High School Courses Research Articles

Tough New Growth

“I think the geometry track is the way to go.” “But I’m really worried about putting too much pressure on him.” When our 11-year-old son, Henry, was entering middle school, his mom and I were torn about whether it would be too stressful for him to join the most accelerated math track. That track devotes twice as much daily class time to math, setting kids up to take more advanced courses in high school.

The role of logic in ideological and political courses in senior high schools: An interpretation of Curriculum Standards 2020, issued by the Ministry of Education of China

Moral education is a core component of ideological and political courses in primary and secondary schools and universities in China, and also an important part of contemporary Chinese Marxist educational theory and practice. In Chinese senior high schools, the main curriculum and platform for moral education is ideological and political courses. The Ideological and Political Curriculum Standards for General Senior High Schools (2017 Edition, 2020 Revised) issued by the Ministry of Education of the People’s Republic of China explicitly includes a course on logical thinking in the ideological and political curriculum in general senior high schools, strengthening the importance of logic in moral education there. In this paper, the authors explain the necessity of intensifying logic training for contemporary Chinese teenagers, introduce and interpret the relevant contents in the Ideological and Political Curriculum Standards for General Senior High Schools (2017 Edition, 2020 Revised), and put forward some theoretical suggestions on how to conduct teaching on the subject of logic.

Les compétences professionnelles des futurs enseignants de langue : le cas des étudiants slovènes

Since the introduction of the Bologna process in higher education, future Slovenian teachers of French as a foreign language have been trained at the master's level after completing language, literature, and civilization courses at the bachelor's level. The pedagogical program consists mainly of psychological and pedagogical subjects, and there is little room for language classes. The situation is apparently similar in other countries, for example, in Romania: "As the study program is too full, there is little room left to our students for individual research, for reflection on grammar problems" (Manolache, 2013: 58). The French language will, however, constitute the discipline of the future teachers that we train and "mastering the discipline and having a good general culture" (Rey, 2012: 86) is one of the professional skills cited in the official programs. Every language teacher should first be a good philologist. We wonder if, for future teachers, three years of BA studies are enough to learn the language to be able to transmit it afterward to their future learners. The students - future teachers - find themselves in a transitional stage between learners and teachers. They are looking for professional autonomy, which is difficult, especially if they have doubts about their language proficiency. In this article, we propose to present the training of French as a foreign language in Slovenia and to expose points that seem problematic, among others, the language skills of future teachers. After analyzing the students' lesson planning prepared for the final course in high school, which also serves as an exam, we find that, even though these documents are written in schematic form, they are not without errors, sometimes quite basic. One of the solutions would be to introduce more language courses at the bachelor's level and especially at the master's level. This is also what the students propose in their evaluations.

Implementing the FrogWatch USA Citizen Science Program as a Versatile Ecological Educational Tool

Citizen science programs, like FrogWatch USA, offer simple training guidelines to collect field data, which provides records across broad geographical locations, allowing for the study of population trends on a large scale. Due to the relative ease of implementing the protocol, this program can easily be used in undergraduate and high school courses to provide an active learning environment and independent research opportunities. Here, we describe how FrogWatch USA call surveys were paired with traditional trapping surveys and conclude that call surveys can be useful in ecological monitoring. We suggest recommendations on how this program can be utilized in different settings and across disciplines.

Methodology of application of case technology in the process of teaching mathematics

The application of the capabilities of information technology in the process of teaching mathematics by computer technology teachers has brought with it many advantages. The use of technology in schools is effective in terms of improving students' cognitive skills. When we look at the areas of use of new pedagogical technologies, they provide innovative learning with different educational materials in many teaching areas, especially mathematics education. Observations show that in most cases, the teacher works alone during the lesson, and the students remain observers. For teachers, it is desirable to improve the effectiveness of the use of technology in mathematics lessons, its structure and content and to determine the effectiveness of ‘Information Technologies in Mathematics Education’. This case study aims to investigate the impact of the integration of information and communication technology applications on mathematics education. Within the scope of this general purpose, semi-structured interview questions prepared by the researchers were asked. A qualitative method was used in the research. The opinions of 32 mathematics teachers who use technology in their high school courses were consulted. As a result of the research, it was concluded that technology-supported training is very effective in mathematics. It has been concluded that the use of a numerical field of mathematics and technology-supported applications is effective in developing skills in students. In the same way, it has emerged that mathematics teachers need in-service training about technology-supported trainings.
 
