High School Program Research Articles

Influences on Career Development for Gifted Adolescent Girls in Selective Academic Programs in Australia

Despite adolescent girls’ superior school achievement and high career aspirations, fewer women than men achieve career eminence. Understanding early influences on the development of gifted girls’ career-related values and aspirations may help to explain this discrepancy in career outcomes. This article reports findings from a qualitative, cross-sectional study of influences on career development for 18 girls in eighth, 10th, and 12th grades in selective entry high school programs in three Australian schools. Data from two rounds of interviews were analyzed thematically in relation to the career development theories of Gottfredson and Savickas. Findings highlighted the interrelated influence on career values, goals, and choices of (a) perceived personal traits, strengths, and interests, and (b) relationships and experiences grounded in home, school, and community contexts. Key findings are discussed for research and educational practice related to supporting career development in gifted girls.

Ecopedagogy: Biology Learning Profile Of High School In Pulau Timor

Aim. The purpose of this article is to increase human ecological awareness to protect, care for and preserve nature, its application in Indonesian schools is still limited. This study uses a qualitative model and aims to describe ecopedagogical models in biology learning and identify supporting factors in the implementation of the high school program. Methods. This research involved 300 grade 10 students and 20 biology teachers at Kupang High School in East Nusa Tenggara Province, Indonesia. Observations, questionnaires, interviews, and documentation were used to collect data about the implementation profile of the Ecopedagogy model. Results. The results of the study show that: expedagogical learning models must be developed by considering local cultural wisdom, teachers use textual lecture methods in carrying out environment-based learning, learning has not paid attention to local culture. society in a sustainable manner; integration of expedagogical models in media and teaching materials in Biology learning, student enthusiasm if learning is done contextually with an expedagogical approach. Conclusion. Textual learning must be changed to contextual learning. The curriculum in schools is required to be used in limited complexity by involving the local community, in order to train students' abilities to collaborate, communicate, and improve their skills. there is the development of an expedagogical learning model that pays attention to local cultural wisdom in terms of planning, implementation and evaluation of learning through intensive training activities, bearing in mind that teachers do not yet understand the steps for preparing media and teaching materials according to the curriculum.

Effects of Field Work Practice, Information Mastery, and Work Motivation on the Work Readiness of Vocational High School Students in Indonesia

This study aims to analyze the impacts of (1) PKL (Field Work Practice) experience, (2) information mastery, (3) work motivation, (4) PKL, mastery of information, and motivation on students’ work readiness. This study employed the ex post facto design using the regression approach. The population consisted of 310 students of class XII of the Mechanical Engineering expertise program in Vocational High Schools in Yogyakarta, and the total number of participants was 170 students. The number of participants was determined using Issac & Michael’s formula. Then, using the purposive sampling technique, the sample was selected. Meanwhile, the data were collected through surveys, tests, and documentation. The collected data were analyzed using multiple linear regression analysis to check the hypothesis. The results of this study show that: 1) PKL has a positive and significant effect on students’ work readiness (p = 0.015) with an effective contribution of 9%, (2) mastery of information has a positive and significant effect on students’ work readiness (p = 0.012) with an effective contribution of 5.1%, (3) work motivation has a positive and significant effect on students’ work readiness (p < 0.001) with a contribution effective 30%, and (4) PKL, information mastery, and work motivation simultaneously influence students’ work readiness (sig. 0.000) with an effective contribution 44.6%.

Management Of Teaching Factory Program Implementation To Increase Absorptionratelabor In The Business World And The Industrial World At School Vocational School (A Case Study At Smkn 1 Pacet Cianjur West Java)

