High School Experiences Research Articles

The value of informal learning within work‐based learning: The economic benefits of WBL

AbstractRecent updates to federal policy governing career and technical education (CTE) in the United States have emphasised the need to include work‐based learning (WBL) experiences as central components of CTE programming. Many of these experiences showcase an informal learning component which has strong ties to early career success as suggested by the Human Capital Theory. This study explores the following questions: What is the relationship between WBL and early career income? Are there differential relationships based on the type of WBL experience? The Education Longitudinal Study of 2002 (ELS) includes nationally representative data for student participation in WBL and early career income. We used school‐fixed effects and propensity score matching techniques to respond to our questions regarding the potential relationship between WBL participation and early career income. We found that students who participated in at least one WBL experience in high school could expect to have an average 7% higher income compared to non‐WBL participants. With respect to specific WBL experiences, job shadowing, community service, and mentoring had the largest positive relationship to higher early career income. Findings from this study indicate that participation in WBL experiences can have a positive impact on a high school graduate's college and career readiness as measured through early career income. Given the differential relationships observed for different types of WBL, schools, policymakers, and students should explore WBL options that best align with their personal goals.

Tracking patterns in secondary students’ intention to major in STEM

ABSTRACT The purpose of this study is to investigate howHarmony Public Schools' (HPS) ’ Class of 2024 high school students’ current selves (high school experience, math and science efficacy, parent, and teacher expectations) affect to possible future selves (i.e. choosing a science, technology, engineering, and mathematics [STEM]-major in college). 1464 tenth grade students participated in the study. We utilised logistic regressions for the study. It was found that males are 1.9 times more likely to consider STEM majors in college. African American students are least likely to choose STEM majors compared to all other ethnicities. Students who had STEM professional relatives are more likely to choose a STEM major in college. Students with higher self and parent encouragements are 1.2 and 1.3 times more likely to select a STEM major after graduation, respectively. Students with more STEM club participation, more STEM competitions (e.g. science fairs, mathematics Olympiads etc.), and higher GPA scores are more likely to plan majoring in STEM areas in college compared to less of each. Finally, students with higher math self-efficacy and science self-efficacy scores are 1.3 and 1.5 times more likely to choose a STEM-related area in college compared to students with lower math and science self-efficacy scores.

LIFE POSITION OF STUDENTS’ PARENTS: ON THE ISSUE OF THE SOCIAL SITUATION OF DEVELOPMENT

To clarify the characteristics of the infl uence of parents’ emotional and value orientations on the socialization of modern schoolchildren, a study was conducted. The analysis of the answers obtained in the course of anonymous questionnaire surveys of   students in grades - of general education schools from  regions and   parents from  regions of the Russian Federation, (surveys /) was carried out. The report analyzes answers to questions related to three indicators of life position: value orientations, emotional assessment of the success of one’s future prospects, assessment of the personal signifi cance of certain social threats. The infl uence of demographic (gender, age) and social stratifi cation factors (fullness of the family) is considered. As a result of a special factor analysis, three bipolar factors were identifi ed, explaining ,% of the total variance. Factor F “social recognition, doubt – social well-being, optimism” with the positive pole determined by values: the presence of close friends, the respect of others, an increase in the level of education, which correlate with doubts about one’s future success. At the negative pole the values of material well-being, a happy family life, a positive assessment of future prospects is found. Military confl icts and unemployment are mentioned among the main threats to the implementation of these orientations. Factor F is “self-realization, pessimism – physical well-being”. Here, the positive pole is determined by the values of creative and professional realization, self-reliance and independence. Such life attitudes are associated with pessimistic assessments of one’s success in life. The negative pole of the factor is represented by the value of physical well-being (“health”). Factor F is “the desire for spirituality – objective threats to existence”. Its positive pole is determined by the values of spiritual and physical intimacy with a loved one, an increase in the cultural level, correlated with the threats of extremism and the tightening of the regime in the country. The negative pole is determined by threats caused by natural phenomena like “epidemics”, etc. The features of parents and students subsamples, taking into account their marital status, gender and age in the space of factors F and F, are considered. It has been established that mothers and fathers from complete families are characterized by an orientation towards family and material well-being. Boys from complete families in the period of study, both in primary and in high school, have doubts about their social success. Girls from complete families studying in primary and high school experience not only doubts about social recognition but also about success in self-realization. A special position is occupied by mothers from single-parent families: they transmit pessimism in relation to their social success and self-realization to the child, which is also refl ected in the life position of high school students from single-parent families.