 Keywords: Mathematics, case study, technology, education, teaching, mathematics teaching, innovative;

Exclusive versus Mixed, General versus CTE: Building a New Taxonomy of STEMM High School Teachers

There has been a recent expansion of high school course offerings in science, technology, engineering, mathematics, and medical/health (STEMM) fields. The large span of courses now offered in STEMM are delineated across STEMM-general courses (i.e., chemistry) and STEMM-CTE courses (i.e., information technology). Little is known, however, about who are the teachers in these courses. This brief addresses this void by developing a taxonomy of the STEMM teaching workforce using statewide data from Maryland. Through this taxonomy, we examine the number of STEMM teachers by whether they teach general versus CTE STEMM courses, and whether they do so exclusively or across both types. We then examine what teaching courseloads look like across these groupings, as well as by qualifications and demographics. The aim of this brief is to understand not only the landscape of who teaches which STEMM courses, but also to identify disparities. This can help inform research on STEMM courses and teachers as well as policy, practice, and professional development.

El arte en la Educación Profesional y Tecnológica: una visión general de las disertaciones y productos educativos defendidos en el ProfEPT del IFPR

Art has a humanizing role and, therefore, is essential in the integral formation from the perspective of Technical and Vocational Education and Training. Using the case study as methodology, this article aims to investigate the dissertations and educational products related to the Art area, defended in the Professional Master's Degree in Professional and Technological Education in national network (ProfEPT) offered at the associated institution IFPR, from the analysis of three categories: I) on the theoretical and epistemological framework used by the authors and their relationship with ProfEPT; II) on the analysis of the target audience to which the educational product is dedicated; III) on the analysis by the possibilities/requirements for the replication of the educational product. Four dissertations are presented with their respective educational products, one in the area of Visual Arts, one in Cinema, one in Theater and one in Music. All researches are linked to the research line of Educational Practices in Professional and Technological Education of ProfEPT. The researches, as well as the defended products, cover great pedagogical possibilities for application in technical courses of high school, both in the integrated modality, and also for the subsequent one.

The Male Islamic Studies Teachers' Perceptions of the Extent of Including National Values in High School Courses

The current research paper aims at exploring the male Islamic studies teacher's perceptions of the extent of including national values in high school courses. The researchers used the non-experimental research method to collect the study data. The results are based on a questionnaire conducted with 192 male Islamic studies teachers working in Saudi high schools. The study came out with important results among them are: there are valuable national values were included in Saudi high school courses and textbooks. The results also indicated that some of these national values were repeated in the content of these courses several times. In the light of those findings, the researchers recommend attention should be paid to adding more national values to the content reaping great benefits from the national values included and suggested in this study, and carrying out further research papers on the topic for other stages of courses at elementary schools, colleges and the like.

Links between performance in high school and the decision to major in STEM fields: evidence from Chile

ABSTRACT Although it is well documented that women are under-represented in STEM majors, the causes of this under-representation in different contexts are less clear. This article studies the relevance of absolute and relative performance in high school courses on STEM field enrollment when entering college in Chile. We use administrative countrywide data and follow three student cohorts through high school to estimate the effect of performance on courses in high school on major enrollment at the university level. Our estimation confirms the existence of a large gender gap: male students are about 20% points more likely to enroll in a STEM field than similar female students, which we observe all along the academic achievement distribution. These findings suggest it would be beneficial for policymakers to focus on earlier interventions during high school that create incentives and address systemic and cultural issues that might be preventing women from enrolling into STEM fields.