This research is motivated by the weakness of vocational high school graduates who have not been widely absorbed by the business and industrial world in West Java. The general aim of this research is to obtain an overview and analyze the management of implementing the teaching factory program in increasing the employment rate in the business and industrial world at vocational schools. This research specifically aims to describe and analyze: 1) Planning the teaching factory program; 2) Organizing the teaching factory program; 3) Implementation of the teaching factory program; and 4) Supervision of the teaching factory program. This research uses a qualitative approach with a case study. Data collection techniques in this research were carried out through interviews, observation and document study. The results of this research show the following: 1) The planning of the teaching factory program has been planned based on the vocational school teaching factory program planning guidelines; 2) The organization of the teaching factory program has been organized based on the main tasks and functions of the vocational school; 3) The implementation of the teaching factory program is carried out in accordance with the teaching factory guidelines from the Directorate of Vocational Schools, but in the product and service aspects there are still some weaknesses; and 4) Supervision of the teaching factory program was found to have been supervised with reference to the supervision aspects determined by the Vocational School Directorate. The conclusions from this research show that the management of implementing the teaching factory program in Vocational High Schools is able to absorb graduates to work and have competencies in accordance with the demands of the business and the industrial worlds, but it is still found that in several schools this teaching factory program has not been able to be implemented due to limited facilities and infrastructure that demands to have such standards in companies and industries.

Let's go shopping: Virtual reality as a tier‐3 intervention for students with intellectual and developmental disabilities

AbstractBest practices for technology use in academic settings, specifically those preparing students for postsecondary transition (ages 18–21) are not well documented and research studies commenting on the use of technology for acquisition of social and adaptive skills is limited. Literature indicates that students with mild–moderate intellectual and developmental disabilities (IDD) benefit from adaptive‐skills programs and curricula. School psychologists, special educators, and school‐based interventionists are in a unique position to provide adaptive skill services and tier‐3 interventions that are evidence‐based, innovative, and serve the most vulnerable students. This manuscript utilizes a sign‐case design to test the use of virtual reality (VR) as an individualized intervention and teaching modality to a student in a center‐based high school program with IDD. Results yield promising findings, indicating those with IDD may master VR as a tool, learn new skills with VR programming, and generalize those skills to real‐world settings. Further, VR offers unique benefits that can shape the way school interventionists view technology and how innovative practices can be used for students with IDD.

A Research Note on Relationships Between Age, Body Size, Strength, and Power With Throwing Velocity in High School Water Polo Players.

Lockie, RG, Wakely, AM, Viramontes, E, and Dawes, JJ. A research note on relationships between age, body size, strength, and power with throwing velocity in high school water polo players. J Strength Cond Res 37(8): e466-e469, 2023-A successful high school strength and conditioning program should aim to improve fitness and develop motor skills in athletes. This research note investigated the relationships between throwing velocity with age, height, body mass, strength, and power in male high school water polo athletes. Fifteen (n = 15) water polo athletes (age: 15.67 ± 0.98; height: 177.63 ± 6.53 cm; body mass: 78.07 ± 16.08 kg) from one high school program were recruited. Strength was measured using combined grip strength from both hands and a leg/back dynamometer. Power was measured by a vertical jump and 2-kg seated medicine ball throw (MBT). Subjects also threw a water polo ball with maximum effort to measure throwing velocity. Pearson's correlation and stepwise regression were used to calculate relationships between throwing velocity with age, body size, strength, and power (p < 0.05). Age (r = 0.530), grip strength (r = 0.674), leg/back strength (r = 0.699), and the MBT (r = 0.670) all showed significant positive relationships with throwing velocity. Leg/back strength predicted throwing velocity with 49% explained variance (r2 = 0.490, p < 0.004). With age, explained variance increased to 66% (r2 = 0.664, p < 0.001). Throwing velocity related to age, which could be expected with maturation. However, stronger relationships were seen for upper-body (grip) and lower-body (leg/back) strength, and upper-body power (MBT). Strength and conditioning programs for high school athletes who develop upper- and lower-body strength and upper-body power could enhance throwing velocity among water polo (and potentially other overhead throwing) athletes.

