Traditional High School Research Articles

초·중·고등학교 학생들의 전통음식에 대한 인식도 및 만족도 비교

The objective of this study was to analyze the awareness and satisfaction regarding Korean traditional foods in elementary, middle, and high school students. In a survey of 1,030 students, 55.9% of the total respondents stated that traditional Korean food is 'Korean food that uses unique Korean recipes' (p<0.001). In terms of awareness of traditional food, most middle and high school students responded that the mass media was the biggest influence, while elementary students said that their parents were the most pervasive influence. In terms of satisfaction with traditional food served in school, 13 menus had the highest popularity among elementary school students. Most elementary school students preferred Korean traditional foods compared to middle and high school students. The awareness and satisfaction regarding Korean traditional food in elementary, middle and high school students.

Constructivcist Learning Approach - How Far in Jamaican Schools

This study seeks to identify whether or not the constructivist approach to teaching and learning is being practiced in Jamaican schools. The main proponents of the constructivist view of teaching and learning are, Lev Vygotsky, Jean Piaget, Jerome Bruner, Howard Gardner and John Dewey. Interviews were conducted with two teachers, one from a prominent teachers’ college, and the other from a prominent traditional high school; direct observation of two classroom sessions of a primary school was also conducted. The following questions were asked of the interviewees: 1) What are the subject areas that you teach?; 2) What teaching method(s) do you use?; 3) How do you engage your students?; 4) What is the duration of your classes?; 5) What are the assessment scheme(s) that you use?; 6) Is there a correlation between the courses that you teach and the duration of the session?; and 7) How are lesson plans prepared?This was in an effort to seek a response to the main question at hand.

ConfChem Conference on Educating the Next Generation: Green and Sustainable Chemistry—Development of Greener Laboratory Manuals for Introductory Chemistry Courses

The intent of this project was focused on designing appealing and educationally effective “greener” laboratory manuals for traditional introductory chemistry courses. Targeted courses were traditional and homeschool first-year high school chemistry courses and regular and web-based college chemistry courses for those who are not science majors. The manuals include engaging experiments that reinforce the concepts taught in the particular introductory chemistry course while eliminating the need for hazardous waste disposal. A kit was developed with eScienceLabs for the Web-based and homeschool manuals. Supplementary teachers’ manuals have also been produced that include answers to pre-lab and post-lab questions in text. These include a unified materials section with an index of supplies. A web site was developed to make the Green Chemistry Laboratory Manual prepared for a traditional high school course available to high school chemistry teachers.

Comparison of Health-Risk Behaviors Among Students Attending Alternative and Traditional High Schools in Minnesota

Previous research, over a decade old, suggests students attending alternative high schools (AHS) engage in high levels of health-risk behaviors. Data from the 2007 Minnesota Student Survey for students attending AHS (n = 2,847) and traditional high schools (THS; n = 87,468) were used for this cross-sectional analysis to compare prevalence estimates, adjusted for age, race/ethnicity, and free and reduced lunch, for 28 health-risk behaviors. Students attending AHS were significantly more likely than students attending THS to report engaging in all behaviors related to unintentional injury and violence, tobacco use, alcohol and other drug use, and sexual activity, and were significantly less likely to report participating in physical activity, including sports teams. Students attending AHS continue to engage in high levels of health-risk behaviors as compared to their peers in THS. Updated national prevalence data were needed, as well as studies examining the role of protective factors in the lives of students attending AHS.

생활한복형 하절교복의 의복기후와 주관적 감각

This study was investigated the clothing microclimate, subjective sensation for the improvement of traditional koran high school student uniform so called Saenghwal Hanbok. For the purpose, casual hanbok school summer uniforms were made. They were made of 4 different textiles materials - P/R, P100, P/C, P/R/S for blouses, P/W, P100, P/R, P/W/F for skirts. Then their clothing microclimate, subjective sensation were tested at room temperature and R.H. Clothing Microclimates wearing on the blouses were good matched comfort temperature range. Subjective sensations wearing on the blouses were better than those of traditional koran clothes so called Hanbok and quite same for western style clothes. Thermal sensations were indicated some hot condition, and moisture sensations were indicated some wet condition but tactile sensations and comfortable sensations were agreeable. The temperatures of the forehead and the breast wearing on the skirts were indicated the same results with the cases of the blouses. Leg temperatures were some lower than the mean skin temperature, the other parts' temperatures were slightly higher than blouses but the mean skin temperatures were satisfied comfortable ranges. Subjective sensations wearing on the skirts were better than those of the other traditional clothes and even Western clothes. Thermal sensations and moisture sensations were resulted the same with the case of blouses. Currently, P/R material and P/W material seemed to be cool and respectively suitable for blouses and skirts in summer among the materials of modernized Korean traditional costumes and school uniforms, since those materials lowered skin temperature. But better, physiologically pleasant materials for summer clothes should be development in consideration of clothing microclimate and subjective sensation.