High-School Computer Science – Its Effect on the Choice of Higher Education

In a previous publication we examined the connections between high-school computer science (CS) and computing higher education. The results were promising—students who were exposed to computing in high school were more likely to take one of the computing disciplines. However, these correlations were not necessarily causal. Possibly those students who took CS courses, and especially high-level CS courses in high school, were already a priori inclined to pursue computing education. This uncertainty led us to pursue the current research. We aimed at finding those factors that induced students to choose CS at high school and later at higher-education institutes. We present quantitative findings obtained from analyzing freshmen computing students' responses to a designated questionnaire. The findings show that not only did high-school CS studies have a major impact on students’ choice whether to study computing in higher education—it may have also improved their view of the discipline.

Differences in the Percentages of Students Enrolled in Dual Credit Courses over Time: A Texas, Multiyear Analysis

This study aimed to determine the degree to which differences were present in the percentages of all students who enrolled in a dual-credit mathematics course in Texas public high schools by their economic status (i.e., economically disadvantaged and all students). The percentages for both groups of students were compared for the 2014-2015 and the 2015-2016 school years. Inferential statistical analyses revealed statistically significant differences in the percentages in dual-credit mathematics course enrollment for all students and students who were economically disadvantaged in both the 2014-2015 and the 2015-2016 school years. For both years, economically disadvantaged students had a lower enrollment rate in dual-credit mathematics courses than all students' percentage enrollment in dual-credit mathematics courses. Implications of these findings, as well as recommendations for future research, were discussed.

Students' Perceptions on English Learning Materials: Need Analysis of Islamic Studies Students

The English material has not met the needs of students and was created with the lecturer in mind. This study analyzes the English language needs of students majoring in Islam (ushuluddin) at the State Islamic University of North Sumatera, Indonesia. This study applied a qualitative descriptive research method to explore student perspectives on ESP courses. The research data was obtained through interviews and data collection of material documentation. The findings in this study proved that students who learned ESP need good material and can apply the results at the end of the lesson. Besides, what they have learned so far was the obtained course in high school, so it was not so difficult to understand. Hence, the language skills they command must be fulfilled from listening, speaking, reading, and writing to support their insights with Islamic foundations and majors. In sum, the materials of ESP should be formulated by practitioners of English for Specific Purposes (ESP) who know ESP instruction, and the aim of ESP might concern the improvements in students' proficiency in English. Thus, the students are better academically and professionally in the work domain.

Breaking trail in the Northwest Territories: a qualitative study of Indigenous Peoples’ experiences on the pathway to becoming a physician

ABSTRACT Currently, there is a lack of Indigenous physicians in the Northwest Territories (NWT), Canada. The goal of this qualitative study was to explore the underlying factors that influence the journey to becoming a medical doctor and returning home to practice for Indigenous students from the NWT. Eight qualitative, semi-structured interviews were conducted by phone or in-person. Participants represented Dene, Inuvialuit and Métis from the NWT and were at varying points in their journey into careers in medicine, from undergraduate university students through to practicing physicians. The main themes identified included access to high-school courses, the role of guidance counsellors, access to mentors and role models, a need to prioritise clinical experience in the NWT, influences of family and friends, diversity and inclusion, and finances. Interpretations: Significant barriers, some insurmountable, remain at every stage of the journey into medicine for aspiring Indigenous medical doctors from the NWT. These findings can inform policy development for pathway programs that assist aspiring Indigenous physicians at each stage.

UGC Regulations on Credit Framework for Online Courses through SWAYAM, 2021

The paper deals with UGC regulations on credit frame work for online course. In this view SWAYAM provides an integrated platform and portal for online courses, using ICT and covering High School, Higher Education and Skill Sector courses to ensure that every student benefits from learning material through ICT. This involves focus on major online platforms to students and teachers to express and learn the concepts.

