High School Life Research Articles

Now & Then: Dancing in Time and Space: A Step Back in Time

Now… Michael Anthony Began What Would Be His Career as a dancer when he was in elementary school. His parents had e nrolled him in both piano and dance classes. and he soon discovered his love of music. During junior high school, he succumbed to peer pressure and dropped dance to play sports. Michael's agility and conditioning from dance, however. proved he lpful on both the court and the field, and he soon became a valued member of his junior high school football and basketball team. By the time he started high school, he realized how much he missed dance. While continuing his sports, he returned to dance lessons and found the theater to be a wonderful place to incorporate dance with high school life. After high school, Michael attended the Boston Conservatory. majoring in musical theater and minoring in dance. He believes that his strong mathematic background significantly helped him in his music-theory courses and that it is an asset in his career as a director, composer, and choreographer.

Managing space, energy, and self: junior high teachers’ experiences of classroom management

While exploring junior high school teachers’ meanings of success, one dimension that emerged was teachers tend to talk about their practice in terms of management strategies. Management was clearly significant for teachers as a metaphor for their ways of living, instructing, developing student responsibility and building community within the fluid contingencies that are junior high school life. However, management is a rich concept stretching beyond controlling routines and discipline, to represent a way of being that teachers seem to have developed to live on the edge of surprise. This article examines what teachers believe they manage in their daily work in classrooms with adolescents, and how teachers think about and use strategies in management. Three dimensions are presented here to convey the complexity and flexibility of teacher management and its strategies. First, teachers manage the space of the classroom, including its objects, movement, temporality, and history. Second, teachers manage the energy of people and pedagogy within this space. Third, teachers manage their own identity or the ‘teacher self’ by adapting and shifting within this energy while remaining firmly anchored to commitment and a strong belief in purpose throughout the fluctuating realities of classroom life.

The Effect of Bukatsudo (Japanese Extracurricular Activities) on High School Life

The Effect of Bukatsudo (Japanese Extracurricular Activities) on High School Life

Psychic Powers, Astrology & Creationism in the Classroom? Evidence of Pseudoscientific Beliefs among High School Biology & Life Science Teachers

Many authors and researchers have noted the popularity of pseudoscientific beliefs in the United States.1,2 Although pseudoscience is not a new phenomenon (it has been around at least as long as science itself [Trefil 1978]), some suggest that pseudoscientific beliefs have become even more widespread in recent decades.3 The last three decades have also seen a decline in scientific literacy in the general public (Hively 1988). Unless the simultaneity of these two trends is purely coincidental-which seems highly unlikely-it may well be that understanding the mechanisms behind the origin and transmission of pseudoscientific beliefs will shed some light on the decline in scientific literacy.It is scarcely necessary to argue that knowledge and understanding of science has become more and more vital in this increasingly complex, high technology world. A much wider cross-section of the population is today asked to decide on matters involving issues with a substantial high technology component (e.g., SDI, space and environmental programs). To the extent that the promulgation of pseudoscientific beliefs is interfering with this knowledge and understanding, it must be addressed if we are to reverse the rising tide of scientific illiteracy. This paper examines one important potential source of pseudoscientific belief in the population-the extent to which those given the responsibility of transmitting knowledge of science to our high school students actually hold pseudoscientific beliefs themselves. The first section of the analysis presents evidence for the prevalence of pseudoscientific belief among the general public. Previously suggested sources for pseudoscientific beliefs are explored in the second section. We then focus in detail on one potential source of pseudoscientific belief-science teachers. The extent and specific types of pseudoscientific belief held by a sample of high school life science and biology teachers are examined, as well as the demographic and social correlates of such beliefs. Finally, the implications of high school science teachers' pseudoscientific beliefs for science education are discussed.

