High School Context Research Articles

Gendered Teacher–Student Interactions in EFL Classrooms: A Case of Muhammadiyah Senior High School Context in Papua – Indonesia

Gendered Teacher–Student Interactions in EFL Classrooms: A Case of Muhammadiyah Senior High School Context in Papua – Indonesia

EFL Students’ Learning Strategies During Covid-19 Pandemic: A Comparative Study Between Urban and Rural School Settings

The present research is a descriptive quantitative research design using a survey method. There are 30 items adapted and modified from the SILL (Strategy Inventory for Language Learning) theory used to measure students' strategies in learning English. There are two senior high school (SMA) and 2 junior high school (SMP) contexts or equivalent as the subject of this research, namely students who study in the city of Mataram (urban school setting) and outside the city of Mataram (rural school setting). There were 112 students who participated in this study. Data analysis was carried out by calculating the total score of each question to determine the percentage level of relevance of the statement to the student's condition. The results of this study indicate that the English learning strategies of students in the city and outside the city are almost the same where they use the six learning strategies. Affective strategies and metacognitive strategies remained as the most favorable learning strategies for the EFL students.

The Effect of Professional Learning Communities and Contextual Factors on Teacher Leadership in the Korean High School Context

This study investigates the impact of Korean high school teachers’ perception of the benefits of participating in professional learning communities (PLCs) on teacher leadership using administrative survey data collected by the Gyeonggi Institute of Education. The findings indicate that positive experiences with PLCs can promote teacher leadership both within and beyond the classroom, highlighting the importance of providing professional development opportunities, collaboration and activities through PLCs. Furthermore, the study emphasises the crucial role of school culture, particularly positive school culture and supportive principal leadership in fostering teacher leadership both within and beyond the classroom. However, it also reveals that power dynamics and hierarchies in schools may negatively impact teacher leadership, particularly among female and non-tenured teachers in their beyond-classroom teacher leadership. Finally, the study shows that the innovative school status schools in Gyeonggi Province in South Korea has limited influence on the level of teacher leadership, or in some cases, may even have indicated lower levels of leadership compared to regular schools.

Exploring The Potential of Microlearning for Toefl Ibt Preparation Among High School Students

The aim of this needs analysis is to investigate the potential of microlearning as a learning approach to prepare high school students for the TOEFL iBT. Microlearning is an instructional method that involves brief participation in an activity that is intended to yield a specific result. While prior research has shown its benefits in encouraging independent learning, reducing mental fatigue, and preventing demotivation and cognitive impairments, most studies have focused on adult learners, with only a small fraction conducted in high school settings. In Indonesia, certificates of English aptitude tests, such as TOEFL iBT, are necessary for higher education and job applications. However, the topic and skills are rarely discussed in schools, resulting in many high school graduates being unprepared for the exam. Typically, students resort to private institutions or tutors to acquire the necessary skills, but the associated costs and time commitment can be discouraging. Therefore, it is essential to examine the perceived importance of TOEFL iBT, learning difficulties, and learning preferences. The findings will inform recommendations on integrating microlearning into the existing educational framework. Future studies should explore microlearning themes further, expand research to high school context, and explore mobile-based microlearning.

Exploring Chinese EFL teachers’ professional identity tensions in the senior high school context: A dissonance theory perspective

Due to the great importance of professional identity in teachers’ development and success, researchers’ attention has recently been confined to the tensions that may challenge teachers’ identities. Despite the importance of these tensions in the EFL context, only a few studies have addressed them by employing qualitative research methods. The present study aims to investigate the professional identity tensions of EFL teachers by a psychometric scale. Therefore, an instrument was developed and validated for measuring Chinese EFL teachers’ professional identity tensions from the Dissonance Theory perspective by adopting the Professional Identity Tension Scale (PITS). To this end, based on the convenience sampling method, 452 Chinese EFL teachers from senior high schools participated in the study. Exploratory and SEM analyses were performed to identify and confirm the weight of the influencing factors respectively. The final instrument is a 5-point Likert-type item including 30 items measuring six different tensions related to professional identity. The findings were an indication of the applicability of PITS in the EFL context with six contributive factors. Implications of the study and suggestions for further research are discussed.

English Textbook Evaluation for 8th Grade of Junior High School Based on Thomlinson’s Theory

This study conducts a comprehensive evaluation of English textbooks designed for 8th-grade students in junior high schools, utilizing Thomlinson's Theory of Differentiation as the theoretical framework. The objective is to assess the alignment of these textbooks with Thomlinson's principles of differentiated instruction, which emphasize tailoring educational materials to cater to the diverse learning needs of students. This study is part of an evaluation study, incorporating qualitative content analysis and quantitative assessment to gauge the textbooks' suitability for enhancing student engagement and learning outcomes. Findings from this evaluation will inform educators and curriculum developers about the extent to which these textbooks effectively address the requirements of 8th-grade English learners, with implications for improving teaching and learning strategies in the junior high school context.