Long-term impacts of L1 language skills on L2 anxiety: The mediating role of language aptitude and L2 achievement

Although researchers have found strong relationships between first language (L1) skills and second language (L2) anxiety, less is known about how L1 skills in primary school impact L2 anxiety years after L1 has been acquired. Previous research lacked evidence for the mediating role of L2 aptitude and L2 achievement in the relationship. This study applies structural equation modelling to examine pathways by which L1 skills are associated with L2 anxiety via the mediators. Sixty-five students were administered L1 skill measures from 1st–5th grades, then followed over 10 years when completing L2 courses in high school. We examined the model across six different ages and found the effect of L1 skills on L2 anxiety was indirect through L2 aptitude and L2 achievement, indicating the impact is better understood through the mediators. The effect of L2 achievement on L2 anxiety is direct, and large in magnitude. Results remained stable across different ages and invariant across gender.

Hybrid Vigor: A Quantitative Analysis of Job Satisfaction of United States School Based Secondary Agricultural Education Classrooms

The balance between work and personal life has seen a renewed focus in the years since the onset of the COVID-19 pandemic. In the years leading up to the work stoppage in 2020 a growing body of literature was being compiled that agriculture teachers, as many of the American population do, suffered from a lack of balance between personal and work life. This study sought to examine the way agriculture teachers spent their time, how they viewed their job satisfaction, and if any relationships exist between them. A national sample of agriculture teachers (N = 570) was conducted and when the results were interpreted it was found that agriculture teachers are majority female (51.9%), almost all took agriculture courses in high school (89.3%), were active in FFA in high school (81.9%), and many continued that membership into college (44.9%). Most teachers spent some time outside of school hours preparing for class, SAE supervision, and other school-based activities, but most of their time was spent on FFA activities. Teachers reported some time spent in domestic, civic/religious, and recreation time outside of work. Teachers had a heavy slant towards positive job satisfaction, (M = 1.86, SD = .788) on a one through five scale with one being extremely good and five being extremely bad. Significant correlations were found at a small level (Cohen, 2013) between time in SAE, time in recreation, and salary range with job satisfaction. Significant linear (p < 0.05) regressions were calculated with salary, time in SAE’s, time spent in recreation. Time spent in recreation provided the best fit.

Aihl Kelam Ders Kitabında “Dinin Anlaşılmasında Farklı Yorumlar” Ünitesinin Eleştirel Düşünme Açısından İncelenmesi

Eleştirel düşünme, kişinin kendi düşünme süreci üzerinde kontrol sağlamasına, makul düşünceler ortaya koyabilmesine, analiz, sentez ve değerlendirme gibi üst düzey faaliyetleri gerçekleştirebilmesine imkân tanıyan ve kişiyi duyuşsal ve bilişsel boyutta geliştirmeyi hedefleyen disiplinli bir süreçtir. Öğretim programlarında kişinin sahip olması gereken bir beceri olarak bahsedilen eleştirel düşünme din eğitiminde de yadsınamaz bir konuma sahiptir. Bu çalışmanın amacı Anadolu imam hatip liselerinde meslek dersi olarak okutulan Kelam ders kitabının eleştirel düşünmeye yönelik neler içerdiğini tespit etmektir. Bu amaç doğrultusunda nitel araştırma yöntemlerinden doküman analizi yöntemi kullanılarak Anadolu İmam Hatip Lisesi Kelam ders kitabının “Dinin Anlaşılmasında Farklı Yorumlar” ünitesi incelemeye alınmış ve veriler ünitedeki hazırlık ve değerlendirme soruları ile etkinliklerden elde edilmiştir. Verilerin analizinde Paul, Jensen, Binken ve Kreklau tarafından oluşturulan 35 eleştirel düşünme stratejisi kullanılmıştır. Veriler betimsel analiz tekniği ile incelenmiştir. Araştırma sonucunda ünite kazanımlarının, ünitedeki metinlerin ve ölçme ve değerlendirme sorularının eleştirel düşünme stratejileri açısından yetersiz olduğu görülmüştür. Ünitede eleştirel düşünme stratejilerinin 13’ünü gerçekleştirebilecek nitelikte etkinlik ve sorulara rastlanmıştır. Eğitim süreci, üst düzey düşünmeye yönlendirecek sorularla desteklenerek ve cevapların paylaşılıp tartışılacağı bir sınıf ortamı oluşturularak eleştirel düşünmeye yardımcı hale getirilebilir. Eleştirel düşünmeyi geliştirmek için ders kitaplarına tartışma, Sokratik sorgulama, beyin fırtınası gibi yöntemleri teşvik edici etkinlikler koyulabilir.

