High School Courses Research Articles

Educational Technology: Barrier or Bridge to Equitable Access to Advanced Learning Opportunities?

Project OCCAMS (Online Curriculum Consortium for Accelerating Middle School) is a collaboration between the Center for Talent Development at Northwestern University, the Center for Gifted Education at The College of William & Mary, and Columbus Public Schools with a goal of providing accelerated learning in language arts aimed at increasing achievement and increasing participation in advanced courses in high school among students from racial and economic subgroups underrepresented in traditional gifted education services. Using a critical technology theoretical framework that examines the impact of technology on people at the individual, educational, and global levels and addresses questions around appropriate use, accessibility, and impact, project outcomes are explored through an interpretive focus on equity, including impacts on student achievement as well as students’ subjective experiences in the program. Potential implications for broader efforts in the field of gifted education to reduce disproportionality in gifted identification and close opportunity and excellence gaps beyond gifted identification reforms are also explored.

Generating Interest in Foundational Computer Science in High Schools: A Northwest Florida Case Study

Computer Science drives innovation and discovery, and Computer Science classes in High Schools, particularly AP Computer Science Principles, have also been linked to better performance in other High School courses, but a Code.org report shows that the state of Florida, particularly the Northwest Florida region, is far behind the rest of the nation in offering Computer Science classes at the High School level. This paper discusses strategies that are can be implemented to improve High School Computer Science offerings in like-regions that have lower Computer Science offerings. The paper also discusses the challenges that come up in addressing this issue and presents potential avenues for addressing these challenges. One major challenge that is addressed is creating the culture of inclusive computing by getting more women and under-represented groups interested in taking Computer Science courses. Though this is a Northwest Florida case study, most of the strategies discussed in this paper would be applicable to any other part of the country with low Computer Science offerings with a similar socio-economic background.

Systematic Review of Augmented Reality Methodologies for High School Courses

Abstract— Augmented Reality is an emerging technology that holds vast potential for being used in pedagogy. The underlying technology of AR is becoming cheaper and ubiquitous every day as smartphones and tablets flood our markets. Numerous AR applications have been designed and developed for Android and IOS platforms to teach STEM subjects. The complexity and scope of such applications ranges from primary education to university education. Such applications have been developed in the developed and developing countries alike, however, there is still a need for such applications in Kazakhstan. This systematic literature review looked at developed Augmented Reality applications for teaching STEM subjects to High School children to develop a pathway for developing indigenous AR applications at the same scale. We identified a lack of standardize assessment tool for measuring success of AR studies. The results of the systematic literature suggest that Kazakhstani developers will need to focus on reducing technostress on children. Otherwise, the intended results may not be achieved as stress is counterproductive.

Study Reporting an Elective Chemistry Course Titled “The Mysteries of Chemistry in Intangible Cultural Heritage” to Fulfill the Vision of Science Literacy

Current science elective courses in Chinese high schools overemphasize subject knowledge, lack course resources, and apply a single instruction methodology. This study attempts to reform high school elective chemistry courses and aims to promote chemical science literacy in students. It takes the example of the development and practice of elective courses titled “The Mysteries of Chemistry in Intangible Cultural Heritage”. This course encompasses seven chemical themes closely related to health and safety, environmental protection, and social development: combustion, compounds, aqueous solutions, metallic materials, nonmetallic materials, biomacromolecules, and natural resins. The course contents are combined with the human intangible cultural heritage to stimulate student interest by incorporating a rich experience of the chemical sciences. The course focuses on experiential learning processes and employs student-centered situational teaching and project-based learning, combining experimental learning, class discussions, and reflective essay writing. The study results reveal that the course improves academic performance and enhances student interest and self-efficacy in chemistry learning; it also provides students with continuous help in engaging in the safeguarding and inheritance of their intangible cultural heritage and substantially develops scientific literacy.

Cultivating Confusion in Teaching The Turn of the Screw

ABSTRACT This narrative inquiry explores the author’s attempt to teach Henry James’s novella The Turn of the Screw in a high school English class, making the celebration of confusion – in the tradition of John Dewey – the cornerstone of the experience. The students’ interpretive discourse is analysed, prompting reflection on promising approaches, opportunities, and challenges connected with teaching difficult literary texts in high school and introductory college courses.

