High School Classrooms Research Articles

Word work: Practical tools to empower language and literacy learning in the high school classroom By Amber M.Simmons, Chanpaign, IL: National Council of Teachers of English. 2023. pp. 233. $39.99 (Paperback version). ISBN: 978‐0‐8141‐0131‐5

Word work: Practical tools to empower language and literacy learning in the high school classroom By Amber M.Simmons, Chanpaign, IL: National Council of Teachers of English. 2023. pp. 233. $39.99 (Paperback version). ISBN: 978‐0‐8141‐0131‐5

Education researchers as negotiators: Leveraging expertise across teachers and scientists to implement authentic data investigations in grade 7–12 classrooms

AbstractIncorporating authentic research skills and practices into K‐12 science, technology, engineering, and mathematics (STEM) instruction is a challenging yet crucial approach for introducing students to authentic science inquiry. While recommendations for emphasizing data literacy and quantitative reasoning in science classroom contexts are well‐established, implementation remains challenging. Over the span of 4 years (2019–2023), a multi‐institution team of teachers, education researchers, and forest scientists established a partnership with the overarching goal of integrating authentic forest research and data into middle and high school classrooms. The education researchers played a critical role in facilitating effective scientist and teacher interactions while addressing classroom implementation challenges. Importantly, the effectiveness and mutual benefits of the research partnership were greatly influenced by specific practices implemented by the education research team, and the assumption of different collaborative roles by all stakeholders involved. In this study, we examine these roles, relationships, and interactions of all stakeholders in the partnership, with “stakeholder” referring to participating teachers, education researchers, and collaborating forest scientists.

Breaking boundaries: Word analysis strategies that draw on students' full linguistic repertoires

AbstractThis paper examines the need to integrate students' full linguistic repertoires into literacy instruction in middle and high school classrooms. Traditional monoglossic approaches often neglect the linguistic assets multilingual students bring, limiting their academic potential. Drawing on translanguaging theory, this paper explores three strategies—bilingual morpheme mapping, comparative morphological analysis, and multilingual word walls. These strategies seek to enhance vocabulary instruction by utilizing students' home languages and ultimately cultivating a deeper understanding of word formation and meaning. The benefits of such approaches extend beyond multilingual students, offering all students more comprehensive vocabulary knowledge across disciplines. While the advantages of these methods are evident, the paper also identifies limitations and calls for further research to explore the long‐term impacts on literacy development. By advocating for professional learning focused on translanguaging and morphological instruction, this paper highlights the need to incorporate word strategies that enhance literacy for all students.

Bowling Alone?: Asian American Multilingual Learners’ Access to Four-Year Colleges

ABSTRACT Scholars are increasingly concerned that substantial barriers encountered by Asian American multilingual learners (AAMLs), the second-largest racial/ethnic multilingual learner group in the U.S., are being overlooked in the K-12 and postsecondary pipeline. This qualitative study focuses on the four-year college access experiences of AAMLs in a diverse, urban school district in the southeastern U.S. Data were collected through year-long mentoring sessions with two AAMLs, interviews with an Asian American high school counselor, academic records, classroom observations, and school documents. Using a Bourdieusian theory of practice perspective, findings from this study demonstrate that college-going AAMLs encounter multifaceted linguistic, social, and academic challenges that are often minimized or overlooked. Because they were assumed to be successful and demonstrated individual resilience and persistence, their challenges often went unrecognized, leading to mixed college-going outcomes with unfulfilled goals. The study contributes to the literature in educational equity and provides implications for educators working with AAMLs and other underrepresented students.

The We All Speak Math Campaign for Meaningful Discourse

Improving mathematical discourse in high school classrooms through a statewide campaign draws on the images of high-quality instruction promoted in Principles to Actions. The High School Visions Design Team of the North Carolina Collaborative for Mathematics Learning

Teacher educational qualifications and the quality of teacher–student interactions in senior high school classrooms in Ghana: Could teacher self‐efficacy bridge the qualifications gap?

Teacher educational qualifications and the quality of teacher–student interactions in senior high school classrooms in Ghana: Could teacher self‐efficacy bridge the qualifications gap?