Book Review: Experiential Education in High School Life in the Walkabout Program

Book Review: Experiential Education in High School Life in the Walkabout Program

A STUDY ON THE COMMUNICATION BETWEENS STUDENTS AND TEACHERS IN JUNIOR HIGH SCHOOLS

The purpose of this study is to examine the hypothesis that as one of the factors to regulate the dimension of the communication, there exists opinion-similarity between students and school teachers who know each other well. The subjects were 327 junior high school students (male 171, female 156). To measure the dimension of the comunication of school teachers, we quoted the conception of self disclosure done by Kuze et al. (1972). On the other hand, measurement of opinion-similarity is based on the responses of the students to 48 questions concering the junior high school life. At the same time they were required to guess teachers' responses to the questions. As this study was to compare the subjects' responses with the teachers' data, questions on self -disclosure had to do with close friends and as for opinionsimilarity, they had to do with a student group.Major findings from this analysis were as follows.(1) The amount of self disclosure vis-avis close friends is larger than that vis-a-vis teachers irrespective of the grade and sex of the subjects.(2) The amount of opinion-similarity is also larger among students than among teachers.(3) The magnitude of coefficient of correlation (r) between self-disclosure and opinionsimilarity is not so large but we can find the positive significant correlation both in school teachers and students.(4) In the group of high opinion-similarity students and the group of low opinion-similarity students, the figure of self-disclosure is similar in both groups.(5) The tendency described in (3) and (4) are more obvious in the students than in school teachers.As a result of this analysis, it can be said that one of the main factors to regulate the dimension of communication between students and teachers in junior high schools is the opinionsimilarity between students and teachers.

The extent and effects of peer pressure among high school students: A retrospective analysis

Although people assume that peer pressure is an influential component of adolescent development, few empirical studies have investigated the nature and extent of its influence. Using retrospective accounts from 297 college undergraduates, the present study assessed how much pressure peers exerted in numerous areas of high school life and how this pressure influenced teenagers' attitudes and behaviors. One-third of both genders identified peer pressure as one of the hardest things they had to face as a teenager. Generally, however, peer pressure appeared stronger for females than males, and the genders disagreed about the areas in which pressure was strongest. Perceptions of peer pressure were significantly associated with dating attitudes, sexual activity, and use of drugs and alcohol, but not with relationships with parents. The findings suggested that adolescents may be their own worst enemy in any attempt to break away from gender-stereotypic attitudes and behavior.

Between Stranger and Friend: Some Consequences of “Long Term” Fieldwork in Schools

This paper describes some major consequences of doing fieldwork in schools over an extended period of time. Using Powdermaker’s distinction of “stranger and friend,” the paper traces the balance between these two roles and perspectives in terms of role, reciprocity, and receptivity through a description of the author’s two year study of student life in a junior high school. The paper first describes the evolution from stranger to friend by examining role relationships between the fieldworker and his informants. It then focuses upon the problem of the fieldworker having to take on some of the characteristics of the groups he is studying. Finally the paper discusses both the beneficial and counter-productive tendencies of these positions for the fieldworker’s receptivity to insights about a “familiar” setting. Conclusions center around the dynamic interaction between stranger and friend in long term fieldwork in educational settings.

Social skill acquisition and psychosocial development of alcoholics: A review

Abstract Studies with data on male prealcoholics and alcoholics are reviewed. The review concentrates on studies which relate to social skill acquisition and the development of interpersonal competence. The role of modeling and family structure; peer relationships in high school, college and adult life; and the effects of alcohol on social responses are considered. The evidence suggests that a social skill acquisition model is a promising one for research on the development and maintenance of problem drinking behaviors.

