COLLEGE-LEVEL GEOLOGY COURSE FOR HIGH-SCHOOL STUDENTS

1964 ◽  
Vol 12 (4) ◽  
pp. 121-125
Author(s):  
JOHN B. HAYES
Keyword(s):  
High School ◽  
High School Students ◽  
College Level ◽  
School Students

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

Advanced Placement Oriented Calculus for High School Students

1980 ◽  
Vol 11 (5) ◽  
pp. 347-355
Author(s):  
Karen Mezynski ◽  
Julian C. Stanley
Keyword(s):  
High School ◽  
High School Students ◽  
Advanced Placement ◽  
Opportunity To Learn ◽  
Class Ii ◽  
Class I ◽  
College Level ◽  
School Students ◽  
Ap Calculus ◽  
College Calculus

A supplementary calculus course was conducted to give highly able students the opportunity to learn the equivalent of two semesters of college calculus while still in high school. Two different student populations were sampled; the average age of the members of Class I was 14.9 years, whereas for members of Class II it was 16.7 years. Class I members had more previous exposure to fast-paced mathematics instruction than had members of Class II. Both classes took the College Board's AP Calculus Examination, Level BC, at the end of the course. The results of the AP examination indicated that most students learned college-level calculus well. Considerations for the establishment of similar programs are discussed.

CAPSULE: An Innovative Capstone-Based Pedagogical Approach to Engage High School Students in STEM Learning

2011 ◽  
Author(s):  
Abe Zeid ◽  
Sagar Kamarthi ◽  
Claire Duggan ◽  
Jessica Chin
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Learning Experience ◽  
College Level ◽  
Stem Learning ◽  
Abstract Concepts ◽  
Top Down ◽  
School Students ◽  
Pedagogical Approach

School children in general and high school students, in particular more often than not lose interest in STEM (science, technology, engineering, and math) education. Underrepresented and female students are even more discouraged by STEM courses. Our investigation and interviews with high school teachers cite that the main reason for such disinterest is the disconnect between school and reality. Students cannot relate the abstract concepts they learn in physics, biology, chemistry, or math to their surroundings. This paper discusses a new capstone project-based approach that closes this gap. This work is an outcome of an NSF funded project called CAPSULE (Capstone Unique Learning Experience). We use the top-down pedagogical approach instead of the traditional bottom-up approach. The top-down approach relates the abstract concepts to exciting open-ended capstone projects where students are engaged in designing solutions, like products to solve open-ended problems. This top-down approach is modeled after the college-level capstone design courses. The paper presents the model, its details, and implementation. It also presents the formative and summative evaluation of the model after deploying it in the Boston Public Schools, a system heavily populated by the targeted student groups.

Undoing Underachievement and Promoting Societal Advancement of Women and Girls

1998 ◽  
Vol 12 (3) ◽  
pp. 159-169 ◽  
Author(s):  
Judy Lupart ◽  
Lorraine Wilgosh
Keyword(s):  
High School ◽  
High School Students ◽  
Business Community ◽  
Full Potential ◽  
College Level ◽  
School Students ◽  
Post Secondary ◽  
Women And Girls ◽  
Knowledge Intensive ◽  
Industry And Education

Yewchuck and Chatterton (1990) found stereotypical attitudes of others the strongest deterrent to career success for women. Wilgosh (1993) also examined how societal expectations of girls influence their failure to realize their full potential, particularly in mathematics and sciences. This paper focuses on undoing underachievement of women and girls. It is about a unique program that brings together training in high school and college-level mathematics and sciences and better linkages between schools, post-secondary institutions and the business community. The program contributes significantly in the preparation of students for skilled, technological occupations in a knowledge-intensive economy. The Shad Valley Program is a co-educational, residential summer program offered to gifted high school students at eight Canadian universities, dedicated to building bridges between industry and education, especially in the areas of science, technology, and entrepreneurship. A fifteen year retrospective study of its applicants and participants will provide direction for schools and businesses in the identification of key personal and educational experiences that contribute to increased levels of science literacy for both male and female students.

