Year Of High School Research Articles

An Interview with Sophia Tonnessen

This excerpt from Our Voices Heard Vol. 1: A Youth Led Zine by Stand with Trans contains an interview conducted over email in the Fall of 2022 with author Sophia Tonnessen (she/they) compiled by Brynn H. Bryn H. is a trans woman currently in her junior year of high school. She enjoys writing and playing music in her free time.Founded in 2015 by a passionate mom, Stand With Trans helps trans youth between the ages of 12 and 22 in Michigan build resilience, gain confidence, and find hope in a future filled with joy. This zine was created by youth affiliated with the organization and its programming.

System-, teacher-, and student-level interventions for improving participation in online learning at scale in high schools

Many school systems across the globe turned to online education during the COVID-19 pandemic. This context differs significantly from the prepandemic situation in which massive open online courses attracted large numbers of voluntary learners who struggled with completion. Students who are provided online courses by their high schools also have their behavior determined by actions of their teachers and school system. We conducted experiments to improve participation in online learning before, during, and right after the COVID-19 outbreak, with 1,151 schools covering more than 45,000 students in their final years of high school in Ecuador. These experiments tested light-touch interventions at scale, motivated by behavioral science, and were carried out at three levels: that of the system, teacher, and student. We find the largest impacts come from intervening at the system level. A cheap, online learning management system for centralized monitoring increased participation by 0.21 SD and subject knowledge by 0.13 SD relative to decentralized management. Centralized management is particularly effective for underperforming schools. Teacher-level nudges in the form of benchmarking emails, encouragement messages, and administrative reminders did not improve student participation. There was no significant impact of encouragement messages to students, or in having them plan and team-up with peers. Small financial incentives in the form of lottery prizes for finishing lessons did increase study time, but was less cost-effective, and had no significant impact on knowledge. The results show the difficulty in incentivizing online learning at scale, and a key role for central monitoring.

School starting age policy and students' risky health behaviors.

A school starting age policy may generate disparities in the age at which students enter school, and in the relative age for grade among children born in similar periods. I analyze the impacts of being young-for-grade on students' risky health behaviors. Using a fuzzy regression discontinuity design which exploits the school entry system in South Korea, I find that being younger in the class leads students to begin drinking alcohol earlier. In addition, it increases the likelihood of drinking over the past 30days. Being young-for-grade also impacts the probability of having sexual intercourse during one's high school years. My main findings are driven by both girls and boys. The robustness of my results is supported by several alternative specifications.

Using Differentiated Instruction to Foster Algebraic Thinking in Classrooms

This quasi experiment sought to use strategies of differentiated instruction (DI) to foster algebraic reasoning of Junior High School (JHS) year 2 students in the Winneba municipality, Ghana. The study employed Solomon four group sampling technique to collect pre-test and post-test data from 337 students. After the treatment, the independent -test on the post-test gave the results ( ) and ( ) with indicating that, there was a significant difference between the achievement score of the experimental and control groups. The calculated effect size between the means of the experimental and control groups was approximately 0.7, an indication that the effect of DI strategies is large. It was recommended that, DI strategies should be employed in Ghanaian classroom to improve students’ algebraic thinking.

A Pioneer in Caribbean History: Franklin Knight Reflects on Cuba

Lillian: Let's start with you telling a little about yourself.Franklin: I was born in 1942 in Jamaica. I went to elementary school, of course, and took the mandatory “Eleven-Plus” general examination in 1953. I then left elementary school and for a year attended a small private high school with my two older brothers. The school system was a little different from the United States. I know that well, because when I came here and told a group of Wisconsin school kids that I had spent six years in high school, they said, “You must have been very dumb.” To which I replied that “that was not the opinion of my teachers.” I didn't realize then that in the United States students spend four years in high school. In Jamaica we spend six, combining middle and high school years. You get in at age 12 or 13 and graduate at 18 or 19.