Relationships of Exercise and Dietary Intake with Bone Density in Young Adult Women

The aim of this study was to investigate the relationships of dietary intake, exercise, and menstrual regularity with bone density. In 81 female university students, the osteo-sono-assessment index (OSI) was determined by quantitative ultrasonography. In addition, a questionnaire on the intake of calcium, vitamin D, and phosphorus, exercise experiences in junior high school and high school days, and menstrual regularity was administered. The OSI was higher in the group that had the habit of exercising in junior high school and high school. Furthermore, the higher OSI was associated with higher vitamin D intake and lower phosphorus intake. These findings suggest the importance of exercise and dietary intake for improving bone density.

“We Wanna Feel Like We Are America”: Examining the Inclusive and Exclusionary High School Experiences of New Americans in a Small City

This transcendental phenomenology centers on the perceptions and experiences of New Americans from Africa and Asia who attended high schools in a smaller urban area located in North Dakota. Using Anderson et al.’s (2014) ecology of inclusive education (EIE), we identify environmental factors that promoted or undermined inclusive education experiences for the New Americans in our study. Themes include: collaborative and welcoming EL teachers, differences between mainstream and EL classes and teachers, problematic experiences with school administrators, valued connections with American peers, and balancing family responsibilities with school. Implications for policy and practice that support the inclusion of New Americans in all schools are provided, including ways to disrupt bias in schools and approaches to providing supports for New Americans and their families.

The Civic Value of Education: How Scholastic Experiences Create Active Citizens

Political scientists have long recognized educational attainment as a strong predictor of voter turnout, but the mechanisms through which educational experiences lead voters to the polls remain underexplored. This research begins to open this proverbial black box to understand the specific types of scholastic experiences that encourage voting. Grounded in previous findings by scholars of policy feedback and political socialization, a mix of qualitative and quantitative data analyses reveal that nonacademic high school experiences can have powerful and lasting interpretive effects. Participants in performance and service-based extracurricular activities are consistently recognized for their efforts and connected to their communities, leading to interpretations of dignity, efficacy, and civic duty. As a result, these young Americans are more likely than their peers to vote in early adulthood. Further analyses uncover critical effects based on socioeconomic status: many interpretive educational experiences have more profound impacts on the voting behaviors of young citizens who may lack opportunities for positive political socialization in their home and social environments. Unfortunately, those young Americans whose participatory behaviors could be most impacted by uplifting extracurricular experiences are also least likely to have access to and participate in these programs, a gap that may have been exacerbated during the recent pandemic.

Using surveys of student engagement to understand and support first-time entering students at a university of technology

Surveys of student engagement are receiving increased attention across the whole world, because data generated assist educational institutions in increasing student retention and improving student success. These surveys raise issues worthy of consideration particularly by institutions that might be interested in using survey data to develop their curriculum and to help their students succeed. The purpose of this paper is to demonstrate the significant role of student engagement surveys in the development of mechanisms to understand and effectively respond to the needs of first-year students entering university. Drawing from Astin’s involvement theory (1984) and the Inputs-Environments-Outcomes (I-E-O) framework (1991), we argue that a thoughtful and innovative use of student engagement survey data to predict readiness for university has a tremendous potential to improve success through data-informed interventions. The study utilised data on first-time entering students who participated in the Beginning University Survey of Student Engagement (BUSSE). This study used a quantitative research approach. The major findings reveal differences in the frequencies of student-staff interactionand how students’ experiences and expected academic difficulties varied across their gender, social class, and first-generation status. The frequencies of the nine subscales or engagement indicators of the BUSSE provide information regarding high school experiences with quantitative reasoning and learning strategies as well as students’ expectations of a university. The results also provide an overview of the calibre of incoming first-year students and their perceived level of academic preparedness

TRANSforming Design Through Emotion: An Application to Support Brazilian Transgender Student Women

Abstract Brazilian transgender women face 82% high school dropout rate, which increases their vulnerability. To address this challenge, we developed a prototype application, AGNES, to improve transgender women’s experience of high school. A mixed methods approach, based on Garrett’s five plane approach, was used and included an analysis of nine YouTube videos by Brazilian transgender women discussing their educational experiences; an analysis of three current apps to support Brazilian transgender people; evaluation of a first prototype of AGNES by six transgender women; redesign of the prototype using an emotional design approach; and, finally, evaluation of the second prototype by two design specialists and two experts in the target audience. This resulted in a final design for AGNES, which was implemented as a high-fidelity prototype for further evaluation and deployment.