Immersive Intercultural Learning Experiences in High School: Reflections From Independent School Alumni

Many educators are considering ways to increase student intercultural competence and support student identity development as they seek to create more inclusive and equitable schools and contribute to more just societies. This study provides analysis of one type of learning experience intentionally designed around intercultural engagement—independent high school programs that immerse students in international contexts for short-term learning experiences. This mixed-method study included 191 young alumni from six different independent schools in North America and focused on better understanding how these learning experiences have lived with their participants over time. Due in part to adolescent neuroplasticity, the study demonstrates that intercultural experiences that immerse students in relational learning beyond their home culture can influence them over time, including in their intercultural and identity development. The study specifically demonstrates that participants self-report continued influence of the program on their intercultural communication and perspective-taking skills and behavior frequency. The study identified two areas of limitations, namely that participants reported a conflicted or negative response to community service-focused programs over time and that participants with a transnational identity reported limited influence. These limitations and the participant reflections on the importance of relational learning suggest a dialectic approach as an effective way to reach the full potential of immersive learning for adolescents. Educators who strive to teach essential intercultural competencies that support school or districtwide efforts to create more inclusive and equitable school cultures might gain insights from this study's findings on the power of relational intercultural engagement for student learning.

Exploring Course Mismatch among Former STEM Students: A Narrative Research

One of the aims of the senior high school program is targeted at providing students with necessary knowledge and abilities that may be of need for their chosen career in college. The effectiveness of this endeavour is thought to be assessed by the alignment of high school graduates' strand in senior high school to the courses taken in college. However, there is a situation in which students enrol in college programs that are unrelated to their strand. This study employed a narrative-qualitative research design to explore the reasons and experiences of college students who are currently enrolled at a university in San Pablo City and have experienced course mismatch. Three (3) former STEM students qualified as participants via purposive sampling were selected in order to extract relevant and valuable information for the research study. The researchers conducted an interview with the participants. Recorded audio was transcribed. Then, it was coded and categorized. Thematic analysis was employed to generalize the findings of the study. This study highlighted different reasons why students were experiencing course mismatch. Researchers discovered that the decisions of STEM students to take non-STEM courses were influenced by both external and internal factors. External factors such as course availability, perceived difficulty of STEM subjects, and absence of specific STEM abilities, as well as internal characteristics such as motivation, were all considered. The difficulty highlighted by students is the struggle to keep up with their peers, resulting in a sense of being behind in the class. Parents and social expectations were also contributors to their struggles, as the responses provided by participants suggest that they were pressured by their environment, questioning their abilities and decisions. To adjust to non-STEM learning environments, students had both extrinsic and intrinsic support systems. Extrinsic support entails finding peers and participating in social activities, whereas intrinsic support entails personal resilience and determination. These characteristics helped them to persevere and develop in their new surroundings. Thorough implementation of an enhanced career guidance program, integrated with parental support may be conducted by senior high school institutions to reduce the rate of course mismatch among Filipino first-year students.

Development of a metacognitive regulation‐based collaborative programming system and its effects on students' learning achievements, computational thinking tendency and group metacognition

AbstractCollaborative programming helps improve students' computational thinking and increases their confidence in solving programming problems. However, the effect of collaborative learning is not ideal because it is difficult for students to mobilize metacognition to regulate learning spontaneously. To guide students to effectively regulate the learning process when they collaborate to solve programming problems, this study develops a collaborative learning approach and a Collaborative programming System (MR‐CPS) based on metacognitive regulation to support students' collaborative programming learning. A quasi‐experimental study was conducted in a junior high school programming course in Taiwan to assess the effects on students. The impacts of MR‐CPS from both individual and collaborative perspectives were investigated. Students' learning achievement and computational thinking tendencies were examined from an individual perspective. From a collaborative perspective, group self‐efficacy and group metacognition were investigated. Participants were divided into MR‐CPS (n = 115) and No‐MR‐CPS (n = 107). The MR‐CPS group used the collaborative programming approach with metacognitive regulation mechanisms as the experimental group. In contrast, the No‐MR‐CPS group used the collaborative programming approach without metacognitive regulation mechanisms as the control group. The results show that the MR‐CPS group statistically significantly outperformed the No‐MR‐CPS group in learning achievements. It was also found that the MR‐CPS group had statistically significantly better computational thinking tendency, collective efficacy and metacognitive planning and evaluation skills than the No‐MR‐CPS group. This finding suggests that the MR‐CPS has the potential to improve students' learning achievements, computational thinking tendency, group metacognition and collective efficacy. The study results have implications for the design of collaborative programming systems consistent with metacognitive regulation.

