scholarly journals An Active Teaching Approach to Business Management: Gender and Ethnic Service Learning Self-Reflections

2009 ◽  
Vol 1 (1) ◽  
Author(s):  
Roxanne HELM-STEVENS ◽  
Orlando V. GRIEGO
Keyword(s):  
At Risk ◽  
High School Students ◽  
Service Learning ◽  
Undergraduate Students ◽  
Repeated Measures ◽  
Business Students ◽  
At Risk Students ◽  
Business Management ◽  
School Students ◽  
Making A Difference

College business students, as part of a requisite undergraduate business management course, were assigned a service learning project.  A component of the service-learning project was to teach business and management related curriculum to at-risk high school students.  The undergraduate students, consisting of gender and ethnic mixes were then assessed in their perceptions of the following service learning position: leadership to at-risk students, relationships to at-risk students, making a difference to at-risk students, teamwork effectiveness, service learning effectiveness, and role modeling to at-risk students.  A repeated measures ANOVA and factorial ANOVA were used to assess effects.  Significant differences were noted.

scholarly journals Longitudinal Rates of Self-Reported Delinquency of At-Risk and Not At-Risk Western Australian High School Students

2002 ◽  
Vol 35 (1) ◽  
pp. 99-113 ◽  
Author(s):  
Stephen Houghton ◽  
Annemaree Carroll
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
Motor Vehicle ◽  
At Risk Students ◽  
School Students ◽  
Data Collection Point ◽  
Public Disorder ◽  
Time Motor ◽  
Not At Risk

Two hundred and forty nine 12 to 13 year old at-risk and not at-risk male and female high school students randomly selected from five high schools in the Perth metropolitan area of Western Australia provided self-reported delinquency data for three consecutive years. A multivariate analysis of variance revealed at-risk students self-reported significantly more involvement in delinquency at the first data collection point than their not at-risk counterparts. Male 12–13 year olds self-reported significantly more involvement in car related crimes, assault, rule infractions, and vandalism compared to their female peers. For some delinquent activities there were significant increases in involvement over time (Motor Vehicle, Drugs, and Public Disorder Offences) while for others (Theft, Rule Infractions, and Vandalism) this was not the case. In the majority of categories of delinquency at-risk students self reported significantly higher rates of involvement.

scholarly journals Meeting Learning Objectives through Service-Learning: A Pomology Case Study

2011 ◽  
Vol 21 (1) ◽  
pp. 119-125
Author(s):  
Lauren C. Garner
Keyword(s):  
High School Students ◽  
Service Learning ◽  
Undergraduate Students ◽  
Community Involvement ◽  
Community Organization ◽  
Learning Objectives ◽  
Teaching Methodology ◽  
State University ◽  
School Students ◽  
San Luis

Undergraduate students enrolled in the introductory pomology course at California Polytechnic State University, San Luis Obispo, CA, from 2007 to 2010, participated in a service-learning project. Students helped the community organization, the California Rare Fruit Growers (CRFG), teach grafting skills to San Louis Obispo County high school students and community members. At the end of each quarter, pomology students completed evaluations of their experience. Results of these evaluations were used to improve teaching methodology and the experience in which the students participated. Self-reported and instructor evaluations of the service-learning project demonstrated that students increased their grafting knowledge and skills, their confidence in learning new skills, and their interest in fruit science and community involvement. The service-learning project enabled students to meet course learning objectives of understanding and becoming experienced in horticultural techniques, such as grafting, and to meet university learning objectives of developing critical thinking and communication skills and increasing community involvement.

Does Screening High School Students for Psychological Distress, Deliberate Self-Harm, or Suicidal Ideation Cause Distress – And Is It Acceptable?

Crisis ◽  
2011 ◽  
Vol 32 (5) ◽  
pp. 254-263 ◽  
Author(s):  
Jo Robinson ◽  
Hok Pan Yuen ◽  
Cathy Martin ◽  
Ally Hughes ◽  
Gennady N. Baksheev ◽  
...  
Keyword(s):  
At Risk ◽  
High School Students ◽  
At Risk Students ◽  
Postal Questionnaire ◽  
School Students ◽  
Students At Risk ◽  
Acceptable Method ◽  
On Line ◽  
Not At Risk ◽  
Ongoing Support

Background: Programs designed to detect students at risk of depression and suicidality have shown success ( Shaffer et al., 2004 ). Aims: The current study sought to examine whether or not such a program was acceptable to participants and whether or not it caused distress. Methods: Participants were boys aged 14 to 16. Participants were assessed using an on-line questionnaire; acceptability was measured via postal questionnaire. Results: Of 272 participants, 31 (11.4%) were considered at-risk; 13 required ongoing support, 8 of whom had not previously sought help. Overall screening did not appear to cause significant undue distress, although some differences were evident between at-risk and not at-risk students. All participants found the program acceptable. Conclusions: When conducted carefully, early detection programs can be an effective and acceptable method of identifying at-risk adolescents.