A dual‐process motivation mediation model to explain female high school students' cognitive engagement and disengagement in emergency remote teaching and online learning in South Korea

AbstractHigh attrition/dropout rates and low engagement have been major concerns of online educators. This study examined female high school students' cognitive engagement and disengagement in an online learning context during the COVID‐19 pandemic through the lens of self‐determination theory's basic psychological needs. We investigated an extended dual‐process motivation mediation model that emphasizes the mediating role of the need for competence, including an additional factor, technology self‐efficacy, in a South Korean high school context (n = 235). Results from structural equation modelling provided evidence for the proposed model. Our findings indicated that the exogenous variables (ie, perceived autonomy support, perceived teacher control and technology self‐efficacy) predicted cognitive engagement and disengagement with the mediating role of competence need satisfaction and competence need frustration. We found distinct processes including (a) “autonomy support‐competence need satisfaction‐cognitive engagement”, (b) “teacher control‐competence need frustration‐cognitive disengagement”, (c) “technology self‐efficacy‐competence need satisfaction‐cognitive engagement” and (d) “technology self‐efficacy‐competence need frustration (negative effect)‐cognitive disengagement”. This study suggests using autonomy support strategies to fulfil students' competence needs in online learning contexts. We also found a possible role of technology self‐efficacy in influencing psychological competence needs, cognitive engagement and cognitive disengagement in online learning contexts. Implications of the findings are discussed. Practitioner notesWhat is already known about this topic High attrition/dropout rates and low engagement have been major concerns of online educators. Emergency remote teaching (ERT) has implications for online teaching beyond the ERT paradigm. Self‐determination theory (SDT) has been adopted and adapted with the goal of determining how to achieve need satisfaction, optimize learner motivation and enhance student engagement in classroom settings. What this paper adds This study applied a dual‐process motivation mediation model to investigate both cognitive engagement and disengagement among female high school students in an ERT online learning environment. The extended dual‐process motivation mediation model examined the role of an additional factor, technology self‐efficacy in cognitive engagement and disengagement in online learning. This study examined the role of direct, indirect and cross‐over effects focusing on both bright and dark aspects of the dual‐process motivation mediation model in online learning in a South Korean girls' high school during ERT. Implications for practice and/or policy This study proposes the use of autonomy support strategies in online learning contexts. Teachers should understand their students and provide support that addresses competence need satisfaction to enhance student cognitive engagement in online learning contexts. More efforts should be made to prepare teachers for designing online learning experiences that increase students' competence need satisfaction and decrease competence need frustration.

The Implementation of Intercultural Communicative Competence-based Learning in Senior High School Context

This research studies about the implementation of Intercultural Communicative Competence (ICC)-based learning in senior high school context. This research aims to investigate the way the teacher implements ICC-based learning in senior high school context, to know the students’ perception towards the implementation of ICC-based learning and to reveal the challenges faced by the teacher in implementing ICC-based learning in the classroom. Using qualitative method, the researcher found the two main research findings. The first, researcher found that ICC-based learning in the classroom was implemented through teaching activities that involved all elements of ICC. The last, the result shows that there are two big challenges in the implementation of ICC-based learning. Those are the teacher's cleverness and commitment to find a cultural material for ELT classroom and the students' readiness and motivation to accept the intercultural lesson.

A case study of the Traditional Conservers’ beliefs and their practices of constructivist teaching in the Vietnamese high-school context

A case study of the Traditional Conservers’ beliefs and their practices of constructivist teaching in the Vietnamese high-school context

Racialized spatial attachments

Danish high school’s rising ethnic/racial diversity and tendencies of segregation call for explorations of students’ educational experiences of racialized differentiation. This article unfolds methodological reflections on this endeavor, by focusing on researcher access. Not only is space a medium through which racial relations materialize – space is also interconnected with access. If researchers depend on relations for access to sites of inquiry, which depends on how researchers are read by actors in the field, it is critical to scrutinize the spatial dimensions to such readings and what knowledge is (allowed to be) produced. Unfolding two ethnographic vignettes, the researcher’s positionality of passing is analyzed to explicate the relationship between racialized bodies and racialized spaces. I propose the notion of spatial attachments as an analytical lens for explaining such body–space conflations to illuminate the interconnectivity between educational spaces and the broader external world, and to expand the language to address racialization in the colorblind context of Danish high schools.