Enhancing English Reading Proficiency in Agriculture Vocational High Schools: Developing ESP-Based Supplementary Materials for Grade X Students

This research study aims to develop suitable supplementary English reading materials for tenth-grade students in the agriculture vocational high school program. The study utilizes the Research and Development (R&amp;D) approach, focusing on the Analysis, Design, and Development stages of the ADDIE model. Data is collected through document analysis, questionnaires, and interviews from a class of 16 X-grade agriculture students and their English teachers at SMK Gotong Royong. Two types of questionnaires are employed: one for the needs analysis and another for expert judgment. The data is analyzed quantitatively and qualitatively, with mean central tendency measurement used to categorize the developed materials. Suharto's theory is utilized to determine the intervals and categories based on the scores obtained. The data analysis process involves organizing and preparing the data, reading and reviewing all the data, coding the data, generating descriptions and themes, and representing the findings. The research findings indicate the following target needs of the students: (1) understanding agriculture science texts and types of agriculture tools, (2) improving reading skills for agricultural work and acquiring relevant vocabulary, and (3) expanding their vocabulary related to the study program. The findings serve as the basis for the development of appropriate supplementary English reading materials. English teachers are encouraged to understand students' needs and add relevant sources or develop materials in collaboration with other teachers. Other materials developers are suggested to consider the learners' needs and the practical context of their field to create valuable materials for vocational high school students. Keywords: English reading proficiency, agriculture vocational high schools, ESP-Based supplementary materials, grade X students

Flexibility and Personalization of Learning in the Senior High Open High School Program: Basis for Enhanced Alternative Delivery Mode of Teaching and Learning

Flexibility and Personalization of Learning in the Senior High Open High School Program: Basis for Enhanced Alternative Delivery Mode of Teaching and Learning

Pengaruh Kepemimpinan Kepala Sekolah Dan Kurikulum Merdeka Terhadap Kinerja Guru SMA Negeri Program Sekolah Penggerak

This study aimed to determine the effect of principal leadership and the independent curriculum on teachers' performance in SMA Negeri Program Mobilization Schools in Kayuagung District. This research was conducted at Kayuagung 1 Public High School, Kayuagung 2 Public High School, and Kayuagung 3 Public High School. This research is a type of quantitative research. The research design used in this study is correlational. Data collection methods in this study used questionnaires, observation, and documentation. The total population in this study amounted to 137 people. Based on the calculation of the number of samples in this study, there were 58 people. Data analysis techniques use data normality tests, data linearity tests, data multicollinearity tests, t-tests, F tests, and the Coefficient of Determination. The results of this study show a positive influence of the leadership of the principal and the independent curriculum together on the performance of teachers at the State High School Program Mobilization in the Kayuagung District. This can be seen from the results of the Fcount&gt;Ftable test. The effect is also seen from the tcount&gt; table test results, which means that Ha3 is accepted and Ho3 is rejected. In conclusion, there is an influence of the leadership of the principal and the independent curriculum on the performance of the teachers of the State High School Program Mobilization Schools in Kayuagung District.&#x0D; Keywords: Leadership; Headmaster; Independent Curriculum; Teacher Performance

Teacher questions, wait time, and student output in classroom interaction in EMI science classes: An interdisciplinary view

Past research has often shown a lack of student output in English medium instruction (EMI) classes (e.g., An et al., 2021; Lo &amp; Macaro, 2012) and this study seeks to identify possible reasons. Guided by literature on wait time (Rowe, 1986) and teacher higher-order thinking questions (Chin, 2007), this study explores whether these two pedagogical moves have the same impact on classroom interaction in EMI science classes. 30 EMI science lessons were recorded from seven EMI high school programs in China, taught by 15 native speakers of English to homogenous groups of Chinese students. Correlation tests showed that when there was more wait time after a teacher question, the students produced lengthier responses with more linguistic complexity, took up more talk time, and asked more questions. However, greater use of teacher higher-order thinking questions, coded by Chin’s (2007) framework of constructivist questions, did not correlate with any student output measures. This suggests that wait time may be a more effective factor leading to more student output in EMI classes than asking higher-order thinking questions. Qualitative analysis showed teachers’ follow-up moves may have also played a role in the limited success of higher-order thinking questions.