Multiliteracies in English Instruction in Senior High School Classrooms: Basis for a Proposed Teaching Model

Multiliteracies in English Instruction in Senior High School Classrooms: Basis for a Proposed Teaching Model

Investigating the Effects of Using Google Classroom on the Student’s Engagement in Writing Instruction During Covid-19 Outbreak

English is a foreign language that has been taught from elementary school to tertiary level. The aim of teaching English in junior high school is to help recognizing word structures well. The present study were focused on 1) examining the student’s engagement in the online classroom during a pandemic situation and more specifically on descriptive text lessons; 2) investigating how teachers use Google Classroom in teaching and how the students learning activity use Google Classroom as an online platform. This study aimed to investigate the effect of using Google Classroom on student engagement in learning during this pandemic. The participant in this study is one English teacher and thirty students in one of junior high schools in Ciamis. This research approach is qualitative with the type of case study. The present study employs observation and in-depth interviews to collect the data. This study used a qualitative descriptive analysis methodology consisting of data reduction, data display, conclusion, and verification. Completed data is obtained by the data collection process then the data must be analysed and interpreted. Based on the research that has been done, the effect of using Google Classroom in this junior high school is not too influential on the learning process. The reason is that many students cannot access the internet because of the network conditions where they live. So, the English teachers use other learning apps as a tool to help the teaching and learning process of their students so that they can continue to follow the lesson.

Exploring Student Perspectives and Practices with Language-Aware Materials in Geography Education: An Exploratory Case Study in a German High School Classroom

Exploring Student Perspectives and Practices with Language-Aware Materials in Geography Education: An Exploratory Case Study in a German High School Classroom

Questioning Practices in Indonesian English Language Classrooms: An Analysis of Question Types and Student Engagement

This study examines the question types used by Indonesian English language teachers in high school classrooms and their impact on student engagement. The data were derived from two YouTube videos showcasing English language teaching in real classroom contexts. The questions posed by the teachers during the English language lessons were coded according to two criteria: convergent and divergent questions. Student engagement is measured by the number of responses to the teachers’ questions. The results reveal that the predominant type of questions used by the teachers during the lessons were convergent questions, which seek specific information or recall from students, while divergent questions, which encourage open-ended and varied responses, were used much less frequently. Furthermore, student engagement remained limited across both question types, with only a few students participating in responding. These findings highlight the prevalence of a traditional instructional approach characterized by convergent questions. The article concludes with some suggestions for utilizing alternative instructional interventions that can promote more interactive questioning practices and potentially enhance student engagement during English language instruction.

Student self-regulated learning in teacher professional vision: Results from combining student self-reports, teacher ratings, and mobile eye tracking in the high school classroom

Teacher professional vision as a concept is gaining importance in research on teaching, and recently models for studying teacher professional vision and student self-regulated learning (SRL) have been proposed. There are interview and video intervention studies investigating teacher professional vision for SRL, but no real-life classroom research so far. This study investigated the role of student SRL behaviour, as it was reported by students themselves and teachers, in teacher attention distribution as part of teacher professional vision. Ten teachers and their 158 students at high school level in Lithuania took part in the research. The first step of the study resulted in identifying four student SRL-profiles, which differed based on student level of SRL and the extent to which teacher and student assessments coincided: mixed lower-regulated, mixed higher-regulated, systematic lower-regulated, systematic higher-regulated. The profiles demonstrated only a partial overlap in teacher and student judgement of student SRL. The second step of the study explored whether scores of students’ SRL from student and teacher reports were related to teachers’ distribution of visual attention in one lesson. The results showed that only one teacher rating scale of student information-seeking behaviour had a slight correlation with teacher attention. The results imply rather bottom-up trends in teacher attention to students in the classroom when it comes to SRL. Besides, the study results highlight the not directly observable nature of SRL processes and imply a difficulty for teachers to assess student SRL.

The instructional implications of a critical media literacy framework and podcasts in a high school classroom

The instructional implications of a critical media literacy framework and podcasts in a high school classroom

Measures to Reduce Writing Anxiety in High School Students

Writing is a fundamental skill in modern English language education in China, serving as a means of language output and a crucial criterion for evaluating English proficiency. As teaching reforms progress and the college entrance examination system evolves, the significance of English writing has grown, accompanied by heightened expectations for high school students' writing abilities. However, the reality of high school classrooms often reveals students' apprehension and anxiety towards writing, impeding their progress in this area. Consequently, this study aims to delve into the origins of writing anxiety in high school English classrooms and propose constructive teaching suggestions to alleviate students' anxiety, ultimately enhancing the quality and proficiency of their English writing.

