Using Technology to Create Children's Books for Students by Students

2011 ◽  
pp. 425-436
Author(s):  
Lyn C. Howell
Keyword(s):  
High School ◽  
High School Students ◽  
Reading Skills ◽  
Writing Skills ◽  
Letter Writing ◽  
Children's Books ◽  
Older Students ◽  
School Students ◽  
Children's Book ◽  
Do So

This chapter describes a children’s book project in which high school students used technology to create e-books for younger students. The benefits of the project for both younger and older students are discussed. Older students developed technology and writing skills; younger students developed letter writing and reading skills. The process is also detailed in the hope that others who might be interested in replicating the project in their own classroom would be able to do so.

Computer-Based Mathematics and Physics for Gifted Students

1995 ◽  
Vol 39 (1) ◽  
pp. 7-13 ◽  
Author(s):  
Raymond Ravaglia ◽  
Patrick Suppes ◽  
Constance Stillinger ◽  
Theodore M. Alper
Keyword(s):  
High School ◽  
High School Students ◽  
Advanced Placement ◽  
Gifted And Talented ◽  
Gifted Students ◽  
School Students ◽  
Computer Based ◽  
Gifted Youth ◽  
Mathematics And Physics ◽  
Do So

Computer-based education makes it possible for gifted and talented middle school and early high school students to complete advanced courses in mathematics and physics several years before they would nocinally do so Since the fall of 1990, three such groups of students at the Education Program for Gifted Youth at Stanford University have taken courses at the advanced placement level and have done exceedingly well. This report details those results.

scholarly journals The effectiveness of cognitive conflict strategy in the development of persuasive writing skills and some habits of mind among high school students

2020 ◽  
pp. 79-115
Author(s):  
علي المنتشري
Keyword(s):  
High School ◽  
High School Students ◽  
Writing Skills ◽  
Cognitive Conflict ◽  
Persuasive Writing ◽  
Habits Of Mind ◽  
Control Group ◽  
School Students ◽  
Conflict Strategy ◽  
Experimental Group

The study aimed to identify the effectiveness of cognitive conflict strategy in the development of persuasive writing skills and some habits of mind among high school students. To achieve the study objectives, the researcher employed two research methods: descriptive analytical method and experimental method (quasi-experimental design). The researcher designed six tools and research materials to conduct the study and to collect data, which are: a list of persuasive writing skills, a test of persuasive writing skills accompanied with a suitable grading rubric, a list of habits of mind, a test of habits of mind accompanied with a suitable grading rubric, student’s book, and teacher's guide. The sample of the study was selected randomly and consisted of (70) students. The participants were divided into two groups: a control group which was consisted of (35) students, and an experimental group which was consisted of (35) students. The data were analyzed through the use of several statistical techniques including means, standard deviations, Pearson correlation coefficient, T-test for independent groups, Eta coefficient and Black modified gain ratio. The results of the study revealed that There was a positive correlation on the experimental group students' performance of the post-tests for persuasive writing skills and habits of mind (perseverance, flexible thinking, questioning, posing problems and thinking & communicating clearly. Based on the results, the study recommended the designers of curricula to benefit from the conducted lists of persuasive writing skills and habits of mind.

scholarly journals ORGAN DONATION: AN EDUCATIONAL PACK FOR HIGH SCHOOL STUDENTS

2021 ◽  
Author(s):  
Styliani Kapsali ◽  
◽  
Vasiliki Sapountzi ◽  
Alexandra Nestora ◽  
Lefkothea-Vasiliki Andreou
Keyword(s):  
High School ◽  
High School Students ◽  
Organ Donation ◽  
Writing Skills ◽  
Board Game ◽  
Audiovisual Material ◽  
Research Projects ◽  
School Students ◽  
Research Technology ◽  
Senior High School Students

Blood, bone marrow and organ donation is a major issue that concerns all of us. Even though 18 is the age of eligibility to become a donor, awareness should be raised earlier through education. To this end, and given that this issue is marred by prejudice and misconceptions, we developed an educational pack, aimed at senior high school students, which may be delivered in the context of a biology or sociology course. The proposed teaching intervention follows a three-fold approach: (1) First, students are educated on monoclonal antibodies and relevant biotechnology tools and their role in organ transplantation via a board game, (2) Second, we promote empathy using a free writing exercise that employs art prompts and audiovisual material, (3) Third, we assign students with research projects that involve building questionnaires, collecting and analyzing data and producing a science poster to be posted on the school website. Importantly, the aim of this proposed intervention is to educate and to raise awareness while students build on their research, technology and writing skills.

Welcoming Older Students

2017 ◽  
Author(s):  
Ron Avi Astor ◽  
Linda Jacobson ◽  
Stephanie L. Wrabel ◽  
Rami Benbenishty ◽  
Diana Pineda
Keyword(s):  
High School ◽  
High School Students ◽  
Older Students ◽  
School Students ◽  
Additional Time ◽  
Internal Assets ◽  
Service To Others ◽  
Time To Learn ◽  
New Community ◽  
Changing Schools

While some practices typically used with young children—such as summer transition programs and home visits—can be adapted to accommodate older students, there are also strategies that specifically address the questions and concerns of middle and high school students and their parents. Often faced for the first time with multiple classes, these students are trying to find their place and adjust to new expectations in several classrooms, not just one. These campuses are also typically much larger, so students need additional time to learn their way around—one tour might not be enough. Even for students who aren’t moving to a new community, the transition into a middle or high school can be a stressful and uncertain time. So having a plan for providing extra support for students who are changing schools during these years can prevent students from struggling and feeling isolated. The Search Institute, a Minneapolis-based research organization, has identified 40 developmental assets that researchers say adolescents need to develop into healthy, caring, and responsible young adults. They are organized into external and internal assets. External assets include conditions such as positive family communication, providing service to others, and having positive adult role models. Internal assets refer to qualities such as being motivated to achieve, reading for pleasure, and having the skills to resist negative peer pressure. Educators working with students who are changing schools during their middle and high school years can consider ways to foster these assets when creating welcoming and transition-related programs and practices. Student leaders who assist in these programs, such as peer mentors and buddies, can also become familiar with these assets—to strengthen their own skills and to benefit students they are trying to support. A variety of strategies exist for welcoming new students who are transitioning during a time when they might be trying to figure out what interests them, what kind of friends they want, and how to solve problems without help from their parents.

Sound Off!: Why Do So Many Students Perform So Poorly in Higher-Level Mathematics

2003 ◽  
Vol 96 (2) ◽  
pp. 102-104
Author(s):  
Kathryn Risher
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Teachers ◽  
Daily Basis ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
Mathematics Courses ◽  
Do So ◽  
High School Mathematics Teachers

As high school mathematics teachers, my colleagues and I face this sad reality on a daily basis. After years of experience instructing teenagers in algebra, geometry, trigonometry, and calculus, we have recognized a number of forces that impede the success of high school students in higher-level mathematics courses. Many students and their parents either fail to recognize these forces or refuse to face them.

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