Predicting Success: An Examination of the Predictive Validity of a Measure of Motivational-Developmental Dimensions in College Admissions.

Amid the COVID-19 pandemic, an unprecedented number of higher education institutions adopted test-optional admissions policies. The proliferation of these policies and the criticism of standardized admissions tests as unreliable predictors of applicants' postsecondary educational promise have prompted the reimagining of evaluative methodologies in college admissions. However, few institutions have designed and implemented new measures of applicants' potential for success, rather opting to redistribute the weight given to other variables such as high school course grades and high school GPA. We use multiple regression to investigate the predictive validity of a measure of non-cognitive, motivational-developmental dimensions implemented as part of a test-optional admissions policy at a large urban research university in the United States. The measure, composed of four short-answer essay questions, was developed based on the social-cognitive motivational and developmental-constructivist perspectives. Our findings suggest that scores derived from the measure make a statistically significant but small contribution to the prediction of undergraduate GPA and 4-year bachelor's degree completion. We also find that the measure does not make a statistically significant nor practical contribution to the prediction of 5-year graduation.

GRIN‐U.org: Online portal for learning materials on plant genetic resources

Effective conservation and use of plant genetic resources (PGR) require specialized knowledge and skills. The repository website GRIN.org was established to provide free public access to a wide array of learning materials that support PGR education and professional development training. Learning materials. Current items include 71 videos, 8 eBooks, 17 infographics in 6 languages, and 8 webinars, as well as links to fee-based courses. The videos are also accessible through a YouTube channel, GRIN-U Education. To maintain quality standards, materials are peer-reviewed by at least two knowledgeable persons prior to posting. Topics. Among the topics covered are the fundamentals of genebanking, cryopreservation techniques, conservation of crop wild relatives, applications of plant pathology, impacts of climate change, success stories of PGR use, and virtual tours of field plots and the National Laboratory for Genetic Resources Preservation. Usage. The materials can be used in a variety of educational settings, including high school and college academic courses, employee training, and upskilling. PGR knowledge is utilized in many interconnected disciplines and is relevant to career paths such as germplasm conservationist, plant breeder/geneticist, botanical garden curator, seed technologist, and plant science educator.

International organizations and human rights education curriculum reform

The United Nations (UN) and Council of Europe (CoE) have engaged in the development of a human rights education (HRE) curriculum in Turkey. The study programme for an elective high school course, Democracy and Human Rights, was first developed as part of the UN Decade for HRE initiative in 1999. The programme was later renewed as part of CoE’s Education for Democratic Citizenship and HRE initiative in 2013. This study scrutinises the course’s two programmes with a view to providing insights into the role of international agencies in HRE curriculum reforms. The introduction and development of the course—which is possibly the world’s longest-lived example of HRE taught as a school subject—was a product of the efforts of the international organisations. After discussing the political-ideological influences of the factions that held power when both programmes were developed, the paper ends with suggestions to improve the effectiveness of international organisations in HRE curriculum reform.

A Study on the Current State and Adaptation of the Cross-entry Students between the Field of Liberal Arts and Science －Focusing on the case of S University

University admission through cross-entry admission is active and expected to accelerate further. However, due to this, it is expected that more students will drop out due to maladaptation to their department. Accordingly, universities must prepare systematic management, including the academic counseling necessary for students entering the Liberal Arts and Sciences Cross Application. Therefore, the purpose of this study is to identify the current status of cross-application and the needs of cross-entry students in 2021 and 2022 at S University. Academic counseling was planned and conducted to help students‘ academic achievement and school adaptation. Primary research was conducted to help students with liberal arts and science cross-entry status to have a successful college life. First, in the 2021 school year, most of the cases involved students who completed liberal arts courses in high school and had applied to university science courses for reasons that were advantageous for employment. On the other hand, in the 2022 school year, science majors in high school applied to the field of liberal arts for reasons of admission to universities with a higher pass estimate. Second, among the 2021 cross-entry students who entered the science field, there was a phenomenon in which female students cross-applied again to the liberal arts field in 2022. Third, in terms of satisfaction with the department entered, compared to students enrolled in 2021, the satisfaction level of students enrolled in 2022 was lower at a statistically significant level, indicating that students who cross-applied for liberal arts have greater difficulty adapting to their department than students who cross-apply for science. This shows that the combined test for cross-application among liberal arts and science students can cause difficulties in their adaptation to college. This study sought and suggested alternatives for successful college adaptation for newly admitted students who requested academic counseling. This study also serves as primary research for universities to better help them understand and prepare their cross-application entrance exams.