Source-based writing of the high- and low-proficiency adolescent writer in the high-school L2 classroom

Writing from sources is a fundamental academic skill that poses a challenge for students at all educational levels. However, few studies have investigated source use in the high-school context. The current study examines the source-based writing of 43 adolescent writers in a high-school second-language (L2) classroom. Students were classified into high- (N = 25) and low-proficiency (N = 18) levels based on scores obtained on an integrated writing task. They then completed an additional integrated writing task. Essays were analysed for four variables: amount of source use, accuracy of source ideas, thoroughness of attribution to source authors, and language used to integrate source information. Correlation coefficients suggested a significant relationship between writing scores and certain source-use patterns. Independent samples t-tests revealed significant differences between the two proficiency groups for accuracy of source use, thoroughness of attribution to source authors, verbatim copying with no citation, and indirect source use with implicit citation. The findings suggest that although high-school L2 writers are ready to meet certain demands of source-based writing, they require support in source-use subskills. This has implications for the eventual creation of pedagogical interventions designed to guide novice writers at this educational level through the developmental process of achieving effective source-based writing.

Career Adaptability and Academic Achievement Among Chinese High School Students: A Person-centered Longitudinal Study.

Career adaptability, essential for high school students' career development, is closely associated with academic achievement. However, it is still unclear whether there exist multiple subgroups among Chinese high school students that exhibit distinct combinations of the career adaptability dimensions and whether these subgroups display significant differences in academic achievement. Using latent profile analysis, this study identified career adaptability profiles in Chinese high school students and examined their effects on academic achievement through a longitudinal design. Chinese high school students (Wave 1: N = 1783, 42.9% boys, Mage = 15.17, SD = 0.86; Wave 2: N = 1395, 42.9% boys, 82.4% science students, Mage = 16.19, SD = 0.88) completed a packet of measures on two occasions at eight-month intervals. Career adaptability was assessed at Wave 1, and academic achievement was assessed at Wave 2. Five distinct career adaptability profiles were identified: (1) Low control and confidence; (2) Below average; (3) Control dominant and low confidence; (4) Above average; (5) High. Profiles of career adaptability displayed significant differences in academic achievement. High, Above average, and Control dominant and low confidence students' achievements were significantly higher than Low control and confidence students. These findings indicate that students with an overall high level of career adaptability or more robust career control are more likely to achieve higher academic achievement. In addition, level (average scores of all dimensions across different profiles) and shape (distinct forms displayed by the specific combination of dimensions) effects exist in the influence of career adaptability profiles on academic achievement. This highlights the dynamic and diverse nature of adolescent career development within the Chinese high school context.

Exploring Network Security Educator Knowledge Authors

It is critical for nations to have trained professionals in network security who can safeguard hardware, information systems, and electronic data. Network security education is a key knowledge unit of the National Centers of Academic Excellence in Cybersecurity and various information systems security curricula at the master's and bachelor's levels in higher education. Network security units are components of computer science curricula in high school contexts as well. Educators who teach these concepts play a significant role in developing a skilled workforce of network security experts for both governmental and non-governmental organizations. Understanding the necessary knowledge and skills of network security educators serve to better inform institutes of higher education, educator preparation programs, and others who support educators in the field. This study describes knowledge constructs of a higher education faculty member who teaches networking and network security and was developing, and piloting innovative network security curriculum embedded in both undergraduate and graduate courses. Data were transcripts of recorded monthly meetings with the educator, fieldnotes taken during the meetings, and course artifacts. Existing teacher knowledge frameworks that have been applied in both K-12 and higher education contexts were used to deductively code the data. Examples of curricular knowledge and pedagogical content knowledge specific to the teaching of network security are provided. The affordances of using engagement within curriculum development to understand educator knowledge constructs and the existing teacher knowledge frameworks as tools for analyses are highlighted.

Educating Black Girls Enduring Microaggressions in an Oreo World

The purpose of this article is to explore suburban Black Christian girls’ experiences of microaggressions in the public high school context. Through an ethnographic study, personal narratives were collected from six suburban Black Christian girls who all attended the same African Methodist Episcopal (AME) church where I served as the youth minister. These narratives offer insight into ways microaggression encounters in suburban schools can impact the personal identity, racial identity, and spiritual formation of Black adolescent girls. The Black sanctuary is the context where the girls in the study felt most accepted, represented, and safe. This implies re-imagining religious education practices with Black girls is important if pastors want to cultivate formative spaces that help Black youth thrive in an Oreo World.

Insights on information literacy from social studies classrooms in the southeast

Living and learning in the United States in 2023 is different than it was decades ago. The proliferation of mis/disinformation vis-a-vis digital means is causing “truth decay,” with an increase in disagreement amongst citizens about what is opinion and fact. Such disagreements constrain opportunities for healthy democratic dialogue. To repair and rebuild dialogue, citizens need information literacy. This article draws upon qualitative data from four social studies eleventh grade classrooms, including teacher and student interviews and focus groups, to better understand the contemporary landscape of teaching and learning information literacy in today’s digital age. Analysis of findings speak to five interrelated insights from practice within the information literacy teaching and learning landscape of one high school context in the southeast of the United States.