A Study of Erequency of Diseases in Relation to Physical fitness in High School Life

A Study of Erequency of Diseases in Relation to Physical fitness in High School Life

A pesquisa institucional e a educação superior brasileira: um estudo de caso longitudinal da evasão

Este artigo apresenta os resultados iniciais de um estudo de caso longitudinal na Universidade de Brasília sobre a evasão na educação superior brasileira. A partir do modelo interacional desenvolvido por Tinto nos Estados Unidos, busca-se uma adaptação à realidade brasileira. Procurando mostrar as relações entre as suas principais variáveis, desde a vida do estudante no ensino médio, passando por suas motivações e expectativas ao entrar na instituição, centra-se na possibilidade de integração, tanto acadêmica quanto social, desse aluno, bem como no seu compromisso em permanecer na instituição e concluir o seu curso. Trabalha-se com uma amostra aleatória estratificada por curso e sexo entre os alunos da UnB ingressos no primeiro semestre de 1998, para um acompanhamento de quatro anos. Os dados sugerem que fatores internos possuem um peso importante na decisão em evadir, melhor observado quando da análise sobre as diferenças entre alunos evadidos e não evadidos.

Student Design Bureaus have Become an Integral Part of Higher School Life

Since the higher educational institutions began operating under the Law on Strengthening the Ties of the School with Life, numerous methods for the labor education of the student youth have emerged and been developed. I should like to tell you how this problem is being solved by the student design bureaus and experimental-production shops which have become so widespread that we can already speak of their indisputable effectiveness and validity in terms of the future.

Studies on the physical Growth of Japanese Girls.

The author, Dr. Matsubayashi, studied the influences of the first menstruation on the physical growth of girls numbering 788 who were stndents of the Hiroshima girls' High School. His studies extended four years from March, the fifteenth year of Taisho (1926) to March, the fifth year of showa (1930), during which measurements of the height and weight of the body were taken every month. Dealing statistically with the relation between those findings and full years of age in the first menstruation, the author arrived at the lollowing conclusions; -1. If full years of age in the first menstruation are separated every half a year and the distributions of those divided ages are observed, most cases of the first menses occur in the second half of thirteen years of age and in the first half of fourteen years, their percentage to the whole girls being 44%. Girls who had the first menstruous dischaige in 13 and 14 years of age are put at 72% of the whole. And the whole girls' averae age in the time of the first menses is of full fourteen years.2. If the seasons of the first menstruation are brought to the object of observation, girls menstruating first in April are most numerous, ones in August and January next in order hnd others in November the least.3. As for the process proceding to a regular periodicity after the first menstruation, 30% of the whole number, become regularly menstruous after the first occurrence and 37% in the lapse between two and six months, that is, most normals become regular within half a year. Those who come into regularity in the lapse between seven months and a year are 16% and others after. a year 16% too.4. Girls who had the first menstruous discharge when they were in elementary schools are numbered 42(6% of the whole students) and those who had after they had graduated from the girls' high school are 13 (1.7%). In the average age These two groups differ only by about half a year. But the physical growth which they developed after they entered to the girls' high school was greatly differentiated;- the former group entering to the girls' high school with 147.2cm. in average height grew 5.3cm. during their four years' high school life, whereas the height of the latter commencing with 134.3cm. showed the increace of 14.9cm. during four years. As regards the average weight of the body, the measuring recordsr of the former group begun with 41.9kg., the increase for the period of fiou years being 9.1kg., and the average weight of the latter was 29.6kg. at the entrance to the high school, with the increase of 13.4kg. during four years. In other words, the former grew from 288 to 335 and the latter from 217 to 288 n the average body weight per centimetre.5. Gills who had first had a monthly sickness in the early part of their highschool life grew slowly for the period, while ones who had in the later part grew rapidly. And the amount of growth of these both extremes shows a difference of 13cm.6. The average stature measured in the month of the first menstruous discharge which 729 students had for the first time while in school is 148cm., almost alike without distinction of age.7. Generally the increase of stature is always great before the first menses and small after that. But if viewed more accurately, it is known that the bodily growth of girls having the first discharge in an earlier time is a little greater than that of ones of a later discharge.8. The suspension of stature development always occurs since the first menstruation was discharged, but in this case, the length of period lying between both phenomena is longer in late maturing girls and shorter in the precosity.