소규모학교의 고교학점제에 대한 교원 및 전문가 인식 분석

Objectives This study attempted to explore the effective operation plan of the high school credit system in small schools through in-depth interviews with teachers and experts on the difficulty of operating the high school credit system in small schools by G Office of Education following the introduction of the high school credit system.
 Methods To this end, 1st to 9th in-depth interviews (May 2022 to September 2022) were conducted with teachers in charge of the high school credit system in small schools and professional education staff in charge (regional offices and provincial offices of education). In the first interview, the content of the interview between the person in charge of the high school credit system in a small school and the participants in the inter-school joint curriculum was intensively discussed. In the ninth interview, cases of joint education courses between local unit schools were discussed, and the interview materials were recorded and transcribed.
 Results G Through interview analysis on small school high school credit system operation cases, (1) course application and opening, (2) teacher supply and demand, (3) work increase, (4) academic schedule adjustment and travel distance between schools, (5) Opinions were identified in six aspects, including the use of school facilities and local resources, the formation of consensus, and the shift in perception. In addition, implications were derived by analyzing the current status of high school credit system operation in small schools, cases of joint curriculum operation between schools, demand for vitalization of joint curriculum between small schools, and demand operation model for vitalization of joint curriculum between small schools.
 Conclusions First, regional consultative bodies should be activated so that communication between teachers centered on the Office of Education becomes routine beyond exchanges at the level of current subject research associations in the region. Second, it is urgent to establish a human resource pool using external instructors and improve the stable supply of teachers. Third, the school work organization for the operation of the high school credit system must be reformed. Fourth, the principle of adequacy of the teacher's workload should be applied.

Decision-guided chatbots and cognitive styles in interdisciplinary learning

Research on chatbots has distinct interdisciplinary features and can be generalized to learning in various fields. However, related research is still fragmented across disciplines and applications. This study aimed to develop a decision-guided chatbot for interdisciplinary learning. To investigate the effects of this learning model on learning achievements, learning motivation, collective efficacy, classroom engagement, satisfaction with the learning approach, and cognitive load of learners with different cognitive styles, this study was conducted in an environment education course in a junior high school in northern Taiwan. A total of 71 learners from two classes were recruited in this study; the experimental group, a class of 35 learners, adopted a decision-guided chatbot for learning, while the control group, a class of 36 learners, adopted conventional technology-assisted learning. The results showed that the experimental group significantly outperformed the control group on learning achievements, extrinsic motivation, collective efficacy, cognitive engagement, emotional engagement, and satisfaction with the learning approach. Moreover, the experimental group perceived lower mental efforts. In terms of cognitive styles, analytical learners had significantly higher learning achievements than intuitive learners. In the control group, the analytical learners had higher cognitive engagement than intuitive learners. In the experimental group, analytical learners had significantly lower mental load than intuitive learners. In addition, the analytical learners and intuitive learners in the experimental group respectively perceived higher mental load than those in the control group.

Equity Levers: What Predicts Enrollment in and Number of College‐Level Courses Taken in High School?

This study explores the extent to which student, family, peer, and school factors predict (a) whether students take Advanced Placement® (AP®) courses, International Baccalaureate (IB) courses, and dual enrollment courses and (b) in models limited to course takers, how many courses they completed. Our findings, based on a nationally representative, longitudinal sample, suggest that, when it comes to college‐level high school course taking, the relative advantage of higher socioeconomic status (SES) is less for African American students than it is for White and Asian students. Ninth‐grade math skills are the strongest predictor of AP or IB and dual enrollment course taking, above and beyond demographic background characteristics like SES and race or ethnicity. High school girls take AP/IB and dual enrollment courses at a higher rate than boys, and they take more of these courses. The level of academic focus of students and their peers is associated with both AP or IB and dual enrollment course taking, whereas having parents focused on college preparation and course taking only predicts AP or IB course taking. School factors associated with AP or IB course taking include U.S. region and rural location; the percentage of math teachers with a master's degree is also positively associated with the number of AP or IB courses students take. These findings highlight the importance of equitable educational opportunities starting from a young age. They also indicate a need for increased early attention to student math skills and for more supports for parents and school staff to enable them to encourage and prepare all students, especially those from historically marginalized groups, to take college‐level courses in high school.