Korelasi Kompetensi Pedagogik dan Percaya Diri Guru Terhadap Keberhasilan Program SMK Pusat Keunggulan

SMK Multistudi High School Batam is one of 895 SMKs in Indonesia selected by the government in 2021 to implement the SMK Center of Excellence program. This program hopes to help teachers solve every learning problem to prepare graduates ready to compete in the world of work. This quantitative study uses a sample of 45 teachers at SMK Multistudi High School Batam. This study aims to analyze the correlation between pedagogic competence and teacher confidence in the success of the SMK Center of Excellence program. The result of the study shows that there is a positive and significant correlation between pedagogical competence and the success of the Center for Excellence Vovatiobal High School program, with the result of the t-test showing t count 5.379 &gt;ttable 1.679 ans sig.0.000&lt; α 0.05. It turns out that teacher self-confidence is not correlated with the success of the Center for Excellence Vocational High School program, where the t-score shows a t-score of 0.097 &lt; t-table of 1.679 and sig.0.454 &gt; α 0.05. The study's results show a partially positive and significant correlation between pedagogical competence and teacher confidence in the success of the Center of Excellence in Vocational High School program, with the F test results showing a significance value of less than 0.05 (0.000&lt;0.05).

Characterization of proteinous coagulant in Moringa tree seeds for water purification: Stepwise laboratory exercise for high-school students.

Coagulation is an important process in the context of water purification; and the seed protein of the moringa tree (Moringa oleifera) is a remarkably effective coagulant. The laboratory course described here is designed to provide high-school students with a stepwise, hands-on experience in investigating the protein-rich coagulant found in Moringa seeds. First, the seed powder was applied to model polluted water containing fine clay, food dyes, copper sulfate, and bacteria. This treatment changed the polluted water into clear water via coagulation; all students were convinced that the coagulation-inducing agent was a thermostable cationic protein. Finally, basic biochemical techniques (e.g., chromatographic separation and electrophoresis) were used to show that the target coagulant is a dimeric protein composed of 6.5 and 4.5 kDa subunits. Overall, this made it possible for the students to gain a deeper understanding (more comprehensive than the information taught in formal classes) of protein structure and its real-world implications. This stepwise exercise can be applied to research-based learning programs in high school, as it is an effective learning tool.

Comparing Virtual and In-Person Implementation of a School-Based Sexual Health Promotion Program in High Schools with Large Latino Populations

Many sexual health programs transitioned to virtual implementation during the COVID-19 pandemic. Despite its devastation, the pandemic provided an opportunity to learn about virtual compared to in-person implementation of a sexual health promotion program—El Camino. This study assessed differences in program attendance, engagement, quality, and student ratings for virtual versus in-person implementation of El Camino as part of a rigorous evaluation in high schools with high Latino populations in Maryland. Drawing on positive youth development practices, El Camino helps participants identify personal goals and learn about sexual reproductive health and healthy relationships. This mixed-methods study incorporates data from performance measures, baseline and post-intervention participant surveys, observations, monthly implementation reports, and debriefs with facilitators to describe and compare virtual and in-person program implementation. At baseline, participants were an average of 16.2 years old; between 8 and 12th grade; 61% female; 79% Hispanic, Latino, or of Spanish origin; and 54% spoke mostly Spanish at home. Recruitment and retention of students outside of school classes were challenging for both forms of implementation. However, attendance was higher during in-person implementation and in schools where the organization implementing El Camino had a strong presence before the pandemic. Findings indicate high fidelity, excellent quality ratings, and positive student perceptions of the program and facilitators in both the virtual and in-person cohorts, which suggest that both forms of implementation were comparable and furthermore highlight the strength of the virtual adaptation of the El Camino program.