Türk Dili ve Edebiyatı formasyon öğrencilerinin liselerdeki Divan Edebiyatı derslerine yönelik görüşleri

Divan Edebiyatı, Türk edebiyatının temel yapı taşlarındandır. Ancak aradan geçen zaman ve değişen koşullarla birlikte yeni neslin, Divan Edebiyatı’na bakışı değişmiştir. Bu değişimin mesleğe yeni başlayacak Türk Dili ve Edebiyatı öğretmenlerine yansımasını ortaya koymak amacıyla bu çalışma yapılmıştır. Çalışmada 14 farklı üniversitenin Türk Dili ve Edebiyatı bölümlerinden mezun olmuş, 2022 bahar döneminde Gazi Üniversitesinden formasyon alan öğrencilerin liselerde Divan Edebiyatı konularının öğretimine yönelik görüşleri alınmıştır. Bu içerik doğrultusunda çalışmada nitel araştırmaya bağlı olarak olgu bilim deseni kullanılmış ve elde edilen veriler içerik analiziyle çözümlenmiştir. Verilere göre Divan Edebiyatı konularının öğretiminde üzerinde durulması gereken konuların şair, yazar ve nazım şekilleri konusu, dönemin sosyal ve tarihî yapısı ve Divan Edebiyatı’nın genel özellikleri olduğu ve bu dönemin temsilcileri olarak “Fuzûlî, Bâki, Nâbi, Nedim ve Nef’î” nin ön plana çıktığı belirlenmiştir. Çalışmanın bulgularına göre katılımcıların çoğunluğunun liselerdeki Türk Dili ve Edebiyatı dersleri konuları içinde “Cumhuriyet Dönemi” edebiyatını, diğer dönemlerden daha önemli gördükleri tespit edilmiştir. Çalışmanın sonunda MEB müfredatında 6 haftaya sıkıştırılan Divan Edebiyatı konularının dört yıla yayılarak 10 haftada, tarih dersi konularıyla paralel olarak verilmesi önerilmiştir.

Research on Art Course of County High School Under the Epidemic Situation

The education mode of “Internet +” has been used in the front line of teaching. The construction of Mu class platform is an effective supplement to the “Internet +” education mode and one of the effective ways to break the “filling” teaching of exam oriented education. The repeated epidemic situation and the promotion of the “double reduction” policy bring high-quality education offline and realize the “flipped classroom” has special significance for high school students’ art appreciation and the extension of art value. However, there are many problems in the promotion of MOOC course in County high schools, such as singleness, lag, conservatism and so on. Therefore, giving full play to the subjective initiative of teachers and exploring the fairness and efficiency of Mu course is an important topic of art teaching in County high schools.

LacOp: A free web-based lac operon simulation that enhances student learning of gene regulation concepts.

Here, we describe a free, web-based simulation of the lac operon, "LacOp," that is designed to enhance the learning of prokaryotic gene regulation and pathways in advanced high school and undergraduate genetics courses. This new electronic resource was created by a team of students in an advanced undergraduate course and is hosted online (http://flask-env.rnwhymamqf.us-west-2.elasticbeanstalk.com/lacop). LacOp has a simple web interface compatible with a range of devices, including smartphones. To determine whether the LacOp simulation enhances student learning from traditional instruction, we introduced the lac operon to undergraduate genetics students through a traditional classroom experience followed by use of the LacOp simulation. Students worked on their own using the included tutorial to create and test the effect of various genotypes on E. coli lactose metabolism and regulation. Upon completion of the tutorial, students showed measurable gains in conceptual understanding of the lac operon. These students also reported a generally favorable opinion of the LacOP simulation as a use of their instructional time.