Case Studies of the Relationship Between High-School Achievement and Educational Counselling

The purpose of the following study was to determine whether or not the Stanford Revision of the Binet-Simon Test could be used profitably in educational counselling. The Journal of Educational Research, Feb ruary, 1923, published the record of the achievements of a class of thirty pupils after one year in high school. This paper will trace these students, their scholastic success as well as social and moral traits, throughout their high-school life. The material presented is the result of case studies of the scholastic achievements as well as evidences of the development of character and personality traits of every member in the class. These pupils entered high school from an elementary school that, be cause of its location near the center of the city, had a transient enroll ment. Only twelve of the thirty pupils under consideration had been enrolled in the school before the seventh grade. Four pupils entered the school in grade eight-A. As might be expected under such conditions, there were marked differences in habits, training, and knowledge of subject matter, as well as in ability. Table I shows that at the time these data were collected, (February 1, 1925), sixteen pupils had been graduated, three, who were still in school, expected to be graduated in June, 1925, and eleven had dropped out. The CA, MA, and IQ from the table used in the first study have been repeated in Table I of this study. The pupils are here ranked with reference to IQ. The high-school averages are averages of all the grades made by these students up to February 1, 1925.1 Some represent

Book Review: Christ in High School Life

Book Review: Christ in High School Life

Book Review: Junior High School Life

Book Review: Junior High School Life

The Junior High School: Description of the Local Situation in Hannibal, Missouri

Among the most important reasons leading the school authorities of Hannibal to adopt the junior high-school idea may be mentioned: (i) a strong local recognition of the fact that many of the pupils were not getting the kind of training in the higher elementary grades that they most needed; (2) the failure of the work in these grades to make an appeal to the pupils who came from homes where they were not supported by a strong educational tradition and sentiment; (3) the difficulty experienced by students in accomplishing the work of the first high-school year; and (4) the belief that the majority of pupils found in Grades VII, VIII, and IX when taken collectively constitute a natural psychological unit requiring treatment essentially different from that above or below these limits. Based on these considerations action was taken establishing two junior high schools in September, 1915; and in one other school the work of Grades VII and VIII was departmentalized and was given some of the characteristics of junior high schools. At a later date it is expected to make this school the third junior high school in the city system. In this connection it should be said that the changes in our system have been gradual rather than abrupt; and some of the features of junior high-school life, as usually recognized, were found in our schools before September, 1915. All schools containing seventh and eighth grades had been equipped for laboratory and shop work in manual training in wood and in household arts, and all pupils in the grades named were receiving regular training in those forms of educational activity. The instruction in these subjects was departmentalized; and some progress had been made in departmentalization in other work. In one of the three schools now under discussion the departmental plan of teaching had been 652

The Social Side of High School Life

The Social Side of High School Life

Making a High School a Center of Social Life

The boys and girls who come to high school are just about the age when they begin to realize that there is such a thing as a social world and that there is a place in it for them. I liold it to be within the field of school work to help them find that place and to fill it to the best of their ability. Association with peoile is counted as one of the most valuable gains in any educational world; in college, I think we shall all agree that the people we met, the different types of minds and characters we were thrown with, the men and women with whom we came in contact, sometimes forcibly, and not always enjoyably, gave us a broader and more valuable education than that we gained from books. In the same way, although in a less degree, is this true of highschool life, and the student should have the opportunity of meeting socially those whom he sees every day in his classrooms. The boy or girl who simply comes to school and studies, and goes home, misses much that he or she needs. Another reason for emphasizing the social side of school life is the happiness it brings, and it surely is within our mission as teachers to do all in our power to make our boys and girls happy. Thrre is nothing which brings more joy if you love the children, as 1 believe every real teacher must, than to see a group of schoolboys and schoolgirls having a genuinely good time. They ought to be happy and have all the good times it is within our power to give them. Give them some good times right in the place where they work, and the memory of the pleasures will put a certain glamor over the prosiest of school-rooms. The only room in my own high school that I remember loving was the twelfth grade, for it was not until the fourth year, as we met to prepare for graduation, that our class came together in any social way. 634

Social Ethics in High-School Life

Social Ethics in High-School Life