scholarly journals Service-Learning as a Catalyst for Community Change: An Empirical Examination Measuring the Benefits of a Life Skills Curriculum in Local At-Risk High Schools

2019 ◽  
Vol 8 (1) ◽  
pp. 22
Author(s):  
Roxanne Helm-Stevens ◽  
Mark Dickerson ◽  
Randy Fall
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
High Schools ◽  
Service Learning ◽  
Business Education ◽  
Role Models ◽  
Life Skills ◽  
Career Planning ◽  
School Students

This research attempts to measure the impact of service-learning on community recipients – at-risk high school students in urban Southern California. The service-learning project, an integrative, six-week assignment, involves upper-division business majors delivering the Options: Business Education and Life Skills curriculum to at-risk students in two local alternative education high schools. In addition to delivering business education and life skills, a critical design component of the curriculum is the opportunity for college students to be role models and provide mentoring guidance to at-risk high school students. This study used surveys to gather data on student perceptions of four constructs: (1) strengths and values, (2) school and work-related skills, (3) business etiquette and resume building, and (4) future life and career planning. Pre-tests and post-tests were administered to gauge differences in perception during the six-week service-learning project. Results indicated positive effects of the service-learning curriculum overall. Further, the data revealed statistically significant results with particularly noteworthy outcomes in the planning for the future and preparing for the world of work responses.

A Multidisciplinary Assessment of Chesteropoly as an Academic-Service Experience

2009 ◽  
Vol 32 (2) ◽  
pp. 155-177
Author(s):  
Robert J. Bonk ◽  
Lori N. Simons ◽  
Timothy M. Scepansky ◽  
Nancy B. Blank ◽  
Elisa B. Berman
Keyword(s):  
High School ◽  
High School Students ◽  
Service Learning ◽  
Undergraduate Students ◽  
Social Issues ◽  
Independent Study ◽  
Academic Learning ◽  
School Students ◽  
Disadvantaged Community ◽  
Civic Values

Because service-learning challenges participants to widen perspectives on social issues, we designed and assessed a multi-semester, multidisciplinary project with both academic and service objectives. In this project, undergraduate students developed a script and video centered on a board game designed to educate high-school students about their community, Chester, Pennsylvania. The script and video featured undergraduate students playing Chesteropoly, with deeded properties reflecting Chester's current community agencies, as well as business, educational, entertainment, and government groups from past and present days. Next, students enrolled in an educational-psychology independent-study class developed a content-knowledge test; this test, along with assessments of social skills and self-concept, was administered to local high-school students from this disadvantaged community. Undergraduate participants assessed experiences through reflection journals, surveys, and focus-group interviews. Overall, the types of outcomes that we observed for our high-school and undergraduate participants reflected development of civic values, improvement of academic learning, and self-motivation.

scholarly journals Promoting Media Literacy Online: An Intervention on Performance and Appearance Enhancement Substances with Sport High School Students

2021 ◽  
Vol 18 (11) ◽  
pp. 5596
Author(s):  
Federica Galli ◽  
Tommaso Palombi ◽  
Luca Mallia ◽  
Andrea Chirico ◽  
Thomas Zandonai ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Media Literacy ◽  
Repeated Measures ◽  
Intervention Group ◽  
Literacy Intervention ◽  
Media Influence ◽  
Control Group ◽  
School Students ◽  
Health Promoting Behaviors

The outbreak of coronavirus required adjustment regarding the delivery of interventions. Media literacy interventions are necessary to help people acquire relevant skills to navigate the complexities of media communications, and to encourage health-promoting behaviors. The present study aimed to promote a media literacy intervention regarding performance and appearance enhancement substances use in sports high school students. The COVID-19 contingency allowed us to evaluate whether online sessions can effectively promote greater awareness of media influence, a stronger sense of confidence in persuading others to deal with media messages, and healthier attitudes about PAES use among high school students. The study relied on an “intervention group” comprising 162 students (31.5% female) and a “control group” comprising 158 students (42% female). Data were analyzed through repeated measures of Group X Time MANOVA and ANOVA, demonstrating some degree of efficacy of the media literacy intervention. The “intervention group” reported higher awareness of potential newspapers’ influence and a significant increase in their sense of confidence in dealing with media influence compared to the “control group”. Findings support the efficacy of online media literacy programs to prevent doping consumption in adolescents.

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