A multiple linear regression model of students’ performance in calculus in the new normal

The Philippines launched an educational reform in 2012, adding two years of senior high schools (SHS) with strands that aim to prepare students for work or pursue college degrees. The STEM strand was designed for those wishing to enroll in Science, Technology, Engineering, and Mathematics-related degree programs. This study investigates the performance in Calculus and the University admission examination of a random sample of 234 enrolled students for the First Semester of 2021-2022 at Caraga State University taking Differential Calculus. It tries to identify the socio-economic predictors of students' performance in Calculus. Results revealed that age, gender, SHS strand, enhancement program, and admission scores in English, Mathematics, and Abstract Reasoning correlate with students' Calculus performance. Also, the students who graduated from the SHS strand performed better in Calculus than those who did not. Nonetheless, Calculus student performance is regardless of the type of community, SHS type, and family monthly income. Among the socio-economic correlates, the SHS strand and calculus enhancement program are the main predictors of student performance in Calculus using multiple linear regression. Other significant predictors of Calculus student performance are the students' admission scores in Mathematics and Abstract Reasoning. This means that students who performed well in the Mathematics and Abstract Reasoning admission scores, along with SHS STEM strand enrolment and provision of the Calculus enhancement program, are indicators of students' performance in Calculus, implying the importance of mathematics interventions for the students' performance. Furthermore, an appropriate senior high school strand for college degree program preference is a necessary pre-requisite.

Parental Career Expectation Predicts Adolescent Career Development Through Career-Related Parenting Practice: Transactional Dynamics Across High School Years

The potential mediating role of career-related parenting practice in the association between parental career expectation and adolescents’ career development remains understudied, especially the likely transactional dynamics inherent within such links. This study utilized three-annual-wave data from 3196 Chinese adolescents across the high school years ( Mage = 15.55 years old, SD = .44; 52.8% girls at Wave 1) to address such gaps. Results of cross-lagged structural equational modeling analyses demonstrated reciprocal associations between parental career expectation and career adaptability consistently across three high school years; and career-related parental support served as a mediator in such associations, net of a series of covariates. However, no associations of career ambivalence with parental career expectation across the high school years emerged. Such findings highlighted the dynamic nature of the associations among parental career expectation, career-related parenting practice, and adolescents’ career developmental outcomes. Implications for future research and practice were discussed.

Vocational Maturity and Hopelessness of Turkish Senior Students

Vocational maturity is an important part of understanding the vocational development processes of individuals and evaluating their level of development. The aim of this research is to examine whether there is a relationship between the vocational maturity of high school seniors and their hopelessness. “Vocational Maturity Scale (VMS)”, “Beck Hopelessness Scale (BHS)” and demographic information form were filled in by 523 Turkish 12th grade students. According to the results, it was determined that there is a negative significant relationship between the vocational maturity and hopelessness of both female and male students. Evaluation of the relationship between vocational maturity and hopelessness can provide appropriate targets for the development of interventions that will increase the level of vocational maturity and indirectly limit the emergence of hopelessness before individuals reach the last year of high school, where they encounter the process of making a professional choice.

A Study on the Effect of Participating in Tutorial Courses on Happiness During the Summer Break of Thai High School Students in Bangkok

During the semester break of high school years, one of the most common activities of students is taking tutorial courses, as most students consider this interval to be the preparation time for entering their dream school. The attitude of each student toward tutorial courses is very different; some are very happy to attend, while others are not happy at all. Happiness plays an essential role in high school students’ lives during the summer break since happiness helps students relax and also increases their productivity. Thus, we are curious about the effect of tutorial courses on the happiness of Thai high school students in Bangkok. In order to determine the correlation between these two factors, we decided to conduct a cross-sectional survey. The data was collected by sending questionnaires about the effect of participation in tutorial courses on happiness to students in various high schools in Bangkok. We received a total of 324 respondents, who are from various types of high schools, including public, private, international, and home schools. Statistical Product and Service Solutions (SPSS) was used for data analysis. The results show no significant relationship between tutorial courses and happiness, which include: 1) the number of tutoring hours taken per day (P-value = 0.342), 2) the duration of the semester breaks (P-value = 0.727), 3) the number of days to take tutorial courses in a week (P-value = 0.319), and 4) the type of tutorial courses taken (P-value = 0.221). This research has most of the respondents studying in public schools and studying in grade 12, so this might be the reason that extra tutorial classes do not affect happiness. This research helps us understand whether there is a relationship between happiness and taking tutorial courses during summer break, and also provides us with information for further research.