Community Partnerships in American Education System and how to Apply them in Saudi Education System (Analytical Study of a Northeast Ohio High School)

Community partnership in education is one of the educational concepts applied by the successful educational systems in modern world. However, this concept is still absent from the full practical application in Saudi educational system. This study aimed to examine the American experience in community partnerships in education and how Saudi educational system can benefit from this experience. The researcher studied the experience of community partnerships in one of Northeast Ohio High Schools, which the researcher visited in the year 2017-2018, and specifically at Stow-Munroe Falls High School. In order to achieve study objectives, descriptive approach was used to form its body, and accordingly designed two study tools, one of which was an interview with the Northeast Ohio High School faculty members; the other tool is a questionnaire that was distributed to an objective sample of Saudi educational experts. One of the main findings of this study was explaining how Saudi educational system benefits from US High School experience in community partnerships; this aim was achieved at four levels: At the level of Saudi Ministry of Education, At the level of general directorates of education in Saudi regions, At the level of education offices, At the level of schools.

Sexting at an Early Age: Patterns and Poor Health-Related Consequences of Pressured Sexting in Middle and High School.

Sexting is sending, receiving, or forwarding sexually explicit messages, images, or videos through electronic means. Research has examined sexting in high school and college students. This study seeks to add to the existing literature by exploring the nature of pressured or problematic sexting in middle school-aged subjects. We asked participants in public colleges in Massachusetts, Colorado, and Virginia, to recall their sexting-related experiences in middle and high school. We utilized an online survey tool for data collection. We performed bivariate quantitative statistical analyses to examine attitudinal and behavioral differences, as well as motivations and consequences of adolescent sexting. The study revealed unique patterns of early-onset sexting compared to sexting in later adolescence. Early-onset adolescents typically start sexting before they become sexually active and are at a higher risk for poor outcomes associated with sexting, they are more likely to seek therapy. Early sexting is significantly more pressured than sexting in later adolescence. The study is an important contribution to the existing research on pressured sexting. Exploring pressured sexting at very early ages finds that early sexting activity is more likely pressured, creates more stress than later in life, and hence, it needs attention from school mental health professionals and education programs. The authors suggest that comprehensive sex education, including sexting should begin earlier than middle school to prevent risky online sexual behavior and provide for learning coping mechanisms for adolescents.

Flipped classroom in online teaching: a high school experience

ABSTRACT Online teaching has long brought benefits and practical advantages for many levels. Along with the advantages of the flipped classroom (FC), the combination of online teaching in the FC has increased efficiency and improved student-learning outcomes. However, there are still too few research works to improve the effectiveness of IT teaching under the FC model, especially in high schools. To improve teaching efficiency as well as improve online learning performance for students, by experimental method with an experimental group and a control group, the study compares pretest and posttest regarding the learning results of 80 students in grade 10, semester 1 of the school year 2021-2022 with two stages (teaching and assessment). As for p-value = .000 < .005 of the experimental and control groups, the results of the experimental group were more effective than those of the control group. In addition, with the value of t = 6.736, the effect size of the study is quite large. Therefore, the difference between the two groups is statistically significant. The results of this study also confirm the satisfaction level of students with teachers using FC in online teaching to help students improve their learning performance as well as learning outcomes.

High school and transition experiences of twice exceptional students with autism spectrum disorder: Parents' perceptions.

Students with autism spectrum disorder (ASD) are accessing college in increasing numbers. Within this cohort are students who are twice exceptional—those who are both academically talented and diagnosed with ASD. Little is known about factors and experiences that impact their successful transition to college. Parents play a critical role in the secondary transition process, but currently, there is a paucity of research that examines their perceptions of this experience. This study presents the results of semi-structured interviews with the parents of 10 college students with ASD who were enrolled in postsecondary institutions in the United States. The parents provided perceptions of their student’s best and most challenging aspects of high school, as well as of the transition preparation the student received. Suggestions were offered in regard to how transition services can be improved for this group of students. Implications for planning and practice are presented.