From the Margins to the Mainstream: Potential Impact of Early Colleges on Traditional High Schools

Early colleges are one alternative to the traditional comprehensive high school. This article describes the establishment of an early college in partnership with a university, including the experiences for students, the challenges for teachers, and the difficulties in bridging higher and kindergarten through Grade-12 educations. The article considers the potential for these new, small high schools to impact the traditional high school.

A Longitudinal Investigation of Project–based Instruction and Student Achievement in High School Social Studies

This longitudinal study focused on how project–based instruction (PBI) influencedsecondary social studies students’ academic achievement and promoted College andCareer Readiness (CCR). We explored and compared student achievement in a PBI highschool versus a traditional instruction high school within the same rural school district.While previous literature indicated that PBI involved more preparation time and a steeperlearning curve for both teachers and students, we found that in high school social studies,students’ achievement gains actualized within one year. PBI students outperformedpeers who learned from a traditional curriculum in both social studies achievement andCCR preparedness.

Aprendizagem de línguas in-tandem: um suporte inovador na aprendizagem de língua inglesa

As novas tecnologias têm estabelecido um novo cenário para a educação convencional, inserindo o computador e a Internet como elementos de aprimoramento da aprendizagem de línguas. O ambiente de aprendizagem de línguas in-tandem insere-se nesse contexto. O presente artigo tem como objetivo demonstrar que esse ambiente de aprendizagem pode complementar a aula de inglês convencional. Para isso, analisamos três sessões in-tandem, realizadas a distância por meio do aplicativo msn messenger entre um participante brasileiro e outro mexicano, com base nas descrições de aprendizagem de línguas in-tandem. Os resultados indicam que esse ambiente de aprendizagem pode contribuir para a aprendizagem de língua estrangeira em aulas convencionais do Ensino Médio.

Paradoxes in Policy Practice: Signaling Postsecondary Pathways in the Rust Belt

ContextResearch increasingly suggests that the high school diploma has lost its meaning as a symbol of life preparation. Having faced economic struggles earlier and longer than most regions of the United States, the “Rust Belt” region offers important lessons for the broader nation regarding how high schools might prepare youth for stable futures. Much like in towns in India and China, communities in the United States’ Rust Belt experience a paradox of wanting youth to find successful careers but not leave the area.Focus of StudyRecent research connections between high school and college have focused on the role of signaling strategies in preparing young people for postsecondary opportunities. High-quality signals that are clear, aligned, and consistent can positively influence student outcomes. This article examines the types of policy signals that local Rust Belt communities are trying to develop to both improve postsecondary attendance of young people and retain young people in their home communities as they choose career pathways.Research DesignThree cases—”Steeltown,” “Milltown,” and “Railtown”—were chosen using a comparative case study design intended for the purpose of explanation building. Data-collection strategies consisted of a combination of semistructured interviews and document collection to ascertain the visions, intentions, and implementation of the reform efforts of the selected communities. Interview protocols explored the actors, problem definitions, collaborative patterns, and implementation of initiatives. Extensive written documentation from each city that served as validity checks of the interview data. Data analysis involved a grounded theory approach of moving from raw data to conclusions using a data reduction process that involved an extensive coding strategy and case histories.FindingsThe strategies of the three cases suggest that three specific signaling strategies were most often used to address individual and community policy needs in these Pennsylvania communities: achievement, alignment, and awareness. The focus on academic achievement was the most consistent strategy, but weak in terms of providing a connection to postsecondary signaling. Awareness strategies consisted of teaching youth and their families about the growing fields of industry in a local area. Alignment strategies provided a way for youth to see the full pathway to potential careers. They included a focus on creating easier transitions between traditional high school, vocational-technical high schools, community colleges, technical schools, and four-year institutions.ConclusionsThe alignment strategies presented in these cases were not always consistent with the awareness strategies that encouraged youth to stay local in job searches. Alignment strategies therefore often prioritized youth needs over community needs. If alignment efforts are paired with building awareness of local career opportunities, however, they could help to strengthen and rebuild Rust Belt communities. A combined strategy could both increase understanding of careers and provide a pathway to get the training necessary to compete for these available jobs.