What Knox Achieved

<h3>Abstract</h3> We examine the effect of a last-dollar “free community college” program on college credit accumulation, college completion, and medium-term labor-market outcomes. Knox Achieves pledged tuition-free community college to any Knox County, Tennessee high school graduate and served as the model for the statewide Tennessee Promise program as well as local and state initiatives across the U.S. We find that Knox Achieves eligibility led to a 24 percent higher likelihood of attaining an associate’s degree within nine years of high school, alongside positive but insignificant changes in the likelihood of attaining a bachelor’s degree, and negative but insignificant changes in in-state earnings.

What’s mathematics doing here? The role of mathematics in German Physics Olympiad tasks

Physics competitions target at motivating students for engaging in physics and at promoting students talented in physics. Physics competitions also aim at conveying a picture of physics as a scientific discipline, going beyond regular physics classes in school, and should thus also include a more intense mathematization of physics problems. Given that physics students often struggle with mathematics, mathematics in the competition may pose a challenge beyond the intended physics challenge. The present paper therefore presents an analysis of theoretical tasks employed in the German Physics Olympiad. Mathematical requirements were (1) identified by analyzing sample solutions and (2) compared to mathematics curricula. Then, (3) the solutions were categorized regarding whether the mathematics employed was used in a tool-like manner, a structuring manner, or both. Findings indicate that the first competition round typically includes rather basic mathematical requirements which are addressed in lower secondary mathematics education. In the higher rounds, more advanced mathematics is needed, which is only taught in the last years of high school, or not taught at all. The structural role of mathematics proved to be essential in the analyzed tasks. Beside the (intended) physics challenges, participants thus have to deal with mathematics they have not learned at school and have to apply mathematics in a different way than is often done at school when participating in the competition. As a consequence, unintended negative effects may occur, potentially counteracting the aim to promote students talented in physics. Implications for science education and future research are discussed.

Predittori clinici e psicopatologici di out-come nel Disturbo da Uso di Cocaina: uno studio di follow-up a tre mesi

The research had as its object of study psychoactive substances, specifi cally cocaine addiction which today has a prevalence of 1.8% worldwide.In collaboration with the Onlus Incontro Community, all those subjects who undertook a residential therapeutic-rehabilitative path for a Cocaine Use Disorder, sometimes with psychiatric comorbidity, were evaluated longitudinally, in order to carry out an in-depth characterization from the point of sociodemographic, clinical and psychopathological view.The primary objective was to identify, within these clinical and psychopathological variables, the possible predictive factors of out-come in subjects affected by DUC.Furthermore, the objective was to verify how, following a three-month community journey matured from the moment of entry into the Community, the depressive symptoms, the hedonic-volitional drive, the levels of craving and the general state of health change according to the time spent in the Structure.The present was a prospective observational study that included a sample of 70 patients with a primary diagnosis of Cocaine Use Disorder, recruited consecutively at the study facility, between November 2021 and May 2022.The study envisaged, in an initial phase – within a maximum of two weeks of hospitalization – the compilation of a medical history form for the collection of socio-demographic information.Seventy patients with Cocaine Use Disorder were evaluated, of whom 49 completed the three-month followup.The sample is therefore composed of 54 male subjects (77.1%), 16 female subjects (22.9%) with an average age of 39.6 &amp;plusmn; 10.1 years. 77.1% of the sample is unmarried, 21.4% is separated and only 1.4% is married.70% of patients live with their family of origin/spouse and 30% live alone.The level of schooling was 9.41 &amp;plusmn; 3.70, this means that on average, the sample completed lower secondary school and attended the fi rst year of high school. 52.9% of the sample has a job, while 47.1% is unemployed.With regard to the type of occupation, 2.9% study, 21.4% perform occasional jobs and the remainder work regularly. 74.3% of the sample smoke cigarettes, with an average of 12.9 &amp;plusmn; 9.18 per day. Furthermore, 1/3 of the sample presented legal problems.