Latinx High School Students' Perceptions About Their High School Experiences

Does student voice matter? This study examined how Latinx students used their voice to share their experiences about how they were perceived and treated at their schools. Data collection included focus groups with Latinx students. Students’ responses indicated they did not feel safe nor did their school create a caring environment. Students’ also noted their concerns about not getting access to school counselors or post-secondary schooling. Findings indicated that listening to students is an important factor in keeping schools accountable for how they serve underrepresented students.

Dual Credit: An Initial Study Exploring the Transition from High School to Higher Education

Dual credit courses are used to recruit high school students by offering college level credit in classes they take during their high school experience. For this study, the subjects consisted of freshmen students attending a mid-sized regional Tennessee university. This research explores the transition of students’ successes in terms of their continued education once they begin their college level classes at an institution of higher learning. More specifically, this research examines the academic level of achievement of dual credit students’ first semester out of high school as compared to their academic level of achievement upon entering with dual credit coursework.

Factors Related to Oversleeping in Korean Young Adults, with a Focus on Sociodemographic Factors.

Young adults the year after high school experience changes in lifestyle and circumstances and tend to experience more oversleeping. However, there are few studies on oversleeping in young adults. This study aims to identify the sociodemographic factors related to oversleeping among young adults in Korea using nationally representative data. This study analyzed self-reported and cross-sectional data in 2016 from a sample of 1876 participants from the Korean Children and Youth Panel Survey, which included respondents one year after high school graduation. Oversleeping was defined as sleeping 9 or more hours a day on average. Logistic regression models were analyzed to test a multivariate association between independent sociodemographic variables and oversleeping. Over one-tenth of young adults reported oversleeping. Oversleeping was associated with household income (OR = 0.99, p = 0.011) and smoking (OR = 1.52, p = 0.041). In addition, when compared to non-working college students, college students who were working (OR = 2.58, p = 0.021), non-students who were working (OR = 1.68, p = 0.048), and non-students who were not working (OR = 3.07, p < 0.001) were more likely to report oversleeping. Oversleeping among young adults was associated with major sociodemographic factors including household income (−), smoking (+), and academic and working status (+). These findings suggest the significant role of sociodemographic factors as predictors of oversleeping and emphasize the importance of examining various factors to achieve a better understanding of oversleeping in young adults.

ELDERLY FAMILY KNOWLEDGE ABOUT DEMENTIA IN WONOKERTO VILLAGE, TURI DISTRICT, SLEMAN REGENCY, YOGYAKARTA

Background: According to WHO, an elderly person is someone who has reached the age of 60 to 65 years and over. The development of the number of elderly people in Indonesia in 2020 reached 9.93 percent. The incidence of dementia generally increases with age. Dementia is a syndrome that characterized by a progressive and persistent decline in cognitive function. In the condition of dementia, there is a decrease in the independence and dependence of the elderly on the productive population, one of which is the family.&#x0D; Objective: This study aims to describe the knowledge of elderly families about dementia in Wonokerto Village, Turi Sleman Regency, Yogyakarta.&#x0D; Methods: The subjects of this study were elderly families who cared for and lived at home with the elderly in Wonokerto The research was conducted using a qualitative research method with a phenomenological approach. Data was collected by means of in-depth interviews. The sample was taken by purposive sampling with a total of ten research subjects. The interview transcript was analyzed using the thematic framework.&#x0D; Results: Three research subjects with the latest high school education and experience caring for the elderly more than ten years were able to answer questions about dementia knowledge well. The remaining seven research subjects did not know the knowledge related to dementia or answered undecided.&#x0D; Conclusion: The results showed that most of the research subjects still do not understand about dementia knowledge such as the definition, types, examination, and management of dementia. While most research subjects have sufficient knowledge related to elderly support, how to care for the elderly with dementia.