The State of Postsecondary Education for Persons with Intellectual Disabilities: What Are the Perceptions of Key Stakeholders?

Evidence indicates that post-high school outcomes for students with disabilities look different from the post-high school outcomes of a traditional high school graduate and vastly different from a student without disabilities who has the opportunity to go to college. In fact, these statistics are widely used to advocate for increased efforts to providing access to higher education opportunities for students with and without disabilities. Beyond descriptive literature, little information is available on the current state of knowledge in the field of post secondary education for students with ID. This qualitative investigation examined transcripts generated from presentations by a variety of experts in the field of PSE-providing an overview of knowledge on PSE for students with ID. Among other important findings, this study indicates that there is limited clarity on the outcomes of participating in PSE, economics of higher education and foundation of evidence on providing PSE for students with intellectual disabilities. The implications of these findings for future research, policy and practice are also presented.

The Accounting Pilot and Bridge Project

ABSTRACT The accounting profession will experience a 50 percent decline in its ranks in the next ten years as accounting professionals from the Baby Boomer generation retire. To replace these professionals, the accounting profession will have to compete with law, medicine, engineering, and other professions that will also be replacing their “boomers.” During the period the boomers are retiring, the number of high school graduates is expected to decline, which suggests that the currently high accounting enrollments are unlikely to continue. If the accounting profession is to compete for the best and brightest students in the future, it is in its best interest to address structural impediments that exist in its educational supply chain. One significant structural impediment in the supply chain is the traditional high school accounting course. In 2000 the AICPA's Taylor Report stated high school accounting courses were a “systemic barrier” to entry into the profession for the very high school students the profession wants to attract (Taylor 2000). These courses have not changed substantially since the Taylor report was issued. The Accounting Pilot and Bridge Project (The Project) proposes to eliminate this barrier and has created a new college-level high school accounting course that provides college credit for those students who take the course and pass a rigorous qualifying examination. The Project is modeled after the College Board's highly successful Advanced Placement (AP) program. Once specific goals are achieved, The Project plans to submit a proposal to the College Board for it to adopt accounting as part of its Advanced Placement curriculum. After describing the research and initiatives that led to the creation of The Project, this paper discusses the goals of The Project, the process to have accounting added to the College Board's AP Curriculum, the curriculum used in the pilot course, the progress made to date, and what lies ahead.

Narrowing the Achievement Gap on a State-Wide Scale: Student Success

In 2002, the first early college high schools opened in North Carolina in an attempt to improve the performance of traditionally underserved students. Students of color, economic disadvantage, or having family histories of little or no post secondary attainment were targeted by this school reform initiative. Students attending these schools are exposed to rigorous high school curricula, experience a small school environment, and have access to post secondary education at the community college or university level. This study examined the academic performance of early college students compared to traditional high school students in North Carolina using non-parametric methods to determine whether the early college students have different passing rates on select North Carolina high school exams. The results indicate that for the selected end-of-course exams, many of the early college students have significantly greater rates of passing and in several instances that the gap between white and traditionally under represented students is narrower than traditional schools. These results suggest the North Carolina early college model may be a viable school reform initiative in assisting students to graduate high school and prepare students for life beyond high school.

An exploration of the formal elements in adolescents’ drawings: General screening for socio-emotional concerns

Screening adolescents for socio-emotional concerns is often challenging. Non-threatening and engaging tools are needed for this population. Art assessments can provide unique means of screening adolescents in group settings. Participants were asked to make two drawings: (1) their perfect romantic date, and (2) a place where they might be exposed to alcohol or drugs. The goal of this study was to examine the underlying factor structure of the FEATS and determine the ability of identified composite scales in detecting between-group differences on the BASC-2. As part of a larger study of health risk behaviors, 193 students from a traditional high school and a therapeutic high school completed the BASC-2 measure and two drawings. An Exploratory Factor Analysis (EFA) was conducted to explore the underlying factor structure of the FEATS. Composite scale scores were used in MANCOVA to detect between-group differences in those scoring in the At-Risk on the BASC-2. The EFA supported the use of three reliable FEATS composite scales. However, these composite scales scores failed to detect between-group differences in students scoring At-Risk on BASC-2 composite scales. These results suggest future research needs to be done to adequately assess the ability of the FEATS composite scales scores for socio-emotional concerns in adolescents when using two drawings with different directives.