Moving Across 2-Year Institutions: Who Are Lateral Transfer Students? What Are Their Degree Outcomes?

Objectives/Research Question: This study aims to explore who transfers between 2-year colleges (lateral transfer students) and how these students fare in terms of degree attainment. More specifically, this research explores two research questions: (1) What are the predictors of lateral transfer? (2) Is lateral transfer associated with degree attainment outcomes, time to earn a degree, or cumulative loan debt by the sixth year? Methods: Using the Beginning Postsecondary Students 12:17 data, I compared lateral transfer students to students who never transferred (non-transfer students) to identify the predictors of lateral transfer and examine degree attainment outcomes. I used multinominal logit, logistic regressions, and inverse-probability-weighted regression adjustment matching models. Results: Lateral transfer students were more likely to be female and take college courses in high school than non-transfer students. Six years later, lateral transfer students were more likely to earn all types of college credentials, except for an associate degree, complete a degree more quickly, and still attend college if they had not yet earned a credential than non-transfer students. However, lateral transfer students took out a greater amount of federal loans than non-transfer students. Conclusions: Given the positive degree attainment outcomes, policymakers, and practitioners should reconsider the role of lateral transfer in the college completion agenda and pay more attention to why students make lateral transfers and the nature of their college pathways. This study suggests that lateral transfer has great potential to improve persistence and graduation for students who start their education at a community college.

Assessing Greek pre-service primary teachers’ scientific literacy

In a modern yet demanding society, scientific literacy (SL) is an essential skill that enables the individual to explain, understand and discuss issues related to science, health, and the environment. The purpose of this research study is to validate the Scientific Literacy Assessment (SLA) tool in the Greek language and investigate the level of SL of 362 Greek pre-service primary school teachers. Reliability and validity were examined using exploratory factor analysis, confirmatory factor analysis and the Cronbach’s alpha coefficient, and a statistical analysis was performed to verify the factor structure of the two components of SLA. The results revealed that the level of demonstrated knowledge (SLA-D1) was moderate while motivational beliefs about learning science were satisfactory (SLA-MB). In terms of demographic factors such as gender, high school course specialization and undergraduate year, the results demonstrated an effect on SLA scores. Recommendations for further research in primary teacher preparation programs are presented.

The Importance of Students’ Practical Work in High Schools for Higher Education in Electronic Engineering

Contribution: Impact assessment of the practice-oriented course for high school students on their later academic achievements, described in the context of long-term efforts to improve electronic engineering studies’ quality. The article highlights the importance of outreach and extracurricular activities and cooperation with the IEEE in these efforts. Background: Faced with the practical application of theoretical knowledge, either in laboratory exercises or on small projects, students are not as successful as expected. A high school course promoting practical work has been developed, following the gathered experience and results from other studies. The intention was to track participants’ progress not only on the course but also during their later studies at the faculty. Intended Outcomes: Increased the number of proficient high school students enrolling in the university. Improved quality of papers at student conferences, organization of workshops and events attractive to students and educators, an increased number of young members of the IEEE. Impact on the policymakers. Application Design: In tailoring the course content, the goal was to mimic an engineering design cycle through project-based learning. In contrast to deductive learning, which students were accustomed to, assessment-based and active learning teaching strategies, such as think–pair–share, practical demonstrations through performance tasks, and homework practice, have been used. Findings: This research documents that students with practical experience in high school have more self-confidence and better university scores than those with none. The universities should step forward in initiatives to strengthen connections with high schools and professional societies.