Cultural Change, Community, and Belonging: Supporting the Next Generation of Surgeons From Groups Historically Excluded From Medicine.

Cultural Change, Community, and Belonging: Supporting the Next Generation of Surgeons From Groups Historically Excluded From Medicine.

고등학생의 진로⋅학업 설계 역량 신장을 위한 진로집중학기 교수⋅학습 지원 모형 개발 연구

Objectives The purpose of this study is to explore a support model in terms of teaching and learning to enhance the career and academic design capabilities of general high school students in the career intensive semester of the first year of high school. Methods To this end, a Delphi survey was conducted twice via online on 30 school education majors with more than 5 years of experience with a high understanding of the high school credit system and career intensive semester to validate and modify the model. Results Through this, this study developed a teaching and learning support model. 1) A model, principle, and detailed guideline for designing and evaluating career intensive semesters. 2) A model and principle for designing and conducting curriculum/creative experience activities in career intensive semesters. Conclusions Through this, it is expected that career and academic design guidance can be provided integrally and organically with the aim of enhancing learners' career and academic design capabilities in the career intensive semester.

Study of Junior High School English Reading Teaching on Project-based Learning

The overall objective of the compulsory education stage is described in China’s English Curriculum Standards: to enable students to develop initial comprehensive language skills, promote mental development and improve comprehensive humanistic qualities through the study of English. However, in the reality of junior high school English reading teaching, English teachers emphasize lecturing rather than competence, resulting in students not being able to understand the main idea of the text and limiting the development of students’ thinking skills and independent learning abilities. The project-based learning is a student-centred approach to completing projects through individual or group work, based on communicative teaching method and Dewey’s do-it-yourself theory. This study attempts to apply project-based learning to the problems that have arisen in the teaching of English reading in junior high school, and ultimately to verify the feasibility and effectiveness of project-based learning in the teaching of English reading in junior high school. Can project-based learning be effective in improving junior secondary students’ English reading skills? It is the core question of this study. This research was carried out in a secondary school in Sichuan Province with a total of 60 students in two classes in the second year of junior high school. The study was conducted in the form of an experimental class and a control class for 12 weeks. The experimental class adopted the project learning approach, while the control class adopted the traditional reading teaching approach. The students’ reading skills were compared through pre-tests and post-tests, questionnaires, SPSS analysis of the project implementation process and results, as well as interviews and observations. The final conclusion is that the use of project-based learning in junior high school English reading classes can effectively improve students’ reading ability and level, stimulate their interest in reading, and improve their interest in learning English.

Strengths and Struggles among High Academic Achievers in Senior High School: A Philippine Setting

The purpose of this qualitative research project is to investigate the strengths and weaknesses among high academic achievers faced in their senior high school years. In-depth interviews are used in the study to collect rich, nuanced material, which is then thematically evaluated to find major themes. Expectation and Pressure from Others, Losing Interest, "Procrastination and Cramming", Distractions, and Family Pressure are the five issues that the research focuses on. The results show that high academic achievers experience tremendous external pressure from peers, teachers, and parents, which can cause stress and anxiety. Academic burnout is evident since some individuals also express a progressive loss of enthusiasm and love for their study. When used to handle workload and pressure, unhealthy coping techniques like procrastination and cramming have a negative effect on learning outcomes. Academic performance is further hampered by personal interests and technological distractions. Additionally, family pressure has a significant impact on how students experience school, highlighting the need of setting reasonable expectations and maintaining open lines of communication. The study comes to the conclusion that high achievers in senior high school require specialized assistance and interventions. It's crucial to establish a welcoming workplace that values individual goals, encourages intrinsic drive, and supports a good work-life balance. Time management abilities, study habits, and stress management strategies should all be covered in interventions. Concentration and productivity can be improved by reducing distractions and encouraging focused study time. To combat family pressure and create a healthier family dynamic, it is essential that parents, students, and educators have open communication with one another. Hence, this study adds to our understanding of the difficulties high academic achievers in senior high school confront and offers insightful information for legislators, parents, and teachers. Stakeholders may establish an atmosphere that supports the well-being, engagement, and academic success of high achievers by recognizing and resolving these problems, eventually supporting their holistic development and future successes.