The Positive Perceptions of Technology Utilization in EFL Vocational High School Classroom From In-service and Pre-service Teachers

This study describes and compares in-service and pre-service teachers’ perception and utilization of technology in the form of computer-assisted language learning (CALL) and mobile-assisted language learning (MALL) in English as a Foreign Language (EFL) Vocational High School Classroom. This research was conducted at one of the vocational high schools in Surakarta and accommodated a multiple case study. The data of the research was obtained through document analyses, interviews, and observations. This study accommodated interactive model data analysis. The findings of this study revealed that teachers show positive and negative views on technology usage in the classroom. The positive themes found in the study are familiarity, ease of use, ease of access, interest in use, and provision of various options and qualified sources while the negative themes were mostly technical problems. This study also revealed that both groups of teachers utilized technology for three main themes: (1) presenting, (2) assisting, and (3) assessing. The differences in terms of perception and utilization of technology usage between both groups teachers were revealed to be small. To conclude, while both groups hold positive views, the actual utilization of technology is still limited so that teachers should explore more on technology usage for future implementation. Keywords: CALL, EFL, MALL, Perception, Teacher

Monitoring and assessment of CO2 and NO2 in schools within the Sentinel Schools Network of Catalonia during the COVID-19 era

In response to the global impact of the COVID-19 pandemic, international and national authorities, including those in Catalonia (Spain), recognized the crucial need to ensure proper ventilation in classrooms, emphasizing the importance of safe and healthy indoor environments for face-to-face learning. The present work, conducted within the COVID-19 Sentinel Schools Network of Catalonia (CSSNC) framework, aimed to monitor carbon dioxide (CO2) and nitrogen dioxide (NO2) concentrations in 23 schools, ensuring a comprehensive sample regarding educational levels, daily scholar schedules, and classroom typologies distributed across the four provinces of Catalonia. The research spanned three study periods: March and April 2021, October 2021 to January 2022, and March to June 2022. Briefly, 28%, 25%, and 37% of classrooms surpassed the 700 parts per million (ppm) CO2 limit in each study period, respectively. Generally, CO2 averages were lower in preschool classrooms (mean ± SD = 486 ± 106 ppm), while high school classrooms displayed the highest CO2 concentrations (mean ± SD = 710 ± 253 ppm). Moreover, classrooms in towns (<30000 inhabitants) exhibited higher CO2 levels as compared to classrooms from schools located in cities. As for NO2, the highest averages were obtained in urban areas, particularly in the Barcelona metropolitan area (e.g. mean indoor levels of 24.56 μg m−3 as compared to 11.05 μg m−3 in towns). In addition, the Indoor/Outdoor ratio (I/O ratio) in towns was the lowest (0.60). These results, together with the higher concentration of CO2 indoors, could indicate poorer ventilation in town schools. The results of this study are anticipated to contribute to implementing evidence-based measures to improve indoor air quality (IAQ) in educational settings.

Taiwan Region Teachers’ Beliefs Toward EFL Learner Autonomy and Their Practices in High School

This study examines English as a Foreign Language (EFL) teachers’ beliefs and actual practices regarding promoting learner autonomy (LA) in the high school classroom. The participants in the study were 20 EFL high school teachers from central Taiwan region. To triangulate the data and provide more comprehensive results, this study adopted a sequential quan-qual mixed methods research design: a mixed methods research (MMR) design that collects quantitative data first, followed by qualitative data. Teachers’ beliefs and factors affecting their actual practices were elicited through questionnaires and semi-structured interviews. Findings show that most teachers recognize the importance of LA. However, the questionnaire results indicate that there is a statistically significant difference between the teachers’ beliefs and their classroom practices. The qualitative data suggest that the phenomena result from (1) students’ low motivation (2) passive learning attitude and (3) the pressure teachers face due to the high school teaching demands. Although teachers engage in some classroom behaviors that promote autonomy, these practices are rather limited. Finally, directions for LA instruction are discussed. Objective: This study examines EFL teachers’ beliefs and actual practices regarding promoting LA in the high school classroom. Methods: The participants in the study were 20 EFL high school teachers from central Taiwan region. To triangulate the data and provide more comprehensive results, this study adopted a sequential quan-qual MMR design: a mixed methods research design that collects quantitative data first, followed by qualitative data. Teachers’ beliefs and factors affecting their actual practices were elicited through questionnaires and semi-structured interviews. Results: Findings show that most teachers recognize the importance of LA. However, the questionnaire results indicate that there is a statistically significant difference between the teachers’ beliefs and their classroom practices. The qualitative data suggest that the phenomena result from (1) students’ low motivation (2) passive learning attitude and (3) the pressure teachers face due to the high school teaching demands. Conclusion: Although teachers engage in some classroom behaviors that promote autonomy, these practices are rather limited. Finally, directions for LA instruction are discussed.