scholarly journals Implementation of Career Guidance Services for Senior High School in Determining Major at College Level

2019 ◽  
Vol 2 (3) ◽  
pp. 328-329
Author(s):  
Saiful Akhyar Lubis ◽  
Abdurrahman Abdurrahman ◽  
Rahmi Yasirna
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Method ◽  
Career Guidance ◽  
School Principals ◽  
Guidance And Counseling ◽  
College Level ◽  
School Students ◽  
Guidance Services ◽  
Tertiary Institutions

The purpose of this study was to determine the preparation of student career guidance services, the implementation of student career guidance services, and the supporting and inhibiting factors of student career guidance services at Al-Azhar High School Medan. This study uses a qualitative method with descriptive type that is to describe the object of research as itself. Data sources are school principals, guidance and counseling teacher, and Al-Azhar Plus High School students in Medan. The results showed that: (1) Preparation of career guidance services in class XII students at Al-Azhar Plus High School Medan in determining majors to lecture levels through the first, the existence of a checklist of problems (DCM) that is used to determine the extent to which students have confusion about his career goals. Second, through testing the scholastic aptitude test (TBS). From the results of this test students also know the results of the test and know their abilities. (2) The form of implementing career guidance services through three programs are; First: information services, second: information gathering visits at various tertiary institutions, third: group or individual discussions. 

scholarly journals High School Enrichment: Scientific Research

2014 ◽  
Vol 70 (a1) ◽  
pp. C1267-C1267
Author(s):  
Erin Wasserman
Keyword(s):  
High School ◽  
High School Students ◽  
Early Stage ◽  
Scientific Research ◽  
Science Research ◽  
Scientific Activity ◽  
Literacy Skills ◽  
College Level ◽  
School Students ◽  
Formal Science

Science Research is a three-year program that offers gifted students the opportunity to journey into scientific research under the apprenticeship of a research mentor, where they can gain an understanding of the underpinnings of modern scientific research – an opportunity that most high school students do not encounter in their formal science coursework. Come learn about this program, which skillfully marries the ideas of experiential learning and social experience, which is supported and structured by classroom learning. The talk will include information about the classroom course, which serves as a support system for the literacy skills needed to successfully design an original project, independently. In addition, an example of a high school crystallography partnership project will be presented. "Senior scientists (e.g., teachers, researchers, etc.) and students working together in a mutual learning process is the strongest model for student retention and personal involvement in science. Furthermore, there is no better way to excite students and to insure their continued involvement in scientific pursuits than to give them individualized active engagement and ownership of part of a creative scientific activity at an early stage in their development." Science Research provides a unique opportunity for students to join a professional laboratory where advanced skills and critical thinking strategies are developed with concomitant support from their school in the development of college-level scientific learning skills and an understanding of the true meaning of scientific inquiry.

Ready for College? Examining the Effectiveness of Targeted Interventions in High School

2021 ◽  
pp. 016237372110367
Author(s):  
Zeyu Xu ◽  
Ben Backes ◽  
Amanda Oliveira ◽  
Dan Goldhaber
Keyword(s):  
High School ◽  
High School Students ◽  
First Year ◽  
Regression Discontinuity Design ◽  
College Level ◽  
Remedial Courses ◽  
School Students ◽  
Targeted Interventions ◽  
College Ready ◽  
Percentage Points

Kentucky’s Targeted Interventions (TI) program is a statewide intervention intended to prepare non-college-ready high school students for college-level coursework. Using a difference-in-regression discontinuity design, we find that TI reduces the likelihood that students enroll in remedial courses by 8 to 10 percentage points in math. These effects are similar or stronger among students who are eligible for free/reduced-price lunch, students with remediation needs in multiple subjects, and students in lower performing schools. TI also increases the likelihood that students enroll in and pass college math before the end of the first year in 4-year universities by 4 percentage points and by 9 percentage points among free/reduced-price lunch eligible students. However, we do not find evidence of TI affecting credit accumulation or persistence.

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