The Heat Is On: An Inquiry-Based Investigation for Specific Heat

A substantial number of upper-level science students and practicing physical science teachers demonstrate confusion about thermal equilibrium, heat transfer, heat capacity, and specific heat capacity. The traditional method of instruction, which involves learning the related definitions and equations, using equations to solve heat transfer problems, and using equations to determine the heat capacity of a metal in a laboratory setting, contributes to this confusion. A simple modification of a traditional high school or introductory college chemistry heat capacity laboratory is described. Based on the learning cycle, rather than a verification of the concept of heat capacity, this experiment is designed to introduce students to the concept of heat capacity and to encourage them to make connections to their personal experiences before being provided with definitions and mathematical equations. Rationale for this modification along with a description of the experiment including pre- and postlab student questions, student instructions, sample student data, and teacher facilitation suggestions are provided.

Math and Science Academic Success in Three Large, Diverse, Urban High Schools: A Teachers' Story

Large, traditional urban high schools are among the most difficult education environments in the United States. These schools, which serve a high percentage of the Black and Latino students in the United States, often have low academic performance, high dropout rates, high teacher and school leader turnover, and inexperienced teachers. They often exist within contexts of high poverty, high family mobility, high unemployment, and low social capital. However, because they serve such a high percentage of students nationally, academic success at these schools is an equity issue with major national economic and social wellbeing implications. As a result, there have been many efforts to reform these urban high schools or whole urban districts. Despite some exceptions, particularly in small schools that serve a small percentage of students, the success of these reforms has been limited. This is the report of a qualitative study of teachers', school leaders', and students' perceptions of three large, traditional urban Texas high schools that were exhibiting the most success in math and science when compared to similar large, traditional urban Texas high schools after statistically controlling for the challenges each school faced. The 3 themes that emerged to describe the similarities among these three schools were leadership, equity orientation, and instructional focus. However, the highlight of the results was long lasting, stable teachers' professional communities composed of diverse, experienced teachers with particularly strong equity orientations.

The Effects of Charter High Schools on Educational Attainment

We analyze the relationship between charter high school attendance and educational attainment in Florida and in Chicago. Controlling for observed student characteristics and test scores, we estimate that among students who attended a charter middle school, those who went on to attend a charter high school were 7–15 percentage points more likely to earn a standard diploma than students who transitioned to a traditional public high school. Similarly, those attending a charter high school were 8–10 percentage points more likely to attend college. We find even larger effects when we treat high school choice as endogenous.

Mr Watson, come here . . .: The performance of early college students in their first year at the university and the challenge to P-16 education

Early colleges are one alternative to the traditional comprehensive high school. This article examines whether early college students are academically, socially and emotionally ready for university work at age 16. Preliminary data indicate enough promise in the innovation to revision not only the high school curriculum, but middle school and university curricula as well.

“Poetry Is Not a Luxury”: Why We Should Include Poetry In the Writing Classroom

Recently, the director of the composition program where I teach sent out a link to an editorial piece from Salon. She explained the piece wasn’t a new conversation but that it was a conversation still worth having. In “Death to High School English,” Kim Brooks ponders the effectiveness of traditional high school curriculum, with its focus on “standardized test preparation and the reading of canonical texts” (par. 2). She questions these practices because she believes they may lead to “the creation of a generation of college students who, simply put, cannot write” (par. 2). As evidence for her claim, she mentions “their shocking deficits,” “all the things they don’t know how to do when it comes to written communication in the English language,” as well as “all the basic skills that they surely need to master if they are to have a chance at succeeding in any post-secondary course of study” (par. 3). But her diatribe against this generation of students does not end there. She continues:

Against the odds: insights from one district's small school reform

Against the Odds offers an in-depth look at the Mapleton, Colorado, school district s transformation of two traditional high schools into seven small schools, each enrolling fewer than four hundred students. This even-handed account chronicles both the heartening successes and frequent frustrations of a district-wide embrace of the small school model.

Understanding Adolescents' Identity Formation Through Arts-Based Research: Transforming an Ethnographic Script into a Play

As art educators strive to promote social justice we may want to invite our students to embrace examples of art and the histories of artists who have resisted the oppressive forces in their respective eras. This article examines the role Czechoslovakian artists have played, and the works they created, in opposition to Soviet occupation in the city of Bratislava in the late 1960s and early 1970s. In addition to providing a cultural, political, and historical context for interpreting these works, the author advocates for the introduction of works of art that stem from this unique set of circumstances to high school students. The article also uses the discussion of unofficial Czechoslovakian art and artists of Bratislava to examine Conceptual and Performance Art and their implications in deviating from traditional high school art teaching practices.