Electromagnetic induction: How the “flux rule” has superseded Maxwell's general law

As documented by textbooks, the teaching of electromagnetic induction in university and high school courses is primarily based on what Feynman labeled as the “flux rule,” downgrading it from the status of physical law. However, Maxwell derived a “general law of electromagnetic induction” in which the vector potential plays a fundamental role. A modern reformulation of Maxwell's law can be easily obtained by defining the induced electromotive force as ∮l(E→+v→c×B→)·dl→, where v→c is the velocity of the positive charges which, by convention, are the current carriers. Maxwell did not possess a model for the electric current. Therefore, in his law, he took v→c to be the velocity of the circuit element containing the charges. This paper aims to show that the modern reformulation of Maxwell's law governs electromagnetic induction, and the “flux rule” is not a physical law but only a calculation shortcut that does not always yield the correct predictions. This paper also tries to understand why Maxwell's law has been ignored, and how the “flux rule” has taken root. Finally, a section is dedicated to teaching this modern reformulation of Maxwell's law in high schools and elementary physics courses.

Academic discourse and peer collaboration in online high school learning environments

AbstractBackgroundDialogic engagement is instrumental in promoting higher‐order thinking, motivation, and learning. Despite their dramatic uptake in the US in the past decade, there is limited evidence that online high school courses offer sufficient opportunities for students to communicate and collaborate with teachers and peers.ObjectivesThis two‐part study explores teacher perspectives and the experiences of students in online learning environments to determine if, how, and why students engage in two forms of dialogic engagement–academic discourse and peer collaboration.MethodsTo identify the extent to which teachers perceive academic discourse and peer collaboration to be valuable and feasible in online learning environments, Study 1 surveyed educators and advisors of online learning programs (n = 49). To determine whether these perspectives align with student experiences, Study 2 included a series of over‐the‐shoulder observations of five high school students engaging in their online coursework.Results and ConclusionsFindings reveal a disconnect between best practices in education and reality. Online teachers report that academic discourse is valuable and feasible, but also detail several challenges to successful implementation in online coursework. At the same time, direct observations of high school students indicate that they rarely, if ever, engage in peer collaboration and academic discourse activities.Major TakeawaysAlthough valued as a means to improve educational outcomes, opportunities for dialogic engagement are not translating to online learning environments. The solution is to develop curriculum, policies, and procedures that centre on meaningful integration of dialogic activities, motivating students to engage.

To what extent do grade levels and the requirement of an economics course in high school impact the financial literacy levels of students in the United States?

Young adults’ financial literacy levels are on a steady decline. In response, more schools in the United States are beginning to incorporate financial education into their curriculums. This study aimed to answer the question, “To what extent do grade levels and the requirement of an economics course in high school impact the financial literacy levels of students in the United States?” This paper augmented previous research by examining the relationships between subjective and objective financial literacy levels based on various educational parameters. Analyzing these variables may provide more effective approaches to impact young adults' future financial behaviors through education. A review of literature on these topics suggest mixed results as to whether financial education improved students’ financial behaviors. However, findings within this study indicate that high school students of upper level grades displayed a stronger positive correlation between their objective and subjective financial literacy levels compared to students of lower level grades. Furthermore, research showed that improving the quality and availability of financial education curricula such as economic courses may help increase students’ knowledge on financial topics.

Comparison of the Admission Policy of Chinese and American High School Athletes

Athletics admission is one of the admissions considered special in the United States. High school athletes in China have also been enjoying special admissions policies. The author would like to compare the admission policies for high school athletes in China and the United States. The research methods used in this paper mainly include literature review and comparative analysis. This article compares the management and admissions departments, admission standards (academic and sports), and sports programs of Chinese and American athletes, and makes a discussion and summary. The article showed that the department responsible for admissions in China is a national institution, while in the United States is NCAA. In terms of admission standards, Chinas academic standard for athletes is relatively simple, and only one test result is considered. In the United States, students high school courses, high school grades, and SAT or ACT scores are comprehensively considered.

Examination of Scale of Modeled Objects for the 3D Printers in School Education

The use of 3D printers has been spreading in schools as well, and 3D printers were newly introduced in the revised Junior High School Course of Study Guidelines for Technology and Home Economics and the Guidelines for the Development of Teaching Materials. However, when using a 3D printer in class at school, there is a problem that it takes time to model the creation of all students. In this letter, Measure the modeling dimensions and the roundness of the corners when the scale of the model is changed, and consider the possibility of using it at school based on the obtained data.