventions with this group that focus on ‘aspiration raising’ are unlikely to be successful, and instead suggest that activities focus on how young people can see science as a realistic path for their future. It would be helpful for in-school programmes to allow young people an outlet to express their science identity, and to give information about the kinds of jobs that studying science may lead to. Further research into whether the gender split on idealist/realist measures of science identity persists over time would be of use.

The STEM Selfing Process: Nondigital and Digital Determinants of Aspirational STEM Futures

2020 ◽  
Vol 64 (7) ◽  
pp. 950-972
Author(s):  
Laura Robinson
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Analysis ◽  
Low Socioeconomic Status ◽  
Regression Models ◽  
Identity Work ◽  
Public High School ◽  
School Students ◽  
Low Socioeconomic ◽  
Logistic Regression Models

This article takes a fresh approach to analyzing the nondigital and digital sources of STEM (science, technology, engineering, and math) intent among low–socioeconomic status (SES) high school students attending a Title I public high school in agricultural California. Through a hybrid quantitative–qualitative analysis of data, STEM intent is examined vis-à-vis the selfing process. STEM intent is conceptualized as the product of identity work that can be supported by digital engagements of diverse types. STEM identity is built and reinforced by exposure to digital resources at home, aspirations related to computer programming, and digital activities, particularly programming and/or gaming for at least one hour per week. The linkages are demonstrated quantitatively through logistic regression models and qualitatively with excerpts from in-depth interviews with matched STEM intent students. The regression models show that both nondigital factors and digital engagements influence the odds of expressing STEM intent among high school seniors. As the qualitative analysis demonstrates, these determinants are intimately linked to identity work in which STEM intent students imagine themselves as creators in STEM fields. Digital engagements such as programming, gaming, and internet exposure all play a crucial part in the STEM selfing process in which students imagine their future STEM selves by bringing to life the role of STEM creator. In the article’s concluding discussion these findings are developed in a new theoretical direction as evidence for the agentic technological self.

Application of the Chinese Posttraumatic Stress Disorder Checklist to Adolescent Earthquake Survivors in China

2012 ◽  
Vol 40 (3) ◽  
pp. 415-423 ◽  
Author(s):  
Ruiming Wang ◽  
Jie Su ◽  
Xiaoyu Bi ◽  
Yubing Wei ◽  
Lei Mo
Keyword(s):  
Posttraumatic Stress Disorder ◽  
Posttraumatic Stress ◽  
Low Socioeconomic Status ◽  
Stress Disorder ◽  
Factor Model ◽  
Reliability And Validity ◽  
School Students ◽  
Low Socioeconomic ◽  
Reliable Instrument ◽  
Earthquake Survivors

We investigated the incidence of posttraumatic stress disorder among 2,448 middle-school students in Sichuan Province, China, soon after the Wenchuan earthquake occurred on May 12, 2008. We also tested the reliability and validity of a Chinese version of the Posttraumatic Stress Disorder Checklist–Civilian Version (Weathers, Litz, Huska, & Keane, 1994) with this group. PTSD occurred more frequently among females compared with males, and among those exposed directly, indirectly, or not at all to the earthquake, the highest incidence of PTSD was among the group exposed directly. Among 3 groups aged between 11 and 13, 14 and 15, and 16 and 18, the highest incidence of PTSD was in students aged 14 and 15. Compared with other groups those with the highest incidence of PTSD were students with low socioeconomic status, who witnessed the earthquake, had heavy loss of their houses and other possessions, and whose family members were casualties. Factor analysis showed that the 3-factor model of the PCL-C had good construct validity. The internal consistency of Cronbach's alpha and split-half reliability was also satisfactory. Therefore, the PCL-C was determined to be a reliable instrument to detect PTSD among Chinese adolescents exposed to the earthquake.

A Service Learning Model for Special Education Teacher Preparation in Secondary Transition Programming

2017 ◽  
Vol 41 (3) ◽  
pp. 156-165 ◽  
Author(s):  
Michael E. May ◽  
Jonathan Chitiyo ◽  
Theresa Goodin ◽  
Angie Mausey ◽  
Crystal Swan-Gravatt
Keyword(s):  
High School ◽  
Special Education ◽  
Preservice Teachers ◽  
High School Students ◽  
Service Learning ◽  
Students With Disabilities ◽  
Secondary Students ◽  
School Personnel ◽  
Learning Model ◽  
School Students

The current article describes the evaluation of a service-based learning model as part of a special education course focused on secondary programming for students with disabilities. A total of 42 preservice teachers and 21 high school juniors and seniors with disabilities actively participated in the service learning project at a local high school. Preservice teachers conducted a transition assessment, developed and implemented lesson plans for postsecondary skill development with a high school student, presented their results to local high school personnel, and completed a self-assessment of their level of confidence in transition education for secondary students. Overall, preservice teachers reported confidence in transition planning and in designing and delivering instructional opportunities based on assessment of high school students’ transition needs. Moreover, the preservice teachers met the course learning standards by working directly with high school students. Barriers and recommendations for personnel preparation and research are discussed.

scholarly journals Contextual factors in substance use: A study of suburban and inner-city adolescents

1999 ◽  
Vol 11 (4) ◽  
pp. 845-867 ◽  
Author(s):  
SUNIYA S. LUTHAR ◽  
KAREN D'AVANZO
Keyword(s):  
Substance Use ◽  
High School Students ◽  
Inner City ◽  
Low Socioeconomic Status ◽  
Externalizing Problems ◽  
Peer Acceptance ◽  
Classroom Behaviors ◽  
School Students ◽  
Low Socioeconomic ◽  
Internalizing And Externalizing

Objectives in this research were to examine contextual differences in correlates of substance use among high school students. The focus was on two broad categories of adjustment indices: personal psychopathology (internalizing and externalizing problems) and behaviors reflecting social competence (academic achievement, teacher-rated classroom behaviors, and peer acceptance or rejection). Associations between drug use and each of these constructs were examined in two sociodemographically disparate groups: teens from affluent, suburban families (n = 264), and low socioeconomic status adolescents from inner-city settings (n= 224). Results indicated that suburban youth reported significantly higher levels of substance use than inner-city youth. In addition, their substance use was more strongly linked with subjectively perceived maladjustment indices. Comparable negative associations involving grades and teacher-rated behaviors were found in both groups, and among suburban males only, substance use showed robust positive associations with acceptance by peers. Results are discussed in terms of developmental perspectives on adolescent deviance, contextual socializing forces, and implications for preventive interventions and treatment.

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