Portraying EFL teacher's questioning strategies and practices: the case of a vocational school in Indonesia

Although many studies have explored teacher questioning strategies (TQS) in EFL classrooms, only some studies have been conducted in EFL online classes in a vocational high school context. This study aims to shed the EFL online classroom practices regarding using first language and teacher's questioning strategy. To this end, a qualitative case study was conducted at one public vocational school in Karawang, West Java, Indonesia. Data were collected through Zoom recordings for four sessions and classroom observation. Additionally, follow-up interviews were conducted after the classes. The data were analysed with thematic analysis. The findings revealed bilingual classrooms with teachers adopting the first language to build rapport, ice-breaking, and grammar explanation. The teachers also adopted various TQS: rephrasing, repetition, simplification, and decomposition. The findings confirm the roles of teachers' questioning strategies to improve students' engagement. This engagement contributes to students' understanding, resulting in enhanced learning effectiveness. Therefore, teachers need to strengthen their awareness of their questioning abilities to optimise the teaching and learning experience in the classroom.

Music Streaming in the P–12 Music Classroom: A Scoping Review

The purpose of this scoping review was to synthesize literature regarding audio streaming in the P–12 music classroom by identifying the varied uses, recommendations for equitable access, and gaps in the knowledge base. A total of 23 publications met the criteria for inclusion. Ensemble and general music classrooms in elementary, middle, and high school contexts were represented in the literature with exemplification of concepts, genres, styles, and techniques evident as the most common usage. YouTube, Spotify, and Pandora were frequently referenced as streaming platforms. Authors cited inexpensive or free platforms and ubiquity of access most frequently when referencing equity and streaming. Most authors made no reference to potential access impediments. I identified gaps in the literature, including the uses of streamed music in jazz classrooms, performer compensation, diversity of content, barriers to student access, potential solutions to equitable access issues, and music perception differences for those with limited access.

Weaving game and task into content-language integration: Proposing a game-mediated dual learning model

Content-based instruction, task-based language teaching, and game-mediated learning are three pedagogical approaches that are perceived as effective in second and foreign language education. These approaches share common ground in a sociocultural and functional view of language learning and popularity as engaging classroom strategies in elementary, middle, and high school (K-12) contexts. However, challenges may exist in ensuring content and language dual learning goals, designing language learning tasks, or implementing game-mediated activities. Therefore, this study seeks to describe the conceptual and methodological alignment among these approaches by reviewing recent research. Moreover, a game-mediated dual learning model is proposed to pinpoint a series of design components for language educators to consider when they integrate the aforementioned three approaches.

Investigating Students’ Voices towards Online Writing Class in Vocational High School Context

Nowadays, online learning that is conducted by students requires them to work harder to carry out the learning process. It is undeniable that students at various levels of education have used online platforms to help the learning process, including vocational high school students. Therefore, it is interesting to investigate students' voices about the implementation of online classes in their schools. In this study, researchers focused on the use of Google Classroom among vocational school students attending online writing classes. This study uses a case study design by selecting eighty students in Bandar Lampung. To collect data, researchers distributed questionnaires through Google Forms and interviewed students. The results showed that students had positive and negative perceptions about the implementation of Google Classroom, namely: (1) There are issues with connecting Google Classroom to the internet; (2) Students do not comprehend the writing materials provided by Google Classroom; and (3) Students' laziness and lack of discipline in carrying out or collecting assignments (5) Students have difficulty expressing themselves and responding in the writing class via Google Classroom. Furthermore, several challenges were discovered for students in online writing classes via Google Classroom, including: (1) Student indiscipline due to being too bored to do online assignments; (2) students' lack of understanding of writing material in class; and (3) Students' lack of interaction with teachers in Google Classroom.

EFL Teachers' and Students' Attitudes and Practices Regarding Oral Communication in English Classes: Ethiopian High School Context

This study looked at the attitudes of Ethiopian English teachers and Bonga Mehal Ketema High School grade 10 students about spoken communication in the classroom. The purpose of this study was to determine why oral communication is such an important part of English teaching, what role teachers and students play in making orally active students in the English classroom. Four English teachers were purposively interviewed, and 95 pupils in the tenth grade completed a questionnaire. The findings show that the majority of teachers and students believe that oral communication is an important aspect of the English education process. It is primarily due to the fact that being able to express yourself vocally in English in today's world is extremely important. The findings also reveal that teachers believe assessing students' oral competence is difficult since it is not as concrete as other abilities assessed in the English foreign language course. The challenge of convincing timid or unmotivated students to engage orally, as well as a lack of time, make assessing students a challenging undertaking. Thus, EFL teachers should establish a welcoming environment in the classroom to help students enhance their speaking skills.