La historia de la evolución de los modelos atómicos desde la perspectiva de la Nueva Escuela Secundaria

This study aims to develop a didactic sequence aimed at discussing the evolution of atomic models, from the perspective of the New High School, as well as analyzing the data arising from the realization of this in the context of Basic Education. In this design, the didactic proposition was applied in two classes of the 1st year of high school, involving 40 students from a private institution in the city of Santa Cruz do Sul/RS. In this bias, through the active participation of the students during the stages, as well as through the diversification of activities, it was observed, in addition to indicative of the understanding of the proposed object of knowledge, indications of a greater commitment to the part of the group, or that is, a greater interest in the activities developed. From this perspective, it is possible to conclude and validate it as useful for the process of building scientific knowledge about atomic models, in the sense of understanding it as a strategy that facilitates learning. The History of the Evolution of Atomic Models from the Perspective of the New High School.

An interdisciplinary educational path to understand the economic phenomena of a fluid and complex world with mathematics

In this paper, we describe an activity that involves economics and mathematics. It is included in the planning of orientation paths towards university studies within the Mathematical High School Project and is dedicated to students in the last years of high school. In particular, this research will deal with the issue of solving an economic problem using not only real analysis instruments but also geometrical topics concerning Euclidean geometry and topology. Mathematics becomes a language to understand and explain a real life problem, such as determining the optimal position of an airport, a nuclear reactor and so on. Some activities made use of dynamic geometry software and computer simulations.

Results of European Heart Network Pilot Project “A Vending Machine for a Friend”

Children often grow up in obesogenic environments that promote unhealthy diets. Consequently, many European children are overweight. Vending machines (that usually distribute foods rich in fat, sugar, salt and calories) located in schools are one factor that contributes to this. The aim of the pilot project “A vending machine for a friend" of the Italian Society for Cardiovascular Prevention (SIPREC) in collaboration with the Lithuanian Heart Association (LHA) and under the aegis and sponsorship of the European Heart Network (EHN), has been to regulate and improve the nutritional quality of food and beverages served in vending machines, cafeterias and school canteens. In the pilot project were included 3 Italian and 2 Lithuanian high schools. Seventy-eight Italian students and seventy-eight Lithuanian students in the 2^nd and 3^rd year of high school, joined the intervention group, undertaking to consume only foods and beverages from “healthy” vending machines and healthy snacks in the cafeteria, versus seventy-seven Italian students and ninety-seven Lithuanian students in the 2^nd and 3^rd year of high school who were part of the control group. The intervention has also included an education and training program on healthy food dedicated to the students and to the teachers. The results of the Body Mass Index (BMI) in the intervention group (-2.1% in the Italian intervention group versus +0.0% in the control group and -2.2% in the Lithuanian intervention group versus +0.5% in the control group), and of the questionnaire administered after the seminars (+53.4% of improvement in the Italian intervention group versus just +2,5% in the control group, and +21.6% of improvement in the Lithuanian intervention group versus +3% in the control group), indicates the good results achieved by the students who have participated in the project. “Healthy” vending machines together with educational programs might be a good strategy for creation of a healthy nutritional environment in high schools to tackle overweight and obesity in adolescents. Bigger studies are needed to prove concept.

Teaching English Reading for Science and Technology in Chinese High Schools: Challenges and Pedagogical Approaches

T Reading in scientific and technical English has become increasingly vital for students' education in the 21st century, owing to the rapid advancements in science and technology and the expansion of global collaboration and communication. This study distributed a questionnaire to teachers and students in the first three years of high school to determine students' learning needs for reading English in science and technology. The results indicate that students' needs differ by grade level and require personalized learning plans. Teachers should adopt various teaching methodologies and adapt their methods to cater to the needs of students at each grade level.