Learning Degrees for Students with Special Needs in Inclusion Class Settings

The aim of this study is to describe the learning degrees of students with special needs in the inclusive high school classroom setting in Pangkalpinang City. This study used a qualitative approach with the case study method which was conducted to see and observe learning for students with special needs at SMAN 1 Pangkalpinang. Data collection techniques using interviews and observation. Data analysis techniques in this study used three stages, namely data reduction, data exposure, and drawing conclusions. The results of the research are the learning degrees of students with special needs in the inclusion class setting at SMAN 1 Pangkalpinang going well because the teacher has made learning modifications according to the level of potential, obstacles, and needs of students. The teacher's attitude towards the uniqueness of the learning process of students with special needs is very positive. The teacher’s efforts in teaching students with special needs together with other students in inclusive classes include: (1) Consultation with special school teacher, (2) Discussions with colleagues, (3) Implementing cooperative learning and project based learning which accompanies all students, (4) Learning for students with special needs in inclusive classes is developed on the principles of flexibility, modification of learning degrees, and support

Project ChemicalBlooms: Collaborating with citizen scientists to survey the chemical diversity and phylogenetic distribution of plant epicuticular wax blooms.

Plants use chemistry to overcome diverse challenges. A particularly striking chemical trait that some plants possess is the ability to synthesize massive amounts of epicuticular wax that accumulates on the plant's surfaces as a white coating visible to the naked eye. The ability to synthesize basic wax molecules appears to be shared among virtually all land plants, and our knowledge of ubiquitous wax compound synthesis is reasonably advanced. However, the ability to synthesize thick layers of visible epicuticular crystals ("wax blooms") is restricted to specific lineages, and our knowledge of how wax blooms differ from ubiquitous wax layers is less developed. Here, we recruited the help of citizen scientists and middle school students to survey the wax bloom chemistry of 78 species spanning dicot, monocot, and gymnosperm lineages. Using gas chromatography-mass spectrometry, we found that the major wax classes reported from bulk wax mixtures can be present in wax bloom crystals, with fatty acids, fatty alcohols, and alkanes being present in many species' bloom crystals. In contrast, other compounds including aldehydes, ketones, secondary alcohols, and triterpenoids were present in only a few species' wax bloom crystals. By mapping the 78 wax bloom chemical profiles onto a phylogeny and using phylogenetic comparative analyses, we found that secondary alcohol and triterpenoid-rich wax blooms were present in lineage-specific patterns that would not be expected to arise by chance. That finding is consistent with reports that secondary alcohol biosynthesis enzymes are found only in certain lineages but was a surprise for triterpenoids, which are intracellular components in virtually all plant lineages. Thus, our data suggest that a lineage-specific mechanism other than biosynthesis exists that enables select species to generate triterpenoid-rich surface wax crystals. Overall, our study outlines a general mode in which research scientists can collaborate with citizen scientists as well as middle and high school classrooms not only to enhance data collection and generate testable hypotheses but also to directly involve classrooms in the scientific process and inspire future STEM workers.

Exploring the Impact of ChatGPT on Educational Outcomes in Beijing High Schools

As technology continues to advance rapidly, its integration into education has become a focal point for researchers and educators worldwide. In particular, the emergence of artificial intelligence (AI) tools like ChatGPT presents a promising avenue for transforming traditional teaching methods and enhancing student learning experiences. The findings of this study demonstrate that the integration of ChatGPT into Beijing high school classrooms significantly enhances the learning environment. Through its interactive nature, ChatGPT fosters greater engagement among students, leading to improved educational outcomes. Moreover, the study highlights the potential of ChatGPT to personalize learning experiences, catering to individual student needs and preferences. While the findings highlight ChatGPT's transformative potential in high school education, they also emphasize the need to address related challenges. Ethical concerns, such as data privacy and algorithmic bias, demand careful consideration. Moreover, to prevent an over-reliance on technology, a balanced curriculum integration is crucial. This research adds to the literature on AI's educational integration, offering evidence of ChatGPT's impact and guiding educators, policymakers, and stakeholders in navigating AI's classroom opportunities and challenges. It underlines the importance of continuous research and collaboration to fully leverage AI in education, preparing students for future challenges.

Collaborative Professional Development on Authentic Science May Reduce Barriers to Implementation in High School Classrooms

Teachers face challenges implementing authentic high school science lessons, particularly around inquiry practices and contemporary context. We created a collaborative curriculum design workshop to integrate authentic science activities on local invasive species into their classrooms while supplementing content knowledge via field trips to research sites and invasive species infestations. 36 teachers attended then implemented lessons they revised at the workshop in their classrooms. After implementation, we interviewed participants about barriers to lesson implementation. Teachers reported barriers of standardized testing, district mandates, time, and collaboration with other educators, all identified in previous literature. We also identified physical proximity as a barrier. Following professional development, several of the barriers were reduced or expected to be reduced for implementation of authentic science lessons, including collaboration, time, and physical proximity. We demonstrate the power of authentic science practice-based teacher professional development workshops that emphasize collaborative planning time for teachers while incorporating content presentations, in line with recommendations for teacher professional development writ large. We recommend collaborative professional development designs bringing together personnel from the same job site or district as well as from different districts while partnering with universities to retain university campus features such as access to active, authentic research sites.