The current state of high school physical education: Exploring socialization and Aligning with the 2018 high school education program

The aim of this study was to assess the current state of physical education program implementation and the socialization of physical education in high schools in Vietnam. A questionnaire was designed using Google Form, consisting of 15 questions. Questions 1 to 11 were related to the physical education program, while questions 12 to 15 focused on the socialization of physical education. The survey included 345 participants, including education administrators and high school teachers, and was conducted online in Hanoi city and Lai Chau province. The survey employed a rating scale divided into four levels: non-satisfied, partially satisfied, satisfied, and well satisfied. The results indicate that the actual implementation of physical education programs in high schools falls short of the targets set by the 2018 high school education program issued by the Ministry of Education and Training of Vietnam. Furthermore, there are significant limitations in terms of socializing physical education activities, as these activities have not had a substantial positive impact on the quality of physical education teaching in high schools.&#x0D; &#x0D;

Pengaruh Motivasi dan Etos Kerja Terhadap Kinerja Guru SMA Negeri Program Sekolah Penggerak

The purpose of this study was to analyze and describe the influence of motivation and work ethic together on the performance of teachers of State Senior High Schools in the Mobilization Program throughout the Kayuagung District. This research is a quantitative research with a causal study form. The population in this study were all school principals and teachers who served in State Senior High Schools in the Kayuagung District, totaling 137 people. The number of samples was calculated using the Slovin formula with a result of 58 people. The method of collecting data in this study is a questionnaire/questionnaire method, documentation and observation. Data analysis techniques in this study used descriptive analysis of data, independent variable descriptive analysis, dependent variable descriptive analysis and statistical analysis of research data. The results of this study are that there is an influence between motivation and work ethic together on the performance of teachers of Public High School Program Mobilization Schools throughout the Kayuagung District with an influence contribution of 29.6%. The fundamental difference from this research is that the research subjects specifically examined driving schools in the Kayuagung sub-district. In conclusion, there is a simultaneous influence of motivation and work ethic on the performance of teachers of Public High Schools in the Mobilization School Program throughout the Kayuagung District&#x0D; Keywords: Drive School, Motivation, Teacher Performance, Work Ethic

Perceptions of Advocacy in High School Students: A Pilot Study.

Assessing perceptions and attitudes of advocacy in adolescent populations is an important area of research. Previous studies have shown that advocacy programs in high schools are well-received and help promote health advocacy. This pilot study took place at the University of Central Florida College of Medicine Health Leaders Summer Academy hosted by medical students of the Student National Medical Association. A one-hour interactive workshop was administered to high school students interested in the healthcare field. Pre- and post-survey data were collected to assess participants' perceptions, methods, and barriers to engaging in advocacy. A total of 29 students were included in this study. Results indicated that students' definitions of advocacy changed after completing the workshop, as a higher percentage of students indicated that they practiced advocacy (pre-survey, 82.76% versus post-survey, 95.45%). There was a statistically significant difference in perceptions of the importance of advocacy in the student's future career (pre-survey, 3.82 versus post-survey, 4.15,p = .035). Social media was the most effective and common form of advocacy used (post-survey 72.73%). The most common barrier to practicing advocacy was a lack of education on a particular topic (31.82% post-survey). Overall, the workshop increased participants' interest in engaging in advocacy. Future directions include expanding the study to a larger population sample throughout the Orlando community and researching the use of social media as a tool for advocacy.

Impact of the Center of Excellence Vocational High School Program on the Interest of New Learners

The main problem of private schools is the difficulty of finding new learners (NL), exacerbated by the Covid-19 pandemic, making private schools even more slumped, including private Centers of Excellence Vocational High School (VHS CoE). Research objectives is to analyze; (1) promotion strategies for the private VHS CoE, (2) the impact of the VHS CoE on the interest of NL, and (3) the benefits of the VHS CoE. Qualitative descriptive research methods. The research sample was four private VHS CoE. Stages of research; (1) formulate problems, (2) determine the subject, (3) compile interview guidelines, (4) collect data, (5) sort and analyze data, (6) make conclusions. The results: (1) the private VHS CoE conduct direct socialization to pre-VHS, school residents, related institutions, and the community, and form a management team. Direct socialization is the most effective promotion strategy compared to other strategies, (2) the VHS CoE has an impact on NL interest fluctuatingly. The school program is the main consideration for NL to register at VHS CoE, while according to interests and talents is the main reason for NL to choose a flagship expertise program, and (3) the benefits of the VHS CoE, among others; improving the quality of schools, making it easier to get a job, and according to industry needs. The results of the study are expected to be the consideration of relevant agencies in making policies for the VHS CoE and for preparing strategies for capturing NL for private vocational schools.