An Exploratory Study Examining Student Social, Academic, and Emotional Behavior Across School Transitions

While there is evidence suggesting school-based transitions impact student mental health and academics (Lester et al., 2013), it is unknown how these transitions specifically impact the domains of social, academic, and emotional behavior, as measured via the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS). The purpose of this study was to explore the relationship between school-based transitions and teacher ratings of student SAEBRS scores in a midsize, suburban school district. Using paired t-tests and McNemar’s test we examined changes in SAEBRS scores and benchmark risk levels across grade level changes and school-based transitions. SAEBRS scores decreased significantly from 8th to 9th grade (school-based transition) in the total, academic, and emotional subscales, although risk level did not increase significantly during this transition. In contrast, SAEBRS scores increased significantly in each subscale as students transitioned from 7th to 8th grade (no school-based transition). Implications for research and school psychology are discussed. Impact Statement Findings from this study confirm students transitioning to high school experience academic and emotional behavior risk, as observed by teachers. In contrast, students transitioning from the middle grade in their school to the top grade (e.g., 7th to 8th grade) experienced improvement in social, academic, and emotional behavior. Therefore, school psychologists can focus school-based mental health efforts on equipping students with the socioemotional skills and academic enablers to cope prior to the transition to high school.

Perceptions of School Life and Academic Success of Adolescents With Asthma

Adolescents spend approximately one-third of their day at school. With the growing prevalence of adolescent asthma, 1 in every 10 adolescents copes with asthma throughout the day, including in the school environment. Yet, little is known about the school experiences of adolescent students with asthma. Guided by the social-ecological model, this study aimed to explore the links between asthma and school experiences in middle and high school as perceived by students with asthma. In-depth interviews were conducted with 20 adolescents with asthma aged 12 to 17 who attended middle or high school around the mid-west area of Florida. Students shared insights on their school experiences and academic performance. Data were analyzed and interpreted using thematic analysis. Four overarching and intertwined themes shaped the school experiences of students with asthma: 1. Asthma control and management; 2. Social support; 3. Asthma knowledge and awareness; and 4. Accommodation of health and academic needs. Study findings suggest addressing the school disparities of adolescent students with asthma through a comprehensive, multi-level approach. Schools should create asthma education opportunities, improve the school system and environmental accommodations, enhance asthma control, and increase continuous social support by peers and school personnel.

Factors Affecting Parents' Satisfaction with the Quality of Preschool Educational Services

For many researchers, satisfaction is a perennially popular research topic, with satisfaction in education being one of the most prevalent aspects. There are a few previous studies that have looked into the satisfaction of parents and students with their high school and college experiences. However, research on parental satisfaction with preschool education is limited, particularly in Vietnam. The purpose of this study was to determine the factors that influenced parents' satisfaction with their children's preschool education. A total of 511 parents in Danang agreed to take part in the study. In this study, multi-regression analysis was carried out to find out relations between response to information, teachers, and educational programs; financial costs; facilities, equipment, and supplies; care and support; and parents' satisfaction. It was found that a majority of participants expressed satisfaction with the quality of preschool education and showed their willingness to pay for it. The most influential factor affecting parents' satisfaction was identified as facilities, including other factors such as response to information, teachers, and educational programs; financial costs; care and support discussed in detail. Future research may build on the findings of this study and investigate additional factors such as practical and convenience factors or a measure of average classroom learning gains that may have an impact on the satisfaction of parents.

“First years' information literacy backpacks: What's already packed or not packed?”

This survey-based research explores whether first-year college students who have had previous interactions with library instruction, services, and resources at the high school level are better prepared to undertake information literacy challenges and are better equipped to adapt to the rigors of academic research. In this collaborative project, academic librarians across six colleges in New Jersey surveyed first-year students regarding their research preparation and their experiences in high school and in their first year of college. Additionally, the team surveyed a group of vetted, certified high school librarians in New Jersey regarding their resources and instructional practices and followed members of their senior class to college Based on student survey responses relating to their high school experiences, the team was able to identify, study, and compare three groups of first-year students: novice researchers, non-novice researchers, and a subset of non-novices from the high schools with vetted librarians. These were labeled alumni non-novices. The team found that students with prior high school research experiences (non-novices), especially those followed from schools identified as having certified librarians (alumni non-novices), felt more prepared for academic research and performed at a higher level relating to their understanding and use of research tools and strategies. The results point to equity concerns and suggest that students require differentiated attention at the college level.